HANDS ICD Training Report by Nadeem Wagan

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
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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 Discrimination

Day-2
 Review of previous day
 Definition of Leader
 Exercise
 Role of Leadership
 Ability of Leadership
 TEA BREAK
 Definition of Facilitation

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 Methodology of Facilitation
 Story, Question & Answer
 LUNCH BREAK

Day-3
 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 Conflicts

Day-4
 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 Communication

Day-5
 Definition and Importance of Team work
 Steps of Team Building
 Group work
 Importance of Effective Decision making
 TEA BREAK

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 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 Record

Day-6
 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 Resources

Day-7
 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

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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…………………………………………….

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HANDS Introduction

HANDS is a registered, tax exempted, PCP Certified and European Union accredited Not for
Profit Organization working since 1979 with key programs health, education, poverty alleviation
and 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 million
population of 16703villages in 24 districts of Pakistan.
Introduction of HANDS ICD:
HANDS-Institute of Community Development is one of the largest networks of capacity
building institutions in Pakistan, making a great effort toward human and institutional
development. Currently HANDS ICD is offering its services to develop capacity of
INGOs/NGOs, private firms, government departments and institutions through different
products. 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 Managers
Certification 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 publication

The HANDS ICD strongly believes that through implementation of institutional strengthening
any organization can make the difference. However, we glad to provide our highly professional
service on very nominal charges. In the journey of human and institutional development we are
seeking our bonding partnership with your good organization.
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IDSP Introduction

Institute for Development Studies and Practices (IDSP-Pakistan) is a national level human
resource development institution for social development since 1998. Institute offers learning
courses of community development based on theory and practices for the young community
activists and development practitioners. More than 700 IDSP graduates are engaged in
development of civil society. IDSP has been engaged with national and international partners for
education development in the country. This current initiative is continuation of its efforts for
creating diverse and locally contextualized learning opportunities for the youth and children
excluded from formal systems of education.

Institute for Development Studies and Practices (IDSP)-Pakistan is a National Institution with
open Learning Spaces with the focus to achieve the mission statement:“To nurture and develop
individuals and communities that will change the power structures by demystifying processes of
Education 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 of
young people from mainstream Education and Livelihood opportunities in the country. More
than 60% of Pakistan’s population is between 15-35 years in age, almost 80% of this huge
majority is excluded from the meaningfully education and Livelihood processes and
opportunities.

IDSP opens Learning Spaces for this young majority population to empower them for generating
and regenerating responses to the existing challenges of Education, Learning, Livelihood, Peace
and Pluralism.

These Learning Spaces are used for conducting theory and practice based courses on the themes
of Community Development, Mainstreaming Gender and Development and Courses on
Development Studies.

Related core thrusts of the institute are
1) Applying and synthesizing Research
2) Advocacy on Social and Educational Issues
3) Innovations in the field of Learning and Livelihood Development
4) Developing linkages with like-minded local-national and international organizations.

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Acknowledgement

We are greatly thankful to Almighty ALLAH that with His blessings we brought up this
workshop 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 training
Workshop that made possible for IDSP staff from Balochistan. We are thankful of Mr. Safdar
Program Director IDSP & Mr.Hubidar Ali Abro for thier facilitation while arrangement and
monitoring during the training workshops.

Mr. Nadeem Wagan Manager HR &ID HANDS & Mr.Faisal Rehman who have done a lot to
design training manual and manage all things of the workshop.

We are thankful to Dr. Sheikh Tanveer Ahmed Chief Executive HANDS and Mr. Muhammad
Aslam Khan Chief Operating Executive for their efforts and support.

All facilitators Mr.Khalil wadelo,Mr.Abdul Razzaque, Mr.Raheem Mari Ms.Naeema Baloch and
Ms.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 was
honor for me to conduct training on Capacity building for IDPS staff/Master trainers. Indeed that
was unforgettable moments for me.

We are also thankful to Mr. Ahmed Jan Provincial Manager HANDS Office Quetta for arranging
the training.

I am highly grateful to Mr. Mumtaz Ali Khaskheli Chief HID Executive HANDS he supported
us in whole process. During the making the agenda and setting outline he gave his valuable input
in the training manual.

Last but not least, we are thankful to all management staff and training participants they
participated in all sessions and acted as a professional worker of their organization.

Ms. Huma Siddiqui
General Manager
HR&ID Program
HANDS

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Training Detail

Purpose of the training:
The purpose of the Training is to build the capacity of IDSP staff members/Master Trainers in
following 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
Mobilization

Training Methodology:
The training methodology was participatory and interactive. Sessions were conducted as per
requirement of the training session. However, it was initiated with brainstorming, followed by
presentations, and discussions. The magnitude of problem especially in relevance to our rural
communities, objectives of the project and subjective information and standard practices were
explained in details.

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For practical skills, case studies were discussed. Group work was done considering the practical
planning including the need assessment/ situation analysis and then to make the response plan for
child protection and psychosocial support.

Training Dynamics:
Most of the participants participated actively during the whole training process. Few of the
experienced persons facilitated the others in learning and creating the understanding about the
Para counseling, Child protection and project development and management. Most of them were
keen to share and replicate their experience, which they learned during the training, for the
benefit of their communities.

Sessions Outcome:
The immediate outcome of the training was reflected by the feedback given by the participants.

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DAY ONE

Session on Change:
Mr. Khalil Wadhelo and Ms.Naeema Baloch
presented the importance of change in society.
Agenda Day 1
Changed is defined:” To make something  Registration
different”. You can cause something to change, or  Recitation from the Holy Quran
you can bring change upon yourself. A change is a and other holy books
basic factor in the universe, changing of weather or  Opening Session
change in day night. Change of time which never  Introduction of Participants
occurs again, change of people, age etc.  Fears/ Hopes/ ground rules / host
team formation/pre test
Everything in the universe changes according to
 TEA BREAK
the pre defined schedule. A change in community  Change
makes a positive step towards the improvement of  Case Study
life styles of people.  Basic Needs
 LUNCH BREAK
Case Study (Story of Sakeena):  Basic Rights
 Change & Social Life
 TEA BREAK
This case study presented by Mr.Khalil Wadhelo:  Define Gender
Sakeena is a village girl. She gets early in the  Gender and Sex
morning and helps her mother in domestic work.  Gender Discrimination
After sun set she goes to her elder Aunt house for
learning Quran Shareef and other logical knowledge. She
goes along with her neighbor girls. Sakeena’s mother also
learnt basic education from elder Aunt. Now she teaches
girls about the art of handmade embroidery. In Afternoon
she spends time with her female friends. In summer she takes
rest in afternoon. In winter she goes in woods along with her
brother to collect firewood. Now days due to lack of woods,
wild life not available as used to do. Those wild life animals
move to other side of jungle which is near river and she can’t
go there. Her uncle sometimes tells about boats and ships. Those huge warehouses containing
wheat and rice and those shifted to cargo ships from one place to another. Similarly these huge
cargo ships import other material such as surgical instruments, silk made stuff etc. Her uncle
used to tell her that cities have been changed a lot. People demand luxuries. So now days there
are no worth of stuff coming from villages. Her grandmother used to say those nations vanish
quickly if these rely on luxuries of life, nothing else.

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Basic Needs:
After Case studies basic needs topic has been presented by Ms.Naeema Baloch
She comprehensively described the basic human needs to the trainees:
Food: Necessary for human Survival and physically development.
Clothing: Protecting from weather and human body
Shelter: Protection from weather and other dangerous stuff
Health: Necessary for working and movement actively
Education: To increase potential, survival and utilizing resources in proper manner.

Lunch Break

Basic Right:
After lunch break, Mr.Khalil Wadhelo (DEM Karachi Rural) started session with the topic: basic
right.
He described that every citizen has following basic rights:
1. Reach on natural resources such water, land, fresh air etc
2. Capability to increase productivity and equal employment opportunities.
3. To be Informative and thinking assessing right
4. Liberty to join any group
5. 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 or
survive alone; he/she needs other human to make society in order to live together. Society makes
humans 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 and
social life. She distributed trainees in different and asked to
narrate a story or any incident regarding change. They have
been 30 minutes in order to complete this task.Through
following question trainees were asked to narrate story which
depicts the about basic need, human rights and also change
must 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 these
terminologies.
What is betterment? Fulfilling needs, basic rights or constitute a system through which everyone
gets needs though basic rights.

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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 it
will be cumulative betterment?
Why inclusion and investment are necessary? Without inclusion any one gets benefits? Inclusion
in work is necessary? Whose participants are necessary?

Tea Break

Define 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 given
society considers appropriate for men and women.
Gender is a range of characteristics used to distinguish between males and females, particularly
in 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 the
roles of men and women in the society. Gender describes us that how we understand and
perceive the different role playing by men and women in the society. Gender is a role provided
by society so not through biological factors. Gender also describes the difference of roles of
women 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 physiological
roles, behaviors, activities, and attributes that a characteristics that define men and women.
given society considers appropriate for men
and women.
The Role of men and women in the society The biological factor of male and female
Can be changed with the passage of time No change
Gender classified male and female according to According to biological factors, both males and
class, 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 a
person based on their gender. In some societies, this practice is longstanding and acceptable to
both 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.

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Gender Discrimination appears in every walk of life for men and women. On the basis of this
discrimination the abilities have been assessed. In society discrimination practices on different
levels resulting females suffer a lot.

Education:
The literacy rate of females in Pakistan is at 39.6 percent compared to that of males at 67.7
percent. Pakistan aim to achieve equality in education between girls and boys and to reduce the
gender gap in the educational system. However, the policy also encourages girls, mainly in rural
areas of Pakistan, to acquire basic home management skills, which are preferred over full-scale
primary 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 the
decline 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, no
facility of getting loan, not getting proper pay compensation. These all factors affect the financial
status of family.

Marriage:
No rights to choose life partner for marriage, burden or work, no decision making rights etc are
non 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 the
reason their voices has been suppressed.
Gender Discrimination affecting our society negatively. In
common language we call it as male dominant society. Until
and unless this discrimination has not been removed , our
society can’t move ahead in terms of prosperity and
development .

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DAY TWO
Recitation from the Holy Quran:
The session started with the recitation from the Holy
Agenda Day 2
Quran  Recitation from the Holy Quran
and other holy books
Review of Previous Day:  Review of previous day
Every trainee has been asked to give feedback and  Definition of Leader
comments about the previous day of training.  Exercise
 Role of Leadership
Trainees shared their views that how much they
 Ability of Leadership
learnt from previous and what should the way to  TEA BREAK
continue in the days ahead  Definition of Facilitation
Definition of Leadership:  Story, Question & Answer
Mr.Khalil Wadhelo started the first session of the  LUNCH BREAK
day with the definition of leadership.  Methodology of Facilitation
Leadership is the art of motivating a group of people
to act towards achieving a common goal. Leadership
has been described as the “process of social influence in which one person can enlist the aid and
support of others in the accomplishment of a common task". Other in-depth definitions of
leadership have also emerged.

Concepts of Leadership

I used to think that running an organization was equivalent to conducting a symphony
orchestra. But I don't think that's quite it; it's more like jazz. There is more improvisation. —
Warren Bennis

Good leaders are made not born. If you have the desire and willpower, you can become an
effective 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 are
NOT resting on their laurels.

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Trait Theory Process Theory
of Leadership of Leadership

Leader Leader

Resides Can be
in observed
People 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 individual's 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

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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 is
not as easy as it may seem. Effective teamwork certainly does not just happen automatically; it
takes a great deal of hard work and compromise. There are a number of factors that must be in
place to cohere together as a team and work seamlessly.

 Good leadership: Effective leadership is one of the most
important components of good teamwork. The team's
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 other's 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 leader's part can be disastrous.

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Communication Skills:
Leaders demonstrating communication skills are both good speakers and listeners. Through their
words they can help keep the workforce motivated and committed. They also listen to their
followers, and ask questions when they want to make sure they have a good understanding of
what 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 simple
process 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?

Confidence

Leaders need to carry themselves with confidence, and are not
afraid to take ownership for both popular and unpopular
decisions. They must be able to learn from criticisms, and are
often acutely aware of their own shortcomings. Confident

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leaders are able to maintain a calm demeanor even during emergencies, and this can be
contagious when it needs to be.

Flexibility

Another important characteristic of leaders are their ability to remain flexible, and adapt their
leadership style to meet the demands of the current work environment. They must be able to
work with others to meet organizational goals, and shift focus as necessary.

Creativity Skills

Leaders demonstrating creativity skills are able to develop innovative solutions to old problems.
The diversity they build in their organizations helps them to develop more comprehensive
answers to routine questions. Creative leaders are able to translate technical information into
solutions that are understood by everyone.

Achieving Results

The last leadership characteristic we're going to discuss is achieving results. Leaders just don't
set the example for others to follow; they also play a big role in achieving the goals of the
organization. Through their leadership skills, they maintain a high level of performance in their
organizations, and they are able to help keep their workforce motivated even when faced with a
seemingly impossible situation.

Since they have a deep understanding of what an organization needs to accomplish, they are able
to quickly identify and solve the important objectives of an organization.

Controlling Performance
A leader influences the performance of the group and individual participants through his or her
actions. 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 be
properly carried out, someone must lead the effort. Control is a function that the group assigns to
the leader to get the job done.
Control happens as a result of recognizing the difference between where the group is and where
the group is going. The leader is responsible for developing a plan to help the group get to its
goal.
Setting the example is the most effective way of controlling the group. When working with post
participants, do the following:
Continually observe the group. Know what is happening and the attitude of the group.

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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 way
to show others the proper way to conduct themselves, and is even more effective than verbal
communication. Without this skill, all the other skills will be useless. One way to think about
setting the example is to imagine yourself as part of a group and think about how you would like
your leader to act.

Sharing Leadership
While there are various ways to exercise leadership, the goal of exploring leadership is
exemplified 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.’ ” The
Exploring leader wants to give post participants the skills he or she possesses, not to use those
skills in ways that keep the post weak or dependent. He or she offers leadership opportunities to
post participants and teaches them the skills they need.

Evaluating
Evaluating 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 and
its participants.
The focus is on learning, not teaching. For teaching to be
effective, 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

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Evaluating the process

Tea Break

What 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 important
in circumstances where people of diverse backgrounds, interests and capabilities work together.

Group Facilitation Methods

Recommended facilitation methods
The 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 are
predominantly the ones outlined in the session plans.

Brainstorming
This is a useful technique for generating creative ideas, information and hopes and fears by
encouraging participants’ contributions in response to an idea, question or supposition. The
results 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 expect
and can see the purpose of the exercise. The role of the trainer is that of facilitator, framing the
exercise 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. Ideally
brainstorms should be followed by an exercise that uses the information gathered in the
brainstorm.

Considerations
Define the topic/problem/issue as a statement or question.
Clarify whether it is a controlled brainstorm (you will censor contributions depending on their
appropriateness) 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 by
the person offering the contribution.
Use the results from the brainstorm as a basis for any ensuing activity so participants understand
the point of doing the brainstorm.

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Facilitation methods

The following facilitation methods described are useful when trying to work though problems to
find solutions. Some may sound a little wacky, but be brave and try them out – it is amazing the
results they can produce.

Causes/Solutions

Write the problem that has been identified on the flip chart and then divide the paper into two
halves, one half headed Causes and the other Solutions. Get team members to contribute to both
columns. Each contribution should be discussed and agreed before being added to either column,

Future Visioning

Ask participants to imagine they are at some point in the future (e.g. 2010). They should imagine
that 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 tense
when asking how we did it. This technique can be useful when problems seem insurmountable or
when the group has low morale.

Mind Map

Facilitate discussion with a group and record the output in a large mind map drawn for all
participants to see – on a flip chart or large sheet of paper pinned to the wall. Mind maps are an
expression of radiant thinking, a natural function of the human brain, and they allow creative
ideas to bloom and flow. They provide a basic ordering of information and easily allow later
additions as the session progresses.

Greenfield Site

This is one way to facilitate the type of discussion described above. Ask participants to imagine
the problem and then imagine there was no history, rules, regulations, culture or climate. If none
of these things existed because we were just starting up what might we do how we might
approach the solution?

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Celebrity Views
Split 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 decides
how the celebrity would view the problem at hand. Each group then presents their solutions to
the plenary. This method can be used in a variety of different ways i.e. participants can imagine
what someone they admire might do etc. It is a useful technique for viewing a problem and
solutions from a fresh angle.

Big Picture

Another way to take a fresh approach to solution finding is to facilitate discussion in the group
and record the output as a big picture for all participants to see. This provides a graphic
representation of the problem and enables participants to visualize solutions, stimulating further
ideas. This will appeal to participants for whom the visual channel is important and generate
fresh ideas. It is also useful for building ownership.

Facilitator competences

Competence 1: Effectively use core methods
The Facilitator is competent in designing and leading larger or smaller group processes and
events: a conversation or discussion, a meeting, a workshop, a design conference, an
environmental review, a strategic planning session or a macro program of consultation. Behind
this is a complete familiarity with the process of creating and sequencing questions that move the
group from surface considerations into the substantive implications of any topic.
The capacity to distinguish process from content is of prime importance, and the discernment to
decide which bracket of facilitation methods and techniques best fits the client’s needs.

Competence 2: Manage the client relationship and prepare thoroughly
The facilitator has to be able to care in depth for the client organization. This involves knowing
how to customize programs to fit the client’s situation, and how to close the deal and deliver on
the contact. It also presumes the courage to say “no” to a deal if facilitation is not an appropriate
solution or will not work. It means preparing every aspect of the program ahead of time.

Competence 3: Use time and space intentionally
It is not enough to merely select a good space for a group event. The facilitator has to know how
to 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 is
important to know how to best arrange the space so that it works for both the process and the

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group. This means checking the space ahead of time and making sure there are walls appropriate
for holding data charts, sufficient lighting and so on. It means arranging tables and chairs to
communicate intentionally and maximize face-to-face participation. It also means skillfully
using 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 most
enlivening at a particular time of day; pacing the activities so as to capitalize on the “beat” of the
group; apportioning available time both to get the job done and to reach timely closure.

Competence 4: Evoke participation and creativity
More than a methodology, the facilitator also has to be an evocate, with an unshakeable belief
that the group itself has the wisdom and creativity needed to deal with the situation. What is
involved here is the ability to create a climate of participation. The facilitator knows how to
elicit the latent wisdom in the group by catalyzing everyone’s participation and involving the
whole group in taking responsibility for its own decisions. The ability to create a group climate
conducive 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 is
most needed. Objective skills are in setting enabling contexts that corral and focus the group’s
insights toward a specific topic and a focus question.

Competence 5: Respect the group and affirm its wisdom
Appropriating a group’s diversity as a gift is more than just a skill, and much more than what is
involved 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 a
trust in the group process. This requires a foundational stance of affirmation, a constant decision
to reference situations positively, and the habit of responding with the “yes” before the “no”.

Competence 6: Maintain neutrality and objectivity
A key role of the facilitator is to provide objectivity to the group process. While one side of the
facilitator is more like an orchestra conductor who wants a first-class product, the other side is
more like a dispassionate referee who knows the importance of maintaining a neutral stance
toward what is coming out of the group process. The facilitator sets aside personal opinions
about the data from the group, being careful not to react negatively to people’s insights, and
maintaining detachment from the group-generated data. This same neutral universe contains the
capacity to buffer criticism, anger and frustration with a non-defensive stance whenever the
group energy overheats.

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Competence 7: Read the underlying dynamics in the group
The facilitator is practiced in sensing dynamics in the group. In particular, the facilitator is
versed 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 the
significance of what lies behind participants’ words. On the more active side, the facilitator is
skilled at interpreting negatively phrased responses for the underlying insight and probing vague
answers for their fuller meaning.

Competence 8: Orchestrate the Event Drama
Paramount to engaging the group’s commitment to the process is the development of audience
rapport. The facilitator engages this rapport from the start, creating icebreakers that loosen a
group up. Then, as the group goes through its alternating ups and downs, the facilitator is
inventive in shifting time and mood intentionally to get the job done, savvy in using personal
illustrations to release the group, and sagacious in using humor catalytically.

Competence 9: Release blocks to the process
The facilitator has creative ways to release blocks to the process. This demands a light touch to
gently discourage side conversations. It calls for shrewd tactics to discourage “speechifying” and
argumentation, 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 situation
Facilitation involves a balancing act on the high wire. Ancillary to all the skills so far described
is the capacity of the facilitator to be flexible to changing situations. The facilitator knows how
to balance the process on the one hand and the results of the process on the other; to harmonize
the needs of the participants at any one moment with the total demands of the task. This is based
on a foundational understanding that the process for arriving at the results is just as important as
the results themselves.

Competence 11: Assume responsibility
Facilitating a process for an organization is much, much more than using a bag of tricks to
occupy the audience for the day or two. The facilitator has the maturity to assume responsibility
not only for the process, but also for the overall task, the participants and the outcome of the
event. This assumes the willingness to take on a big load, to take responsibility for every single
aspect of the program, to deal successfully with ambiguity, to use one’s critical intelligence to
make hard decisions and then to take the consequences of those decisions. This assumes a solid

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personal discipline and strong spiritual base. This also requires that the facilitator separates ‘self’
from the importance of the group process.

Competence 12: Produce documentation
Coming up with a finessed group product - a documentary record of the group’s insights - is a
bottom line of facilitation. With the help of an assigned documenter who inputs the group data
and decisions in tandem with the process, the participants can be handed a hard copy product
before they leave. Vital to this is the ability to keep track of all the group-generated data and
enough versatility in using computer programs, typewriters and copiers to produce the final
charts and documents.

Competence 13: Model professionalism, self confidence & authenticity
The development of a professional self-image, self-confidence, and an intentional style and dress
is an important asset of the facilitator. But more important is the willingness to play the role of a
model of authenticity for the group. The facilitator takes on whatever role the group requires to
provide a walking image of authentic selfhood in the midst of practical tasks.

Competence 14: Maintain personal integrity
Finally, the facilitator knows the secret of maintaining personal integrity; and has learned how to
authentically process and relate to rejection, hostility and suspicion; how to let go of personal
feelings arising from a program; and how to take care of personal renewal.

Secret to Effective Questioning

Starting 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…?

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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…?

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DAY THREE

3th day was started with the recitation of the Holy
Agenda Day 3
Quran, and the verse was recited by participants post  Recitation from the Holy Quran
recitation recap of the previous day was done and other holy books
therefore session on Advocacy conducted by  Definition of Advocacy
Mr.Khalil concise that Advocacy is a political  Types of Advocacy
 Objectives & Importance of
process by an individual or a large group for Advocacy
example social workers which normally aims to  TEA BREAK
 Methods of Effective Advocacy
influence public-policy and resource allocation  LUNCH BREAK
decisions within political, economic, and social  Definition of Conflicts
 Exercise
systems and institutions; it may be motivated from  Types of Conflicts
moral, ethical or faith principles or simply to protect  Causes of Conflicts

an asset of interest. And Ms.Naeema briefed types of
advocacy 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

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 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 Break

After lunch break Mr.Khalil conducted session on Conflict Resolution wherein he spelt out that
Conflict resolution is conceptualized as the methods and processes involved in facilitating the
peaceful ending of social conflict. Often, committed group members attempt to resolve group
conflicts by actively communicating information about their conflicting motives or ideologies to
the rest of the group therefore he said that there are four kinds of conflict resolution

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DAY FOUR
Counselling session was conducted by Abdul Razaque
Umrani wherein he spelt out that counsellor is Agenda Day 4
introspective, cooperative, directive, and attentive has a  Recitation from the Holy Quran
and other holy books
strong desire to contribute to the welfare of others. The
potential to be a good counsellor can be shown if  Definition of Counseling
certain qualities exist.  Qualities of Counselor
 TEA BREAK
Judgment  Importance of Counseling
 Exercise
A good counsellor is someone who can learn not to  Group Work
make judgments on behalf of the person being helped.  LUNCH BREAK
 Definition of Communication
Although counsellors have their own values, these
 Mythology of Effective
should not be imposed on the client – and the Communication
counsellor must retain the ability to listen to and accept  Sources of Communication (Role
the views of clients with other standards. plays)
 Characteristics of Communication
Patience and Acceptance

A counsellor rarely needs to use his or her self control in dealing with people, even those people
who are not likeable.

Experience

Learning to grow into a more complete person from the experience of life’s hard knocks can be a
valuable quality in a counsellor.

Education

Formal degrees in psychology do not necessarily make good
counsellors, but a common sense approach is not sufficient.
Good counsellors are willing and able to learn about
themselves and other people too.

Social Skills

It is not enough to be considered to be a good listener. Counsellors learn through training how to
perceive all aspects of verbal and non-verbal communication, and deliberately improve their
listening skills by using appropriate techniques during counselling.

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Genuineness and Warmth

Effective counsellors have a genuine interest in other people. This is often referred to as respect
or unconditional positive regard for the person being helped. People who do not need others in
their lives may find this sort of warmth to unknown people as being problematic.

Discretion

Counsellors must show complete discretion, never revealing what others say or do within the
counselling 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 sender's intent to communicate at the
time of communication; thus communication can occur across vast distances in time and space.
Communication requires that the communicating parties share an area of communicative
commonality. The communication process is complete once the receiver has understood the
message of the sender. Feedback is critical to effective communication between participants
Further 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 the
communication 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 to
influence the process and local ownership is gained. Barriers can also be identified and
overcome.

2. When should they be told?

The time to communicate with relevant people should be
carefully considered. It might be within a set meeting or a one-
off arrangement. If the communication covers a wide range of
people where possible it is desirable that discussion stake place

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at the same time to avoid confusion, spread of rumours or misunderstandings. If internal and
external stakeholders are involved, internal staff should be communicated with prior to external
stakeholders; 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 create
a 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 characteristics
of 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

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DAY FIVE

Agenda Day 5
Quran as usual therefore Team work session was  Recitation from the Holy Quran
started by Ms.Fakherunisa, she brifed participants and other holy books
regarding Team work while session said that "a  Definition and Importance of
joint action by a group of people, in which each Team work
 Steps of Team Building
person subordinates his or her individual interests  Group work
and opinions to the unity and efficiency of the  Importance of Effective Decision
making
group." This does not mean that the individual is  TEA BREAK
no longer important; however, it does mean that  Definition of Motivation and Tools
of Motivation
effective and efficient teamwork goes beyond  Definition of Participation and
individual accomplishments. The most effective Contribution
 Definition of Contribution Process
teamwork is produced when all the individuals  Conditions of Contribution
involved harmonize their contributions and work process
 LUNCH BREAK
towards a common goal.  Define and Types of Record
Keeping
Further she said thatTeam building is an essential  Record of Financial System
 Organizational Record or
first step in creating successful team. A group of Secretarial Record
talented people do not always produce excellent  Project Record
work. Interdependency and collaboration, for
example, require a variety of people with a wide range of skills to work together as well-
functioning and cohesive team.

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THE TEAM BUILDING PROCESS
The 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 Break

Post tea break session was conducted by Abdul Razzaque
umrani on Motivation and Contribution during session he
briefed participants that Motivation is a process that elicits,
controls, and sustains certain behaviors. Motivation is a group
phenomenon that affects the nature of an individual's
behavior, the strength of the behavior, and the persistence of the
behavior. For instance: An individual has not eaten, he or she feels hungry, and as a response he
or 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 attaining
goals—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. And
contribution is also known as the sum or thing of sharing something. the act of contributing. the
sum or thing contributed and further he said that Contribution is a synonym for input. A person
can contribute to a conversation by simply talking.

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Lunch break

This session was also conducted by Abdul Razzque Umrani on Record keeping he brifed that
Keeping 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 the
maintaining of good records is part of that equation. For the community to achieve its success
and profit, it is necessary for the scores to be kept, as it were. Keeping records is really like score
keeping - 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 who
is winning and whether you are winning at all. Many people do not know the "current score" of
their own community because they have failed to realise the importance of keeping good and
adequate 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 to
meeting the financial commitments of the community and providing information on which
decisions for the future of the community can be based. While the community maintains records
to monitor and record its normal community activities, it is also necessary because of obligations
under the taxation laws.

How will it help you?

Keeping clear and accurate records will contribute to the success of your community in the
following 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.

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 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.

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DAY SIX

Agenda Day 6
Quran and Financial Management session was  Recitation from the Holy Quran
started by Muhammad Raheem Mari , of starter he and other holy books
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 BREAK
making decisions that will enable you to survive  Define Report
financially.  Types of Report
 Definition of Financial and Other
Resources
Financial 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
 action

Financial 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 Accountability
In non-profit organisations, the money that you are using is held in trust – on behalf of the
community that you serve. The money is not the personal possession of the individual staff
members. They have to account for how they used the money, to show that it was used to

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benefit the community.In a profit-making organisation, it is easy to hold management
accountable. 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 in
the 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 time
Keeping proper records of the money that comes into the organisation and goes out of the
organisation further he briefed that an organisation must have set policy about the budget
process:

 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 Break

After tea break training was continued and session on Reporting writing was conducted by
Ms.Fakerunisa Memon despite the fact that session he said thatA report is a formal piece of

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written work based on facts, process or test. It is usually written in a concise style, giving precise
details. 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

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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 their
report-writing skills.

Planner: "Improving report-writing skills"

Notes on Actions to Resources/support By
improvement be taken needed when?
needed

Identifying aims

Identifying readers' needs

Planning (tasks, time and
resources)

Structuring the report

Gathering information

Criticising/evaluating

Presenting the report

Using images/visuals

Signposting

Editing

Lunch Break

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As soon as lunch break was ended session was kicked off on
Resource Mobilization by Muhammad Raheem Mari briefed
participants that Very often, we equate the term “resource
mobilization” with fund raising. Raising funds or money is only
a part of resource mobilization; in fact, it can be a target or an
outcome of resource mobilization efforts. Resource
mobilization goes beyond just dollars and cents. It includes building valuable contacts and
networks, and garnering the interest, support, and in-kind contributions of people important to
your organization. Just as important as raising funds is the effort to building relationships. People
don’t give money to causes; they give to people with causes. So resource mobilization goes
beyond fund raising; it is friend rising as well.

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The Planning and Budget Cycle

1: Planning and setting
objectives

What will be done, by whom

and when?

3: Implementation of
plans, and monitoring
the implementation
2: Identifying
resource needs
what resources (exactly) are
needed to carry out the plans?
What will this cost?

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DAY SEVEN

Agenda Day 7
Quran therefore session on Difference between  Recitation from the Holy Quran
Project & Program Mangemen was started by and other holy books
Ms.Fakhurnisa memon The key difference  Definition of Project and Program
between a program and a project is the finite and their Differences
 TEA BREAK
nature of a project a project must always have a  Definition of Project Proposal
specific end date, else it is an ongoing program.  Basic Concepts for Proposal
writing
One view of the differences between a program  LUNCH BREAK
 Definition and Importance of
and 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 program's 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

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 listed
above as distinguishing projects from programs, but rather sees the program as being about
portfolio management. On this view, program management is about selecting projects, adjusting
the speed at which they run, and adjusting their scope, in order to maximize the value of the
portfolio as a whole, and as economic or other external conditions change.

Lunch break

Post tea break session on Project proposal was conducted by Ms.Fakhurnisa Memon in which
she 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 things
is 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 be
completed and she further said that Purpose and Objectives:

What will the project accomplish? What are the objectives and are they measurable? Why are we
considering it?

This preparation of this document needs very logical mind so it is usually prepared by those
people who have intelligent and innovative minds. A project proposal is written, to make an offer
and to try to convince a supervisor or a future customer to accept it. Therefore, it is crucial that
your proposal answers questions your readers may have about what you propose to them. For
example, the most important question your proposal readers will want answered is how does
your proposal relate to them? In other words, what problems will it solve, what need will it
address, and why is it important to them? Secondly, your proposal readers would like to know
exactly what you are proposing to make or do, and how it relates to the problem you are
describing.

44

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 test
TEA 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
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

Methodology of Facilitation 12:30 - 01:00 pm Mr. Khalil Wadelo
Story, Question & Answer 01:00- 01:30 pm Ms.Naeema Baloch
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 pm
Day: 03
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
Methods of Effective Advocacy 11:40 - 01:20 pm Ms.Naeema Baloch
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 pm
Day: 04
Recitation from the Holy Quran and other holy books 09:00 - 09:05am Participants
Counseling
Definition of Counseling 10:00 - 10:30 am Ms. Fakhurinsa
Qualities of Counselor 10:30 - 11:00am Mr. Razzaq Umrani
Importance of Counseling 11:30 - 12:30 pm Ms. Fakhurnissa
Exercise 12:30 - 01:20 pm Ms. Fakhurnissa
Group Work

49

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

Day: 05
Item/Activity Time Methodology
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
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
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

Day: 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

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
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

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

Day: 07
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
Definition of Project Proposal 11:30 - 12:30 pm Ms. Fakherunisa

Basic Concepts for Proposal writing 12:30 - 01:20 pm Mr. Raheem Marri
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

Departure of participants and trainers

52

Nomination form for the training

53

Training Brochure

54

List of Participants

55

Contact Detail of participants

56

HANDS ICD Training Report by Nadeem Wagan

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