Trainings conducted by:                                              Trainings conducted for:                    HANDS Ins...
INDEX                                                                         Page #         Introduction of HANDS……………………...
   Methodology of Facilitation           Story, Question & Answer           LUNCH BREAK           Methodology of Facil...
   Definition of Motivation and Tools of Motivation           Definition of Participation and Contribution           De...
Closing/certificate distribution ceremony……………………………………Conclusion……………………………………………………………………     ANNEXURES:     Picture Gal...
HANDS IntroductionHANDS is a registered, tax exempted, PCP Certified and European Union accredited Not forProfit Organizat...
IDSP IntroductionInstitute for Development Studies and Practices (IDSP-Pakistan) is a national level humanresource develop...
AcknowledgementWe are greatly thankful to Almighty ALLAH that with His blessings we brought up thisworkshop report and acc...
Training DetailPurpose of the training:The purpose of the Training is to build the capacity of IDSP staff members/Master T...
For practical skills, case studies were discussed. Group work was done considering the practicalplanning including the nee...
DAY ONESession on Change:Mr. Khalil Wadhelo and Ms.Naeema Balochpresented the importance of change in society.            ...
Basic Needs:After Case studies basic needs topic has been presented by Ms.Naeema BalochShe comprehensively described the b...
What is cumulative betterment? Either for betterment of a particular group or overall.Cumulative Betterment is for betterm...
Gender Discrimination appears in every walk of life for men and women. On the basis of thisdiscrimination the abilities ha...
DAY TWORecitation from the Holy Quran:The session started with the recitation from the Holy                               ...
Trait Theory            Process Theory                                 of Leadership           of Leadership              ...
Leadership Skills:Team Work:Whether in the workplace or on the football field, or even amongst members of a community,effe...
Communication Skills:Leaders demonstrating communication skills are both good speakers and listeners. Through theirwords t...
leaders are able to maintain a calm demeanor even during emergencies, and this can becontagious when it needs to be.Flexib...
Make your instructions clear and pertinent.Pitch in and help when necessary.Quickly deal with disruption. Guide the post t...
Evaluating the process                                              Tea BreakWhat is facilitation?After tea break, Ms.Naee...
Facilitation methodsThe following facilitation methods described are useful when trying to work though problems tofind sol...
Celebrity ViewsSplit the group into smaller sub-groups. Each sub-group decides upon a celebrity (dead or alive,fact or fic...
group. This means checking the space ahead of time and making sure there are walls appropriatefor holding data charts, suf...
Competence 7: Read the underlying dynamics in the groupThe facilitator is practiced in sensing dynamics in the group. In p...
personal discipline and strong spiritual base. This also requires that the facilitator separates ‘self’from the importance...
When, where, what, how much…? How many, how far, how often…?   What would you do if…? Challenging questions   Questions wh...
DAY THREE3th day was started with the recitation of the Holy                                                           Age...
   Follow up with youth and staff   System Advocacy   Systems Advocacy, with a small "s", refers to advocacy initiatives ...
DAY FOURCounselling session was conducted by Abdul RazaqueUmrani wherein he spelt out that counsellor is                Ag...
Genuineness and WarmthEffective counsellors have a genuine interest in other people. This is often referred to as respecto...
at the same time to avoid confusion, spread of rumours or misunderstandings. If internal andexternal stakeholders are invo...
DAY FIVE5th day was started with the recitation of the Holy                                                          Agend...
THE TEAM BUILDING PROCESSThe seven-step team building process for new teams is as follows:Step 1 – Gain the commitment.Ste...
Lunch breakThis session was also conducted by Abdul Razzque Umrani on Record keeping he brifed thatKeeping accurate and up...
   Contributes promptly to assessing the financial situation of the community at any time.   Saves a lot of time and eff...
DAY SIX6th day was started with the recitation of the Holy                                                           Agend...
benefit the community.In a profit-making organisation, it is easy to hold managementaccountable. We simply ask: did they m...
written work based on facts, process or test. It is usually written in a concise style, giving precisedetails. It is usefu...
The main structural elements of every report are: title, author, summary, abstract/synopsis,acknowledgment, terms of refer...
As soon as lunch break was ended session was kicked off onResource Mobilization by Muhammad Raheem Mari briefedparticipant...
The Planning and Budget Cycle                        1: Planning and setting                        objectives            ...
DAY SEVEN7th day was started with the recitation of the Holy                                                              ...
6. At the lowest level project managers co-ordinate individual projects. They are overseen        by the program manager w...
Annexure           45
Picture Gallery                  46
47
Agenda of the Workshop  Day-1                           Item/Activity                       Time               Facilitator...
Methodology of Facilitation                       12:30 - 01:00 pm Mr. Khalil Wadelo Story, Question & Answer             ...
LUNCH BREAK 1:30-2:30                                    Effective Communication Definition of Communication              ...
Creation of Vouchers- Definition of Voucher        10:00 - 10:20 am   Ms. Fakhurnissa Definition of Cash book and creation...
TEA BREAK 4.30pm –5:00 pmDeparture of participants and trainers                  52
Nomination form for the training                          53
Training Brochure                    54
List of Participants                       55
Contact Detail of participants                           56
57
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HANDS ICD Training Report by Nadeem Wagan

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HANDS ICD Training Report by Nadeem Wagan

  1. 1. Trainings conducted by: Trainings conducted for: HANDS Institute of Community Development (HANDSICD)140-C, Block – II, PECHS, and Karachi, Pakistan Tel: +9221-4532804, 4527698 Fax: +9221-4559252 Email: info@hands.org.pkWebsite: www.hands.org.pk 1
  2. 2. INDEX Page # Introduction of HANDS………………………………………………….. Introduction of IDSP…..………………………………………………….. Acknowledgement………………………………………………………… Objectives of the workshop………………………………………………... Inaugural Session………………………………………………………….. Rules of the training……………………………………………………….. Formation of host committees for five days. ……………………………… Expectations and Fears/Threats……………………………………………. The Pre–test Activity………………………………………………………Day -1  Registration  Recitation from the Holy Quran and other holy books  Opening Session  Introduction of Participants  Fears/ Hopes/ ground rules / host team formation/pre test  TEA BREAK  Change  Case Study  Basic Needs  LUNCH BREAK  Basic Rights  Change & Social Life  TEA BREAK  Define Gender  Gender and Sex  Gender DiscriminationDay-2  Recitation from the Holy Quran and other holy books  Review of previous day  Definition of Leader  Exercise  Role of Leadership  Ability of Leadership  TEA BREAK  Definition of Facilitation 2
  3. 3.  Methodology of Facilitation  Story, Question & Answer  LUNCH BREAK  Methodology of Facilitation  Story, Question & AnswerDay-3  Recitation from the Holy Quran and other holy books  Review of previous day  Definition of Advocacy  Types of Advocacy  Objectives & Importance of Advocacy  TEA BREAK  Methods of Effective Advocacy  LUNCH BREAK  Definition of Conflicts  Exercise  Types of Conflicts  Causes of ConflictsDay-4  Recitation from the Holy Quran and other holy books  Review of previous day  Definition of Counseling  Qualities of Counselor  TEA BREAK  Importance of Counseling  Exercise  Group Work  LUNCH BREAK  Definition of Communication  Mythology of Effective Communication  Sources of Communication (Role plays)  Characteristics of CommunicationDay-5  Recitation from the Holy Quran and other holy books  Review of previous day  Definition and Importance of Team work  Steps of Team Building  Group work  Importance of Effective Decision making  TEA BREAK 3
  4. 4.  Definition of Motivation and Tools of Motivation  Definition of Participation and Contribution  Definition of Contribution Process  Conditions of Contribution process  LUNCH BREAK  Define and Types of Record Keeping  Record of Financial System  Organizational Record or Secretarial Record  Project RecordDay-6  Recitation from the Holy Quran and other holy books  Review of previous day  Definition of Financial Management  Record Keeping of Income and Expenses  Creation of Vouchers- Definition of Voucher  Definition of Cash book and creation of cashbook  LUNCH BREAK  Define Report  Types of Report  Definition of Financial and Other Resources  Resource Mobilization for organizations and its importance  Rolls of Recognition Resources  Methods of Recognition ResourcesDay-7  Recitation from the Holy Quran and other holy books  Review of previous day  Definition of Project and Program and their Differences  TEA BREAK  Definition of Project Proposal  Basic Concepts for Proposal writing  LUNCH BREAK  Definition and Importance of Assessment  Tools for Assessment  Project Analysis and Tools  Certificate Distribution Ceremony 4
  5. 5. Closing/certificate distribution ceremony……………………………………Conclusion…………………………………………………………………… ANNEXURES: Picture Gallery……………………………………………………….. Agenda of the workshop…………………………………………….. Nomination form for the training……………………………………. Training Brochure……………………………………………………. List of participants……………………………………………………. Contact list of participants……………………………………………. 5
  6. 6. HANDS IntroductionHANDS is a registered, tax exempted, PCP Certified and European Union accredited Not forProfit Organization working since 1979 with key programs health, education, poverty alleviationand cross cutting programs of Social Mobilization, Gender, Human & Institutional Development,Disaster Management, Information & Communication, Monitoring Evaluation & Research,Resource Mobilization and Social Marketing. HANDS is benefiting more than 13 millionpopulation of 16703villages in 24 districts of Pakistan.Introduction of HANDS ICD:HANDS-Institute of Community Development is one of the largest networks of capacitybuilding institutions in Pakistan, making a great effort toward human and institutionaldevelopment. Currently HANDS ICD is offering its services to develop capacity ofINGOs/NGOs, private firms, government departments and institutions through differentproducts. We have team of experts and HANDS ICD deals in following areas.Diploma Courses: Social Sector Management Educational Management and Professional Development Leadership Development for NPO ManagersCertification and Short Courses Organizational Development Certification Course Professional Social Animation Skills Leadership related training resources. Organization appraisal.Consultancy Services Audio Video production services. Mid-term evaluation and project evaluation. Research and development. Resource mobilization. Training and development services.Publication: Books on Social and development issues Research Report. Awareness publicationThe HANDS ICD strongly believes that through implementation of institutional strengtheningany organization can make the difference. However, we glad to provide our highly professionalservice on very nominal charges. In the journey of human and institutional development we areseeking our bonding partnership with your good organization. 6
  7. 7. IDSP IntroductionInstitute for Development Studies and Practices (IDSP-Pakistan) is a national level humanresource development institution for social development since 1998. Institute offers learningcourses of community development based on theory and practices for the young communityactivists and development practitioners. More than 700 IDSP graduates are engaged indevelopment of civil society. IDSP has been engaged with national and international partners foreducation development in the country. This current initiative is continuation of its efforts forcreating diverse and locally contextualized learning opportunities for the youth and childrenexcluded from formal systems of education.Institute for Development Studies and Practices (IDSP)-Pakistan is a National Institution withopen Learning Spaces with the focus to achieve the mission statement:“To nurture and developindividuals and communities that will change the power structures by demystifying processes ofEducation and development and generate value based partnerships and practices at all levels”.The purpose of IDSP’s Interventions is to reduce and eventually end the exclusion of majority ofyoung people from mainstream Education and Livelihood opportunities in the country. Morethan 60% of Pakistan’s population is between 15-35 years in age, almost 80% of this hugemajority is excluded from the meaningfully education and Livelihood processes andopportunities.IDSP opens Learning Spaces for this young majority population to empower them for generatingand regenerating responses to the existing challenges of Education, Learning, Livelihood, Peaceand Pluralism.These Learning Spaces are used for conducting theory and practice based courses on the themesof Community Development, Mainstreaming Gender and Development and Courses onDevelopment Studies.Related core thrusts of the institute are1) Applying and synthesizing Research2) Advocacy on Social and Educational Issues3) Innovations in the field of Learning and Livelihood Development4) Developing linkages with like-minded local-national and international organizations. 7
  8. 8. AcknowledgementWe are greatly thankful to Almighty ALLAH that with His blessings we brought up thisworkshop report and accomplish the task within the scheduled time and required way.We are thankful to IDSP who had supported financially for the Capacity building trainingWorkshop that made possible for IDSP staff from Balochistan. We are thankful of Mr. SafdarProgram Director IDSP & Mr.Hubidar Ali Abro for thier facilitation while arrangement andmonitoring during the training workshops.Mr. Nadeem Wagan Manager HR &ID HANDS & Mr.Faisal Rehman who have done a lot todesign training manual and manage all things of the workshop.We are thankful to Dr. Sheikh Tanveer Ahmed Chief Executive HANDS and Mr. MuhammadAslam Khan Chief Operating Executive for their efforts and support.All facilitators Mr.Khalil wadelo,Mr.Abdul Razzaque, Mr.Raheem Mari Ms.Naeema Baloch andMs.Fakherunia Memon who facilitated the work shop in very well manners and created learning,environment in entire event. They both supported us while designing of the workshop. It washonor for me to conduct training on Capacity building for IDPS staff/Master trainers. Indeed thatwas unforgettable moments for me.We are also thankful to Mr. Ahmed Jan Provincial Manager HANDS Office Quetta for arrangingthe training.I am highly grateful to Mr. Mumtaz Ali Khaskheli Chief HID Executive HANDS he supportedus in whole process. During the making the agenda and setting outline he gave his valuable inputin the training manual.Last but not least, we are thankful to all management staff and training participants theyparticipated in all sessions and acted as a professional worker of their organization. Ms. Huma Siddiqui General Manager HR&ID Program HANDS 8
  9. 9. Training DetailPurpose of the training:The purpose of the Training is to build the capacity of IDSP staff members/Master Trainers infollowing area; 1. Training on a. Basic Needs & Basic rights: b. Gender c. Leadership d. Facilitation e. Advocacy f. Conflict g. Counselor h. Communication i. Team work j. Financial system/Management k. Resource Mobilization l. Proposal writing .Overall objectives of the task to:  Orient and build the capacity of the staff members in Basic Needs & Basic rights and Gender  Orient and build the capacity about Leadership and Facilitation skills  Make familiarize participants about Advocacy and Conflict Management  Make aware about Counselor & his/her responbilties  Build up capacity of participants regarding team work, Financial system and Resource MobilizationTraining Methodology:The training methodology was participatory and interactive. Sessions were conducted as perrequirement of the training session. However, it was initiated with brainstorming, followed bypresentations, and discussions. The magnitude of problem especially in relevance to our ruralcommunities, objectives of the project and subjective information and standard practices wereexplained in details. 9
  10. 10. For practical skills, case studies were discussed. Group work was done considering the practicalplanning including the need assessment/ situation analysis and then to make the response plan forchild protection and psychosocial support.Training Dynamics:Most of the participants participated actively during the whole training process. Few of theexperienced persons facilitated the others in learning and creating the understanding about thePara counseling, Child protection and project development and management. Most of them werekeen to share and replicate their experience, which they learned during the training, for thebenefit of their communities.Sessions Outcome:The immediate outcome of the training was reflected by the feedback given by the participants. 10
  11. 11. DAY ONESession on Change:Mr. Khalil Wadhelo and Ms.Naeema Balochpresented the importance of change in society. Agenda Day 1Changed is defined:” To make something  Registrationdifferent”. You can cause something to change, or  Recitation from the Holy Quranyou can bring change upon yourself. A change is a and other holy booksbasic factor in the universe, changing of weather or  Opening Sessionchange in day night. Change of time which never  Introduction of Participantsoccurs again, change of people, age etc.  Fears/ Hopes/ ground rules / host team formation/pre testEverything in the universe changes according to  TEA BREAKthe pre defined schedule. A change in community  Changemakes a positive step towards the improvement of  Case Studylife styles of people.  Basic Needs  LUNCH BREAKCase Study (Story of Sakeena):  Basic Rights  Change & Social Life  TEA BREAKThis case study presented by Mr.Khalil Wadhelo:  Define GenderSakeena is a village girl. She gets early in the  Gender and Sexmorning and helps her mother in domestic work.  Gender DiscriminationAfter sun set she goes to her elder Aunt house forlearning Quran Shareef and other logical knowledge. Shegoes along with her neighbor girls. Sakeena’s mother alsolearnt basic education from elder Aunt. Now she teachesgirls about the art of handmade embroidery. In Afternoonshe spends time with her female friends. In summer she takesrest in afternoon. In winter she goes in woods along with herbrother to collect firewood. Now days due to lack of woods,wild life not available as used to do. Those wild life animalsmove to other side of jungle which is near river and she can’tgo there. Her uncle sometimes tells about boats and ships. Those huge warehouses containingwheat and rice and those shifted to cargo ships from one place to another. Similarly these hugecargo ships import other material such as surgical instruments, silk made stuff etc. Her uncleused to tell her that cities have been changed a lot. People demand luxuries. So now days thereare no worth of stuff coming from villages. Her grandmother used to say those nations vanishquickly if these rely on luxuries of life, nothing else. 11
  12. 12. Basic Needs:After Case studies basic needs topic has been presented by Ms.Naeema BalochShe comprehensively described the basic human needs to the trainees:Food: Necessary for human Survival and physically development.Clothing: Protecting from weather and human bodyShelter: Protection from weather and other dangerous stuffHealth: Necessary for working and movement activelyEducation: To increase potential, survival and utilizing resources in proper manner. Lunch BreakBasic Right:After lunch break, Mr.Khalil Wadhelo (DEM Karachi Rural) started session with the topic: basicright.He described that every citizen has following basic rights:1. Reach on natural resources such water, land, fresh air etc2. Capability to increase productivity and equal employment opportunities.3. To be Informative and thinking assessing right4. Liberty to join any group5. Liberty to keep or change your view or having rights to speak. Without liberty humans can’t fulfill his/her basic needs. Human can’t live orsurvive alone; he/she needs other human to make society in order to live together. Society makeshumans civilized and creates sense of responsibility for each other.Change & Social Life:After Basic Right topic, Ms.Naeema Baloch (DPM KR)started discussing and sharing new topic about change andsocial life. She distributed trainees in different and asked tonarrate a story or any incident regarding change. They havebeen 30 minutes in order to complete this task.Throughfollowing question trainees were asked to narrate story whichdepicts the about basic need, human rights and also changemust be mentioned.Trainer should evaluate stories of trainees through positive change, cumulative betterment,participatory performance and continuous betterment. In this way trainees make aware of theseterminologies.What is betterment? Fulfilling needs, basic rights or constitute a system through which everyonegets needs though basic rights. 12
  13. 13. What is cumulative betterment? Either for betterment of a particular group or overall.Cumulative Betterment is for betterment of more people? Without helping poor and needy, is itwill be cumulative betterment?Why inclusion and investment are necessary? Without inclusion any one gets benefits? Inclusionin work is necessary? Whose participants are necessary? Tea BreakDefine Gender:After tea break, Ms.Naeema Baloch started session with the definition of gender: she said:“Gender" refers to the socially constructed roles, behaviors, activities, and attributes that a givensociety considers appropriate for men and women.Gender is a range of characteristics used to distinguish between males and females, particularlyin the cases of men and women and the masculine and feminine attributes that they possess.Difference between Gender & Sex:After Defining gender the trainer further elaborated the concept of gender. Gender defines theroles of men and women in the society. Gender describes us that how we understand andperceive the different role playing by men and women in the society. Gender is a role providedby society so not through biological factors. Gender also describes the difference of roles ofwomen and men in the society, on this basis different relation has developed.Gender Sex"Gender" refers to the socially constructed Sex" refers to the biological and physiologicalroles, behaviors, activities, and attributes that a characteristics that define men and women.given society considers appropriate for menand women.The Role of men and women in the society The biological factor of male and femaleCan be changed with the passage of time No changeGender classified male and female according to According to biological factors, both males andclass, caste, religion and age. females fall in same category. No difference in between them.Gender Discrimination:Mr.Khalil Wadhelo started session by defining Gender Discrimination:Gender discrimination refers to the practice of granting or denying rights or privileges to aperson based on their gender. In some societies, this practice is longstanding and acceptable toboth genders. Certain religious groups embrace gender discrimination as part of their dogma.However, in most industrialized nations, it is either illegal or generally considered inappropriate. 13
  14. 14. Gender Discrimination appears in every walk of life for men and women. On the basis of thisdiscrimination the abilities have been assessed. In society discrimination practices on differentlevels resulting females suffer a lot.Education:The literacy rate of females in Pakistan is at 39.6 percent compared to that of males at 67.7percent. Pakistan aim to achieve equality in education between girls and boys and to reduce thegender gap in the educational system. However, the policy also encourages girls, mainly in ruralareas of Pakistan, to acquire basic home management skills, which are preferred over full-scaleprimary education.Health:The Rate of mortality in females and girls is very high in Pakistan especially in rural areas.Unhealthy and less nutrition also play vital role.Employment:Less employment opportunities, less compensation and professional problems resulting thedecline of their performances. This factor adds to the financial problems.Agriculture:Women have no rights to sale or purchase land, not to provide share in family properties, nofacility of getting loan, not getting proper pay compensation. These all factors affect the financialstatus of family.Marriage:No rights to choose life partner for marriage, burden or work, no decision making rights etc arenon Islamic and non civilized acts.Politics:According to common saying: Politics is a game of males.The participation of women in politics is null, that is thereason their voices has been suppressed.Gender Discrimination affecting our society negatively. Incommon language we call it as male dominant society. Untiland unless this discrimination has not been removed , oursociety can’t move ahead in terms of prosperity anddevelopment . 14
  15. 15. DAY TWORecitation from the Holy Quran:The session started with the recitation from the Holy Agenda Day 2Quran  Recitation from the Holy Quran and other holy booksReview of Previous Day:  Review of previous dayEvery trainee has been asked to give feedback and  Definition of Leadercomments about the previous day of training.  Exercise  Role of LeadershipTrainees shared their views that how much they  Ability of Leadershiplearnt from previous and what should the way to  TEA BREAKcontinue in the days ahead  Definition of Facilitation  Methodology of FacilitationDefinition of Leadership:  Story, Question & AnswerMr.Khalil Wadhelo started the first session of the  LUNCH BREAKday with the definition of leadership.  Methodology of Facilitation  Story, Question & AnswerLeadership is the art of motivating a group of peopleto act towards achieving a common goal. Leadershiphas been described as the “process of social influence in which one person can enlist the aid andsupport of others in the accomplishment of a common task". Other in-depth definitions ofleadership have also emerged.Concepts of LeadershipI used to think that running an organization was equivalent to conducting a symphonyorchestra. But I dont think thats quite it; its more like jazz. There is more improvisation. —Warren BennisGood leaders are made not born. If you have the desire and willpower, you can become aneffective leader. Good leaders develop through a never ending process of self-study, education,training, and experience (Jago, 1982). This guide will help you through that process.To inspire your workers into higher levels of teamwork, there are certain things you must be,know, and, do. These do not come naturally, but are acquired through continual work and study.Good leaders are continually working and studying to improve their leadership skills; they areNOT resting on their laurels. 15
  16. 16. Trait Theory Process Theory of Leadership of Leadership Leader LeaderResides Can bein observedPeople Height Intelligent Interaction Extroversion fluency Other traits Leadership = Leadership Followers Followers Role of Leadership: Mr.Khalil Wadhelo resume session with the title Effective leadership is a personal role that requires the blending of motivational, strategic and management skills to align focus, energy and drive whilst creating a culture that encourages individual thinking and attainment. Ultimately leadership is about pushing ideas and thoughts forwards, shouldering responsibility and unlocking hidden drivers and aspirations to bring out the confidence of others. Harnessing energy in a strategic way that inspires and unites a team towards achieving some common task. Although working practices have undergone dramatic change, the essential qualities of a good leader remain remarkably unchanged, the only point to note being that with the flattening of company structures and loss of middle-management, leaders are required to have greater project management and influencing skills than in the past. Summary of key leadership skills: Visionary – know what needs to be achieved and how to go about achieving it Inspirational – create and bring to life an image of how things can be Aware – understand each individuals abilities, limitations, motives and drivers Influential – use vision, argument and important stakeholders to sway opinion Trustworthy – speak honestly and openly and expect the same from others Managerial – keep track of progress against targets and take action on slippage 16
  17. 17. Leadership Skills:Team Work:Whether in the workplace or on the football field, or even amongst members of a community,effective teamwork can produce incredible results. However, working successfully as a team isnot as easy as it may seem. Effective teamwork certainly does not just happen automatically; ittakes a great deal of hard work and compromise. There are a number of factors that must be inplace to cohere together as a team and work seamlessly. Good leadership: Effective leadership is one of the most important components of good teamwork. The teams leader should possess the skills to create and maintain a positive working environment and motivate and inspire the team members to take a positive approach to work and be highly committed. An effective team leader will promote a high level of morale and make them feel supported and valued. Clear communication: Communication is a vital factor of all interpersonal interaction and especially that of a team. Team members must be able to articulate their feelings, express plans and goals, share ideas and see each others viewpoints. Establishing roles: It is absolutely necessary for team members to understand what their role on the team is, what he/she is responsible for. The team leader can enable this by defining the purpose in a clear-cut manner in the beginning of the formation of the team. Conflict Resolution: Conflicts will arise no matter how well a team functions together. The best way to counter conflict is to have structured methods of conflict resolution. Team members should be able to voice their concerns without fear of offending others. Instead of avoiding conflict issues, a hands-on approach that resolves them quickly is much better. It is often advised that the team leader sit with the conflicting parties and help work out their differences without taking sides and trying to remain objective if possible. Set a good example: The team leader must set a good example for good teamwork to come about. In order to keep team members positive and committed and motivated, the team leader herself/himself needs to exhibit these qualities. The team looks to the leader for support and guidance so any negativity on the leaders part can be disastrous. 17
  18. 18. Communication Skills:Leaders demonstrating communication skills are both good speakers and listeners. Through theirwords they can help keep the workforce motivated and committed. They also listen to theirfollowers, and ask questions when they want to make sure they have a good understanding ofwhat is being expressed.To improve your skills in getting information:  Pay attention and listen carefully.  Make notes and sketches.  Ask questions and repeat your understanding of what was said.To improve your skills in giving information:  Be sure others are listening before you speak.  Speak slowly and clearly.  Draw diagrams, if needed. Ask those receiving information to take notes.  Have the listeners repeat their understanding of what was said. Encourage questions.Planning:Planning is an important part of everything we do in Exploring. The following is a simpleprocess for Planning:Consider the task and objectives. What do you want to accomplish?Consider the resources—equipment, knowledge, skills, and attitudes.Consider the alternatives. Brainstorm.Reach a decision, evaluating each option.Write the plan down and review it with the post.Execute the plan.Evaluate the plan.Were relationships between group participants helped or hurt?Was participation equally distributed among group participants?Did the group enjoy the activity?Did the group handle conflicts well?ConfidenceLeaders need to carry themselves with confidence, and are notafraid to take ownership for both popular and unpopulardecisions. They must be able to learn from criticisms, and areoften acutely aware of their own shortcomings. Confident 18
  19. 19. leaders are able to maintain a calm demeanor even during emergencies, and this can becontagious when it needs to be.FlexibilityAnother important characteristic of leaders are their ability to remain flexible, and adapt theirleadership style to meet the demands of the current work environment. They must be able towork with others to meet organizational goals, and shift focus as necessary.Creativity SkillsLeaders demonstrating creativity skills are able to develop innovative solutions to old problems.The diversity they build in their organizations helps them to develop more comprehensiveanswers to routine questions. Creative leaders are able to translate technical information intosolutions that are understood by everyone.Achieving ResultsThe last leadership characteristic were going to discuss is achieving results. Leaders just dontset the example for others to follow; they also play a big role in achieving the goals of theorganization. Through their leadership skills, they maintain a high level of performance in theirorganizations, and they are able to help keep their workforce motivated even when faced with aseemingly impossible situation.Since they have a deep understanding of what an organization needs to accomplish, they are ableto quickly identify and solve the important objectives of an organization.Controlling PerformanceA leader influences the performance of the group and individual participants through his or heractions. Why is control needed?A group needs control as an engine needs a throttle to keep it from running itself into the ground.A group works together best when everybody is headed in the same direction. If a plan is to beproperly carried out, someone must lead the effort. Control is a function that the group assigns tothe leader to get the job done.Control happens as a result of recognizing the difference between where the group is and wherethe group is going. The leader is responsible for developing a plan to help the group get to itsgoal.Setting the example is the most effective way of controlling the group. When working with postparticipants, do the following: Continually observe the group. Know what is happening and the attitude of the group. 19
  20. 20. Make your instructions clear and pertinent.Pitch in and help when necessary.Quickly deal with disruption. Guide the post toward self-discipline.Setting the Example:Setting the example is probably the most important leadership skill. It is the most effective wayto show others the proper way to conduct themselves, and is even more effective than verbalcommunication. Without this skill, all the other skills will be useless. One way to think aboutsetting the example is to imagine yourself as part of a group and think about how you would likeyour leader to act.Sharing LeadershipWhile there are various ways to exercise leadership, the goal of exploring leadership isexemplified in a quote from the ancient Chinese philosopher, Lao-Tzu: “But of a good leader . . .When the work is done, his aim fulfilled, they will say, ‘We did these ourselves.’ ” TheExploring leader wants to give post participants the skills he or she possesses, not to use thoseskills in ways that keep the post weak or dependent. He or she offers leadership opportunities topost participants and teaches them the skills they need.EvaluatingEvaluating helps measure the performance of a group in getting a job done and working together.It suggests ways in which the group can improve its performance.There are two basic categories of evaluation questions.After any event or activity, ask these questions:Getting the job done— Was the job done? Was the job done right? Was the job done on time?Effective Teaching:Effective teaching is a process to increase the knowledge, skills, and attitudes of the group andits participants.The focus is on learning, not teaching. For teaching to beeffective, learning must take place.The steps of effective teaching include Choosing the learning objectives Providing a discovery experience that helps the learner understand the need for the skill Demonstrating or explaining the skill Allowing the learner to practice the skill 20
  21. 21. Evaluating the process Tea BreakWhat is facilitation?After tea break, Ms.Naeema Baloch started with topic of facilitation. She defined:Facilitation is the process of enabling groups to obviously work cooperatively and effectively.Facilitation is often an important part of usability activities. In particular, facilitation is importantin circumstances where people of diverse backgrounds, interests and capabilities work together.Group Facilitation MethodsRecommended facilitation methodsThe following list with descriptions of training methods does not pretend to be comprehensive –but provides additional information to support the module sessions. The methods listed below arepredominantly the ones outlined in the session plans.Brainstorming This is a useful technique for generating creative ideas, information and hopes and fears byencouraging participants’ contributions in response to an idea, question or supposition. Theresults of brainstorms can be used in a variety of ways, ranging from ice breakers, idea creation,finding solutions, to assessing people’s existing levels of attitudes, skills and knowledge.It is important to clarify the use of the brainstorm for participants, so they know what to expectand can see the purpose of the exercise. The role of the trainer is that of facilitator, framing theexercise but only contributing ideas to spark the group.All brainstorms should have a purpose, even if it is only a way of introducing a topic. Ideallybrainstorms should be followed by an exercise that uses the information gathered in thebrainstorm.ConsiderationsDefine the topic/problem/issue as a statement or question.Clarify whether it is a controlled brainstorm (you will censor contributions depending on theirappropriateness) or uncontrolled (you will take any idea no matter how wild). Give people time to think (and write if necessary) on their own, or in a pair or group.Summarise ideas/sentences into one word equivalents; check that any changes are approved bythe person offering the contribution. Use the results from the brainstorm as a basis for any ensuing activity so participants understandthe point of doing the brainstorm. 21
  22. 22. Facilitation methodsThe following facilitation methods described are useful when trying to work though problems tofind solutions. Some may sound a little wacky, but be brave and try them out – it is amazing theresults they can produce.Causes/SolutionsWrite the problem that has been identified on the flip chart and then divide the paper into twohalves, one half headed Causes and the other Solutions. Get team members to contribute to bothcolumns. Each contribution should be discussed and agreed before being added to either column,Future VisioningAsk participants to imagine they are at some point in the future (e.g. 2010). They should imaginethat all their problems are resolved, dreams have been achieved and goals have been achieved.Now step back and describe how we did it.It is important to spend some time on placing the participants in the future. Use the past tensewhen asking how we did it. This technique can be useful when problems seem insurmountable orwhen the group has low morale.Mind MapFacilitate discussion with a group and record the output in a large mind map drawn for allparticipants to see – on a flip chart or large sheet of paper pinned to the wall. Mind maps are anexpression of radiant thinking, a natural function of the human brain, and they allow creativeideas to bloom and flow. They provide a basic ordering of information and easily allow lateradditions as the session progresses.Greenfield SiteThis is one way to facilitate the type of discussion described above. Ask participants to imaginethe problem and then imagine there was no history, rules, regulations, culture or climate. If noneof these things existed because we were just starting up what might we do how we mightapproach the solution? 22
  23. 23. Celebrity ViewsSplit the group into smaller sub-groups. Each sub-group decides upon a celebrity (dead or alive,fact or fiction). Each sub-group then explores the characteristics of their celebrity and decideshow the celebrity would view the problem at hand. Each group then presents their solutions tothe plenary. This method can be used in a variety of different ways i.e. participants can imaginewhat someone they admire might do etc. It is a useful technique for viewing a problem andsolutions from a fresh angle.Big PictureAnother way to take a fresh approach to solution finding is to facilitate discussion in the groupand record the output as a big picture for all participants to see. This provides a graphicrepresentation of the problem and enables participants to visualize solutions, stimulating furtherideas. This will appeal to participants for whom the visual channel is important and generatefresh ideas. It is also useful for building ownership.Facilitator competencesCompetence 1: Effectively use core methodsThe Facilitator is competent in designing and leading larger or smaller group processes andevents: a conversation or discussion, a meeting, a workshop, a design conference, anenvironmental review, a strategic planning session or a macro program of consultation. Behindthis is a complete familiarity with the process of creating and sequencing questions that move thegroup from surface considerations into the substantive implications of any topic.The capacity to distinguish process from content is of prime importance, and the discernment todecide which bracket of facilitation methods and techniques best fits the client’s needs.Competence 2: Manage the client relationship and prepare thoroughlyThe facilitator has to be able to care in depth for the client organization. This involves knowinghow to customize programs to fit the client’s situation, and how to close the deal and deliver onthe contact. It also presumes the courage to say “no” to a deal if facilitation is not an appropriatesolution or will not work. It means preparing every aspect of the program ahead of time.Competence 3: Use time and space intentionallyIt is not enough to merely select a good space for a group event. The facilitator has to know howto create the event environment. If the space is not clear and tidy the facilitator has to do it, and,at break times, keep on doing it to ensure that the environment remains an ally of the event. It isimportant to know how to best arrange the space so that it works for both the process and the 23
  24. 24. group. This means checking the space ahead of time and making sure there are walls appropriatefor holding data charts, sufficient lighting and so on. It means arranging tables and chairs tocommunicate intentionally and maximize face-to-face participation. It also means skillfullyusing décor tuned to the nature of the event and communicating its significance.The facilitator also has to be the metronome of the group, sensing the rhythm that is mostenlivening at a particular time of day; pacing the activities so as to capitalize on the “beat” of thegroup; apportioning available time both to get the job done and to reach timely closure.Competence 4: Evoke participation and creativityMore than a methodology, the facilitator also has to be an evocate, with an unshakeable beliefthat the group itself has the wisdom and creativity needed to deal with the situation. What isinvolved here is the ability to create a climate of participation. The facilitator knows how toelicit the latent wisdom in the group by catalyzing everyone’s participation and involving thewhole group in taking responsibility for its own decisions. The ability to create a group climateconducive to both participation and creativity requires a bag of tools up every facilitator’s sleeve.Eliciting the wisdom of the group is the name of the game. It is here that the facilitator’s skill ismost needed. Objective skills are in setting enabling contexts that corral and focus the group’sinsights toward a specific topic and a focus question.Competence 5: Respect the group and affirm its wisdomAppropriating a group’s diversity as a gift is more than just a skill, and much more than what isinvolved in the facile “I’m OK-you’re-OK”. It stems not only from methodological necessity,but from a root recognition of the implicit wisdom and greatness of each human being, and atrust in the group process. This requires a foundational stance of affirmation, a constant decisionto reference situations positively, and the habit of responding with the “yes” before the “no”.Competence 6: Maintain neutrality and objectivityA key role of the facilitator is to provide objectivity to the group process. While one side of thefacilitator is more like an orchestra conductor who wants a first-class product, the other side ismore like a dispassionate referee who knows the importance of maintaining a neutral stancetoward what is coming out of the group process. The facilitator sets aside personal opinionsabout the data from the group, being careful not to react negatively to people’s insights, andmaintaining detachment from the group-generated data. This same neutral universe contains thecapacity to buffer criticism, anger and frustration with a non-defensive stance whenever thegroup energy overheats. 24
  25. 25. Competence 7: Read the underlying dynamics in the groupThe facilitator is practiced in sensing dynamics in the group. In particular, the facilitator isversed in interpreting the silence of the group, identifying individual “axes” and hidden agendas,and not only sensing the groups’ uncertainty at particular points but taking steps to clarify it.Deft at picking up non-verbal cues, the facilitator listens with a “third ear” to pick up thesignificance of what lies behind participants’ words. On the more active side, the facilitator isskilled at interpreting negatively phrased responses for the underlying insight and probing vagueanswers for their fuller meaning.Competence 8: Orchestrate the Event DramaParamount to engaging the group’s commitment to the process is the development of audiencerapport. The facilitator engages this rapport from the start, creating icebreakers that loosen agroup up. Then, as the group goes through its alternating ups and downs, the facilitator isinventive in shifting time and mood intentionally to get the job done, savvy in using personalillustrations to release the group, and sagacious in using humor catalytically.Competence 9: Release blocks to the processThe facilitator has creative ways to release blocks to the process. This demands a light touch togently discourage side conversations. It calls for shrewd tactics to discourage “speechifying” andargumentation, and demands tactful ways to discourage the dominance of particular individuals,to handle “difficult” people and to deal helpfully with conflict.Competence 10: Adapt to the changing situationFacilitation involves a balancing act on the high wire. Ancillary to all the skills so far describedis the capacity of the facilitator to be flexible to changing situations. The facilitator knows howto balance the process on the one hand and the results of the process on the other; to harmonizethe needs of the participants at any one moment with the total demands of the task. This is basedon a foundational understanding that the process for arriving at the results is just as important asthe results themselves.Competence 11: Assume responsibilityFacilitating a process for an organization is much, much more than using a bag of tricks tooccupy the audience for the day or two. The facilitator has the maturity to assume responsibilitynot only for the process, but also for the overall task, the participants and the outcome of theevent. This assumes the willingness to take on a big load, to take responsibility for every singleaspect of the program, to deal successfully with ambiguity, to use one’s critical intelligence tomake hard decisions and then to take the consequences of those decisions. This assumes a solid 25
  26. 26. personal discipline and strong spiritual base. This also requires that the facilitator separates ‘self’from the importance of the group process.Competence 12: Produce documentationComing up with a finessed group product - a documentary record of the group’s insights - is abottom line of facilitation. With the help of an assigned documenter who inputs the group dataand decisions in tandem with the process, the participants can be handed a hard copy productbefore they leave. Vital to this is the ability to keep track of all the group-generated data andenough versatility in using computer programs, typewriters and copiers to produce the finalcharts and documents.Competence 13: Model professionalism, self confidence & authenticityThe development of a professional self-image, self-confidence, and an intentional style and dressis an important asset of the facilitator. But more important is the willingness to play the role of amodel of authenticity for the group. The facilitator takes on whatever role the group requires toprovide a walking image of authentic selfhood in the midst of practical tasks.Competence 14: Maintain personal integrityFinally, the facilitator knows the secret of maintaining personal integrity; and has learned how toauthentically process and relate to rejection, hostility and suspicion; how to let go of personalfeelings arising from a program; and how to take care of personal renewal.Secret to Effective QuestioningStarting questions Focus or discussion questions, aimed at getting buy-in or opening a discussion. They might begin: To what extent…? How strongly do you feel that…? How important…? What’s wrong with…?Exploring questions Questions aimed at discovering participants’ objectives or concerns. Their purpose is to probe and speculate. They might begin: What’s your option about…? How do you feel about…? 26
  27. 27. When, where, what, how much…? How many, how far, how often…? What would you do if…? Challenging questions Questions which provoke useful controversy or different ways of thinking about topics. They set out to disprove rather than prove. They might begin: What would argue against this…? Why, why, why …? What information are we missing before…? What would you accept as evidence that…?Reformulating questions Questions to check understanding or reflect back points. They might begin: So, you’re saying that …? In other words, you think…? If I understand you correctly…?Encouraging questions Questions which aim to work towards consensus by building on contributions and encouraging additional ones. They might begin: How could we add to that idea …? So, Jane, how do you feel that might work…? Can I ask how the whole group feels about this…?Testing consensus questions Questions which aim to poll opinions. They might begin: How many agree with this point …?So, how close are we to agreement…? Does anyone still have concerns on this one…? 27
  28. 28. DAY THREE3th day was started with the recitation of the Holy Agenda Day 3Quran, and the verse was recited by participants post  Recitation from the Holy Quranrecitation recap of the previous day was done and other holy books  Review of previous daytherefore session on Advocacy conducted by  Definition of AdvocacyMr.Khalil concise that Advocacy is a political  Types of Advocacy  Objectives & Importance ofprocess by an individual or a large group for Advocacyexample social workers which normally aims to  TEA BREAK  Methods of Effective Advocacyinfluence public-policy and resource allocation  LUNCH BREAKdecisions within political, economic, and social  Definition of Conflicts  Exercisesystems and institutions; it may be motivated from  Types of Conflictsmoral, ethical or faith principles or simply to protect  Causes of Conflictsan asset of interest. And Ms.Naeema briefed types ofadvocacy and said that there are three types of advocacy which being given under. Three Types of Advocacy Case Advocacy  Listen  Give the youth the opportunity to make their own case; self-advocate  Help them to access legitimate authority  Equalize power base  Reinforce staff / management to use their authority appropriately; to act responsibly  Bring reality to the situation  Persist with the youth in a consistent manner until meaningful resolution is gained  Teach youth skilful ways to disagree with people; role model appropriate dispute resolution  Create safety, put in place safeguards 28
  29. 29.  Follow up with youth and staff System Advocacy Systems Advocacy, with a small "s", refers to advocacy initiatives in the context of organizations/agencies or community that will influence programs and practices to benefit children/youth. All systems advocacy is generated by case advocacy. When it is clear that policies and practice in agencies interfere with the quality of life and development of children and youth, then systemic advocacy is required. Policy Advocacy Policy advocacy refers to advocacy tactics, strategies and initiatives which target changes to policies and legislation. These advocacy initiatives seek to establish new policies, improve existing policies or challenge the development of policies that diminish resources and opportunities for vulnerable groups of people such as children and youth. Policy generally refers to social policy. Policy advocacy usually seeks to engage various sectors of the government which includes: public servants, bureaucrats, political appointees, elected officials and legislators. All policy advocacy should be generated by case and s systems advocacy. Lunch BreakAfter lunch break Mr.Khalil conducted session on Conflict Resolution wherein he spelt out thatConflict resolution is conceptualized as the methods and processes involved in facilitating thepeaceful ending of social conflict. Often, committed group members attempt to resolve groupconflicts by actively communicating information about their conflicting motives or ideologies tothe rest of the group therefore he said that there are four kinds of conflict resolution 29
  30. 30. DAY FOURCounselling session was conducted by Abdul RazaqueUmrani wherein he spelt out that counsellor is Agenda Day 4introspective, cooperative, directive, and attentive has a  Recitation from the Holy Quran and other holy booksstrong desire to contribute to the welfare of others. The  Review of previous daypotential to be a good counsellor can be shown if  Definition of Counselingcertain qualities exist.  Qualities of Counselor  TEA BREAKJudgment  Importance of Counseling  ExerciseA good counsellor is someone who can learn not to  Group Workmake judgments on behalf of the person being helped.  LUNCH BREAK  Definition of CommunicationAlthough counsellors have their own values, these  Mythology of Effectiveshould not be imposed on the client – and the Communicationcounsellor must retain the ability to listen to and accept  Sources of Communication (Rolethe views of clients with other standards. plays)  Characteristics of CommunicationPatience and AcceptanceA counsellor rarely needs to use his or her self control in dealing with people, even those peoplewho are not likeable.ExperienceLearning to grow into a more complete person from the experience of life’s hard knocks can be avaluable quality in a counsellor.EducationFormal degrees in psychology do not necessarily make goodcounsellors, but a common sense approach is not sufficient.Good counsellors are willing and able to learn aboutthemselves and other people too.Social SkillsIt is not enough to be considered to be a good listener. Counsellors learn through training how toperceive all aspects of verbal and non-verbal communication, and deliberately improve theirlistening skills by using appropriate techniques during counselling. 30
  31. 31. Genuineness and WarmthEffective counsellors have a genuine interest in other people. This is often referred to as respector unconditional positive regard for the person being helped. People who do not need others intheir lives may find this sort of warmth to unknown people as being problematic.DiscretionCounsellors must show complete discretion, never revealing what others say or do within thecounselling context. Confidentiality is paramount in counselling relationships.Lunch Break Post lunch Abdul Razaque continued training with communication session while session he briefed that Communication is the exchange of thoughts, messages, or information, as by speech, visuals, signals, writing, or behaviour. Derived from the Latin word "communis", meaning to share. Communication requires a sender, a message, and a recipient, although the receiver need not be present or aware of the senders intent to communicate at thetime of communication; thus communication can occur across vast distances in time and space.Communication requires that the communicating parties share an area of communicativecommonality. The communication process is complete once the receiver has understood themessage of the sender. Feedback is critical to effective communication between participantsFurther he spelt out that under given are methodologies of effective communication 1. Who should be told?Everyone who needs to be told about something should be told. It is advisable to relate thecommunication to all as soon as possible. Openness is the key to making everyone feel involved(although there will always be some things which are not disseminated as widely as others).Where appropriate, communicate widely so that individuals are given the opportunity toinfluence the process and local ownership is gained. Barriers can also be identified andovercome. 2. When should they be told?The time to communicate with relevant people should becarefully considered. It might be within a set meeting or a one-off arrangement. If the communication covers a wide range ofpeople where possible it is desirable that discussion stake place 31
  32. 32. at the same time to avoid confusion, spread of rumours or misunderstandings. If internal andexternal stakeholders are involved, internal staff should be communicated with prior to externalstakeholders; this is to prevent staff hearing from other sources, including the media. 3. What should they be told?Clear messages, related to the subject or problem. In complex situations it is advisable to createa shared meaning and understanding, this can be done by:  checking back with the recipients through an iterative process  let them ask questions  asking for clarification of what they have understood being clear that words, behaviours and symbols are not misunderstood or misinterpreted. 4. Where the message should be conveyed?Choose the most effective medium to get your message across, this could be in meetings,seminars, press releases etc.In the last of the session he briefed participants that under given are the important characteristicsof communication  way process  Communication process happen between or among two or more parties ( Sender and Receiver)  Communication involve exchange of ideas, feelings, information, thoughts and knowledge  Communication involve mutually of understanding between sender and Receiver  It is a 2 32
  33. 33. DAY FIVE5th day was started with the recitation of the Holy Agenda Day 5Quran as usual therefore Team work session was  Recitation from the Holy Quranstarted by Ms.Fakherunisa, she brifed participants and other holy books  Review of previous dayregarding Team work while session said that "a  Definition and Importance ofjoint action by a group of people, in which each Team work  Steps of Team Buildingperson subordinates his or her individual interests  Group workand opinions to the unity and efficiency of the  Importance of Effective Decision makinggroup." This does not mean that the individual is  TEA BREAKno longer important; however, it does mean that  Definition of Motivation and Tools of Motivationeffective and efficient teamwork goes beyond  Definition of Participation andindividual accomplishments. The most effective Contribution  Definition of Contribution Processteamwork is produced when all the individuals  Conditions of Contributioninvolved harmonize their contributions and work process  LUNCH BREAKtowards a common goal.  Define and Types of Record KeepingFurther she said thatTeam building is an essential  Record of Financial System  Organizational Record orfirst step in creating successful team. A group of Secretarial Recordtalented people do not always produce excellent  Project Recordwork. Interdependency and collaboration, forexample, require a variety of people with a wide range of skills to work together as well-functioning and cohesive team. 33
  34. 34. THE TEAM BUILDING PROCESSThe seven-step team building process for new teams is as follows:Step 1 – Gain the commitment.Step 2 – Clarify the team charter.Step 3 – Collect information from team members.Step 4 – Design and conduct a three-day team building session.Step 5 – Implement the results.Step 6 – Evaluate the impact of team building.Step 7- Continue developing your world class team. Tea BreakPost tea break session was conducted by Abdul Razzaqueumrani on Motivation and Contribution during session hebriefed participants that Motivation is a process that elicits,controls, and sustains certain behaviors. Motivation is a groupphenomenon that affects the nature of an individualsbehavior, the strength of the behavior, and the persistence of thebehavior. For instance: An individual has not eaten, he or she feels hungry, and as a response heor she eats and diminishes feelings of hunger. There are many approaches to motivation:physiological, behavioural, cognitive, and social It is the crucial element in setting and attaininggoals—and research shows that subjects can influence their own levels of motivation and self-control. Instead of Contribution he said that contribution means to give something. Andcontribution is also known as the sum or thing of sharing something. the act of contributing. thesum or thing contributed and further he said that Contribution is a synonym for input. A personcan contribute to a conversation by simply talking. 34
  35. 35. Lunch breakThis session was also conducted by Abdul Razzque Umrani on Record keeping he brifed thatKeeping accurate and up-to-date records is vital to the success of any community. The community must realise that records kept will be one of the most important management tools it possesses and, therefore, it should be allocated due importance. Many community owners invest a lot of time and effort into the running of their community and yet fail to realise the importance of maintaining good documentation. The community owner is looking for the maximum return from their investment and themaintaining of good records is part of that equation. For the community to achieve its successand profit, it is necessary for the scores to be kept, as it were. Keeping records is really like scorekeeping - if you went to a football game where no one kept the score, you would have to ask“what was the point of that whole exercise?” By keeping the score you are able to work out whois winning and whether you are winning at all. Many people do not know the "current score" oftheir own community because they have failed to realise the importance of keeping good andadequate records. Any record keeping system should be accurate, reliable, easy to follow,consistent as to the basis used and be very simple. Good record keeping is vital in regards tomeeting the financial commitments of the community and providing information on whichdecisions for the future of the community can be based. While the community maintains recordsto monitor and record its normal community activities, it is also necessary because of obligationsunder the taxation laws.How will it help you?Keeping clear and accurate records will contribute to the success of your community in thefollowing ways:  Assists you in preparing your financial statements quickly and accurately.  Provides information to enable the control of cash in the community.  Provides management information to base community decisions on. 35
  36. 36.  Contributes promptly to assessing the financial situation of the community at any time. Saves a lot of time and effort. Keeps a good track of the costs of staff and their performance. Measures the community performance against the projections that were originally set down in the community plan. Highlights quickly areas where problems could arise and enable remedies to be put in place. Fulfils the obligations as to taxation law. Assists you in calculating how much tax you have to pay. Assists in providing information required by your bankers. Helps in detecting thefts within the community itself. Provides valuable information and details for the future sale of your community where that is required. Increases the chances of the community operating and achieving success. 36
  37. 37. DAY SIX6th day was started with the recitation of the Holy Agenda Day 6Quran and Financial Management session was  Recitation from the Holy Quranstarted by Muhammad Raheem Mari , of starter he and other holy books  Review of previous day mentioned that  Definition of Financial Financial Management  Record Keeping of Income and management is Expenses about planning  Creation of Vouchers- Definition of Voucher income and  Definition of Cash book and expenditure, and creation of cashbook  TEA BREAKmaking decisions that will enable you to survive  Define Reportfinancially.  Types of Report  Definition of Financial and Other ResourcesFinancial management includes  Resource Mobilization for organizations and its importance  financial planning and budgeting,  Rolls of Recognition Resources  Methods of Recognition  financial accounting Resources  financial analysis,  financial decision-making and  actionFinancial planning is about:  Making sure that the organisation can survive  Making sure the money is being spent in the most efficient way  Making sure that the money is being spent to fulfil the objectives of the organisation  Being able to plan for the future of the organisation in a realistic way.Financial AccountabilityIn non-profit organisations, the money that you are using is held in trust – on behalf of thecommunity that you serve. The money is not the personal possession of the individual staffmembers. They have to account for how they used the money, to show that it was used to 37
  38. 38. benefit the community.In a profit-making organisation, it is easy to hold managementaccountable. We simply ask: did they make a profit?In a non-profit making organisation we ask: did they use the money to benefit the community inthe best possible way?Financial accountability can be broken down into two components: Financial Accountability Being able to account for the way the money is spent to:  donors  boards and committees  members, and  the people whom the money is meant to benefit Financial Responsibility:  Not taking on obligations the organisation cannot meet  Paying staff and accounts on timeKeeping proper records of the money that comes into the organisation and goes out of theorganisation further he briefed that an organisation must have set policy about the budgetprocess:  Who is responsible for the process?  Who will draft the budget?  Who will be consulted in drawing up the budget?  When should the budget process start?  Who will approve the budget?  How will the budget be monitored and controlled? Tea BreakAfter tea break training was continued and session on Reporting writing was conducted byMs.Fakerunisa Memon despite the fact that session he said thatA report is a formal piece of 38
  39. 39. written work based on facts, process or test. It is usually written in a concise style, giving precisedetails. It is useful to draw the attention of your learners to three important points:audience - Who is the report for? aims - What end result do they want - to inform, persuade, recommend? topic and focus - What is the main subject area and which particular aspect/issues will the report cover?The procedure of report writing includes: defining the aims to be achieved deciding the appropriate format writing a report plan selecting the content structuring clearly Drafting editing - related to: correction of style and language errors, critical rationalisation of the content, pagination, layout, etc. writing final version 39
  40. 40. The main structural elements of every report are: title, author, summary, abstract/synopsis,acknowledgment, terms of reference/remit, foreword, aims, objectives, introduction,methodology, findings/results, conclusions, recommendations, references/bibliography,appendices and index.You can suggest that learners use the following planner to plan activities and improve theirreport-writing skills.Planner: "Improving report-writing skills" Notes on Actions to Resources/support By improvement be taken needed when? neededIdentifying aimsIdentifying readers needsPlanning (tasks, time andresources)Structuring the reportGathering informationCriticising/evaluatingPresenting the reportUsing images/visualsSignpostingEditing Lunch Break 40
  41. 41. As soon as lunch break was ended session was kicked off onResource Mobilization by Muhammad Raheem Mari briefedparticipants that Very often, we equate the term “resourcemobilization” with fund raising. Raising funds or money is onlya part of resource mobilization; in fact, it can be a target or anoutcome of resource mobilization efforts. Resourcemobilization goes beyond just dollars and cents. It includes building valuable contacts andnetworks, and garnering the interest, support, and in-kind contributions of people important toyour organization. Just as important as raising funds is the effort to building relationships. Peopledon’t give money to causes; they give to people with causes. So resource mobilization goesbeyond fund raising; it is friend rising as well. 41
  42. 42. The Planning and Budget Cycle 1: Planning and setting objectives What will be done, by whom and when?3: Implementation ofplans, and monitoringthe implementation 2: Identifying resource needs what resources (exactly) are needed to carry out the plans? What will this cost? 42
  43. 43. DAY SEVEN7th day was started with the recitation of the Holy Agenda Day 7Quran therefore session on Difference between  Recitation from the Holy QuranProject & Program Mangemen was started by and other holy books  Review of previous dayMs.Fakhurnisa memon The key difference  Definition of Project and Programbetween a program and a project is the finite and their Differences  TEA BREAKnature of a project a project must always have a  Definition of Project Proposalspecific end date, else it is an ongoing program.  Basic Concepts for Proposal writingOne view of the differences between a program  LUNCH BREAK  Definition and Importance ofand a project in business is that: Assessment  Tools for Assessment 1. A project is unique and is of definite  Project Analysis and Tools  Certificate Distribution duration. A program is ongoing and Ceremony implemented within a business to consistently achieve certain results for the business. 2. A project is designed to deliver an output or deliverable and its success will be in terms of delivering the right output at the right time and to the right cost. 3. Program management includes management of projects which, together, improve the performance of the organization. A programs success will be measured in terms of benefits. 4. Benefits are the measures of improvement of an organization and might include increased income, increased profits, decreased costs, reduced wastage or environmental damage, more satisfied customers. In central or local government organizations, benefits might include providing a better service to the community. 5. In the course of achieving required results, business programs will normally understand related business constraints and determine the processes required to achieve results based on resources allocated. Improvement of processes is a continuous operation that very much contrasts a program from a project. 43
  44. 44. 6. At the lowest level project managers co-ordinate individual projects. They are overseen by the program manager who accounts to the program sponsor (or board). 7. There will normally be a process to change the predetermined scope of a project. Programs often have to react to changes in strategy and changes in the environment in which the organization changes.Another view and another successful way of managing does not see any of the factors listedabove as distinguishing projects from programs, but rather sees the program as being aboutportfolio management. On this view, program management is about selecting projects, adjustingthe speed at which they run, and adjusting their scope, in order to maximize the value of theportfolio as a whole, and as economic or other external conditions change. Lunch breakPost tea break session on Project proposal was conducted by Ms.Fakhurnisa Memon in whichshe explained that Project proposal is a document which is designed to represent the proposal,the origination of that proposal, benefits of the proposal. The reason for representing these thingsis to convince the reader to agree with the proposal. In other words, you are asking a decision-maker to invest a resource, (time or money or both), so that the project you propose can becompleted and she further said that Purpose and Objectives:What will the project accomplish? What are the objectives and are they measurable? Why are weconsidering it?This preparation of this document needs very logical mind so it is usually prepared by thosepeople who have intelligent and innovative minds. A project proposal is written, to make an offerand to try to convince a supervisor or a future customer to accept it. Therefore, it is crucial thatyour proposal answers questions your readers may have about what you propose to them. Forexample, the most important question your proposal readers will want answered is how doesyour proposal relate to them? In other words, what problems will it solve, what need will itaddress, and why is it important to them? Secondly, your proposal readers would like to knowexactly what you are proposing to make or do, and how it relates to the problem you aredescribing. 44
  45. 45. Annexure 45
  46. 46. Picture Gallery 46
  47. 47. 47
  48. 48. Agenda of the Workshop Day-1 Item/Activity Time Facilitator 09:00 - 09:30 am Registration Recitation from the Holy Quran and other holy books 09:30 - 09:35 am Participants 09:35 - 10:30 am Mr. Mumtaz Ali Opening Session 10:30 - 11:00 am Mr. Ahmed Jan Introduction of Participants 11:00 - 11:30 am Mr. Khalil Wadhelo Fears/ Hopes/ ground rules / host team formation/pre testTEA BREAK 11:30-12:00 Development Change 12:00 - 12:30 pm Mr. Khalil Wadelo Case Study 12:30 - 01:00 pm Mr. Khalil Wadelo Basic Needs 01:00 - 01:30 pm Ms. Naeema Baloch LUNCH BREAK 01:30-02:30 Basic Rights 02:30 - 03:30 pm Mr. Khalil Wadelo Change & Social Life 03:30 - 04:00 pm Ms. Naeema Baloch TEA BREAK 04.00-04:15 Gender Define Gender 04:15 - 04:25 Ms.Naeema Baloch pm Gender and Sex 04:25 - 04:40 Ms.Naeenma Baloch pm Gender Discrimination 04:40 - 05:00 Mr.Khalil Wadelo pm Day: 0 2 Item/Activity Time Facilitator Recitation from the Holy Quran and other holy books 09:00 - 09:05 am Participants Review of previous day 09:05 - 09:30 am Individual comment Leadership Definition of Leader 09:30- 09:40 am Mr. Khalil Wadelo Exercise 09:40 - 10:00 am Ms. Naeema Baloch Role of Leadership 10:00 - 10:30 am Mr. Khalil Wadelo Ability of Leadership 10:30- 11:00 am Mr. Khalil Wadelo TEA BREAK 11:00-11.30 am Facilitation Definition of Facilitation 11:30 - 12:30 pm Ms. Naeema Baloch 48
  49. 49. Methodology of Facilitation 12:30 - 01:00 pm Mr. Khalil Wadelo Story, Question & Answer 01:00- 01:30 pm Ms.Naeema Baloch LUNCH BREAK 1:30-2:30 Methodology of Facilitation 02:30 - 03.30 Mr. Khalil Wadelo pm Story, Question & Answer 03:30 - 04:30 pm Ms. Naeema Baloch TEA BREAK 4.30am –5:00 pmDay: 03 Item/Activity Time Facilitator Recitation from the Holy Quran and other holy books 09:00 - 09:05 am Participants Review of previous day 09:05 - 09:30 am Individual comment Advocacy Definition of Advocacy 09:30 - 9:40 am Mr. Khalil Wadelo Types of Advocacy 09:40 - 10:20 am Ms.Naeema Baloch Objectives & Importance of Advocacy 10:20 - 11:00 am Ms.Naeema Baloch TEA BREAK 11:00-11.30 am Methods of Effective Advocacy 11:40 - 01:20 pm Ms.Naeema Baloch LUNCH BREAK 1:30-2:30 Conflict Resolution Definition of Conflicts 02:30 - 03:00 pm Mr. Khalil Wadelo Exercise 03:00 - 03:20 Mr. Khalil Wadelo pm Types of Conflicts 03:20 - 04:00 pm Mr. Khalil Wadelo Causes of Conflicts 04:00 - 04:30 pm Mr. Khalil Wadelo TEA BREAK 4.40pm –5:00 pmDay: 04 Item/Activity Time Facilitator Recitation from the Holy Quran and other holy books 09:00 - 09:05am Participants Review of previous day 09:05 - 10:00 am Individual comment Counseling Definition of Counseling 10:00 - 10:30 am Ms. Fakhurinsa Qualities of Counselor 10:30 - 11:00am Mr. Razzaq Umrani TEA BREAK 11:00-11.30 am Importance of Counseling 11:30 - 12:30 pm Ms. Fakhurnissa Exercise 12:30 - 01:20 pm Ms. Fakhurnissa Group Work 49
  50. 50. LUNCH BREAK 1:30-2:30 Effective Communication Definition of Communication 02:30 - 02:40 pm Ms. Fakhurnissa Methodology of Effective Communication 02:40 - 03:20 pm Ms. Fakhurnissa Sources of Communication (Role plays) Characteristics of Communication 03:20 - 4:20 pm Mr. Razzaq Umrani TEA BREAK 4.30pm –5:00 pmDay: 05 Item/Activity Time Methodology Recitation from the Holy Quran and other holy books 09:00 - 09:05 am Participants Review of previous day 09:05 - 09:30 am Individual comments Community Organization Team Work Definition and Importance of Team work 09:30 - 0 9:40 am Mr. Razzaq Umrani Steps of Team Building 09:40 - 10:20 am Mr. Razzaq Umrani Group work Ms. Fakhurnissa Importance of Effective Decision making 10:20 - 11:00 am Ms. Fakhurnissa TEA BREAK 11:00-11.30 am Social Movement Definition of Motivation and Tools of Motivation 11:30- 12:00 pm Ms. Fakhurnissa Definition of Participation and Contribution 12:00-12:40 pm Mr. Razzaq Umrani Definition of Contribution Process 12:40 - 01:00 pm Mr. Razzaq Umrani Conditions of Contribution process 01:00 - 01:30pm Ms. Fakhurnissa LUNCH BREAK 1:30-2:30 Record Keeping Define and Types of Record Keeping 02:30 - 03:00 pm Mr. Razzaq Umrani Record of Financial System 03:00 - 03:30 pm Mr. Razzaq Umrani Organizational Record or Secretarial Record 03:30 - 04:00 pm Mr. Razzaq Umrani Project Record 4:00 - 04:30 pm Mr. Razzaq Umrani TEA BREAK 4.30pm –5:00 pmDay: 06 Item/Activity Time Methodology Recitation from the Holy Quran and other holy 09:00 - 09:05am Participants books Review of previous day 09:05 - 09:30am Individual comments Financial Management Definition of Financial Management 09:30 - 09:40 am Mr. Raheem Marri Record Keeping of Income and Expenses 09:40 - 10:00 am Mr. Raheem Marri 50
  51. 51. Creation of Vouchers- Definition of Voucher 10:00 - 10:20 am Ms. Fakhurnissa Definition of Cash book and creation of 10:20 - 11:00 am Ms. Fakhurnissa cashbook TEA BREAK 11:00-11.30 am Report Writing Define Report 11:30 - 12:00 pm Ms. Fakhurnissa Types of Report 12:00 - 12:20 pm Mr. Raheem Marri Resource Mobilization Definition of Financial and Other Resources 12:20 - 01:20 pm Ms. Fakhurnissa LUNCH BREAK 1:30-2:30 Resource Mobilization for organizations and its 02:30 - 0 3.00 pm Mr. Raheem Marri importance Rolls of Recognition Resources 03:00 - 03:30 pm Mr. Raheem Marri Methods of Recognition Resources 03:30 - 04:30 pm Mr. Raheem Marri TEA BREAK 4.30pm –5:00 pmDay: 07 Item/Activity Time Facilitator Recitation from the Holy Quran and other holy 09:00-09:05am Participants - books Review of previous day 09:05 - 09:30 am Individual comments Project Formation Definition of Project and Program and their 09:30 - 11:00 am Ms. Fakhurnissa Differences TEA BREAK 11:00-11.30 am Definition of Project Proposal 11:30 - 12:30 pm Ms. Fakherunisa Basic Concepts for Proposal writing 12:30 - 01:20 pm Mr. Raheem Marri LUNCH BREAK 1:30-2:30 Assessment and Analysis Definition and Importance of Assessment 02:30 - 0 2:40 pm Ms. Fakherunisa Tools for Assessment 02:40 - 03:00 pm Mr. Raheem Marri Project Analysis and Tools 03:00 – 03:30 pm Mr. Raheem Marri Certificate Distribution Ceremony 03:30 - 04:30 pm Any Guest of the ceremony and IDSP Management 51
  52. 52. TEA BREAK 4.30pm –5:00 pmDeparture of participants and trainers 52
  53. 53. Nomination form for the training 53
  54. 54. Training Brochure 54
  55. 55. List of Participants 55
  56. 56. Contact Detail of participants 56
  57. 57. 57
  58. 58. 58

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