Section 2: Participatory Activities

Activity Set #3: Project Identification

This set of activities covers a variety of preliminary assessment and analysis activities that an organization might undertake before deciding to develop a detailed design for a project. These activities help ensure that the projects undertaken by the organization are needed, feasible and have the potential to be successful.

Sub-activities include:
Sub-Activity #3.1: Gender-Sensitive Participatory Tools
Sub-Activity #3.2: Gender-Sensitive Situational/Problem Analysis
Sub-Activity #3.3: Problem Identification and Prioritization
Sub-Activity #3.4: Cause and Effect Analysis of Problems
Sub-Activity #3.5: Project Selection

Sub-Activity #3.1: Gender Sensitive Participatory Tools

OBJECTIVES
Participants will be acquainted with different techniques for involving local people.

KEY QUESTION
What participatory techniques might be used to involve local people?

TIME
30 minutes

METHODOLOGY
Facilitator-led discussion

MATERIALS
Newsprint, markers, masking tape, Reference #6: Participatory Rural Appraisal

PREPARATION
Assemble materials. On newsprint list various techniques with a short description of each.

STEPS

1. Note that project planners and implementers have learned that it is essential to involve local people in all aspects of project planning and implementation. There are many techniques for involving local people.
2. Refer to previously prepared list of techniques. Ask participants to identify or describe the techniques that they have used, or that they know about. Add additional techniques if participants name these. Invite participants to share their experiences with various techniques. What worked well? What gender issues did they experience and how did they deal with these?
   
   Examples of PRA Techniques
   • semi-structured interviews
   • focus groups
   • mapping techniques, e.g., social maps that show population, poverty indicators, types of households, resource maps showing agriculture land, forests, etc., mobility maps
   • trend analysis
   • ranking exercises, e.g., ranking households according to economic well-being or wealth
   • seasonal calendars that show what men and women do at different times of the year
   • Venn diagrams that depict key institutions and organizations and that show interlocking relationships among these.
3. Indicate that in the next training module, “Participatory Rural Appraisal,” we will be looking at some of these techniques in greater detail and practicing them.

CLOSURE
Repeat the key question. Ask participants if the activity has enabled them to answer it. If necessary, clarify items.

Tips for Facilitators This activity lets participants know that there are many tools available for obtaining involvement. The next module, Participatory Rural Appraisal, enables participants to learn more about these tools and gain practice in using them.

Sub-Activity #3.2: Gender-Sensitive Situational/Problem Analysis

OBJECTIVES
Participants will be able to define gender-sensitive situational/problem analysis and explain why analyses should be carried out from a gender perspective.

KEY QUESTIONS
What is gender-sensitive situational/problem analysis? Why is it important to bring a gender perspective to situational/problem analysis?

TIME
2 hours

METHODOLOGY
Group work, presentations and discussion

MATERIALS
Newsprint, markers, handout Reference #7: Analyzing Situations and Problems Through a Gender Lens

PREPARATION
Assemble materials. Prepare handout.

STEPS

1. Divide the participants into small groups. Each group is to do a quick analysis of the situation or “state of affairs” that exists in the village or community. To do this, participants should walk to the nearby village and look carefully around to observe the local surroundings from a gender perspective. They should be aware of not only what they see, hear, and smell, but also how they feel about these things.
2. Upon their return to the training hall, each group should plan how it will collectively present some aspect of the situation they observed in the village. All members of each group should participate in some way, e.g., they might each say one thing, they might role play or sing the results, etc.
3. Have groups make their presentations, and discuss what they observed, and what they might have missed had they not been viewing the situation from a gender perspective.
4. Distribute the handout. Note that a comprehensive analysis would involve four questions:
   1. What do men and women do, and where and when do these activities take place?
   2. Who has access to and control over resources, services and decision-making?
   3. What are the social and economic factors that shape #a and #b?
   4. What could/should the proposed project do to incorporate gender considerations?

CLOSURE
Restate the key questions. Ask if the activity helped participants answer these. If necessary, clarify items.

Tips for Facilitators Give examples of gender analysis and explain how important it is. Give enough time for the groups to observe and analyze the situation.

Sub-Activity #3.3: Problem Identification and Prioritization

OBJECTIVES
Participants will be able to identify and prioritize community problems.

KEY QUESTION
What problems exist in our community? What do we see as priorities?

TIME
2 hours

METHODOLOGY
Group exercise and discussion, information processing

MATERIALS
Newsprint, markers, masking tape, meta cards, Reference #8: Problem Identification and Analysis

PREPARATION
Write definition of a problem on newsprint and display in meeting hall. On newsprint, write steps in problem analysis and display in meeting hall.

STEPS

1. Refer to previously prepared definition of a problem, i.e., a problem is a condition or state of affairs that has a negative impact on individuals, groups or the community as a whole. Give examples. Explain that there are many types and levels of problems. Some are fairly simple, and small organizations can successfully work toward resolving these at the community level. Others are complex and require widespread coordinated efforts from many organizations at many different levels.
2. Form four or five small groups. Each group is to:
   • identify up to five problems faced by their community or village, and write these on meta cards. Each problem should be written on a separate meta card. Groups should identify existing problems, not imagined ones.
   • review the list and discuss how the problem affects men in their village, and how it affects women
   • rank their problems from “greatest” problem to “least” by assigning numbers (#1 is greatest). (Groups should try to reach a consensus on this.)
   • be prepared to present their problems in plenary.
3. Allow about 45 minutes for the group work, then assemble in plenary for presentations. Encourage questions and comments from other groups.
4. Review the highest priorities of each group, and list these on newsprint. Note whether there is similarity among groups. Ask the groups if they had any difficulty reaching a consensus about the greatest problem. If so, ask them to explain.
5. Explain that in most communities there are many problems, and it is important for an organization to make sure that they choose to work on problems that are consistent with the vision and mission of the organization. Once problems have been identified, the next step is to do a problem analysis so that the organization has a thorough understanding of the problem. Refer to newsprint showing steps in problem analysis and go over these with participants. Explain that there are numerous approaches to gathering information and analyzing problems, and that in the next few activities we will be learning some of these. If appropriate to the literacy level of participants, provide handout Reference #8: Problem Identification and Analysis

CLOSURE
Repeat the key questions. Ask participants if the activity has enabled them to answer these. If necessary, clarify items.

Tips for Facilitators In ranking the problems, each group should reach a consensus. The small groups formed for this activity should continue to work together. Therefore, when forming groups, the facilitator should take some care in creating groups in which members will be able to complement each other and work together.

Sub-Activity #3.4: Cause and Effect Analysis of Problems

OBJECTIVES
Participants will be able to analyze problems from a cause and effect perspective.

KEY QUESTION
How can we analyze problems from a cause and effect perspective?

TIME
2 hours

METHODOLOGY
Group work, presentations and discussions in plenary.

MATERIALS

News print, markers, masking tape, meta cards, Reference #9: Problem Analysis: Cause and Effect Chain

PREPARATION
Assemble materials. Prepare example of cause and effect chain (either as a handout or on newsprint.)

STEPS

1. Explain that in this activity we will be analyzing problems from a cause and effect perspective. Refer to the example cause and effect chain, and explain this to participants. Show how the negative statements can be reformulated into positive statements or objectives.
2. Form groups. Each group is to
   • select a high priority problem (identified in activity 3.3)
   • develop a cause and effect chain using the template in Reference #9: Problem Analysis: Cause and Effect Chain. The groups should use meta cards so that they can readily move and organize items they identify.
   • re-formulate the chain as a “desired results chain,” by restating each item in a positive form. For example, if the problem is “high levels of illiteracy,” the positive form might be “high levels of literacy.”
   • be prepared to present their problem chain and their desired results chain in plenary.
3. Allow 45 minutes to one hour for groups to create their chains. Then assemble in plenary for presentations and discussion.
4. Note that this is one approach to problem analysis. It is a useful approach because it helps planners think about how negative problems might be turned into positive conditions and statements of goals or objectives.

CLOSURE
Repeat the key question. Ask participants if the activity has enabled them to answer it. If necessary, clarify items.

Tips for Facilitators If possible, the small groups formed for this activity should be the same as those formed for activity 3.2. However, if there are problems in some groups, the facilitator should reassign members. During the groups work, the facilitator should circulate and provide advice and assistance as required.

Sub-Activity #3.5: Project Selection
OBJECTIVES
Participants will establish criteria for proceeding with the design of a project, and will select a project to design.

KEY QUESTIONS
What criteria will we use for deciding whether to proceed with project design?
What project will we design?


TIME
1 ½ to 2 hours

METHODOLOGY
Group work, presentation and discussion in plenary

MATERIALS
Newsprint, markers

PREPARATION
Assemble materials.

STEPS

1. Note that in the previous activities we have explored some of the ways of analyzing situations and problems that exist in our communities. In this activity we will be looking at some of the things that we should take into consideration when deciding to proceed with the design of a project. We will then chose a project to work on.
2. Review and brainstorm with participants the potential projects that they have identified in previous activities. Make a list of these on newsprint.
3. Divide the participants into small groups (may use previous groupings). Each group is to:
   • develop a checklist of criteria for deciding whether or not to proceed with the design of a project;
   • review the list of potential projects in terms of these criteria, and select the top one or two
   • be prepared to present their criteria and recommended projects in plenary.
4. Allow 45 to 60 minutes for group work, then assemble in plenary for presentations.
5. Either reform groups and have each group select its own project to work on, or lead the group in the selection of a single project that they will all work on in the next set of activities.

CLOSURE
Repeat the key questions. Ask participants if the activity has enabled them to answer these. If necessary, clarify items.

Tips for Facilitators Give one or two examples of project selection criteria from the following list. Do not give the complete list as it is important for the groups to think about and develop their own criteria. The following are examples only, and groups may develop additional or other criteria. Do we have enough information? Is it in line with the vision and mission of our organization? In the eyes of the community, both women and men, is it a real problem that they have identified themselves? Can our organization mobilize sufficient local resources to deal with the problem? Does the project give priority to or assist deprived or disadvantages members of the community? Will the project provide income and employment opportunities? Will the project address practical and strategic gender needs (see Gender and Development Module of Training Package #1. Is it economically viable? Will the results be sustainable? Is it environmentally friendly? The facilitator can have each group select a project to design, or the entire workshop may select one project that all groups work on. Regardless of whether one or more projects are chosen, try to have participants reach a consensus.

 « Previous | Next »

Get Adobe Reader