Community Based approaches training manual 2017

Training Manual for Participatory Community-based Approaches
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January 2017
Training Manual for
Participatory Community-based
Approaches
June 2017

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© United Nations Children’s Fund (UNICEF) 2017
Permission to reproduce any part of this publication is not required.
Please contact:
C4D Section UNICEF West and Central Africa Regional Office
P.O. Box 29720, Dakar-Yoff, Senegal
Tel: (+221) 33 869 58 58
Fax: (+221) 33 820 89 64
Website: www.unicef.org/wcaro
Perspective and focus of this document represent the personal views of the authors and do not
necessarily reflect the position of the United Nations Children’s Fund.

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Foreword
This Training Manual for Participatory Community-based Approaches was written by Valerie
Stetson, adult education consultant, under the supervision of Fabio Friscia, UNICEF/WCARO.
Mrs Stetson died in January 2017 following a road traffic accident in Cameroon and this new
version of the manual is dedicated to her. The following people contributed ideas and
practical experience:
• Amandine Bollinger
• Charles Tayo Jiofack
• Juan Andres Gil
• Komi Abalo
• Magali Romedenne
• Marie Josée De Blois
• Neha Kapil
• Prabhat Kumar
• Raymond Kodjovi Kouwonou
The manual also draws from numerous suggestions by participants at the 2015 Child
Survival Network Meeting held in Dakar during a session on iCBA (integrated Community-
based Approaches1). They identified relevant bottlenecks and solutions for optimal iCBA at
community, facilitating institution, health facility, and national levels. Fabio Friscia, Prabhat
Kumar, Amandine Bollinger, Helene Schwartz and Neha Kapil provided feedback on early
drafts. The manual was pre-tested by three (3) international consultants, Günter Heidrich,
Marie-Josée DeBlois and Dominique Thaly during five (5) training workshops in 2015 and 2016 in
Senegal, Cote d’Ivoire, Chad, Guinea and Mali.
The manual belongs to a training package of 4 linked resources on integrated participatory
Community-based Approaches produced by UNICEF/WCAR from 2012 to 2015. Table 1 lists
and describes these resources.
Table 1: UNICEF/WCAR training package for Participatory iCBAs
Resource Description
A Framework for Participatory
CBAs
October 2012
For use at the macro-level to help UNICEF staff select
appropriate partners for CBA implementation and
development agreements or Terms of Reference).
Includes 7 principles for UNICEF-supported
participatory integrated CBAs.
Workshop Package for
Participatory, Integrated CBAs
June 2015
Companion to A Framework for Participatory CBAs,
the workshop package helps UNICEF country offices
develop feasible mechanisms and an action plan for
iCBA programming.
Guidelines for Participatory
Community-based Approaches
For use at the meso- and micro-levels, the Guidelines
aim to improve the quality of CBA implementation to
1
The UNICEF acronym for participatory, integrated Community-based Approaches is iCBA or CBA and these
terms are used interchangeably

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2017 ensure equity, authentic participation and application
of all 7 principles for UNICEF-supported CBAs. CBA
implementation is organized in 7 sequential steps and
related actions.
Training Manual for Participatory
Community-based Approaches
2017
Companion to the Guidelines for Participatory CBAs,
the training manual aims to increase the quality of
training that NGO and local institution partners
provide to CBA facilitators who work in communities.

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List of Acronyms
AAR After Action Review
CBA/iCBA Participatory, integrated Community-based Approach
CBO Community-based Organizations
CLTS Community-led Total Sanitation
CSO Civil Society Organisations
GMP The Grandmother Project
HIV and AIDS Human Immunodeficiency Virus and Acquired Immune Deficiency Syndrome
ITN Insecticide-treated Nets
LNRA Learning Needs and Resources Assessment
KSA Knowledge, Skills and Attitudes
M&E Monitoring and Evaluation
NGO Non-governmental Organisations
PTA Parent-Teacher Association
UNICEF United Nations Children’s Fund
VIPP Visualisation in Participatory Programmes
WCAR West and Central Africa Region
WCARO West and Central Africa Regional Office

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Table of Contents
Foreword ..........................................................................................................................................3
List of Acronyms ...............................................................................................................................5
Table of Contents..............................................................................................................................6
Part One: Introduction and Training Preparation ..........................................................................1
Part Two: Learning Needs and Resources Assessment (LNRA)................................................. 13
Part Three: Training Roadmap.................................................................................................... 17
Part Four: Five-Day Training Modules ...................................................................................... 24
Day One.............................................................................................................................................24
Introduction to the Workshop......................................................................................................24
Overview of CBAs..........................................................................................................................30
Step 1: Prepare.............................................................................................................................33
Step 2: Contact Communities ......................................................................................................40
Day Two ............................................................................................................................................45
Step 3: Facilitate Community Assessment...................................................................................49
Day Three..........................................................................................................................................66
Step 4: Plan ..................................................................................................................................75
Day Four............................................................................................................................................78
Step 5: Implement........................................................................................................................88
Step 6: Monitor and Evaluate ......................................................................................................91
Day Five.............................................................................................................................................95
Step 7: Diffuse and Scale Up ........................................................................................................95
Dialogue, Practice Training Session and Final Evaluation.............................................................97
Annex 2: Practice Training Session Handouts .......................................................................118
Reference List..................................................................................................................................126

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Part One: Introduction and Training Preparation
Pre-testing of training manual
Five (5) pre-test workshops took place in Senegal, Côte d’Ivoire, Chad, Guinea and Mali in
2015 and 2016 using this UNICEF Regional Office for West and Central Africa participatory
community-based approaches handbook and guidelines. Participants at the workshops
strengthened their capacity in CBAs and active learning teaching skills. Overall response to
the training by participants was very positive and everyone rated it either ‘very good’ or
‘excellent’. A Facebook page (‘Community-based Approach’) was created to share photos
and experiences among participants (https://www.facebook.com/Formation-approche-
communautaire-participative-1613960225296804/).
Training Manual Purpose and Rationale
This training manual aims to increase the quality of training provided to facilitators who
implement participatory, integrated Community-based Approaches (iCBAs) and accompany
community actors and groups. These CBA facilitators usually work for non-governmental
organisations (NGO) and local institutions2. The training manual provides a standard five-
day, high-quality curriculum relevant to CBAs supported by UNICEF or its partners.
It includes:
• Guidelines on how to conduct a learning needs and resources assessment
• A training roadmap and timed schedule
• Training modules with detailed session plans
• A final training evaluation format
• Handouts to be given out during training sessions
This training manual accompanies the Guidelines for Participatory Community-based
Approaches (UNICEF/WCAR 2017). The training modules link to Guideline steps, actions and
tools. Trained CBA facilitators will be more confident and better able to use the Guidelines
for Participatory Community-based Approaches334
CBAs involve a process of active listening, dialogue, learning, decision-making and action.
Community members (including vulnerable and disempowered groups) self-assess
strengths, problems and issues, collectively identify, analyse and prioritize these problems,
and work out practical ways to address them. Done well, a CBA strengthens the
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Local institutions may include government, Community-based Organisations (CBOs) and/or civil society
3 The Guidelines for Participatory CBAs will be referred to as the Guidelines for ease of reference. In this
manual, the terms iCBA and CBA are used interchangeably to refer to iCBA.

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community’s capacity to continually surface new issues where action is required. This
process is sparked by a catalyst – something that provokes change and action, often
involving an outside CBA facilitator who works alongside community members. Evidence
reveals that CBAs are effective in improving the health, development and well-being of
children and women in a sustainable and cost-effective way. The goals of UNICEF-supported
CBAs are two-fold and simultaneous: to improve child survival and development and at the
same time, empower communities to gain mastery over their own lives, achieve their own
vision and goals, and ensure sustainable and locally-owned development (UNICEF/WCAR
2012 and 2014, Ford et al 2005 and Figueroa et al 2002).
Training Manual Users and Workshop Participants
This manual is written for use by trainers of CBA facilitators who in turn work with
community actors and groups. These trainers are usually staff from contracted NGOs or
local institutions. In some instances, they may be UNICEF staff. The manual assumes that
trainers have experience using participatory methods that apply adult education principles
and practices.
Prospective or newly recruited CBA facilitators (those who are trained) are called
“participants” in this manual. Participants (CBA facilitators) are assumed to have at least
basic training and some practical experience in CBA implementation, so that they can
contribute to small group and plenary discussions. Workshop participants are given a copy of
the Guidelines at the start of the workshop but not a copy of the Training Manual, which is a
reference tool reserved for trainers.
Note for trainers
Risks regarding the use of tools:
We should not interpret the Training Manual and Guidelines too narrowly so that they
become a straitjacket. Instead, these documents should be seen as guidelines for
facilitators and their supervisors on the ground to help them in their work interacting with
communities.
Both documents (the CBA Guidelines and Training Manual) are tools, which should be
continually adapted to the needs of their users based on the context in which they are
working.
Length of workshop
Although the workshop is designed to last five (5) consecutive days, a 6th day can be added
if needed to plan the steps following training with implementing partners.
NB: during the pre-test workshops, the majority of participants wanted extra days for the
workshop so alternatively the CBA capacity-strengthening workshop could be held in two
phases. A first phase of 3- 4 days at the very beginning to give an overview of the cycle and
steps 1-3, and planning implementation of these initial steps. The second phase of 3- 4 days
to take place three (3) months later, once the project has begun, would provide the chance
to take stock of previous steps, and follow up with Steps 4-7 and their participatory
planning with implementing partners.

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Training Manual Scope
The training manual focuses on knowledge, skills and attitudes (KSA) needed by CBA
facilitators to implement the Guideline’s 7 steps and related actions. Some training sessions
relate to a specific Guideline step and action while other sessions (such as those on respect,
trust, active listening, etc.) apply across steps and actions.
A few of the Guideline’s actions mentioned are the responsibility of financial and technical
partners and government. These include:
• Step 1 Prepare:
o 1.1 Within the UNICEF country programme, create support, consensus and
inter-sectoral mechanisms to support CBAs
o 1.2 At meso- and macro-levels, foster an enabling environment for CBAs
o 1.3 Build partnerships to achieve scale
o 1.4 Identify implementing partners and assessing capacity.
• Step 7 Diffuse and Scale Up
o 7.3 Encourage linkages with technical services and government (vertical
diffusion)
o 7.4 Advocate to scale-up participatory CBAs
For training or capacity building related to these actions, see the Workshop Package for
Participatory, Integrated CBAs.
CBA Training expected outcomes
By the end of the five-day training, participants will improve their capacity (KSA) to
implement community programs that effectively and systematically apply the steps of a
CBA. Specifically, participants will:
• Demonstrate understanding of CBA steps
• Commit to listening and establishing respect and trust with communities they serve
• Practice using tools related to each CBA step
• Experience and practice facilitation using a dialogue-based approach
These results will in turn, contribute towards family and community capacities to take
decisions, implement actions and adopt norms and behaviours that improve the health,
education and protection of children and their mothers.
Session-specific objectives for each training session are listed in Part Four: Five-day Training
Modules. Many session-specific objectives are extracts from the Menu of Facilitator
Knowledge, Skills and Attitudes (Annexe 3) from the Guidelines.
Field facilitators are often educated in school and the workplace to give advice, instruct,
lecture and deliver goods and services to beneficiaries. In contrast, a CBA facilitator must
learn to be respectful, to listen, to catalyse, to ask questions, to promote dialogue and to
build community capacity. A five-day workshop alone is not sufficient to acquire these
needed KSAs. Post-training follow-up and supervision (observation, feedback and coaching)
are essential to support participants to apply changed KSAs and achieve objectives. For

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guidance on post-workshop supportive supervision of CBA facilitators, including a
Supervisor Check-list, see the Guidelines, Annex 1
CBA Training Approach and Methods
This training manual applies adult learning principles and practices including respect,
affirmation, immediacy, discovery and experiential learning, critical reflection and dialogue.
Dialogue encourages participants to surface, share and analyse their own experiences and
draw meaning and new insights and knowledge. This increases participants’ self-confidence
and self-esteem. It affirms that everyone, including the trainers, have much to learn from
each other. This CBA training applies dialogue by:
• Introducing new ideas in a way that respects what participants already know and do
• Enabling participants to discover ideas themselves
• Ensuring that all participants talk and practice
• Helping participants to look “with new eyes” at underlying causes and beliefs
• Inspiring participants to take action and solve problems
This training approach is purposeful because
trainers are role models. How trainers interact with
participants illustrates how participants (CBA
facilitators) are expected to interact with
community actors and groups. Most training
sessions use methods that CBA facilitators can
apply themselves to build the capacity of low-
literate or illiterate community actors and groups.
Training methods include small group and two-person discussions, open questions, games,
drawings and role-plays. No method requires electricity (e.g. PowerPoint or video). All
photocopies should be prepared before training starts.
NB for the trainer
The fact that ‘no method requires electricity’ means it is possible in practice to do training
even in places without electricity. Nevertheless, the use of tools which require access to
electricity (PowerPoint projections or video clips) should not be excluded as there is always
the possibility of connecting to a generator where needed. Indeed, the last module,
concerning monologue requires a video-projector and compute, and therefore, electricity.
Concerning photocopies: even if the majority of photocopies should be done before the
workshop, facilitators will need to have access to a photocopier on-site to copy documents
created ad-hoc and whose need will only appear during the course of the workshop and
not before.
Two sessions are done in community settings. On Day One, participants will spend the night
with a host family to experience immersion and practise gathering basic information on the
community/neighbourhood and services. On Day Two, participants will practise using
assessment methods (e.g. mapping and interviewing) in the community. For this reason,
training must take place in a community setting or near a neighbourhood where participants
Trainers demonstrate respect, self-
awareness and honesty. They are
skilled in active listening, asking
open questions, managing group
dynamics, resolving conflict,
paraphrasing, summarizing, time-
keeping and giving positive and
constructive feedback.

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can practise and apply skills. This interaction demonstrates the importance of CBA
facilitators spending significant time with and learning from community members.
Planning for Successful CBA Training
Successful and effective training is always well-planned, delivered to a high standard of
quality and then monitored and evaluated.
Planning
At least 1 month before the training workshop, draft a workshop plan using the 7 steps of
planning format (see Table 2). You can continually add information as it becomes available
and decisions are made. Share the 7 steps with workshop organizers, co-trainers and other
decision-makers to gather input and communicate evolving plans.
Table 2: The seven (7) steps of planning
1. Why? What is the situation calling for this
training? What did the learning needs and resources
assessment reveal?
2. Who? Who are the trainers? Who are the
participants? Who will manage logistics?
3. What for? What are the learning objectives of
this training? Do you need to change or adapt any
of the Training Manual’s proposed objectives?
4. What? What competencies (knowledge, skills,
attitudes) need to be developed? What are the
training topics in light of these competencies? Do
you need to change or adapt any of the Training
Manual modules and sessions?
5. Where? Where will the training take place?
Where will trainers and participants lodge? Where
will participants stay for the community immersion
on Day 1 and Day 2?
6. When? What are the dates of the training? What
are the start and end times of each day?
7. How? What is the workshop schedule? Do you
need to change or adapt the Training Manual’s
workshop schedule? What materials do you need?
What is the workshop budget? What type of
transport is planned for getting around during the
immersion stay the first two (2) nights? How will
participants be supported to apply new KSAs? How
will the training be evaluated?
Conduct on-site planning 2-3 days prior to the start of the workshop. Review and rehearse
each session so that all trainers know their role. Gather and organize all training materials
and set up the workshop space.
The training place should have 2 rooms:

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- 1 room arranged for small tables to be placed “café-style” around the room with 5-6
participants at each table (e.g. 36 participants sit at 6 tables with 6 chairs at each
table) and enough space to be able to view and display work,
- 1 room available when needed with a chair for each participant.
Number these tables/small groups 1-6. Shift seating each day so that participants share
experiences with different colleagues. Certain small group tasks require group leaders who
should be prepared the evening before. This builds participant leadership skills and makes
small group work efficient
The 3 KSAs - Knowledge, Skills, Attitudes - (Step, 1.2.1) have been blown up on large posters for
visualization throughout training.
On the largest white wall of the room (and most visible), different colored boxes have been prepared
to illustrate the 7-step participatory community approach cycle (see the example below and Step
1.2.2b).
Participatory community approach cycle
On the other three walls of the room display the daily training programme as a workshop road-map,
showing what steps and sub-steps feature in the daily schedule, using the color code used for the
programme cycle (see the example below). In practical terms, this is 7 steps and around thirty sub-
steps so it is necessary to prepare well in advance these colored cards and fix them on the walls of
the room.

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Example of steps and
sub-steps displayed
on the wall
(unfortunately not in
color). To avoid
participants seeing
the sub-steps at the
start, it is
recommended hiding
them by covering
them with a large
sheet of flipchart and
‘unveiling’ them as
you work through the
steps.
Note for the trainer
During the training, refer regularly to these colored cards identifying the steps and sub-steps e.g.
in the morning, when summing up work done the previous day. The sub-step cards can be
removed from the wall and moved around from day-to-day when the schedule needs to be
revised after running late.
You can also take Table 1.2.2b and print it on 2 A4 sheets (landscape), stick one sheet above the
other,and put an example on each of the participant tables as a training road-map.
Below is a comprehensive list of materials needed for the 5-day workshop. The section ‘5-day
Training Modules‘ has the list of necessary materials for each of the sessions.
Table 2: comprehensive list of training materials:
For conférence room:
1 copy of the Guidelines for Participatory
Community-based Approaches for each
participant
6 copies of the Training Manual for each co-
facilitator
All photocopies according to instructions
(quantity, cutting, etc.)
3 flip charts with paper At least 3 paper blocks for flip chart
6 pin-boards with enough “push-pins” (or
Metaplan board, cork board, VIPP board)
Free-standing boards; not boards fixed
to walls
1000 ‘push-pins’ A type of drawing pin with a slightly
elongated head, specially designed for
fixing VIPP cards on VIPP boards.
Participant packs/kits Notepads, ballpoint pens, schedule,
workshop ToR, list of participants,
others etc.

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3 pairs of large scissors
2 staplers One large; one standard
1 paper-cutter For cutting cards (if needed)
6 glue sticks
6 transparent sell of tape
5 rolls of adhesive tape for large posters
60 markers in different colors Check that they haven’t dried up!
1,000 VIPP cards In 5 different colors & sizes
500 standard and large paper clips
20 fasteners for larger documents
Roll of Kraft paper (brown) Min. 30 metres
50 A4 wallets in simple card in 5 different
colors (10 of each color)
For preparing files for
each session
2 boxes of A4 paper for printing In white, normal weight (80g)
4 reams of cardstock (thick paper) In color (150g, min. 4 colors)
6 small bags with objects collected from
around the training site (leaves, rocks,
matches etc.)
150 pieces of gravel (or beans)
Video-projector
Computer with printer
Access to photocopier Pour les copies de dernier moment
Tools
In the training manual ‘Tools’ are contained in an annex. This document takes all the ‘Tools’ for the
workshop, with a summary table at the start to indicate the number of examples to print per type of
document, and comments on their use or how to prepare them. In the manual, for each session the
‘Tools’ reference is given to make preparation of the session easier.
Note for the trainer
Usually, it should be possible to send the ‘Tools’ to the UNICEF country team and co-facilitators
so these can be printed before the arrival of key facilitators. However, experience in all countries
where the manual was pre-tested shows that this step was often not well understood by
partners, and finally, facilitators had to spend a day printing and preparing the documents
themselves. It is strongly recommended in the 2-3 days preparation on-site to plan one (1) day
for printing and preparing these documents, with a printer and a photocopier.
Facilitation in tandem
Using two (2) experienced facilitators working in tandem during pre-testing proved wise and it is
recommended to do this for the next workshops as it is impossible to carry out this very complex
training with only one facilitator. In addition, both the main facilitators should be able to rely on a
core group of six national co-facilitators who should be prepared for this. Briefing these co-
facilitators on the pedagogical approach and tools used should be planned each evening to ensure
smooth team working the following day.
Prepare immersion sessions
Work in immersion (evening of Day 1) and evaluation / community assessment practice (evening of
Day 2) requires significant preparation.
Note for trainers

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The choice of immersion communities is crucial. It is not just about taking a community close to
the training site, but rather choosing a community where it is planned that, following this
training, there will be community intervention and the process begun during training will
continue, and seeing if close to this community, a suitable training place is available.
The two evenings will be intensive and call upon all sectors of this community. Great hopes will
be raised and community members will expect – rightly so – follow-up to the assessment that
will have taken place with them. To ‘use’ them just for learning purpose would not be ethical.
Prepare these sessions well in advance. Explain clearly the nature of these activities to community
leaders and members; it is about mutual learning. Manage expectations and get formal consent. If
for reasons of security etc. it is not possible for you to spend time in a community in the evening, do
your best: organize a half-day immersion (rather than an evening) or invite community members to
the training site for evaluation method practice, etc.
2-3 days before the start of the training, the facilitators taking part in the training will visit the
community to prepare the way. They will explain clearly the nature of immersion activities to
community leaders and members, that it about mutual learning. They will be responsible for getting
formal consent.
To better prepare communities, you need to know that the first evening, between 5pm – 8pm,
participants will need to meet separately:
- Community-based organizations
- Elders
- Local council members
- Women’s association members
- Youth association members
- A health service provider
- The community relay worker or women that play the role of advisors among women
- Education service provider
- Members of the poorest (vulnerable) neighbourhoods
The second evening, between 5pm – 8pm, participants will need to meet the following participants:
- Community-based Organization + head of the neighbourhood
- CSO + elders
- Neighbourhood advisors
- Women & neighbourhood delegate
- Young people, elders
- State relay (SPC), community relay worker
- Nurse
- Various individuals such as shop-keeper, tailor, shoe-repairer, hairdresser
- Various individuals such as taxi driver, imam, market stall seller
Transport at the community immersion site
The community immersion will take place the first two evenings, around 5pm. Given the large
number of participants, it is preferable to organize a mini-bus or public transport for participants.
This transport should be organized before training and planned in the budget.
Training materials
The smooth running of the workshop will depend, amongst other things, on visualization tools being
available (minimal standard equipment: six VIPP display boards (free-standing, double-sided boards

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and six flip charts); it is essential that country teams in which the workshop will take place have
these materials and to make them available for the workshop.
Participant pack
Prepare the participant pack which includes the training agenda and training terms of reference
(Tools, documents 0.a. et 0.d). The training terms of reference should preferably have been
developed with the partner and UNICEF Country Office to reflect the reality of the country. A ToR
example is in Tools but it should be adapted. The pack also contains a notepad and pen. It should all
be put in a card wallet and with an elastic fastening. These packs should be prepared with the help
of co-facilitators the night before training begins. If it was not possible for the evaluation form to be
sent beforehand, put it in the participant pack too (Tools, document 0.c.).
Group reading
The Manual proposes more than 50 times that participants refer to the Guidelines to read a chapter
together as a group. To really make the reading exercises participatory, it is necessary to prepare the
texts in advance; to select, cut, classify and label them by giving them a code based on the session
number. This should be done before before the workshop so that the texts are available at the right
moment. It might also be necessary to change the names of the protagonists in the story so that
participants identify more easily with them.
Preparation of problem trees and solution trees
To prepare the problem trees (Day 3) and solution trees (Day 4), a lot of preparation work should be
done by trainers the day before. See sections 5.10 and 6.2. for this.
A pre-workshop learning needs and resources assessment (LNRA) helps ensure training is
relevant. It should be done at the very start of workshop planning so that facilitators have a
profile of the participants and are able to select the most relevant modules based on their
KSA self-assessment, level of education, previous experience in participatory approaches
and C4D, and their command of languages (including translation has significant implications
for timing of these sessions). See the section devoted to this kind of assessment for more
detail.
Quality Standards
The Five Day Training Modules includes detailed session plans to ensure quality. Each
session includes:
• Session-specific learning objectives
• Placeholder to insert the name of the trainer(s) who will facilitate the session
• Time (total amount of time for the session)
• Materials needed
• An inset with the necessary tools ‘Steps’ with references
• Steps (instructions for each training activity, including time per step)
Monitoring and Evaluation
To evaluate the success of the workshop, this manual suggests tools that facilitators can use as
sources of information; in particular:

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• Mid-way evaluation of the training day by participants;
• Day 4 evaluation;
• Workshop final evaluation by participants;
• Self-assessment of participants on their KSAs concerning CBA steps:
o Most important step
o Step perceived as best understood
o Step perceived as least understood
Monitor training by observing participant engagement and demonstration of changed
and/or new KSAs. Daily evaluation gives valuable feedback to help adjust the next day’s
sessions and models that the training team is open to receiving constructive comments in
order to change and improve. A written final evaluation (see the Evaluation section of this
manual), completed at the end of the workshop, measures participant reactions and is
important to:
• Gather feedback on the quality of the training (“customer satisfaction”)
• Communicate training outcomes with managers, supervisors and workshop
organizers
• Provide standards of performance for future CBA training
(Kirkpatrick 1998)
As stated earlier, supportive supervision (on-the-job observation, feedback and coaching)
helps monitor and reinforce post-workshop application of KSAs. Other ways to ensure post-
workshop KSA application include:
• Action planning with immediate supervisors
• 3-month post workshop check-in with participants and supervisors
• Follow up sessions with peers to share experiences and provide support
• Creation of a support portal with resources
If an evaluation to measure training transfer is planned, consider using a simple post-
workshop evaluation design. One example is the Success Case Method. For detailed
guidance, see The Success Case Method: Find out Quickly What’s Working and What’s Not
by Robert O. Brinkerhoff (2003).

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Part Two: Learning Needs and Resources Assessment
(LNRA)
A learning needs and resources assessment (LNRA) asks who needs to learn what and
according to whom. LNRA findings help to inform the workshop design to focus on specific
and relevant KSAs needed by participants and models dialogue between workshop trainers
and participants. An LNRA also identifies resources, such as experienced CBA facilitators,
who can contribute knowledge and skills. To assess learning needs and resources, ask,
observe and study (Vella 1995).
Ask: Begin by making a list of key workshop stakeholders who should be consulted about
participant learning needs and resources. Stakeholders include the workshop organizers,
partner managers and leaders, supervisors of participants and the participants themselves.
Interview stakeholders individually and in small homogenous groups and/or send a survey
questionnaire. Below is a capacity self-assessment from the Guidelines for Participatory
CBAs that can be adapted for LNRA interviews and survey questionnaires. An evaluation
form can be found in ‘Documents to be sent’ in the section ‘Capacity self-assessment’
Capacity self-assessment
Use a 1-5 point scale to rate performance in each best practice for CBA implementation
• 1 = the practice is not done and not known
• 2 = the practice is known but not done
• 3 = the practice is done, but not consistently or not always well
• 4 = the practice is consistently done, but could be improved
• 5 = the practice is consistently done to a high standard of quality
Table 3: Best practices for CBA implementation
Best practices for CBA implementation Rating (1 – 5)
1. I communicate clearly
2. I listen carefully to community members
3. I demonstrate respect and sensitivity to culture, gender relations and
different age groups
Ask
Observe
Learning
needs and
resources
assessment
Study

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4. I ensure that vulnerable and excluded groups are given a voice in
decision-making
5. I identify a representative community group to assess and analyse
their situation using participatory rapid appraisal tools and methods
6. I ensure that community strengths are identified and appreciated
7. I support the representative community group to share the
information obtained during community evaluation with the wider
community for validation and input
8. I stimulate communities to identify a desired vision
9. I work with the representative community group and service
providers to make a realistic, effective and culturally acceptable plan
for change
10. I ensure that the plan clearly identifies the responsibilities of each
stakeholder; the resources; activities to be carried out by community
members; services to be provided; and requirements to be met by other
organizations
11. I systematically support, supervise, train and mentor community
leaders and groups to implement this plan
12. I support the representative community group to give transparent
account of the progress of activities and results achieved to the community
13. I work with the representative community group to monitor
implementation progress and to resolve problems
14. I work with the representative community group to evaluate results
and use findings for the next cycle of action
15. I connect community members to service providers and other
appropriate stakeholders throughout all steps
16. I link community members to other communities to share
experiences and learn from each other
17. I organize horizontal and vertical diffusion of results, successes and
lessons learned
Observe: If feasible, observe participants in their community job setting, e.g. conducting
meetings with representative core groups, working with community leaders and service
providers, interacting with vulnerable and marginalized groups, etc. Compare their
performance against the Menu of Facilitator Knowledge, Skills and Attitudes in the
Guidelines (Annexe 3)
Study: Read CBA facilitator job descriptions. Review CBA project evaluations, progress
reports, organizational assessments and other documents that describe CBA
implementation and outcomes and the NGO or local institution’s capacities.
Valorise Participant Resources and Experience
The LNRA may reveal that some participants have in-depth experience implementing CBAs.
Be sure to involve them and valorise their expertise. Experienced participants can adapt
case studies, contribute stories and lessons learned, lead small group tasks and/or act as co-
facilitators in selected sessions.

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Pre-test workshop experience
The countries in which this approach has been implemented often have an extensive
experience in terms of introducing participatory community approaches.
Some research will reveal several examples. Trainers should consider and valorize this
experience in order not to give participants the impression that we want to impose ‘yet
another model’ which claims to be better than everything that existed before. As a trainer,
you must be aware that you are building on a base of experience and expertise capital in
terms of CBA
LNRA: an on-going process
The workshop itself provides valuable LNRA findings for post-workshop support. In Session
10.1, participants will self-evaluate their KSAs and identify areas for individual professional
growth. During the workshop, note areas of strengths and weaknesses for post-workshop
monitoring, coaching and training. For example, community assessment is complex – and
could be the subject of a 5-day workshop in and of itself. Consider post-workshop capacity
strengthening on more advanced CBA topics such as raising awareness on sensitive issues
(HIV and AIDS, female genital mutilation, child protection), how to engage children and
youth in community assessment, etc.
Pre-test workshop experience
The LNRA step is important not only to determine the learning needs of participants but
also their profile. Are they NGO co-coordinators? Outreach workers? Do they read French?
What language do they speak? What languages do they understand? If the participants do
not understand the language used in the Guidelines, a translation should be organized in
advance so that the workshop is really participatory and inclusive. Translation takes time
and will impact on the training agenda.

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Part Two : Learning Needs and Ressources Assessment (LNRA)

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Part Three: Training Roadmap
Overview of Five-day CBA Training Modules
DAY ONE
Overview of CBAs
Step 1: Prepare
Step 2: Contact Communities
DAY TWO
Step 2: Contact Communities (continued)
Step 3: Facilitate Community Assessment
DAY THREE
Step 3: Facilitate Community Assessment (continued)
Step 4: Plan
DAY FOUR
Step 4: Plan (continued) Step 5: Implement Step 6: Monitor and Evaluate
DAY FIVE
Step 7: Diffuse and Scale-Up
Dialogue, Practice Training Session and Final Evaluation

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Timed Training Schedule
DAY 1 - DATE
TIME No.
SESSION
LENGTH CONTENT Facilitators
1. Introduction to workshop
8:30 – 9:25 1.1 55 minutes Welcome & installation
1.1.1 10 minutes Welcome DP & UNICEF
1.1.2 35 minutes Introduction of facilitators and participants Facilitator
1.1.3 10 minutes Administrative arrangements UNICEF
9:25 – 9:35 1.2 10 minutes Training objectives and schedule Facilitator
1.2.1 5 minutes Present workshop objectives
1.2.2 5 minutes Introduce workshop programme
9:35 – 9:50 1.3 15 minutes Expectations and ground rules Facilitator
1.3.1 10 minutes Hopes and fears
1.3.2 5 minutes Workshop ground rules
2. Overview of CBA
9:50 – 11:00 2.1 1hr10 Purpose and community-based approaches
2.1.1 5 minutes Introduce session Facilitator
2.1.2 10 minutes Story of the grain grinder
2.1.3 10 minutes Participatory CBA: definition, importance &
purpose
2.1.4 5 minutes Distribute cards
2.1.5 15 minutes Plenary discussion
2.1.6 25 minutes Participatory CBA steps and description
8:30 – 9:25 1.1 55 minutes Welcome and installation
11:00 – 11:20 Coffee break Break Break
STEP 1: prepare
11:20 – 12:30 3.1 1hr10 Knowledge, skills and attitudes of a CBA
facilitator
Facilitator
3.1.1 5 minutes Introduce session
3.1.2 20 minutes Play the modelling game
3.1.3 20 minutes Explore the KSA facilitator menu
3.1.4 15 minutes Play the knotty problem
3.1.5 10 minutes Wrap-up -
12:30 – 13:30 3.2 1 hour Recognize and manage community power
dynamics
Facilitator (Co-
facilitator for
session 3.2.2.)
3.2.2 20 minutes Power walk and discussion
3.2.3 25 minutes Community power dynamics in more detail
3.2.4 10 minutes Wrap-up
13:30 – 14:30 LUNCH LUNCH LUNCH
14:30 – 15:00 3.3 30 minutes Identify communities for CBA implementation Facilitator
3.3.2 25 minutes Reading and plenary discussion
STEP 2: Contact communities
15:00 – 16:10 4.1 1hr 10 Respect, trust and relationships Facilitator
4.1.2 15 minutes Experiencing lack of respect -
4.1.3 10 minutes Sketch and short presentation on respect
4.1.4 25 minutes Trust game- Facilitator
4.1.5 15 minutes Refer to Guidelines-
16:10 – 16:45 4.2 35 minutes Collecting basic information on community Facilitator
4.2.2 15 minutes Prepare overnight immersion to XX
16:45 – 20 :00 Immersion overnight at Bourenfe-Centre (Doko) Participants

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DAY 2 – DATE
TIME No. SESSION LENGTH CONTENT Facilitators
08:30 – 08:45 Overview of the day and rotation of participants Facilitator
08:45 – 09:30 4.3 45 minutes Debrief and write a community profile Facilitator
4.3.1 15 minutes Debrief after immersion overnight stay
4.3.2 20 minutes Share conclusions of work assigned
4.3.3 : 10 minutes Discuss conclusions
09:30 – 10:50 4.4 1hr 20 Identify representative core group Facilitator (role-
play by co-
facilitators)
4.4.2 10 minutes The story of Amadou -
4.4.3 15 minutes Refer to Guidelines
4.4.4 45 minutes Role-play on styles of leadership
10:50 – 11:10 Break Break Break
STEP 3: Facilitate community assessment
11:10 – 12:30 5.1 80 minutes How to develop a vision for child development
and well-being
Facilitator
5.1.2 65 minutes Role-play – develop a vision -
5.1.3 10 minutes Vision development process analysis
12:00 – 12:20 5.2 20 minutes Community evaluation: overview and
importance
Facilitator
5.2.2 5 minutes The elephant game
5.2.3. 13 minutes Wrap-up
12:20 – 13:00 5.3 40 minutes Appreciative enquiry method
5.3.2 10 minutes Appreciative enquiry
5.3.3 10 minutes Plenary discussion on–
5.3.4 10 minutes Reflection
13:00 – 14:00 LUNCH LUNCH LUNCH
14:00 – 15:00 5.4 1 hour How to plan a community assessment Facilitator
5.4.2 : 10 minutes Browse through the assessment plan model - Facilitator
5.4.3 20 minutes Distribute the case study and work in small
groups
5.4.4 25 minutes Report in plenary
15:00 – 15:55 5.5 55 minutes Questions and listening Facilitator
(session 5.5.4
with UNICEF)
5.5.2 10 minutes The art of the open question
5.5.3 15 minutes Closed & open questions, and in-depth questions
5.5.4 10 minutes Active listening
5.5.5 10 minutes Active listening techniques
15:55 – 16:10 5.6 15 minutes Prepare to practise assessment methods Facilitator
5.6.2 10 minutes Attribute different tasks
16:10 – 18 :15 Immersion overnight at Bourenfe-Centre (Doko)
Day 3 – DATE
TIME No, SESSION LENGTH CONTENT
08:30 – 08:45 15 min. Overview of day and rotation of participants Facilitator
8:45 – 11 :00 5.8 2 hr 15 Debriefing of community evaluation Facilitator
5.8.1: 60 minutes Debriefing in small groups
5.8.2: 60 minutes Plenary debriefing
5.8.3: 15 minutes Observations of facilitator
11:20 – 12:20 5.9 1hr Analysing information gathered Facilitator

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Day 3 – DATE
TIME No, SESSION LENGTH CONTENT
5.9.2 40 minutes Equity analyse
12:20 – 13:50 5.10 1hr 30 Build a problem tree Facilitator
5.10.2 55 minutes Work in small groups
5.10.3 15 minutes Walk-round
13:50 – 14:50 LUNCH LUNCH
14:50 – 15:05 5.11 15 minutes Community validation UNICEF
STEP 4: Plan
15:05 – 16:35 6.1 1hr 30 How to prioritize problems Facilitator
6.1.2 15 minutes Classification: line game
6.1.3 15 minutes Mini-presentation
6.1.4 40 minutes Work in small groups
6.1.5 15 minutes Discussion in large group
16:35 – 16:50 15 minutes Mid-way evaluation Co-facilitators
16:50 – 17:20 30 minutes Meeting of co-facilitators from Day 4
DAY 4 – DATE
TIME NO SESSION LENGTH CONTENT Facilitators
08:30 – 08:45 Overview of day Facilitator
08:45 – 09:55 6.2 1h10 How to develop objectives Facilitator
6.2.2 15 minutes Transform problems into objectives
6.2.3 35 minutes Transform problems and their causes into
objectives
09:55 – 10:35 6.3 40 minutes How to identify do-able actions Part 1 Facilitator (co-
facilitators for
session 6.6.3)
6.3.2 10 minutes The story of Saran
6.3.3 25 min Force field analysis, Work in small groups, debrief
10:55 – 11:35 6.3 40 minutes How to identify do-able actions Part 2 Facilitator (co-
facilitors for
session 6.3.4)
6.3.4 35 minutes Prioritize activities, work in small groups & debrief
6.3.5 5 minutes Collecting ideas for action -
11:35 – 12:30 6.4 55 minutes How to develop an action plan Facilitator
6.4.2 30 minutes Make an action plan for millet cultivation
6.4.3 10 minutes Débrief role-play
STEP 5: Implement
12:30 – 13:00 7.1 30 minutes How to resolve implementation problems Facilitator
7.1.1 5 minutes Introduce your session
7.1.2 5 minutes Prioritize activities, work in small groups + debrief
7.1.3 15 minutes Using the Margolis Wheel to resolve problems
regarding implementation
7.1.4 5 minutes Debrief on Margolis Wheel
13:00 – 13:10 7.2 10 minutes Accountability to the wider community Facilitator
7.2.1 5 minutes Introduce session and definition of accountability
7.2.2 5 minutes How to report: information board
13:10 – 14:20 LUNCH LUNCH
STEP 6: Monitor and evaluate
14:20 – 14:45 8.1 25 min How to proceed to monitoring Facilitator
8.1.1 10 minutes Introduce session and analyze proverbs regarding
M&E

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DAY 4 – DATE
TIME NO SESSION LENGTH CONTENT Facilitators
8.1.2 10 minutes Define M&E
8.1.3 5 minutes Define monitoring –
8.1.4 5 minutes Practice in using after action analysis
14:45 –16 :05 8.2 1h20 How to evaluate Facilitator
8.2.2 15 minutes Overview of evaluation: reading & work in small
groups
8.2.3 15 minutes Plenary presentation by small groups
8.2.4 15 minutes How to evaluate? Evaluation creative methods
8.2.5 30 minutes Plenary presentation
5 – DATE
HEURE No. SESSION LENGTH CONTENT Facilitators
08:30 – 08:45 Overview of the day & rotation of participants Facilitator
STEP 7: Diffuse and Scale up
08:45 – 09:30 9.1 45 minutes How to scale up CBA Facilitator
9.1.2 10 minutes Listening work: the story of Sigon
9.1.5 5 minutes Wrap-up -
Dialogue, practice sessions and final evaluation
09:30 – 10:30 10.1 1hr Dialogue and Monologue (Part 1) Facilitator
10.1.2 10 minutes Travail individuel and in groups
10.1.4 20 minutes Self-evaluation
10:30 – 10:50 Break Break
10:50 – 11:50 10.2 1hr Dialogue and Monologue (Part 2) Facilitator
10.2.2 15 minutes Role-play: monologue
10.2.3 10 minutes Dialogue and monologue: what differentiates
them?
10.2.4 15 minutes Compare dialogue and monologue
10.2.5 10 minutes Implications for CBA facilitators
11:50 – 12:30 10.3 40 minutes Practice training session Part 1 Facilitator
10.3.2 10 minutes Plan when to train and coach core group
members
10.3.3 10 minutes How to evaluate training needs
10.3.4 10 minutes Training practice
10.3.5 5 minutes Prepare for training sessions
12:30 – 15:00 10.4 2 hours Practice training session Part 1 Both facilitators
10.4.1 5 minutes Introduce session and form 5 groups
10.4.2 Préparation by 5 groups
LUNCH LUNCH LUNCH
15:00 – 16:40 10.4 1h40 Mise en pratique Part 2 - Both facilitators
10.4.3 1h40 Give training sessions
10.4.4 10 minutes Debrief and conclude
16:40 – 16:55 10.5 30 minutes Workshop closure and final evaluation
10.5.1 15 minutes End of workshop
10.5.2 15 minutes Final evaluation
DAY 6 – DATE
TIME CONTENT

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09:00 – 17:00
Times of meetings with different
partners to be decided
Planning with a small working group responsible for steering implementation
actions. The outcome of this day is a action plan for the coming months

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Part Four: Five-Day Training Modules
Day One
Introduction to the Workshop
1.1 Welcome and Introductions
EXPECTED OUTCOMES
By the end of the session, participants will:
• Review the purpose of the workshop
• Get to know other participants and establish a safe learning
`environment
WHO Workshop organizers, local authority if relevant and trainers
DURATION 5 minutes
MATERIALS & DOCUMENTS Six (6) bags with local materials from around the training site
(leaves, charcoal, spoon, bowl, flowers, baskets, keys, matches, etc.)
(See Step 1.1.2).
STEPS
1.1.1 Welcome remarks (10 minutes)
• Warmly welcome participants and explain the overall purpose of the workshop
• Opening remarks by the local authority (as appropriate)
• Introduce the workshop trainers
• Distribute kits to participants

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Image: opening ceremony in Chad
attended by the media and the
Deputy Prefect
1.1.2 Introduce facilitators and participants (35 minutes)
• Tell participants: We will introduce ourselves by choosing something you feel
symbolizes your work as a facilitator accompanying community actors and
groups.
• Empty the contents of each bag onto each of the small group tables and ask
participants to choose an object.
• Tell participants: Turn to the person on your right. Share your name and where
you live. Then explain how your chosen object symbolizes your work. For
example, I might choose a match because in my job as a CBA facilitator, I help to
spark community discussions and action. Prepare to introduce your partner and
share your symbols in plenary.
• Let partners discuss for 5 minutes.
• In plenary, ask each person to introduce their partner, their partner’s symbol and
why they chose that symbol.
Introducing participants in Mali
The different participants got ready to play:
introducing themselves by identifying
themselves with an object. Koulibaly, a
participant from Kidal chose soap,
symbolizing water, hygiene and sanitation.

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1.1.3 Housekeeping information (10 minutes)
• Point out the toilet facilities, share information on meals and breaks, etc.
1.2 Workshop expected outcomes and schedule
EXPECTED OUTCOMES
• Review workshop expected outcomes and schedule
WHO (Trainer name)
DURATION (10 minutes)
MATERIALS AND HANDOUTS Flip chart showing workshop expected outcomes Step
1.2.1), seven (7) different-colored boxes and VIPP cards to create a
large circle illustrating the 7-step Community-Based Approach cycle as
well as the 5-day workshop (Steps, PowerPoint: Slide 1). Ensure you
have enough colored boxes to match the VIPP cards used for the
steps and the road map. Markers and printer See Step 1.2.2. and
materials in the annexe. Guidelines for Participatory CBAs
STEPS
1.2.1 Review the workshop expected outcomes (5 minutes)
• Tell participants: Workshop expected outcomes are staggered over time. There
are short-medium- and long-term results. Short-term results are what we hope to
achieve by the end of the workshop. (Show the graphic flip chart -see Step 1.2.1).
• During this workshop you will improve your capacity (facilitator knowledge, skills
and attitudes - KSAs) to carry out programs in communities that effectively and
systematically apply the principles and steps of a participatory, integrated
community-based approach, which we call CBA for short. Specifically you will:
o Demonstrate understanding of CBA steps
o Commit to listening and establishing respect and trust with communities you
serve
o Practise using tools related to each CBA step
o Experience and practise facilitation using a dialogue-based approach
These improved KSAs will help strengthen community capacity (Show the second acronym
which corresponds to the impact of the community approach). This in turn will help improve
children’s and mothers’ quality of life (indicate the third acronym which represents the
impact of the community approach).
This results chain corresponds to what we call the theory of change: We expect that your
improved KSAs will contribute towards improved community capacity to make decisions,
act and adopt new norms and behaviours. This should in turn lead to improvements in
the community
Expected outcomes from the workshop in Guinea

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1.2.2 Review the workshop schedule (5 minutes)
• Show the CBA programming cycle, different steps and key activities of Days 1-5 with the
help of the VIPP cards stuck on the walls.
• Invite participants to stand up and look at these more closely. Read out the title of each
step.
• Add: Although the arrows linking the different steps all go in the same direction and
suggest the order of steps to be taken, the process is repeated, and some steps overlap
or it is necessary to step back and to go back to a previous step
• Distribute Handout 1 Guidelines for Participatory CBAs
• Explain that the workshop accompanies the Guidelines for Participatory CBAs. They will
use the Guidelines throughout the workshop and take them home after.
• Ask: What are your questions on the workshop objectives or schedule?

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Presentation of the CBA cycle de programming in Mali

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1.3 Expectations and Ground Rules
EXPECTED OUTCOMES
• Express their personal hopes and fears for the workshop
• Define ways that participants and trainers should behave in order
to work together peacefully
WHO (Trainer name)
TIME 15 minutes
MATERIALS & HANDOUTS Task on a flip chart (see Step 1.3.1), blank flip chart with
“Hopes” written at the top, blank flip chart with “Fears” written at the
top (see Step 1.3.1), markers, blank flip chart with “Ground Rules”
written at the top (see Step 1.3.2), red VIPP & green VIPP cards,
bulletin board with drawing pins, sticky paper
1.3.1 Participant hopes and fears (10 minutes)
• Show the flip chart with the task and tell participants:
• Individually, think about your hopes and fears for the workshop
• Then discuss with your colleagues around the table the group’s hopes and fears.
In light of the workshop objectives and programme:
o What do you want to learn or do?
o What are your concerns?
• Agree on the most important hopes & fears for the group. Let participants
discuss for 3-5 minutes.
• Write the three (3) most important hopes on 3 green VIPP cards, and the three
(3) most important fears on 3 red VIPP cards;
• When all the groups have finished, ask the rapporteur from each group to come
and fix the green cards on the flip chart/ bulletin board with the title ‘HOPES’
whilst reading them out loud.
• Then ask rapporteurs to fix red cards on the flip chart with ‘FEARS’, following the
same method
• Summarize similar ideas. Give a few examples of how hopes and fears will be
addressed over the week.
Hopes and fears in Senegal.

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1.3.2 Workshop ground rules (5 minutes)
• Show the flip chart labelled “Ground rules”. Tell participants: Ground rules will
let us all know how we should work together this week so that we succeed. It’s
important that we name these rules together and that we all agree on them.
• Ground rules on behaviour in Senegal
• Give an example (such as turning off cell phones)
• Invite participants to add to this list. Note their answers on the flip chart
• Come to consensus once everyone’s ideas are noted
• Ask the group to decide what will happen if someone breaks a rule
Keep the workshop rules of behaviour posted on the workshop wall throughout
the week
Overview of CBAs
2.1 Goals and Steps of Community-based Approaches
EXPECTED OUTCOMES
• Analyze a story of how to improve the health, education and
protection of children and their mothers
• Compare the story to their own CBA experience
• Review the two linked goals of UNICEF-supported CBAs
• Decide a logical order for CBA steps
• Review CBA steps in the Guidelines for a Participatory CBA
WHO (Trainer name)
TIME 80 minutes
MATERIALS & HANDOUTS The text to read as a group can be found in Step 2.1.2. As for
all the group reading exercises, the text should be printed, cut,
indexed and labelled (code according to the number of the session)
before the training in order to be available when needed. It might be
necessary to change the names of the protagonists in the story to
identify with them more easily. One set of 7 VIPP cards for each small
group (see Step 2.1.3). Clearly label each card with 1 of the 7 CBA
steps: PREPARE (1 card), CONTACT COMMUNITIES (1 card), etc. Mix
each deck of cards. Table from Step 2.1.6b
STEPS
2.1.1 Introduce the session (5 minutes)
• Introduce the session and read aloud the session title and objectives. Tell
participants: We will study each CBA step in depth, but before that we want to look
at the whole picture, including why UNICEF supports CBAs, what a CBA is expected to
achieve and the order of the steps.
2.1.2 Grain grinder story (10 minutes)

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• The following story can be found in the Manual annexes, divided into 6 paragraphs.
Give out these extracts to 6 participants. Ask them to read them out aloud. This
encourages active participation because everybody prepares themselves to read.
• A community development agent named Joseph worked in the village of Dioffior.
One day, Joseph’s boss told him that UNICEF donated grain grinders and that they
would deliver one to Dioffior soon. Women in Dioffior had to get up as early as 04:00
in the morning to pound millet using a heavy pestle and mortar harming their own
health and nutrition and that of their children. Joseph met with the chief and Salane,
head of the women’s local development committee. He instructed them to select a
grain grinder operator to collect fees and maintain the grinder, which ran on
gasoline. On the next visit, Joseph came with the grain grinder and a mechanic. They
met with the grain grinder operator, named Thierno. The mechanic told Thierno how
to operate the machine. Joseph gave Thierno a notebook and told him how to keep
the accounts. On leaving, Joseph heard some muttering that Thierno was Salane’s
younger brother and a heavy drinker. Nevertheless, at Joseph’s next visit, everything
seemed fine. A line of women stretched in front of the grain grinder and one
gratefully thanked Joseph. She said, “This is the first time in my life that I woke up
late and began my day without pounding millet!” A month later, Joseph returned.
This time, he found the grain grinder in disrepair. Salane and Thierno explained that
the machine broke and no one knew how to repair it. They also complained that
grinding fees were not enough to buy more fuel anyway. Salane and Thierno
demanded that Joseph find a mechanic and do something about these problems.
Joseph visited the chief and learned that Thierno had pocketed the money and was
seen drunk. On leaving, a group of women cornered Joseph to scold him. They said
that the grinder had broken down after 10 days and they were back to their
exhausting routine of pounding millet. They said, “It’s all your fault. Everyone knows
that Thierno is a drunkard and that Salane alone picked him.”
• Ask participants:
o What do you see happening here? (invite a participant to retell the story in
their own words)
o Why did this happen? (Let participants respond. They will likely say that
people were not properly involved in decision-making about the problem or
the solution, that Joseph didn’t understand community dynamics, that Salane
did not involve women committee members in decision-making and was a
poor leader. They might also say that Salane, Thierno and committee
members could not solve their own problems, that Thierno was not trained
properly, that no system of oversight/accountability was put in place, etc.)
• Ask participants these questions, one at a time:
o How do similar problems appear in your situation? (Invite 2-3 participants to
share similar stories)
o What about “success stories”? (Invite 2-3 participants to explain how they or
others have successfully worked with communities on actions to improve the
lives of women and children)
o What makes the difference between the story we heard and your success
stories? Let participants respond. They may mention leadership styles, how

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decisions are made, communication to the wider community, knowledge of
community dynamics, systems of management and accountability, etc.
2.1.3 Participatory CBAs: Definition, importance and goals (10 minutes)
• Turn to page 1 in the Guidelines. Ask participants to read aloud the first three
paragraphs (beginning with “Participatory Community-based Approaches (CBAs)
involve a process of dialogue…”)
• Emphasize that CBAs are very effective when done well. Continue reading aloud the
4th paragraph on page 1 of the Guidelines (“The goals of UNICEF-supported CBAs are
two-fold and simultaneous…..”)
• Invite 1-2 participants to explain these goals in their own words, using a local
language if appropriate.
• Ask participants: What are your questions regarding the definition, importance
and/or goals of a participatory CBA?
Card-sorting (5 minutes)
• Read aloud the small group task. Tell participants:
o On your table are packs of cards
o Each card lists one of the 7 major steps to carry out a participatory CBA.
However, they are all mixed up!
o Put the cards/steps in the most logical order
o Once you complete your work, we will circulate among tables and you can
explain your logic to others
• Let small groups put their cards in order
2.1.5 Plenary discussion (10minutes)
• Circulate among 2 to 3 small groups who present their cards and explain the logic of
the order they chose. Ask participants from other small groups to share any
differences in the order of their cards.
• Tell participants: CBA steps also represent a “cycle” of change. The steps are
repeated to surface and address other problems and issues over time. These
problems may emerge due to external changes (government policy, environment) or
be sensitive issues (HIV and AIDS, protection, women’s rights) that experienced
groups are more comfortable to address.
2.1.6 Review steps of a participatory CBA (30 minutes)
• Give out the 2nd set of cards (Step 2.1.6a in the annexe) to 6 groups of participants. Ask
them to match each step to the appropriate description t
• When the groups have finished, continue reading the table (Step 2.1.6b). Ask
participants to take turns reading aloud each step and its accompanying brief
description in Table 2.1.6b.
• Ask participants: What are your questions about any of these steps?
Respond to questions and then remind participants that this training aims to increase their
KSAs in each CBA step over the course of the week

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Tip for trainers: matching CBA steps and sub-steps in Chad
This exercise was excellent in giving
participants a general overview of the CBA
steps and sub-steps. If you fall behind, you can
go directly to the exercise in matching sub-
steps to the main steps (2.1.6) as the key steps
are displayed on the wall and so easy to
summarize.
11:00 – 11:20 Break
Step 1: Prepare
3.1 Knowledge, Skills and Attitudes of CBA Facilitators
EXPECTED OUTCOMES
• Experience how community members may feel in working with
outside CBA facilitators
• Identify important KSAs that a CBA facilitator must possess
WHO (Trainer name)
TIME 70 minutes
MATERIALS & HANDOUTS A second empty room with space for games (see 3.1.2 and
3.1.4), Guidelines for Participatory CBAs, silent reading task on a flip
chart (see step 3.1.3)
STEPS
• Introduce Step 1 and read aloud the session title and objectives.
• Tell participants: A CBA facilitator must understand the steps we have just discussed.
And to carry out these steps, you must understand your role and the knowledge, skills
and attitudes needed to succeed in your work in communities. CBA facilitator
training is an important action in Step 1: Prepare.
3.1.2 Play the modelling game (20 minutes)
• Ask people to form two circles of equal numbers; one circle on the inside. Ask
people in the inside circle to face people in the outside circle. Give these
instructions:
o People in the outside circle play the role of moulder. Those in the inner circle play the
clay
o People in the outside circle will have 5 seconds to mould the person opposite
them in the inside circle. The moulder can bend and twist the body of the inside
circle partner as they wish as long as they do not hurt them. Once the inside

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person is moulded, he or she must remain in the position – frozen like a statue,
without speaking.
o When I clap my hands, the outside circle moves to the right to the next person,
and again, the outside circle moulder can bend and twist the new partner into
new positions.
• Clap hands after 5 seconds and tell the groups to rotate
• Repeat three times
• Tell people to remain in their circles and ask the following questions, one at a time
o How did you feel as a member of the inside circle (those who were moulded)
during the game? What feelings arose? (Let several participants respond. They
will likely reply that they felt violated, passive, helpless, angry, etc.)
o How did you feel as a member of the outside circle (those who moulded others)
during the game? (Let several participants respond. They will likely reply that
they felt powerful as they were able to control those in the middle; some may
have felt sorry for those inside the circle; etc.)
o Did any of the insiders resist or refuse to play? Why or why not?
o Imagine that the insiders are people in the community and the outsiders are
facilitators. Think about how the feelings you describe might occur in real life.
How might people in a community feel when they are “moulded” by outsiders?
(Let several participants respond). Make sure the partipants understand the link
between the role-play and their own work with an open but precise question:
How do community members feel when community facilitators, NGOs or donors
treat them like clay?
o What does this game teach us about our role as an outside facilitator to bring
about change and action in communities?
Advice to trainers: modelling applied in Senegal
This game might create discomfort
among some participants or push
the boundaries of respect or
decency. A woman might be
uncomfortable with having to enter
into physical contact with a man
who has a certain authority.
It is a matter of showing sensitivity
toward the other; for the moulders
to be gentle in manipulating the clay
i.e. arms can be simply bent so as to
avoid injuring the partner, showing
them a lack of respect or putting
them in an embarrassing position.
The statues produced should not
have contortions or complicated
positions.
3.1.3 Review the menu of facilitator KSAs (20 minutes)

35
• Invite participants to turn to the Guidelines, pages 73, 74 and 75, Annex 3: Menu of
Facilitator Knowledge, Skill and Attitudes.
• Show the flip chart with the task and read it aloud
o Silently read these two pages. As you read:
Circle anything that is unclear
Put a star next to 3 key points that you feel are very important in light
of your own experience and work in communities.
o We will share a selection of your answers in plenary
• Give them about 10 minutes to read and to circle and star
• Ask participants to share what is unclear (what they marked with a circle) and clarify
Ask 2-3 participants to share what bullet points they marked as very important in light of their
own experiences and work in communities. Ask them to explain why these points are so
important.
3.1.4 Play the knotty problem (15 minutes)
• Tell participants you will play another game to conclude this session.
o Pick 2 participants who will be CBA facilitators and tell them to leave the
room.
o Invite all other participants to form a circle, holding each other by the hand.
o Then, without letting go of the hands, ask them to tie themselves into a
tangled knot (never dropping their hands). Once they are in a tangled knot,
advise them not to move but to follow the CBA facilitators’ instructions
carefully, not going out of their way to help them.
o Invite the CBA facilitators back and tell them to untangle the knot by giving
verbal instructions. They can move around the knotted circle of people but
cannot touch anyone.
o Stop after 3 minutes. (The CBA facilitators may untangle a few people but
will not succeed in untangling the entire knot).
o Now, ask the circle members to drop hands and form a new circle, this time
with the CBA facilitators. Repeat the exercise and have them tangle
themselves into another knot.
o This time, invite the group to untangle itself. (This should only take about 20
seconds).
• Discuss the game. Ask participants: What happened the first time? What happened
the second time? What was different? (Let participants respond. They will likely say
that the second time they untangled themselves much faster by working together,
rather than by following the instructions given by the CBA facilitators).

36
36
The knotty problem in Senegal, Guinea and Côte d’Ivoire
3.1.5 Wrap up (10 minutes)
• Tell participants: Let’s summarize what we learned from this game. People are often
in the best position to solve their own problems. Sometimes a community only needs
a little outside input to achieve something. However, we are often taught in school
to tell people what to do and to give them advice to solve their problems. A CBA
facilitator has a different role: to listen, learn, appreciate and foster self-confidence
among community members. As a catalyst, a CBA facilitator asks questions and help
community members do their own research, discover their own strengths and
problems and take action. A CBA facilitator must be aware of their attitudes and
behaviours, be humble and recognize their limitations. A CBA facilitator must
demonstrate respect and be open to working with and learning from community
members.
3.2 Recognize and Manage Community Power Dynamics
EXPECTED OUTCOMES
• Identify the diversity of groups within communities
• Analyze dimensions of power (power over, power to, power with)
in a CBA project
• List ways to involve and include vulnerable and marginalized
groups in community decision-making and action
WHO (Trainer name)

37
TIME 60 minutes
MATERIALS HANDOUTS Label 21 strips of paper with one type of community member
as per Table 4 below (see Step 3.2.). Adapt these types to your
context, ensuring that members of vulnerable or marginalized groups
are represented. Step 3.2.3
Table 4: List of community members (21?) for the power walk
Young unemployed graduate
13 year-old orphan girl
NGO facilitator
Outreach worker
Migrant
School teacher (female) Traditional birth attendant
Female fruit veg. market
seller
Village dignitary
Hotel director School boy aged 13 Wife of BCIS manager
Telecoms company
salesperson
10 year-old apprentice
mechanic
Small farmer Cattle farmer
Telephone card seller Director of bank
Director of bank’s driver Domestic worker
STEPS
• Read aloud the session title and objectives. Tell participants: A community is usually
defined as people living in a geographic area. Sometimes we assume that
community members are all the same but research and experience show otherwise.
3.2.2 Power walk and discussion (20 minutes)
• In a large space where all participants can line up side-by-side; give each person the
strip of paper with their assigned character. Tell participants:
o Listen to my statements
o If your assigned character can answer yes to the statement, take one step
forward. If your assigned character cannot answer yes, remain where you are
• Read the following statements, one by one, allowing characters to step forward or
remain where they are
1. I can influence decisions made by the community council
2. I can meet visiting government officials
3. I can decide when to take my child to the health centre
4. I get new clothes on religious holidays
5. I can decide how many children to have
6. I have time and access to listen to the radio
7. I can read newspapers regularly

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38
8. I have access to credit
9. I can speak in family meetings
10. I can afford to boil drinking water
11. I can protect myself from a sexual disease
12. I went to secondary school or can expect to go
13. I can pay for treatment at a private health centre if needed
14. I can speak at a village meeting
15. I eat at least two meals a day
16. I sometimes attend workshops or seminars
17. I am not in danger of being sexually harassed or abused
18. I can question expenditure of government funds in the community
• Invite people to remain where they are for a discussion (some will be at the front,
some in the middle, some in the back)
o Who are those at the front? (invite people to share their character’s names)
o Why are these people at the front?
o Who are those at the back? (invite people to share their character’s names)
o Why are these people at the back?
• Discuss these questions, one at a time, allowing several participants to respond to
each.
o Those who stayed back: how did you feel during this exercise?
o Those who moved forward: how did you feel during this exercise?
o Who are the characters that outsiders typically meet when they go to a
community?
o What happens as a result?
o How does this happen in real life?
o What are the implications for your facilitation work in communities?
• Wrap up and tell participants: In reality, a community includes sub-groups of clans,
social classes and people of different ages, sexes, ethnic groups or religions. Some
individuals and groups have different interests, hold power over others and may not
wish to share it. Vulnerable, marginalized or minority groups may find it very difficult
to express their opinions or claim their rights. Thus, as a CBA facilitator, you must
address power dynamics to help people achieve real change.

39
Power walk in Côte d’Ivoire and Mali. This exercise was very successful in all the countries
where it was pre-tested.
3.2.3 More about power dynamics (25 minutes)
• Give out and invite participants to read the handout 3.2.3. Ask participants to read
the three bullet points aloud
• Ask these questions one at a time and discuss in plenary:
o What are examples of visible power in the communities where you work?
o What are examples of hidden power in the communities where you work?
o What are examples of invisible power in the communities where you work?
• Ask participants: Share a story you know of how visible, hidden or invisible power
affected actions undertaken by a community to improve the health and well-being of
children and women. Let 2-3 participants share their stories.
• Ask participants to read aloud from Point 5 onwards: “In many places the
development agenda is set…” Then, ask these questions one at a time.
o Tell a story about a community where you saw a transformation of “power
over” to “power with” or “power to”. How did those with “power over”
behave? What did they do? Let participants respond. An example is service
providers involving traditional birth attendants in a health program to help
address problems of pregnant women not coming to early antenatal care
visits.
o Tell a story about a community when people or groups without power did
something to gain it and increased their sense of control. How did those
without power behave? What did they do? Let participants respond. An
example is women and youth receiving leadership training and organizing
themselves so that they were included in community decision-making.
• Give an example of how to manage power dynamics in various CBA steps. For
example, to validate assessment findings in a community-wide forum, organize
women, men, elders and youth into small, homogenous groups and invite them to
discuss and then share their answers. This helps to ensure that their viewpoints are
expressed and heard by everyone.

40
40
3.3 Identify Communities for CBA Implementation
EXPECTED OUTCOMES
• Compare how communities are selected for CBA implementation
WHO (Trainer name)
TIME 30 minutes
MATERIALS HANDOUTS Guidelines for Participatory CBAs
• Read aloud the session title and objectives.
• Tell participants: In Step 1, an important action is identifying communities for CBA
implementation. Before that, UNICEF and its counterparts will have:
o Created support and consensus within itself to support CBAs.
o Fostered an enabling environment for CBAs at district, regional and national
levels.
o Built partnerships to achieve scale, shared its interest and objectives
(development and well-being of the child) and discussed challenges and
opportunities to meld what a community wishes to do with the UNICEF
agenda.
o Identified implementing partners, helped them to assess their capacity to
implement a CBA and helped to build CBA facilitator capacities.
• Tell participants: To identify communities for participatory CBA implementation,
UNICEF and its counterparts will have consulted many stakeholders. It is important
for you to understand why and how communities are selected.
3.3.2 Reading and plenary discussion (20 minutes)
• Invite participants to turn to page 11 in the Guidelines. Read aloud Action 1.6
“Identify communities for participatory CBA implementation”, along with the box
“Example: Criteria for Identifying Communities in Togo”.
• Ask participants these questions one at a time:
o How were the communities you work with selected? How does that compare
to the Guidelines? What is similar? What is different?
o What has your organization learned about identifying communities for CBA
work that you would add to the Guidelines?
Step 2: Contact Communities
4.1 Respect, Trust and Relationships
EXPECTED OUTCOMES
• Discover why attitudes of respect and trust are critical when
building relationships in a community
• Review definitions of respect and trust
WHO (Trainer name)
TIME 70 minutes
MATERIALS HANDOUTS Task in pairs on a flip chart (see Step 4.1.2), Guidelines for
Participatory CBAs.

41
STEPS
• Introduce Step 2 and read aloud the session title and objectives
• Tell participants: After facilitators are well prepared and communities have been
identified in Step 1CBA facilitators contact communities (Step 2) and focus on
learning and building trust. They gather basic information, make courtesy visits to
key people and spend time in the community. How facilitators manage community
entry sets the tone for relationships which are based on respect and trust.
4.1.2 Experience of disrespect (15 minutes)
• Show the flip chart with the task in pairs and read it aloud: Turn to the person on
your left. Share an experience where you felt disrespected.
o Describe what happened and how you felt.
o Tell how it affected your relationship with the person or people involved
• Let partners discuss
• Invite 1-2 partners to share their experiences, how they felt and the effect on their
relationships. Be tactful as this can bring up painful memories.
4.1.3 Role plays and mini-lecture (10 minutes)
• Invite 2 sets of participants, in groups of 3, to role-play how respect is shown in their
culture
• After each role play, invite other participants to summarize how respect was shown
(e.g. use of proper greetings and titles, use of space, non-verbal communication such
as eye contact, gestures and way of dressing, how things are said including volume
and tone of voice, what vocabulary is used, etc.)
4.1.4 Trust game (2 minutes)
• Take participants to the second room
• Participants stand in two (2) lines, face-to-face
• Participants stretch out their arms in front of them and stand back so that their hands just
touch the person facing them
• The first person from one of the lines positions themselves at the entrance of the ‘barrier’
made of hands
• S/he passes through the line and people should lift their arms so s/he can pass. They lower
their arms as soon as the person has passed by. Arriving at the end of the line, s/he positions
themselves at the end, and lifts their arms.
• Then the first person from the second line also passes through the line. Participants raise
their hands to let them pass and then lower them. The person goes to the end of the line
and stretches out their arms in front of the first person.
• The next participant does the same; then the next… and so forth….
• At the start, encourage participants to go through slowly, and the others to lift their arms
then drop them immediately after. As the game continues, participants should get
increasingly faster, until they are almost running. Do this until all the participants have
passed through the middle at least once.
• Wait a few minutes for everybody to recover.
• Ask the following questions: What did you feel when you pass through the tunnel. And you,
the tunnel builders, what was difficult to do? Let them reply. They might tell you they were
afraid to go through the tunnel; that they had to hurry to raise their arms; that speed made

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the passage more difficult, but that if you keep a certain rhythm; even fast, you can pass
safely.
• Invite participants to go back and tell them to read the passage explaining why and how
facilitators should establish good relations based on respect and trust with communities.
The trust exercise in Guinea: The aim of the exercise is for participants to learn that they
have great responsibility towards one another. The more those that pass through the tunnel
trust those that make up the tunnel; the more they will go quickly and not be hit
4.1.5 Review Guidelines (15 minutes)
• Invite participants to turn to the Guidelines, page 20, and read aloud paragraph
3:“How facilitators manage community entry…”
• Ask participants to silently read the box (“Building Respect, Trust and Relationships
in Communities”) in the Guidelines on page 21
• After, ask participants:
o What advice in this box is most important for you as a facilitator and why?
o What would you add from your experience and why?
• Discuss answers in plenary
4.2 Gather Basic Information on the Community
EXPECTED OUTCOMES
• Review community immersion logistics
• Plan to gather basic information on the community and services
WHO (Trainer name)
TIME 35 minutes
MATERIALS HANDOUTS Flip chart with list of participants divided into 8 groups (see
step 4.2.1); Guidelines for Participatory CBAs; Step 4.2.2a and 4.2.2b
with assigned task for 9 groups (see step 4.2.2); notebooks and pens
for each participant
Note: As written in Part 1, long before the workshop begins, identify suitable housing for
participants in the community, plan all logistics (costs for the family to prepare meals,
transport, water, etc.) and communicate with community leaders and service providers to

43
explain the exercise and manage expectations. Ensure that relevant people and groups can
be interviewed.
• Discuss the purpose of the overnight stay. Tell participants: In Step 2: Contact, the
CBA facilitator gathers basic information on the community and services, contacts
leaders, community groups and service providers and spends time in the community.
As a new CBA facilitator, immersing yourself in the community and living with a host
family for 3-4 nights will help you gather basic information, learn about the
community and show respect. For the purpose of training, you are going to spend
one night in a community.
• Explain the logistics for the immersion overnight stay. Show the flip chart listing
participants who are divided into 8 small groups.
4.2.2 Review assigned tasks for the immersion stay (15 minutes)
• Distribute Handout 4.2.2a: Gather basic information on the community (Annex 1).
Read aloud all instructions in this handout.
• Distribute Handout 4.2.2b.
• Tell participants that this assignment was adapted from the Guidelines, Step 2,
Actions 2.1 – 2.3 and 2.3 on pages -24.
• Emphasize the first task for all groups: they must learn something from their host
family in addition to gathering information on their assigned task.
• Tell participants that they will report back the next day and that their findings will be
captured in a community profile (see model Community profile in the Guidelines (action
2.1, p.27) based on the 15 profile sections
1. Location
2. Total population
3. Religions
4. Ethnic groups
5. Organized groups
6. Vulnerable groups
7. Influential players in the community
8. Communication channels
9. Revenue/livelihood
10. Infrastructure and its state
11. Governmental services
12. Non-governmental services
13. Partners
14. Analyse of conflicts
15. Profile of shocks and risks and social issues encountered
Note to trainers 4.2.2
4.2.2
For greater clarity, it is preferable to prepare this week well by displaying for example each group
on VIPP boards (recto-verso) with on each side respectively a group of community players to meet.
You will also attach a dozen copies of instructions for each group with a pin. The co-facilitators that

44
44
prepared the workshop position themselves by the group they will lead and participants can
choose with which group they want to work.
Trainers can then re-balance the groups if they are too unbalanced. It is also preferable to write the
name of each participant des groups on a sheet of paper. Then, the trainers give out Handout
4.2.2a (Steps) to each participant and explain to the groups that they should all ask their partner to
teach them something (recipe, proverb, etc.).
Next, co-facilitators hand out the instructions for their group (attached to the table). You should
indicate that you are available for all the groups to ask for clarification.
It is important to repeat that it is about making initial contact to establish a relationship of trust,
but not yet a community assessment, which will be done the following day.
Summarize instructions one last time and respond to any new questions

45
Day Two
Overview of the Day
WHO (Trainer name)
TIME 15 minutes
MATERIALS HANDOUTS Evaluation findings from Day One
STEPS
• Welcome participants back from their immersion stay
• Rotate participants in order changing seating composition of groups at each table
• Review the schedule for Day Two
4.3 Debrief and Write a Community Profile
EXPECTED OUTCOMES
• Discover how much they learned from community members
• Practise writing up findings from gathering basic information
WHO (Trainer name)
TIME 45 minutes
MATERIALS HANDOUTS Community profile format created displayed on the wall,
following the example of the Guideline’s Table 2: Community Profile
of Zan, Mali on page 27. To make column 1, write each word on a
separate sheet of A4 paper (see Step 4.3). VIPP cards, markers
STEPS
4.3.1 Debrief the immersion stay (15 minutes)
• Ask 3-4 participants to share:
o Their reactions to the immersion stay.
o What they were taught by their host family (e.g. sing a song, tell a proverb,
cook a dish, etc.)
4.3.2 Share findings from their immersion assignment (20 minutes)
• Show the community profile format on the wall.
• Ask the 10 small groups to write 3-4 key findings from their community immersion
assignment to gather information on VIPP cards; one finding per card. Give them
about 10 minutes
• After, invite each group to come to the front, read aloud their findings and place
them next to the appropriate community profile row (e.g. location, total population,
religions, etc.)
• Congratulate participants on their findings. Remind them that yesterday, most of the
group members hardly knew their immersion community location. Stress to what extent this
first contact, although superficial (9 focus groups in less than 2 hours) has led to very rich
information. Point out any information gaps in the community profile that would
need to be filled from secondary resources (for example, precise population figures,
etc.)

46
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4.3.3 Discuss findings (10 minutes)
• Ask participants the following questions, one at a time: If you were a CBA facilitator
in this community, how would this information help you to:
o Organize a representative core group?
o Create space for vulnerable, marginalized groups to express their opinions
and make decisions?
• If participants were able to register various groups already well organized in the
neighbourhood or village during their immersion, encourage them to draw the conclusion
that it is not necessary in this case to create a new CBA organization. They can search to
identify the representative core group within existing groups
• Tell participants: This exercise was practice. In real life, what else would you do to
gather basic information on the community and services? Let 3-4 participants
respond. They may say that they should review secondary resources, that the
immersion stay should be longer, that they should speak more systematically with all
service providers and all leaders, etc.
Community profiles in Senegal, Côte d’Ivoire and Guinea

47
4.4 Organize a Representative Core Group
EXPECTED OUTCOMES
• Analyse a story on how to organize a representative core group
• Review the definition of a representative core group and how to
organize one
• Analyse three (3) types of leadership and how these apply to their
work with representative core groups
WHO (Trainer name)
TIME 80 minutes
MATERIALS HANDOUTS Singhal’s Ladder of participation can be found in Step 4.4.1 for
reference (in 2 formats: one format for printing in color and one for printing in black white,
depending on the printer available) concerning the type of participation looked for in the CBA. The
text for group reading can be found in Step 4.4.2. As for all the group reading exercises, the text
should be printed, cut, indexed and labelled (coded according to the session number) before the
workshop to be available as needed. It might be necessary to change the names of protagonists of
the story so participants identify with them more easily. Six (6) copies of Step 4.4.4 Handout for the
players (with role-play scenarios), set up props following the recommendations (see Step 4.4.4).
Step 4.4.4b Handout from Tools (for all participants) (see Step 4.4.4), Guidelines for Participatory
CBAs
NB: Work with 6 participants before the workshop begins to rehearse the two role plays
in 4.4.4a
STEPS
• Tell participants: After gathering basic information on the community and services,
contacting leaders, community groups and service providers and spending time in the
community, CBA facilitators hold an introductory community-wide meeting. At this
meeting CBA facilitators introduce themselves and their organization, and the CBA
process and objectives. An important part of this meeting is describing the roles and
responsibilities of a “core group” to coordinate and mobilize the wider community in
CBA steps.
4.4.2 Amadou’s story (15 minutes)
• Tell participants: we are going to hear a story about how one CBA facilitator formed
a core group
• Hand out extracts from the story (see 4.4.2) and ask participants to read aloud the story:
• Amadou is planning to organize a Core Group to launch CBA implementation in the
village of Nyame. He got this advice from a colleague: “be sure to include the
political leaders. Then the group will have the power and leadership it needs.” So
Amadou went to the village chief who welcomed this idea. “I will do all the work”
said the Chief. “Just leave it to me. I will even choose the members. The Chief chose
his brother, some rich friends, a big landlord and a businessman who had a truck.”

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