hands icd training report by nadeem wagan

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Trainings conducted by:

Trainings conducted for:

HANDS Institute of Community Development (HANDSICD)

140-C, Block – II, PECHS, and Karachi, Pakistan Tel: +9221-4532804, 4527698 Fax: +9221-4559252

Email: [email protected]: www.hands.org.pk

mailto:[email protected]

http://www.hands.org.pk/

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INDEX Page #

Introduction of HANDS…………………………………………………..

Introduction of IDSP…..…………………………………………………..

Acknowledgement…………………………………………………………

Objectives of the workshop………………………………………………...

Inaugural Session…………………………………………………………..

Rules of the training………………………………………………………..

Formation of host committees for five days. ………………………………

Expectations and Fears/Threats…………………………………………….

The Pre–test Activity………………………………………………………

Day -1

Registration

Recitation from the Holy Quran and other holy books

Opening Session

Introduction of Participants

Fears/ Hopes/ ground rules / host team formation/pre test

TEA BREAK

Change

Case Study

Basic Needs

LUNCH BREAK

Basic Rights

Change & Social Life

TEA BREAK

Define Gender

Gender and Sex

Gender Discrimination

Day-2


Review of previous day

Definition of Leader

Exercise

Role of Leadership

Ability of Leadership

TEA BREAK

Definition of Facilitation

3

Methodology of Facilitation

Story, Question & Answer

LUNCH BREAK



Day-3



Definition of Advocacy

Types of Advocacy

Objectives & Importance of Advocacy

TEA BREAK

Methods of Effective Advocacy

LUNCH BREAK

Definition of Conflicts

Exercise

Types of Conflicts

Causes of Conflicts

Day-4



Definition of Counseling

Qualities of Counselor

TEA BREAK

Importance of Counseling

Exercise

Group Work

LUNCH BREAK

Definition of Communication

Mythology of Effective Communication

Sources of Communication (Role plays)

Characteristics of Communication

Day-5



Definition and Importance of Team work

Steps of Team Building

Group work

Importance of Effective Decision making

TEA BREAK

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Definition of Motivation and Tools of Motivation

Definition of Participation and Contribution

Definition of Contribution Process

Conditions of Contribution process

LUNCH BREAK

Define and Types of Record Keeping

Record of Financial System

Organizational Record or Secretarial Record

Project Record

Day-6



Definition of Financial Management

Record Keeping of Income and Expenses

Creation of Vouchers- Definition of Voucher

Definition of Cash book and creation of cashbook

LUNCH BREAK

Define Report

Types of Report

Definition of Financial and Other Resources

Resource Mobilization for organizations and its importance

Rolls of Recognition Resources

Methods of Recognition Resources

Day-7



Definition of Project and Program and their Differences

TEA BREAK Definition of Project Proposal

Basic Concepts for Proposal writing

LUNCH BREAK Definition and Importance of Assessment

Tools for Assessment

Project Analysis and Tools

Certificate Distribution Ceremony

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Closing/certificate distribution ceremony……………………………………

Conclusion……………………………………………………………………

ANNEXURES:

Picture Gallery………………………………………………………..

Agenda of the workshop……………………………………………..

Nomination form for the training…………………………………….

Training Brochure…………………………………………………….

List of participants…………………………………………………….

Contact list of participants…………………………………………….

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HANDS Introduction

HANDS is a registered, tax exempted, PCP Certified and European Union accredited Not for

Profit Organization working since 1979 with key programs health, education, poverty alleviation

and cross cutting programs of Social Mobilization, Gender, Human & Institutional Development,

Disaster Management, Information & Communication, Monitoring Evaluation & Research,

Resource Mobilization and Social Marketing. HANDS is benefiting more than 13 million

population of 16703villages in 24 districts of Pakistan.

Introduction of HANDS ICD:

HANDS-Institute of Community Development is one of the largest networks of capacity

building institutions in Pakistan, making a great effort toward human and institutional

development. Currently HANDS ICD is offering its services to develop capacity of

INGOs/NGOs, private firms, government departments and institutions through different

products. We have team of experts and HANDS ICD deals in following areas.

Diploma Courses:

Social Sector Management

Educational Management and Professional Development

Leadership Development for NPO Managers

Certification and Short Courses

Organizational Development Certification Course

Professional Social Animation Skills

Leadership related training resources.

Organization appraisal.

Consultancy Services

Audio Video production services.

Mid-term evaluation and project evaluation.

Research and development.

Resource mobilization.

Training and development services.

Publication:

Books on Social and development issues

Research Report.

Awareness publication

The HANDS ICD strongly believes that through implementation of institutional strengthening

any organization can make the difference. However, we glad to provide our highly professional

service on very nominal charges. In the journey of human and institutional development we are

seeking our bonding partnership with your good organization.

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IDSP Introduction

Institute for Development Studies and Practices (IDSP-Pakistan) is a national level human

resource development institution for social development since 1998. Institute offers learning

courses of community development based on theory and practices for the young community

activists and development practitioners. More than 700 IDSP graduates are engaged in

development of civil society. IDSP has been engaged with national and international partners for

education development in the country. This current initiative is continuation of its efforts for

creating diverse and locally contextualized learning opportunities for the youth and children

excluded from formal systems of education.

Institute for Development Studies and Practices (IDSP)-Pakistan is a National Institution with

open Learning Spaces with the focus to achieve the mission statement:“To nurture and develop

individuals and communities that will change the power structures by demystifying processes of

Education and development and generate value based partnerships and practices at all levels”.

The purpose of IDSP’s Interventions is to reduce and eventually end the exclusion of majority of

young people from mainstream Education and Livelihood opportunities in the country. More

than 60% of Pakistan’s population is between 15-35 years in age, almost 80% of this huge

majority is excluded from the meaningfully education and Livelihood processes and

opportunities.

IDSP opens Learning Spaces for this young majority population to empower them for generating

and regenerating responses to the existing challenges of Education, Learning, Livelihood, Peace

and Pluralism.

These Learning Spaces are used for conducting theory and practice based courses on the themes

of Community Development, Mainstreaming Gender and Development and Courses on

Development Studies.

Related core thrusts of the institute are

1) Applying and synthesizing Research

2) Advocacy on Social and Educational Issues

3) Innovations in the field of Learning and Livelihood Development

4) Developing linkages with like-minded local-national and international organizations.

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Acknowledgement

We are greatly thankful to Almighty ALLAH that with His blessings we brought up this

workshop report and accomplish the task within the scheduled time and required way.

We are thankful to IDSP who had supported financially for the Capacity building training

Workshop that made possible for IDSP staff from Balochistan. We are thankful of Mr. Safdar

Program Director IDSP & Mr.Hubidar Ali Abro for thier facilitation while arrangement and

monitoring during the training workshops.

Mr. Nadeem Wagan Manager HR &ID HANDS & Mr.Faisal Rehman who have done a lot to

design training manual and manage all things of the workshop.

We are thankful to Dr. Sheikh Tanveer Ahmed Chief Executive HANDS and Mr. Muhammad

Aslam Khan Chief Operating Executive for their efforts and support.

All facilitators Mr.Khalil wadelo,Mr.Abdul Razzaque, Mr.Raheem Mari Ms.Naeema Baloch and

Ms.Fakherunia Memon who facilitated the work shop in very well manners and created learning,

environment in entire event. They both supported us while designing of the workshop. It was

honor for me to conduct training on Capacity building for IDPS staff/Master trainers. Indeed that

was unforgettable moments for me.

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

the training.

I am highly grateful to Mr. Mumtaz Ali Khaskheli Chief HID Executive HANDS he supported

us in whole process. During the making the agenda and setting outline he gave his valuable input

in the training manual.

Last but not least, we are thankful to all management staff and training participants they

participated in all sessions and acted as a professional worker of their organization.

Ms. Huma Siddiqui

General Manager

HR&ID Program

HANDS

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Training Detail

Purpose of the training:

The purpose of the Training is to build the capacity of IDSP staff members/Master Trainers in

following area;

1. Training on

a. Basic Needs & Basic rights:

b. Gender

c. Leadership

d. Facilitation

e. Advocacy

f. Conflict

g. Counselor

h. Communication

i. Team work

j. Financial system/Management

k. Resource Mobilization

l. Proposal writing

.

Overall objectives of the task to:

Orient and build the capacity of the staff members in Basic Needs & Basic rights and

Gender

Orient and build the capacity about Leadership and Facilitation skills

Make familiarize participants about Advocacy and Conflict Management

Make aware about Counselor & his/her responbilties

Build up capacity of participants regarding team work, Financial system and Resource

Mobilization

Training Methodology:

The training methodology was participatory and interactive. Sessions were conducted as per

requirement of the training session. However, it was initiated with brainstorming, followed by

presentations, and discussions. The magnitude of problem especially in relevance to our rural

communities, objectives of the project and subjective information and standard practices were

explained in details.

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For practical skills, case studies were discussed. Group work was done considering the practical

planning including the need assessment/ situation analysis and then to make the response plan for

child protection and psychosocial support.

Training Dynamics:

Most of the participants participated actively during the whole training process. Few of the

experienced persons facilitated the others in learning and creating the understanding about the

Para counseling, Child protection and project development and management. Most of them were

keen to share and replicate their experience, which they learned during the training, for the

benefit of their communities.

Sessions Outcome:

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

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Agenda Day 1 Registration

Recitation from the Holy Quran

and other holy books

Opening Session


Fears/ Hopes/ ground rules / host

team formation/pre test

TEA BREAK

Change

Case Study

Basic Needs

LUNCH BREAK

Basic Rights

Change & Social Life

TEA BREAK

Define Gender

Gender and Sex

Gender Discrimination

DAY ONE

Session on Change:

Mr. Khalil Wadhelo and Ms.Naeema Baloch

presented the importance of change in society.

Changed is defined:” To make something

different”. You can cause something to change, or

you can bring change upon yourself. A change is a

basic factor in the universe, changing of weather or

change in day night. Change of time which never

occurs again, change of people, age etc.

Everything in the universe changes according to

the pre defined schedule. A change in community

makes a positive step towards the improvement of

life styles of people.

Case Study (Story of Sakeena):

This case study presented by Mr.Khalil Wadhelo:

Sakeena is a village girl. She gets early in the

morning and helps her mother in domestic work.

After sun set she goes to her elder Aunt house for

learning Quran Shareef and other logical knowledge. She

goes along with her neighbor girls. Sakeena’s mother also

learnt basic education from elder Aunt. Now she teaches

girls about the art of handmade embroidery. In Afternoon

she spends time with her female friends. In summer she takes

rest in afternoon. In winter she goes in woods along with her

brother to collect firewood. Now days due to lack of woods,

wild life not available as used to do. Those wild life animals

move to other side of jungle which is near river and she can’t

go there. Her uncle sometimes tells about boats and ships. Those huge warehouses containing

wheat and rice and those shifted to cargo ships from one place to another. Similarly these huge

cargo ships import other material such as surgical instruments, silk made stuff etc. Her uncle

used to tell her that cities have been changed a lot. People demand luxuries. So now days there

are no worth of stuff coming from villages. Her grandmother used to say those nations vanish

quickly if these rely on luxuries of life, nothing else.

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Basic Needs:

After Case studies basic needs topic has been presented by Ms.Naeema Baloch

She comprehensively described the basic human needs to the trainees:

Food: Necessary for human Survival and physically development.

Clothing: Protecting from weather and human body

Shelter: Protection from weather and other dangerous stuff

Health: Necessary for working and movement actively

Education: To increase potential, survival and utilizing resources in proper manner.

Lunch Break

Basic Right:

After lunch break, Mr.Khalil Wadhelo (DEM Karachi Rural) started session with the topic: basic

right.

He described that every citizen has following basic rights:

1. Reach on natural resources such water, land, fresh air etc

2. Capability to increase productivity and equal employment opportunities.

3. To be Informative and thinking assessing right

4. Liberty to join any group

5. Liberty to keep or change your view or having rights to speak.

Without liberty humans can’t fulfill his/her basic needs. Human can’t live or

survive alone; he/she needs other human to make society in order to live together. Society makes

humans civilized and creates sense of responsibility for each other.

Change & Social Life:

After Basic Right topic, Ms.Naeema Baloch (DPM KR)

started discussing and sharing new topic about change and

social life. She distributed trainees in different and asked to

narrate a story or any incident regarding change. They have

been 30 minutes in order to complete this task.Through

following question trainees were asked to narrate story which

depicts the about basic need, human rights and also change

must be mentioned.

Trainer should evaluate stories of trainees through positive change, cumulative betterment,

participatory performance and continuous betterment. In this way trainees make aware of these

terminologies.

What is betterment? Fulfilling needs, basic rights or constitute a system through which everyone

gets needs though basic rights.

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What is cumulative betterment? Either for betterment of a particular group or overall.

Cumulative Betterment is for betterment of more people? Without helping poor and needy, is it

will be cumulative betterment?

Why inclusion and investment are necessary? Without inclusion any one gets benefits? Inclusion

in work is necessary? Whose participants are necessary?

Tea Break

Define Gender:

After tea break, Ms.Naeema Baloch started session with the definition of gender: she said:

“Gender" refers to the socially constructed roles, behaviors, activities, and attributes that a given

society considers appropriate for men and women.

Gender is a range of characteristics used to distinguish between males and females, particularly

in the cases of men and women and the masculine and feminine attributes that they possess.

Difference between Gender & Sex:

After Defining gender the trainer further elaborated the concept of gender. Gender defines the

roles of men and women in the society. Gender describes us that how we understand and

perceive the different role playing by men and women in the society. Gender is a role provided

by society so not through biological factors. Gender also describes the difference of roles of

women and men in the society, on this basis different relation has developed.

Gender Sex

"Gender" refers to the socially constructed

roles, behaviors, activities, and attributes that a

given society considers appropriate for men

and women.

Sex" refers to the biological and physiological

characteristics that define men and women.

The Role of men and women in the society The biological factor of male and female

Can be changed with the passage of time No change

Gender classified male and female according to

class, caste, religion and age.

According to biological factors, both males and

females fall in same category. No difference in

between them.

Gender Discrimination:

Mr.Khalil Wadhelo started session by defining Gender Discrimination:

Gender discrimination refers to the practice of granting or denying rights or privileges to a

person based on their gender. In some societies, this practice is longstanding and acceptable to

both genders. Certain religious groups embrace gender discrimination as part of their dogma.

However, in most industrialized nations, it is either illegal or generally considered inappropriate.

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Gender Discrimination appears in every walk of life for men and women. On the basis of this

discrimination the abilities have been assessed. In society discrimination practices on different

levels resulting females suffer a lot.

Education:

The literacy rate of females in Pakistan is at 39.6 percent compared to that of males at 67.7

percent. Pakistan aim to achieve equality in education between girls and boys and to reduce the

gender gap in the educational system. However, the policy also encourages girls, mainly in rural

areas of Pakistan, to acquire basic home management skills, which are preferred over full-scale

primary education.

Health:

The Rate of mortality in females and girls is very high in Pakistan especially in rural areas.

Unhealthy and less nutrition also play vital role.

Employment:

Less employment opportunities, less compensation and professional problems resulting the

decline of their performances. This factor adds to the financial problems.

Agriculture:

Women have no rights to sale or purchase land, not to provide share in family properties, no

facility of getting loan, not getting proper pay compensation. These all factors affect the financial

status of family.

Marriage:

No rights to choose life partner for marriage, burden or work, no decision making rights etc are

non Islamic and non civilized acts.

Politics:

According to common saying: Politics is a game of males.

The participation of women in politics is null, that is the

reason their voices has been suppressed.

Gender Discrimination affecting our society negatively. In

common language we call it as male dominant society. Until

and unless this discrimination has not been removed , our

society can’t move ahead in terms of prosperity and

development .

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Agenda Day 2 Recitation from the Holy Quran



Definition of Leader

Exercise

Role of Leadership

Ability of Leadership

TEA BREAK

Definition of Facilitation



LUNCH BREAK



DAY TWO

Recitation from the Holy Quran:

The session started with the recitation from the Holy

Quran

Review of Previous Day:

Every trainee has been asked to give feedback and

comments about the previous day of training.

Trainees shared their views that how much they

learnt from previous and what should the way to

continue in the days ahead

Definition of Leadership:

Mr.Khalil Wadhelo started the first session of the

day with the definition of leadership.

Leadership is the art of motivating a group of people

to act towards achieving a common goal. Leadership

has been described as the “process of social influence in which one person can enlist the aid and

support of others in the accomplishment of a common task". Other in-depth definitions of

leadership have also emerged.

Concepts of Leadership

I used to think that running an organization was equivalent to conducting a symphony

orchestra. But I don't think that's quite it; it's more like jazz. There is more improvisation. —

Warren Bennis

Good leaders are made not born. If you have the desire and willpower, you can become an

effective leader. Good leaders develop through a never ending process of self-study, education,

training, and experience (Jago, 1982). This guide will help you through that process.

To inspire your workers into higher levels of teamwork, there are certain things you must be,

know, and, do. These do not come naturally, but are acquired through continual work and study.

Good leaders are continually working and studying to improve their leadership skills; they are

NOT resting on their laurels.

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Role of Leadership:

Mr.Khalil Wadhelo resume session with the title Effective leadership is a personal role that

requires the blending of motivational, strategic and management skills to align focus, energy and

drive whilst creating a culture that encourages individual thinking and attainment. Ultimately

leadership is about pushing ideas and thoughts forwards, shouldering responsibility and

unlocking hidden drivers and aspirations to bring out the confidence of others. Harnessing

energy in a strategic way that inspires and unites a team towards achieving some common task.

Although working practices have undergone dramatic change, the essential qualities of a good

leader remain remarkably unchanged, the only point to note being that with the flattening of

company structures and loss of middle-management, leaders are required to have greater project

management and influencing skills than in the past.

Summary of key leadership skills:

Visionary – know what needs to be achieved and how to go about achieving it

Inspirational – create and bring to life an image of how things can be

Aware – understand each individual's abilities, limitations, motives and drivers

Influential – use vision, argument and important stakeholders to sway opinion

Trustworthy – speak honestly and openly and expect the same from others

Managerial – keep track of progress against targets and take action on slippage

Leadership =

Resides

in

People

Followers

Leader Leader

Followers

Leadership

Can be

observed Height Intelligent

Extroversion

fluency

Other traits

Interaction

Trait Theory

of Leadership

Process Theory

of Leadership

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Leadership Skills:

Team Work:

Whether in the workplace or on the football field, or even amongst members of a community,

effective teamwork can produce incredible results. However, working successfully as a team is

not as easy as it may seem. Effective teamwork certainly does not just happen automatically; it

takes a great deal of hard work and compromise. There are a number of factors that must be in

place to cohere together as a team and work seamlessly.

Good leadership: Effective leadership is one of the most

important components of good teamwork. The team's

leader should possess the skills to create and maintain a

positive working environment and motivate and inspire

the team members to take a positive approach to work

and be highly committed. An effective team leader will

promote a high level of morale and make them feel

supported and valued.

Clear communication: Communication is a vital factor of all interpersonal interaction and

especially that of a team. Team members must be able to articulate their feelings, express

plans and goals, share ideas and see each other's viewpoints.

Establishing roles: It is absolutely necessary for team members to understand what their role

on the team is, what he/she is responsible for. The team leader can enable this by defining the

purpose in a clear-cut manner in the beginning of the formation of the team.

Conflict Resolution: Conflicts will arise no matter how well a team functions together. The

best way to counter conflict is to have structured methods of conflict resolution. Team

members should be able to voice their concerns without fear of offending others. Instead of

avoiding conflict issues, a hands-on approach that resolves them quickly is much better. It is

often advised that the team leader sit with the conflicting parties and help work out their

differences without taking sides and trying to remain objective if possible.

Set a good example: The team leader must set a good example for good teamwork to come

about. In order to keep team members positive and committed and motivated, the team leader

herself/himself needs to exhibit these qualities. The team looks to the leader for support and

guidance so any negativity on the leader's part can be disastrous.

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Communication Skills:

Leaders demonstrating communication skills are both good speakers and listeners. Through their

words they can help keep the workforce motivated and committed. They also listen to their

followers, and ask questions when they want to make sure they have a good understanding of

what is being expressed.

To improve your skills in getting information:

Pay attention and listen carefully.

Make notes and sketches.

Ask questions and repeat your understanding of what was said.

To improve your skills in giving information:

Be sure others are listening before you speak.

Speak slowly and clearly.

Draw diagrams, if needed. Ask those receiving information to take notes.

Have the listeners repeat their understanding of what was said. Encourage questions.

Planning:

Planning is an important part of everything we do in Exploring. The following is a simple

process for Planning:

Consider the task and objectives. What do you want to accomplish?

Consider the resources—equipment, knowledge, skills, and attitudes.

Consider the alternatives. Brainstorm.

Reach a decision, evaluating each option.

Write the plan down and review it with the post.

Execute the plan.

Evaluate the plan.

Were relationships between group participants helped or hurt?

Was participation equally distributed among group participants?

Did the group enjoy the activity?

Did the group handle conflicts well?

Confidence

Leaders need to carry themselves with confidence, and are not

afraid to take ownership for both popular and unpopular

decisions. They must be able to learn from criticisms, and are

often acutely aware of their own shortcomings. Confident

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leaders are able to maintain a calm demeanor even during emergencies, and this can be

contagious when it needs to be.

Flexibility

Another important characteristic of leaders are their ability to remain flexible, and adapt their

leadership style to meet the demands of the current work environment. They must be able to

work with others to meet organizational goals, and shift focus as necessary.

Creativity Skills

Leaders demonstrating creativity skills are able to develop innovative solutions to old problems.

The diversity they build in their organizations helps them to develop more comprehensive

answers to routine questions. Creative leaders are able to translate technical information into

solutions that are understood by everyone.

Achieving Results

The last leadership characteristic we're going to discuss is achieving results. Leaders just don't

set the example for others to follow; they also play a big role in achieving the goals of the

organization. Through their leadership skills, they maintain a high level of performance in their

organizations, and they are able to help keep their workforce motivated even when faced with a

seemingly impossible situation.

Since they have a deep understanding of what an organization needs to accomplish, they are able

to quickly identify and solve the important objectives of an organization.

Controlling Performance

A leader influences the performance of the group and individual participants through his or her

actions. Why is control needed?

A group needs control as an engine needs a throttle to keep it from running itself into the ground.

A group works together best when everybody is headed in the same direction. If a plan is to be

properly carried out, someone must lead the effort. Control is a function that the group assigns to

the leader to get the job done.

Control happens as a result of recognizing the difference between where the group is and where

the group is going. The leader is responsible for developing a plan to help the group get to its

goal.

Setting the example is the most effective way of controlling the group. When working with post

participants, do the following:

Continually observe the group. Know what is happening and the attitude of the group.

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Make your instructions clear and pertinent.

Pitch in and help when necessary.

Quickly deal with disruption. Guide the post toward self-discipline.

Setting the Example:

Setting the example is probably the most important leadership skill. It is the most effective way

to show others the proper way to conduct themselves, and is even more effective than verbal

communication. Without this skill, all the other skills will be useless. One way to think about

setting the example is to imagine yourself as part of a group and think about how you would like

your leader to act.

Sharing Leadership

While there are various ways to exercise leadership, the goal of exploring leadership is

exemplified in a quote from the ancient Chinese philosopher, Lao-Tzu: “But of a good leader . . .

When the work is done, his aim fulfilled, they will say, ‘We did these ourselves.’ ” The

Exploring leader wants to give post participants the skills he or she possesses, not to use those

skills in ways that keep the post weak or dependent. He or she offers leadership opportunities to

post participants and teaches them the skills they need.

Evaluating

Evaluating helps measure the performance of a group in getting a job done and working together.

It suggests ways in which the group can improve its performance.

There are two basic categories of evaluation questions.

After any event or activity, ask these questions:

Getting the job done—

Was the job done?

Was the job done right?

Was the job done on time?

Effective Teaching:

Effective teaching is a process to increase the knowledge, skills, and attitudes of the group and

its participants.

The focus is on learning, not teaching. For teaching to be

effective, learning must take place.

The steps of effective teaching include

Choosing the learning objectives

Providing a discovery experience that helps the

learner understand the need for the skill

Demonstrating or explaining the skill

Allowing the learner to practice the skill

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Evaluating the process

Tea Break

What is facilitation?

After tea break, Ms.Naeema Baloch started with topic of facilitation. She defined:

Facilitation is the process of enabling groups to obviously work cooperatively and effectively.

Facilitation is often an important part of usability activities. In particular, facilitation is important

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

Group Facilitation Methods

Recommended facilitation methods

The following list with descriptions of training methods does not pretend to be comprehensive –

but provides additional information to support the module sessions. The methods listed below are

predominantly the ones outlined in the session plans.

Brainstorming

This is a useful technique for generating creative ideas, information and hopes and fears by

encouraging participants’ contributions in response to an idea, question or supposition. The

results of brainstorms can be used in a variety of ways, ranging from ice breakers, idea creation,

finding solutions, to assessing people’s existing levels of attitudes, skills and knowledge.

It is important to clarify the use of the brainstorm for participants, so they know what to expect

and can see the purpose of the exercise. The role of the trainer is that of facilitator, framing the

exercise but only contributing ideas to spark the group.

All brainstorms should have a purpose, even if it is only a way of introducing a topic. Ideally

brainstorms should be followed by an exercise that uses the information gathered in the

brainstorm.

Considerations

Define the topic/problem/issue as a statement or question.

Clarify whether it is a controlled brainstorm (you will censor contributions depending on their

appropriateness) or uncontrolled (you will take any idea no matter how wild).

Give people time to think (and write if necessary) on their own, or in a pair or group.

Summarise ideas/sentences into one word equivalents; check that any changes are approved by

the person offering the contribution.

Use the results from the brainstorm as a basis for any ensuing activity so participants understand

the point of doing the brainstorm.

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Facilitation methods

The following facilitation methods described are useful when trying to work though problems to

find solutions. Some may sound a little wacky, but be brave and try them out – it is amazing the

results they can produce.

Causes/Solutions

Write the problem that has been identified on the flip chart and then divide the paper into two

halves, one half headed Causes and the other Solutions. Get team members to contribute to both

columns. Each contribution should be discussed and agreed before being added to either column,

Future Visioning

Ask participants to imagine they are at some point in the future (e.g. 2010). They should imagine

that all their problems are resolved, dreams have been achieved and goals have been achieved.

Now step back and describe how we did it.

It is important to spend some time on placing the participants in the future. Use the past tense

when asking how we did it. This technique can be useful when problems seem insurmountable or

when the group has low morale.

Mind Map

Facilitate discussion with a group and record the output in a large mind map drawn for all

participants to see – on a flip chart or large sheet of paper pinned to the wall. Mind maps are an

expression of radiant thinking, a natural function of the human brain, and they allow creative

ideas to bloom and flow. They provide a basic ordering of information and easily allow later

additions as the session progresses.

Greenfield Site

This is one way to facilitate the type of discussion described above. Ask participants to imagine

the problem and then imagine there was no history, rules, regulations, culture or climate. If none

of these things existed because we were just starting up what might we do how we might

approach the solution?

23

Celebrity Views

Split the group into smaller sub-groups. Each sub-group decides upon a celebrity (dead or alive,

fact or fiction). Each sub-group then explores the characteristics of their celebrity and decides

how the celebrity would view the problem at hand. Each group then presents their solutions to

the plenary. This method can be used in a variety of different ways i.e. participants can imagine

what someone they admire might do etc. It is a useful technique for viewing a problem and

solutions from a fresh angle.

Big Picture

Another way to take a fresh approach to solution finding is to facilitate discussion in the group

and record the output as a big picture for all participants to see. This provides a graphic

representation of the problem and enables participants to visualize solutions, stimulating further

ideas. This will appeal to participants for whom the visual channel is important and generate

fresh ideas. It is also useful for building ownership.

Facilitator competences

Competence 1: Effectively use core methods

The Facilitator is competent in designing and leading larger or smaller group processes and

events: a conversation or discussion, a meeting, a workshop, a design conference, an

environmental review, a strategic planning session or a macro program of consultation. Behind

this is a complete familiarity with the process of creating and sequencing questions that move the

group from surface considerations into the substantive implications of any topic.

The capacity to distinguish process from content is of prime importance, and the discernment to

decide which bracket of facilitation methods and techniques best fits the client’s needs.

Competence 2: Manage the client relationship and prepare thoroughly

The facilitator has to be able to care in depth for the client organization. This involves knowing

how to customize programs to fit the client’s situation, and how to close the deal and deliver on

the contact. It also presumes the courage to say “no” to a deal if facilitation is not an appropriate

solution or will not work. It means preparing every aspect of the program ahead of time.

Competence 3: Use time and space intentionally

It is not enough to merely select a good space for a group event. The facilitator has to know how

to create the event environment. If the space is not clear and tidy the facilitator has to do it, and,

at break times, keep on doing it to ensure that the environment remains an ally of the event. It is

important to know how to best arrange the space so that it works for both the process and the

24

group. This means checking the space ahead of time and making sure there are walls appropriate

for holding data charts, sufficient lighting and so on. It means arranging tables and chairs to

communicate intentionally and maximize face-to-face participation. It also means skillfully

using décor tuned to the nature of the event and communicating its significance.

The facilitator also has to be the metronome of the group, sensing the rhythm that is most

enlivening at a particular time of day; pacing the activities so as to capitalize on the “beat” of the

group; apportioning available time both to get the job done and to reach timely closure.

Competence 4: Evoke participation and creativity

More than a methodology, the facilitator also has to be an evocate, with an unshakeable belief

that the group itself has the wisdom and creativity needed to deal with the situation. What is

involved here is the ability to create a climate of participation. The facilitator knows how to

elicit the latent wisdom in the group by catalyzing everyone’s participation and involving the

whole group in taking responsibility for its own decisions. The ability to create a group climate

conducive to both participation and creativity requires a bag of tools up every facilitator’s sleeve.

Eliciting the wisdom of the group is the name of the game. It is here that the facilitator’s skill is

most needed. Objective skills are in setting enabling contexts that corral and focus the group’s

insights toward a specific topic and a focus question.

Competence 5: Respect the group and affirm its wisdom

Appropriating a group’s diversity as a gift is more than just a skill, and much more than what is

involved in the facile “I’m OK-you’re-OK”. It stems not only from methodological necessity,

but from a root recognition of the implicit wisdom and greatness of each human being, and a

trust in the group process. This requires a foundational stance of affirmation, a constant decision

to reference situations positively, and the habit of responding with the “yes” before the “no”.

Competence 6: Maintain neutrality and objectivity

A key role of the facilitator is to provide objectivity to the group process. While one side of the

facilitator is more like an orchestra conductor who wants a first-class product, the other side is

more like a dispassionate referee who knows the importance of maintaining a neutral stance

toward what is coming out of the group process. The facilitator sets aside personal opinions

about the data from the group, being careful not to react negatively to people’s insights, and

maintaining detachment from the group-generated data. This same neutral universe contains the

capacity to buffer criticism, anger and frustration with a non-defensive stance whenever the

group energy overheats.

25

Competence 7: Read the underlying dynamics in the group

The facilitator is practiced in sensing dynamics in the group. In particular, the facilitator is

versed in interpreting the silence of the group, identifying individual “axes” and hidden agendas,

and not only sensing the groups’ uncertainty at particular points but taking steps to clarify it.

Deft at picking up non-verbal cues, the facilitator listens with a “third ear” to pick up the

significance of what lies behind participants’ words. On the more active side, the facilitator is

skilled at interpreting negatively phrased responses for the underlying insight and probing vague

answers for their fuller meaning.

Competence 8: Orchestrate the Event Drama

Paramount to engaging the group’s commitment to the process is the development of audience

rapport. The facilitator engages this rapport from the start, creating icebreakers that loosen a

group up. Then, as the group goes through its alternating ups and downs, the facilitator is

inventive in shifting time and mood intentionally to get the job done, savvy in using personal

illustrations to release the group, and sagacious in using humor catalytically.

Competence 9: Release blocks to the process

The facilitator has creative ways to release blocks to the process. This demands a light touch to

gently discourage side conversations. It calls for shrewd tactics to discourage “speechifying” and

argumentation, and demands tactful ways to discourage the dominance of particular individuals,

to handle “difficult” people and to deal helpfully with conflict.

Competence 10: Adapt to the changing situation

Facilitation involves a balancing act on the high wire. Ancillary to all the skills so far described

is the capacity of the facilitator to be flexible to changing situations. The facilitator knows how

to balance the process on the one hand and the results of the process on the other; to harmonize

the needs of the participants at any one moment with the total demands of the task. This is based

on a foundational understanding that the process for arriving at the results is just as important as

the results themselves.

Competence 11: Assume responsibility

Facilitating a process for an organization is much, much more than using a bag of tricks to

occupy the audience for the day or two. The facilitator has the maturity to assume responsibility

not only for the process, but also for the overall task, the participants and the outcome of the

event. This assumes the willingness to take on a big load, to take responsibility for every single

aspect of the program, to deal successfully with ambiguity, to use one’s critical intelligence to

make hard decisions and then to take the consequences of those decisions. This assumes a solid

26

personal discipline and strong spiritual base. This also requires that the facilitator separates ‘self’

from the importance of the group process.

Competence 12: Produce documentation

Coming up with a finessed group product - a documentary record of the group’s insights - is a

bottom line of facilitation. With the help of an assigned documenter who inputs the group data

and decisions in tandem with the process, the participants can be handed a hard copy product

before they leave. Vital to this is the ability to keep track of all the group-generated data and

enough versatility in using computer programs, typewriters and copiers to produce the final

charts and documents.

Competence 13: Model professionalism, self confidence & authenticity

The development of a professional self-image, self-confidence, and an intentional style and dress

is an important asset of the facilitator. But more important is the willingness to play the role of a

model of authenticity for the group. The facilitator takes on whatever role the group requires to

provide a walking image of authentic selfhood in the midst of practical tasks.

Competence 14: Maintain personal integrity

Finally, the facilitator knows the secret of maintaining personal integrity; and has learned how to

authentically process and relate to rejection, hostility and suspicion; how to let go of personal

feelings arising from a program; and how to take care of personal renewal.

Secret to Effective Questioning

Starting questions

Focus or discussion questions, aimed at getting buy-in or opening a discussion. They might

begin:

To what extent…? How strongly do you feel that…?

How important…? What’s wrong with…?

Exploring questions

Questions aimed at discovering participants’ objectives or concerns. Their purpose is to

probe and speculate. They might begin:

What’s your option about…? How do you feel about…?

27

When, where, what, how much…? How many, how far, how often…?

What would you do if…? Challenging questions

Questions which provoke useful controversy or different ways of thinking about topics. They

set out to disprove rather than prove. They might begin:

What would argue against this…? Why, why, why …?

What information are we missing before…?

What would you accept as evidence that…?

Reformulating questions

Questions to check understanding or reflect back points. They might begin:

So, you’re saying that …? In other words, you think…?

If I understand you correctly…?

Encouraging questions

Questions which aim to work towards consensus by building on contributions and

encouraging additional ones. They might begin:

How could we add to that idea …?

So, Jane, how do you feel that might work…?

Can I ask how the whole group feels about this…?

Testing consensus questions

Questions which aim to poll opinions. They might begin:

How many agree with this point …?So, how close are we to agreement…?

Does anyone still have concerns on this one…?

28




Definition of Advocacy

Types of Advocacy

Objectives & Importance of

Advocacy

TEA BREAK

Methods of Effective Advocacy

LUNCH BREAK

Definition of Conflicts

Exercise

Types of Conflicts

Causes of Conflicts

DAY THREE

3th

day was started with the recitation of the Holy

Quran, and the verse was recited by participants post

recitation recap of the previous day was done

therefore session on Advocacy conducted by

Mr.Khalil concise that Advocacy is a political

process by an individual or a large group for

example social workers which normally aims to

influence public-policy and resource allocation

decisions within political, economic, and social

systems and institutions; it may be motivated from

moral, ethical or faith principles or simply to protect

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

advocacy and said that there are three types of advocacy which being given under.

Three Types of Advocacy

Case Advocacy

Listen

Give the youth the opportunity to make their own case; self-advocate

Help them to access legitimate authority

Equalize power base

Reinforce staff / management to use their authority appropriately; to act responsibly

Bring reality to the situation

Persist with the youth in a consistent manner until meaningful resolution is gained

Teach youth skilful ways to disagree with people; role model appropriate dispute

resolution

Create safety, put in place safeguards

http://en.wikipedia.org/wiki/Political_science

http://en.wikipedia.org/wiki/Political_science

http://en.wikipedia.org/wiki/Advocacy_group

29

Follow up with youth and staff

System Advocacy

Systems Advocacy, with a small "s", refers to advocacy initiatives in the context of

organizations/agencies or community that will influence programs and practices to benefit

children/youth. All systems advocacy is generated by case advocacy. When it is clear that

policies and practice in agencies interfere with the quality of life and development of children

and youth, then systemic advocacy is required.

Policy Advocacy

Policy advocacy refers to advocacy tactics, strategies and initiatives which target changes to

policies and legislation. These advocacy initiatives seek to establish new policies, improve

existing policies or challenge the development of policies that diminish resources and

opportunities for vulnerable groups of people such as children and youth. Policy generally

refers to 'social' policy. Policy advocacy usually seeks to engage various sectors of the

government which includes: public servants, bureaucrats, political appointees, elected

officials and legislators. All policy advocacy should be generated by case and 's' systems

advocacy.

Lunch Break

After lunch break Mr.Khalil conducted session on Conflict Resolution wherein he spelt out that

Conflict resolution is conceptualized as the methods and processes involved in facilitating the

peaceful ending of social conflict. Often, committed group members attempt to resolve group

conflicts by actively communicating information about their conflicting motives or ideologies to

the rest of the group therefore he said that there are four kinds of conflict resolution

http://en.wikipedia.org/wiki/Social_conflict

30




Definition of Counseling

Qualities of Counselor

TEA BREAK


Exercise

Group Work

LUNCH BREAK

Definition of Communication

Mythology of Effective

Communication

Sources of Communication (Role

plays)

Characteristics of Communication

DAY FOUR

Counselling session was conducted by Abdul Razaque

Umrani wherein he spelt out that counsellor is

introspective, cooperative, directive, and attentive has a

strong desire to contribute to the welfare of others. The

potential to be a good counsellor can be shown if

certain qualities exist.

Judgment

A good counsellor is someone who can learn not to

make judgments on behalf of the person being helped.

Although counsellors have their own values, these

should not be imposed on the client – and the

counsellor must retain the ability to listen to and accept

the views of clients with other standards.

Patience and Acceptance

A counsellor rarely needs to use his or her self control in dealing with people, even those people

who are not likeable.

Experience

Learning to grow into a more complete person from the experience of life’s hard knocks can be a

valuable quality in a counsellor.

Education

Formal degrees in psychology do not necessarily make good

counsellors, but a common sense approach is not sufficient.

Good counsellors are willing and able to learn about

themselves and other people too.

Social Skills

It is not enough to be considered to be a good listener. Counsellors learn through training how to

perceive all aspects of verbal and non-verbal communication, and deliberately improve their

listening skills by using appropriate techniques during counselling.

http://suite101.com/article/finding-a-therapist-a13018

31

Genuineness and Warmth

Effective counsellors have a genuine interest in other people. This is often referred to as respect

or unconditional positive regard for the person being helped. People who do not need others in

their lives may find this sort of warmth to unknown people as being problematic.

Discretion

Counsellors must show complete discretion, never revealing what others say or do within the

counselling context. Confidentiality is paramount in counselling relationships.

Lunch Break

Post lunch Abdul Razaque continued training with

communication session while session he briefed that

Communication is the exchange of thoughts, messages, or

information, as by speech, visuals, signals, writing, or

behaviour. Derived from the Latin word "communis",

meaning to share. Communication requires a sender,

a message, and a recipient, although the receiver need not be

present or aware of the sender's intent to communicate at the

time of communication; thus communication can occur across vast distances in time and space.

Communication requires that the communicating parties share an area of communicative

commonality. The communication process is complete once the receiver has understood the

message of the sender. Feedback is critical to effective communication between participants

Further he spelt out that under given are methodologies of effective communication

1. Who should be told?

Everyone who needs to be told about something should be told. It is advisable to relate the

communication to all as soon as possible. Openness is the key to making everyone feel involved

(although there will always be some things which are not disseminated as widely as others).

Where appropriate, communicate widely so that individuals are given the opportunity to

influence the process and local ownership is gained. Barriers can also be identified and

overcome.

2. When should they be told?

The time to communicate with relevant people should be

carefully considered. It might be within a set meeting or a one-

off arrangement. If the communication covers a wide range of

people where possible it is desirable that discussion stake place

http://en.wikipedia.org/wiki/Message

32

at the same time to avoid confusion, spread of rumours or misunderstandings. If internal and

external stakeholders are involved, internal staff should be communicated with prior to external

stakeholders; this is to prevent staff hearing from other sources, including the media.

3. What should they be told?

Clear messages, related to the subject or problem. In complex situations it is advisable to create

a shared meaning and understanding, this can be done by:

checking back with the recipients through an iterative process

let them ask questions

asking for clarification of what they have understood being clear that words,

behaviours and symbols are not misunderstood or misinterpreted.

4. Where the message should be conveyed?

Choose the most effective medium to get your message across, this could be in meetings,

seminars, press releases etc.

In the last of the session he briefed participants that under given are the important characteristics

of communication

way process

Communication process happen between or among two or more parties ( Sender and

Receiver)

Communication involve exchange of ideas, feelings, information, thoughts and

knowledge

Communication involve mutually of understanding between sender and Receiver

It is a 2

33




Definition and Importance of

Team work


Group work

Importance of Effective Decision

making

TEA BREAK

Definition of Motivation and Tools

of Motivation

Definition of Participation and

Contribution

Definition of Contribution Process

Conditions of Contribution

process

LUNCH BREAK

Define and Types of Record

Keeping

Record of Financial System

Organizational Record or

Secretarial Record

Project Record

DAY FIVE

5th


Quran as usual therefore Team work session was

started by Ms.Fakherunisa, she brifed participants

regarding Team work while session said that "a

joint action by a group of people, in which each

person subordinates his or her individual interests

and opinions to the unity and efficiency of the

group." This does not mean that the individual is

no longer important; however, it does mean that

effective and efficient teamwork goes beyond

individual accomplishments. The most effective

teamwork is produced when all the individuals

involved harmonize their contributions and work

towards a common goal.

Further she said thatTeam building is an essential

first step in creating successful team. A group of

talented people do not always produce excellent

work. Interdependency and collaboration, for

example, require a variety of people with a wide range of skills to work together as well-

functioning and cohesive team.

34

THE TEAM BUILDING PROCESS

The seven-step team building process for new teams is as follows:

Step 1 – Gain the commitment.

Step 2 – Clarify the team charter.

Step 3 – Collect information from team members.

Step 4 – Design and conduct a three-day team building session.

Step 5 – Implement the results.

Step 6 – Evaluate the impact of team building.

Step 7- Continue developing your world class team.

Tea Break

Post tea break session was conducted by Abdul Razzaque

umrani on Motivation and Contribution during session he

briefed participants that Motivation is a process that elicits,

controls, and sustains certain behaviors. Motivation is a group

phenomenon that affects the nature of an individual's

behavior, the strength of the behavior, and the persistence of the

behavior. For instance: An individual has not eaten, he or she feels hungry, and as a response he

or she eats and diminishes feelings of hunger. There are many approaches to motivation:

physiological, behavioural, cognitive, and social It is the crucial element in setting and attaining

goals—and research shows that subjects can influence their own levels of motivation and self-

control. Instead of Contribution he said that contribution means to give something. And

contribution is also known as the sum or thing of sharing something. the act of contributing. the

sum or thing contributed and further he said that Contribution is a synonym for input. A person

can contribute to a conversation by simply talking.

35

Lunch break

This session was also conducted by Abdul Razzque Umrani on Record keeping he brifed that

Keeping accurate and up-to-date records is vital to the success of any community. The

community must realise that records kept will be one of the most

important management tools it possesses and, therefore, it

should be allocated due importance. Many community owners

invest a lot of time and effort into the running of their

community and yet fail to realise the importance of

maintaining good documentation. The community owner is

looking for the maximum return from their investment and the

maintaining of good records is part of that equation. For the community to achieve its success

and profit, it is necessary for the scores to be kept, as it were. Keeping records is really like score

keeping - if you went to a football game where no one kept the score, you would have to ask

“what was the point of that whole exercise?” By keeping the score you are able to work out who

is winning and whether you are winning at all. Many people do not know the "current score" of

their own community because they have failed to realise the importance of keeping good and

adequate records. Any record keeping system should be accurate, reliable, easy to follow,

consistent as to the basis used and be very simple. Good record keeping is vital in regards to

meeting the financial commitments of the community and providing information on which

decisions for the future of the community can be based. While the community maintains records

to monitor and record its normal community activities, it is also necessary because of obligations

under the taxation laws.

How will it help you?

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

following ways:

Assists you in preparing your financial statements quickly and accurately.

Provides information to enable the control of cash in the community.

Provides management information to base community decisions on.

36

Contributes promptly to assessing the financial situation of the community at any time.

Saves a lot of time and effort.

Keeps a good track of the costs of staff and their performance.

Measures the community performance against the projections that were originally set

down in the community plan.

Highlights quickly areas where problems could arise and enable remedies to be put in

place.

Fulfils the obligations as to taxation law.

Assists you in calculating how much tax you have to pay.

Assists in providing information required by your bankers.

Helps in detecting thefts within the community itself.

Provides valuable information and details for the future sale of your community where

that is required.

Increases the chances of the community operating and achieving success.

37




Definition of Financial

Management

Record Keeping of Income and

Expenses

Creation of Vouchers- Definition

of Voucher

Definition of Cash book and

creation of cashbook

TEA BREAK Define Report

Types of Report

Definition of Financial and Other

Resources

Resource Mobilization for

organizations and its importance

Rolls of Recognition Resources

Methods of Recognition

Resources

DAY SIX

6th


Quran and Financial Management session was

started by Muhammad Raheem Mari , of starter he

mentioned that

Financial

management is

about planning

income and

expenditure, and

making decisions that will enable you to survive

financially.

Financial management includes

financial planning and budgeting,

financial accounting

financial analysis,

financial decision-making and

action

Financial planning is about:

Making sure that the organisation can survive

Making sure the money is being spent in the most efficient way

Making sure that the money is being spent to fulfil the objectives of the organisation

Being able to plan for the future of the organisation in a realistic way.

Financial Accountability

In non-profit organisations, the money that you are using is held in trust – on behalf of the

community that you serve. The money is not the personal possession of the individual staff

members. They have to account for how they used the money, to show that it was used to

38

benefit the community.In a profit-making organisation, it is easy to hold management

accountable. We simply ask: did they make a profit?

In a non-profit making organisation we ask: did they use the money to benefit the community in

the best possible way?

Financial accountability can be broken down into two components:

Financial Accountability

Being able to account for the way the money is spent to:

donors

boards and committees

members, and

the people whom the money is meant to benefit

Financial Responsibility:

Not taking on obligations the organisation cannot meet

Paying staff and accounts on time

Keeping proper records of the money that comes into the organisation and goes out of the

organisation further he briefed that an organisation must have set policy about the budget

process:

Who is responsible for the process?

Who will draft the budget?

Who will be consulted in drawing up the budget?

When should the budget process start?

Who will approve the budget?

How will the budget be monitored and controlled?

Tea Break

After tea break training was continued and session on Reporting writing was conducted by

Ms.Fakerunisa Memon despite the fact that session he said thatA report is a formal piece of

39

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

details. It is useful to draw the attention of your learners to three important points:

audience - Who is the report for?

aims - What end result do they want - to inform, persuade,

recommend?

topic and focus - What is the main subject area and which

particular aspect/issues will the report cover?

The procedure of report writing includes:

defining the aims to be achieved

deciding the appropriate format

writing a report plan

selecting the content

structuring clearly

Drafting

editing - related to: correction of style and language errors, critical rationalisation of the

content, pagination, layout, etc.

writing final version

40

The main structural elements of every report are: title, author, summary, abstract/synopsis,

acknowledgment, terms of reference/remit, foreword, aims, objectives, introduction,

methodology, findings/results, conclusions, recommendations, references/bibliography,

appendices and index.

You can suggest that learners use the following planner to plan activities and improve their

report-writing skills.

Planner: "Improving report-writing skills"

Notes on

improvement

needed

Actions to

be taken

Resources/support

needed

By

when?

Identifying aims

Identifying readers' needs

Planning (tasks, time and

resources)

Structuring the report

Gathering information

Criticising/evaluating

Presenting the report

Using images/visuals

Signposting

Editing

Lunch Break

41

As soon as lunch break was ended session was kicked off on

Resource Mobilization by Muhammad Raheem Mari briefed

participants that Very often, we equate the term “resource

mobilization” with fund raising. Raising funds or money is only

a part of resource mobilization; in fact, it can be a target or an

outcome of resource mobilization efforts. Resource

mobilization goes beyond just dollars and cents. It includes building valuable contacts and

networks, and garnering the interest, support, and in-kind contributions of people important to

your organization. Just as important as raising funds is the effort to building relationships. People

don’t give money to causes; they give to people with causes. So resource mobilization goes

beyond fund raising; it is friend rising as well.

42

1: Planning and setting

objectives

What will be done, by whom

and when?

2: Identifying

resource needs

what resources (exactly) are

needed to carry out the plans?

What will this cost?

3: Implementation of

plans, and monitoring

the implementation

The Planning and Budget Cycle

43




Definition of Project and Program

and their Differences

TEA BREAK Definition of Project Proposal

Basic Concepts for Proposal

writing

LUNCH BREAK Definition and Importance of

Assessment

Tools for Assessment

Project Analysis and Tools

Certificate Distribution

Ceremony

DAY SEVEN

7th


Quran therefore session on Difference between

Project & Program Mangemen was started by

Ms.Fakhurnisa memon The key difference

between a program and a project is the finite

nature of a project a project must always have a

specific end date, else it is an ongoing program.

One view of the differences between a program

and a project in business is that:

1. A project is unique and is of definite

duration. A program is ongoing and

implemented within a business to

consistently achieve certain results for the business.

2. A project is designed to deliver an output or deliverable and its success will be in terms

of delivering the right output at the right time and to the right cost.

3. Program management includes management of projects which, together, improve the

performance of the organization. A program's success will be measured in terms of

benefits.

4. Benefits are the measures of improvement of an organization and might include increased

income, increased profits, decreased costs, reduced wastage or environmental damage,

more satisfied customers. In central or local government organizations, benefits might

include providing a better service to the community.

5. In the course of achieving required results, business programs will normally understand

related business constraints and determine the processes required to achieve results based

on resources allocated. Improvement of processes is a continuous operation that very

much contrasts a program from a project.

44

6. At the lowest level project managers co-ordinate individual projects. They are overseen

by the program manager who accounts to the program sponsor (or board).

7. There will normally be a process to change the predetermined scope of a project.

Programs often have to react to changes in strategy and changes in the environment in

which the organization changes.

Another view and another successful way of managing does not see any of the factors listed

above as distinguishing projects from programs, but rather sees the program as being about

portfolio management. On this view, program management is about selecting projects, adjusting

the speed at which they run, and adjusting their scope, in order to maximize the value of the

portfolio as a whole, and as economic or other external conditions change.

Lunch break

Post tea break session on Project proposal was conducted by Ms.Fakhurnisa Memon in which

she explained that Project proposal is a document which is designed to represent the proposal,

the origination of that proposal, benefits of the proposal. The reason for representing these things

is to convince the reader to agree with the proposal. In other words, you are asking a decision-

maker to invest a resource, (time or money or both), so that the project you propose can be

completed and she further said that Purpose and Objectives:

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

considering it?

This preparation of this document needs very logical mind so it is usually prepared by those

people who have intelligent and innovative minds. A project proposal is written, to make an offer

and to try to convince a supervisor or a future customer to accept it. Therefore, it is crucial that

your proposal answers questions your readers may have about what you propose to them. For

example, the most important question your proposal readers will want answered is how does

your proposal relate to them? In other words, what problems will it solve, what need will it

address, and why is it important to them? Secondly, your proposal readers would like to know

exactly what you are proposing to make or do, and how it relates to the problem you are

describing.

45

Annexure

46

Picture Gallery

48

Agenda of the Workshop

Day-1 Item/Activity Time Facilitator

Registration

09:00 - 09:30 am

Recitation from the Holy Quran and other holy books 09:30 - 09:35 am Participants

Opening Session

09:35 - 10:30 am Mr. Mumtaz Ali


10:30 - 11:00 am Mr. Ahmed Jan

Fears/ Hopes/ ground rules / host team formation/pre test

11:00 - 11:30 am Mr. Khalil Wadhelo

TEA BREAK 11:30-12:00 Development

Change 12:00 - 12:30 pm Mr. Khalil Wadelo

Case Study 12:30 - 01:00 pm Mr. Khalil Wadelo

Basic Needs 01:00 - 01:30 pm Ms. Naeema Baloch

LUNCH BREAK 01:30-02:30

Basic Rights 02:30 - 03:30 pm Mr. Khalil Wadelo

Change & Social Life 03:30 - 04:00 pm Ms. Naeema Baloch

TEA BREAK 04.00-04:15

Gender

Define Gender 04:15 - 04:25

pm

Ms.Naeema Baloch

Gender and Sex 04:25 - 04:40

pm

Ms.Naeenma Baloch

Gender Discrimination 04:40 - 05:00

pm

Mr.Khalil Wadelo

Day: 0 2

Item/Activity Time Facilitator


Review of previous day 09:05 - 09:30 am Individual comment

Leadership

Definition of Leader 09:30- 09:40 am Mr. Khalil Wadelo

Exercise 09:40 - 10:00 am Ms. Naeema Baloch

Role of Leadership 10:00 - 10:30 am Mr. Khalil Wadelo

Ability of Leadership 10:30- 11:00 am Mr. Khalil Wadelo

TEA BREAK 11:00-11.30 am

Facilitation

Definition of Facilitation 11:30 - 12:30 pm Ms. Naeema Baloch

49

Methodology of Facilitation 12:30 - 01:00 pm Mr. Khalil Wadelo

Story, Question & Answer 01:00- 01:30 pm Ms.Naeema Baloch


Methodology of Facilitation 02:30 - 03.30

pm

Mr. Khalil Wadelo

Story, Question & Answer 03:30 - 04:30 pm Ms. Naeema Baloch

TEA BREAK 4.30am –5:00 pm Day: 03




Advocacy

Definition of Advocacy 09:30 - 9:40 am Mr. Khalil Wadelo

Types of Advocacy 09:40 - 10:20 am Ms.Naeema Baloch

Objectives & Importance of Advocacy 10:20 - 11:00 am Ms.Naeema Baloch


Methods of Effective Advocacy 11:40 - 01:20 pm Ms.Naeema Baloch


Conflict Resolution

Definition of Conflicts 02:30 - 03:00 pm Mr. Khalil Wadelo

Exercise 03:00 - 03:20

pm

Mr. Khalil Wadelo

Types of Conflicts 03:20 - 04:00 pm Mr. Khalil Wadelo

Causes of Conflicts 04:00 - 04:30 pm Mr. Khalil Wadelo

TEA BREAK 4.40pm –5:00 pm \Day: 04


Recitation from the Holy Quran and other holy books 09:00 - 09:05am Participants


Counseling

Definition of Counseling 10:00 - 10:30 am Ms. Fakhurinsa

Qualities of Counselor 10:30 - 11:00am Mr. Razzaq Umrani



Exercise

Group Work

11:30 - 12:30 pm

12:30 - 01:20 pm

Ms. Fakhurnissa

Ms. Fakhurnissa

50


Effective Communication

Definition of Communication 02:30 - 02:40 pm Ms. Fakhurnissa

Methodology of Effective Communication

Sources of Communication (Role plays)

02:40 - 03:20 pm Ms. Fakhurnissa

Characteristics of Communication 03:20 - 4:20 pm Mr. Razzaq Umrani

TEA BREAK 4.30pm –5:00 pm Day: 05

Item/Activity Time Methodology


Review of previous day 09:05 - 09:30 am Individual comments

Community Organization

Team Work

Definition and Importance of Team work 09:30 - 0 9:40 am Mr. Razzaq Umrani


Group work

09:40 - 10:20 am

Mr. Razzaq Umrani

Ms. Fakhurnissa

Importance of Effective Decision making 10:20 - 11:00 am Ms. Fakhurnissa


Social Movement

Definition of Motivation and Tools of Motivation 11:30- 12:00 pm Ms. Fakhurnissa

Definition of Participation and Contribution 12:00-12:40 pm Mr. Razzaq Umrani

Definition of Contribution Process 12:40 - 01:00 pm Mr. Razzaq Umrani

Conditions of Contribution process 01:00 - 01:30pm Ms. Fakhurnissa


Record Keeping

Define and Types of Record Keeping 02:30 - 03:00 pm

Mr. Razzaq Umrani

Record of Financial System 03:00 - 03:30 pm Mr. Razzaq Umrani

Organizational Record or Secretarial Record 03:30 - 04:00 pm Mr. Razzaq Umrani

Project Record 4:00 - 04:30 pm Mr. Razzaq Umrani

TEA BREAK 4.30pm –5:00 pm Day: 06

Item/Activity Time Methodology

Recitation from the Holy Quran and other holy

books

09:00 - 09:05am Participants

Review of previous day 09:05 - 09:30am Individual comments

Financial Management

Definition of Financial Management 09:30 - 09:40 am Mr. Raheem Marri

Record Keeping of Income and Expenses 09:40 - 10:00 am

Mr. Raheem Marri

51

Creation of Vouchers- Definition of Voucher 10:00 - 10:20 am

Ms. Fakhurnissa

Definition of Cash book and creation of

cashbook

10:20 - 11:00 am Ms. Fakhurnissa


Report Writing

Define Report 11:30 - 12:00 pm Ms. Fakhurnissa

Types of Report 12:00 - 12:20 pm Mr. Raheem Marri

Resource Mobilization

Definition of Financial and Other Resources 12:20 - 01:20 pm Ms. Fakhurnissa


Resource Mobilization for organizations and its

importance

02:30 - 0 3.00 pm

Mr. Raheem Marri

Rolls of Recognition Resources 03:00 - 03:30 pm Mr. Raheem Marri

Methods of Recognition Resources 03:30 - 04:30 pm Mr. Raheem Marri

TEA BREAK 4.30pm –5:00 pm

Day: 07 Item/Activity Time Facilitator

Recitation from the Holy Quran and other holy

books

09:00-09:05am Participants -

Review of previous day 09:05 - 09:30 am Individual comments

Project Formation

Definition of Project and Program and their

Differences

09:30 - 11:00 am Ms. Fakhurnissa


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

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


Assessment and Analysis

Definition and Importance of Assessment 02:30 - 0 2:40 pm

Ms. Fakherunisa

Tools for Assessment 02:40 - 03:00 pm

Mr. Raheem Marri

Project Analysis and Tools 03:00 – 03:30 pm Mr. Raheem Marri

Certificate Distribution Ceremony 03:30 - 04:30 pm Any Guest of the ceremony

and IDSP Management

52

TEA BREAK 4.30pm –5:00 pm

Departure of participants and trainers

53

Nomination form for the training

54

Training Brochure

55

List of Participants

56

Contact Detail of participants

hands icd training report by nadeem wagan

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