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Transcript of Care Nepal Trainer Guidebook
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CARE Nepal (2000)Chandi P. Chapagai
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Contents Pages
About the guideline
Background
Mission Statement of APA
Some key notions of APA
Four-Ds
Traditional project cycle
Problem vs. possibility tree
Comparative experience of APA from different CARE projects
Session outline
Contribution of APA drawn from the field
Suggestion
Annexes:
Some experience from the field
Contents used in the previous workshopsExample of guiding questions
Golden rules
Participatory monitoring and evaluation
Some tips for positive thinkingAppreciative inquiry bibliography
Some web-site information on AI
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"The definition of insanity is doing the same thing over and over again expecting different results."Rita Mae Brown
About the guideline:
There is a long history of trickle down approach, a dominant approach of growth theory in
development affairs, since post world war II until mid 80s. Several development interventions
were made through these approaches, however, the result has mostly been "unchanged
condition in poor peoples lives". Gross national product (GNP) continues to grow unevenly.Rich are getting richer, and poor, the poorer. This remains a persistent problem, a worldwide
phenomenon, which continues to challenge development workers into thinking and re-
thinking towards designing the appropriate development processes for the welfare of poor.The concept of decentralization through Gocal Self-governance Act and Regualation and
participatory approaches etc. are into practice. Robert Chamber heads the list with his
contribution in promoting and using participatory approaches like Rapid Rural Appraisal(RRA) and Participatory Reflection and Action (PRA) which were widely accepted and
practiced all over the world. Following it, different participatory development approaches
with slight variations also appeared and put into practice.
In the recent decade, the post-modernists have come up with a slogan of "partnership in
development". It is another development practice that involves the local institutions at grass
roots level as partners to mitigate problem through participatory approach. Still there is somemissing links among vision, commitment and action and yet fails to address the gap between
rich and poor.
Problems not only lie in the economic and physical term but also deeply rooted in human
term, i.e. their attitude, feeling, perception, perspectives etc. People feel themselves engulfed
with insurmountable problems and are generally not optimistic. As a result, their way of
looking at things - the vision, are not positive. This reduces creativity thus lessens the humanpotentials, skills and capacity and makes them eventually visionless and dependent. In order,
therefore, to address this deep-rooted attitude and perceptions, a positive inquiry approach has
come into existence with a name Appreciative Inquiry (AI) or Appreciative Planning andAction (APA). This approach is considered to be effective in changing the negative attitude as
well as to inculcate a power of positive thinking in human heart, mind and thought.
The positive inquiry approach has a lot of additional values in comparison to other approaches
which makes the community feel proud and positive with their own skills, resources, vision,
commitments and action. This process gradually leads the community towards transparency,mutual trust, partnering and community institution building. Institution building is an integral
part of recent development schemes so is empowerment. Empowerment is not a thing to befed to the target people but it is associated with human thought as a process of learning andinternalization of socially constructed knowledge.
Role and status of development experts highly influence the over all development scenario.They knowingly and unknowingly influence the whole process of development. A small
example can be cited here that the experts are producing and spreading ready made
community empowerment manuals. These manuals are creating blocks in human learning
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rather than creating the environment of empowerment. Why is this happening? This is
happening mainly because of a tendency to give overall importance on experts' thoughts.Experts can give guidelines only.
The tendency to produce and practice an expert based manual to empower the community
people is increasing. Development practitioners are expecting innovative results from thecommunity by applying the same techniques repeatedly. This is a wrong tendency, which
primarily promotes the experts name and professional security. It is better to produce a
simple guideline rather than a fixed formula based manual where any practitioners can swimdeep and open by thinking /designing contextual queries and thoughts. This guideline would
help to exercise the people for their empowerment and institutional promotion.
Considering all these concerns above, effort has been made here to prepare an APA support
guideline. It is prepared based on the experiences gathered from the community. As a
theoretical base of the guideline, a few positive postulates have been derived which is hopedto be instrumental to empower the community and development catalysts.
Background:
CARE/Nepal, like CARE worldwide, has a long history of proactive development programsin rural areas of the developing world. Grass roots initiatives sponsored by CARE/Nepal have
reached many thousands of people in some of the most remote communities, bringing, for
example, literacy, health, sanitation, agriculture, forestry, infrastructure, water supplies, andsmall-farmer irrigation programs. CARE's village level planning training has strengthened the
analytical, organizational, and implementation capacity of rural institutions. Similarly, CARE
International has brought modern organizational, management, and monitoring tools and
techniques to its country programs, enhancing the efficiency, effectiveness, and morale of itsoperations and staff. In Nepal, CARE has recently added to its repertoire an innovative
approach to community participation and mobilization, "Appreciative Planning and Action"
(APA). This methodology builds on and enhances the implementation of CARE'sparticipatory programs, effectively complementing CARE/Nepal's well-established utilization
of "Participatory Rural Appraisal" (PRA) to ensure the active involvement of rural people in
the analysis and planning of development projects in their communities.
APA has been developed through an evolutionary action-research. CARE/Nepal's APA
activities draw on a series of experimental initiatives and applied research conducted between
1995 and 1997 within the context of participatory natural resource conservation anddevelopment by The Mountain Institute (TMI) in Nepal, Sikkim, Tibet, and, most recently, in
Peru. The results of this participatory research program, the APA approach, was thenintroduced into CARE/Nepal through village and district planning training programsbeginning in mid 1997, and subsequently into Nepal Electrical Authority's Kali Gandaki
environmental and community monitoring, mitigation, and management program during late
1997 and 1998. In parallel initiatives, Appreciative Inquiry was introduced in Nepal as anorganizational and team-building strategy by Karuna Management, Plan International and to
contribute to partnership development by Save-the-Children/US.
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APA is a slightly modified form of Appreciative Inquiry (AI), a process developed byCooperrider, Watkins, Srivastava, Whitney, and others associated with the Weatherhead
School of Management, Case Western Reserve University.1Therefore, the original details onAI will be helpful to understand both AI and APA.
"Appreciative Inquiry is about the co-evolutionary search for the best in people, theirorganizations, and the relevant word around them. In its broadest focus, it involves
systematic discovery of what gives "life" to a living system when it is most alive, most
effective, and most constructively capable in economic, ecological, and human terms. AIinvolves, in a central way, the art and practice of asking questions that strengthen a system's
capacity to apprehend, anticipate, and heighten positive potential. It centrally involves the
mobilization of inquiry through the crafting of the "unconditional positive question" often-involving hundreds or sometimes thousands of people. In AI, the arduous task of intervention
gives way to the speed of imagination and innovation; instead of negation, criticism, and
spiraling diagnosis, there is discovery, dream, and design. AI seeks, fundamentally, to build a
constructive union between a whole people and the massive entirety of what people talk aboutas past and present capacities: achievements, assets, unexplored potentials, innovations,
strengths, elevated thoughts, opportunities, benchmarks, high point moments, lived values,
traditions, strategic competencies, stories, expressions of wisdom, insights into the deepercorporate spirit or soul, and visions of valued and possible futures. Taking all of these
together as a gestalt, AI deliberately, in everything it does, seeks to work from accounts of
this "positive change core" - and it assumes that every living system has many untapped andrich and inspiring accounts of the positive. Link the energy of this core directly to any change
agenda and changes never though possible are suddenly and democratically mobilized"
Cooperrider, D. L and Diana Whitney (1998)2.
The unique feature of the Appreciative Inquiry approach is its commitment to seeking anddrawing upon the root causes of success rather than those contributing to failure.
This approach focuses on dissecting success, provide an interesting contrast to the problem-oriented focus that pervades much of Western society and modern institutions. Educational
and management systems, frequently modeled on those in Europe and North America, pride
themselves in developing 'critical thinking.' Corporations, government, and non-governmentinstitutions build their programs around 'problem-solving,' 'problem analysis, dissecting
1 Watkins is an independent organizational development consultant; Cooperrider and Srivastva are with WeatherheadSchool of Management, Case Western Reserve University, USA. See Srivastva and Cooperrider and Associates,Appreciative Management and Leadership, Jossey-Bass, San Francisco, 1990; "Appreciative Inquiry Into OrganizationalLife," inResearch in Organizational Change and Development, Passmore and Woodman (eds.) Vol. 1 JAI Press,Cooperrider, D.,Appreciative Inquiry Workshop Manual;Whitney, D.,Postmodern Principles and Practices for Large Scale
Organization Change and Global Cooperation, Taos, NM (1996): The Taos Institute;Postmodern Challenges toOrganization Development, HRD Global Changes and Strategies for 2000 AD. pp. 617-629, New Delhi, India: AlliedPublishers (1994); Spirituality as an Organizing Principle, World Business Academy, Perspectives, Vol. 9, No. 4, pp. 51-62
(1995).
2 Cooperrider, D. L and Diana Whitney (1998),A Positive Revolution in Change: Appreciative InquiryCASE Western Reserve University and Taos Institute.
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causes, seeking and evaluating alternative solutions to those problems, and, all too frequently,
affixing blame.
The problem-focus approach has proved effective over the years and is the foundation of
standard planning cycle used by organizations large and small, around the world. While a
powerful and proven tool, the standard problem-solving approach is usually most effective forimproving existing structures than for building a vision of the future and commitment to
fulfilling that vision. When we solve one problem, we tend to seek the next one in line,
generally leading us to move from one problem to the next. While doubtless productive, theproblem-focus has a tendency to make practitioners more defensive than creative. We are
trained to seek the negative and have a tendency to either search for flaws or to defend
ourselves from those who identify flaws within the areas of our responsibility. Thosefocusing on the positive, in this context, may often be viewed with suspicion or apprehension.
They are frequently seen as unrealistic, idealistic, lacking in critical thinking, advertisers,
promoters, or, at the worst, propagandists.
Those involved with Appreciative Inquiry, and its grass-roots incarnation, AppreciativePlanning and Action, have found, however, that shifting from problem- to success-focused
interactions, when properly structured, is far more than a public relations, or 'feel good'approach. Using a logically sequenced process that takes participants from a 'discovery' of
their best, through a visioning of even better and the steps necessary to get there, and on to the
'delivery' of an action plan and the steps to get it moving, APA energizes and empowerspeople and organizations to take independent action. The approach has been found to build
self-confidence and pride, mobilize institutions toward the achievement of their future-
oriented visions.
Currently, CARE Nepal is found a leading-edge organization in practicing the APA approachwhich has been applying this approach in different projects (Bajura, Mustang, Gorkha,
Syangja and Mahottari) in relation to long term visionary planning and partnership
development.
i. The Mission Statement of APA
The mission statement of APA aims:
To empower communities and individuals to take pride in what and who they are and
what they have achieved; to dream of what might be; to plan for what can be; and to feelthe energy that comes from making commitments and taking the first step.
To be simple enough that anyone can do it; profound enough to change people's lives.
APA, as developed and used in Nepal, is built on one goal, two laws, three major principles
and a simple 4-step planning and action cycle that parallels classic planning models.
ii. One Goal
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poem is focusing with "the community themselves can build their village by themselves by
utilizing their own skills and resources". The poem is inserted at the end of this Annex.
Finally, we can say that we wouldn't be able to encourage the community people if we
followed the problem solving approach instead of inquiring and building upon successes and
their causes. People have a lot of problems. They have problems at home, surrounding theresidence, in field and forest, on trail, in pocket, at yard, school or everywhere. They know
problem very well. They are fatigue by analyzing the problems for problems. Now they want
to solve problems by setting visions with positive strength.
iii. The Two Laws
1. What you seek is what you find.
The questions you ask determine the answers you get.
For example, negative questions generate negative responses; positive questions generatepositive answers; positive answers generate positive action. Some traditional people, when
faced by a seriously misbehaving child, do not punish but, instead call the village elders who
then take turns telling stories of good, positive things the child has done, examples to thechild's positive character. The child rarely misbehaves again.
One more real life example can also be added by soliciting around from here. Lets see theabove questions as asked during the positive inquiry exercise in Sunikot and Dhamena VDC,
Bajhang district. The question is What are the best things /activities and the causes behind
these activities being best that have been made in Sunikot/Dhamena VDC since to date?". Ifwe asked just an opposite question instead of the positive one, what would have the result
appeared? Or if the question was asked like " What are the worst things /activities and thecauses behind these activities being worst that have been made in Sunikot/Dhamena VDC
since to date? We easily can think about the answer we get. Negative question generates thenegative answer. So, the answer we expect always depends on the question we asked.
2. Where you believe you are going is where you will end up.
For example, mountaineers like Pasangh Lamu Sherpa and guides are remarkably successfulin reaching the tops of extraordinarily difficult and dangerous mountains, against enormous
odds, largely because that is the mission they have committed to achieving, the goal that they
have set for themselves.
If a person wants to devote for a purpose, finally he/she will end up with the desired
approximation or to the targeted end. Here we can see a real life story entitled by "From Adult
Literacy Class to University Campus"from Januka Devi Raut, Sindhupalchok, published in"Women on The Move" CEDPA 1997. The story is:
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"WOMEN ON THE MOVE" CEDPA NEPAL, Field Office- 1997
From Adult Literacy Class to University Campus
(JANUKA DEVI RAUT, Ward No. 1, Chaveli, Thakani VDC, Sindhupalchok District)
I was saved from a child marriage. Because of that, my life is very different now. Talk formy marriage began when I was 14 years old. I opposed it. My elder sister-in-law supportedme. Instead of a bride, I became a student. I am 21 years old.
I first studied at an Action Aid child literacy class. The teachers were impressed with my
devotion to learning. I was permitted to join the primary school. After a while, I stoppedgoing to school. I had too many domestic problems and every-one said it was useless for a
girl to get a formal education.
I stopped school but my attitude was different. At home I taught my mother, sister-in-law and
friends what I had learned. I influenced four of my friends to go to the literacy class. I started
making drawings and pasting them on the walls. I started writing songs. I rejoined the childliteracy class.
Next I joined the adult literacy class. After we learned to read, we made a library. We started
reading and discussing the things we read. I liked the poems and stories written to makewomen more aware. I read the stories to my friends. This encouraged a habit of going to the
library for my friends as well.
I became a facilitator for the next adult literacy class. I led the students to from a Women's
Cooperation Group. We worked against alcohol and gambling. We worked against
discrimination of women. We started a fund for income generation. Now we have Rs.12,000.We plan to use the money for development activities in which women could participate. We
are thinking about tree planting, construction of a school, waterspouts and irrigation. We
have started a campaign for compulsory schooling of our village children.
Everybody realizes that our village is slowly improving. The men are supporting our efforts
but the biggest problem is still the treatment of women. My training gave me the confidence
that I could go to formal school. I got admitted to class six. I had to work hard at English andArithmetic. I passed the S.L.C. Now I am in Kathmandu studying at Padma Kanya campus
for my higher studies.
After finishing my studies, I will return to my village. I am determined to work for mycommunity sisters. I want to enhance their awareness and belief in their own ability. Village
women should be united. They should be involved in self-supporting activities. Then they canbring about the needed changes in our society. Also to improve society, men and women must
work together with respect and love.
Januka Devi Raut is a devoted girl for education. So, she became highly educated lady whostarted her education from Basic Literacy classes at the age of 14.
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iv. The Three Principles
1. If you look for problems, you find more problems.
The tradition, giving considerably high importance to the existing problems prepares anursery of problems in the community, implants the problems, grows the problems, nourishes
the problems and brings the problems up as fruits. Not only that, it demands problems fromthe community and compels them to be dependent. Thus, it gives birth to newly developed
problems, which by pushing the positive forces into the dark room that are working as energyresources to strengthen the society, is feeding more and more negative feelings and ideas.
Here is a real life example from Chichila, in Sankhuwasabha district. A local entrepreneur Mr.Om Parajuli used to perceive him to be surrounded by a lot of problems. He had been trained
in eco-tourism and trekking cooking and nurtured a dream of building a nice lodge on a
mountain ridge overlooking the peak of Mt. Makalu. In pursuit of his dream he went to
Malaysia to earn enough money to build his dream lodge. He was not successful in earningthe money however, and returned totally discouraged and convinced that he never could be
successful. He failed to see that he had a most extraordinary location on a busy trekking route
and, with almost no cash investment, could make his simple tea house into a charming eco-lodge that would attract as many or even more trekkers than his 'dream' lodge. Negative self-
images blocked him from turning his problem into an opportunity.2. If you look for successes, you find more successes.
For example, when those who have endless criticisms of something like bureaucracy,
politics, or taxes are asked to share positive experiences of the same, their lists grow
longer and longer, and their attitudes shift toward understanding and acceptance.
Many people are critical about NGOs not doing well in Nepal. But there are thousand of
NGOs in Nepal. Out of those NGOs at least some of them are doing good work for thedevelopment of Nepals rural area. But people tend to focus more on the weaknesses of the
NGOs. Instead of looking at their negative points, it will be more productive to analyze and
disseminate best points of them for the benefit of other NGOs who are not doing well.
When two football players went for a game, one went to play by looking at the 50 failure
goals he had in the past whereas the other with 50 successful goals. Eventually, the one whohad observed successful goals gained more points than the other did. Similarly, positive
inquiry encourages people to build their future.
Napoleon Bonapart always used to have an aspiration of becoming a military general. But dueto his positive strength /thought he became not only a military general but also the Emperor of
France.
3. If you have faith in your dreams you can achieve miracles.
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Take for instance the example of "the Placebo Effect". Two people with the same illness are
given pills by the doctor without them knowing that one receives real medicine, the other onlya sugar pill. But both get well because they both have confidence in the doctor and believe
that they will get well from his medicine. Similarly, many people have been helped by
priests, lamas, Asina lamas, sadhus, jhankris, bizuwas, and other spiritual leaders through
their belief rather than due to medicines or physical interventions.
One more example entitling "The Power of the Tongue" can be cited here in this principle.
A group of frogs were traveling through the woods, and two of them fell into a deep pit. All
the other frogs gathered around the pit. When they saw how deep the pit was, they told the
two frogs that they were as good as dead.
The two frogs ignored the comments and tried to jump up out of the pit with all of their might.
The other frogs kept telling them to stop, that they were as good as dead. Finally, one of thefrogs took heed to what the other frogs were saying and gave up. He fell down and died.
The other frog continued to jump as hard as he could. Once again, the crowd of frogs yelled
at him to stop the pain and just die. He jumped even harder and finally made it out. When hegot out, the other frogs said, "Did you not hear us?" The frog explained to them that he was
deaf. He thought they were encouraging him the entire time.
This story teaches three lessons:
1. There is power of life and death in the tongue. An encouraging word to someone who is
down can lift them up and help them make it through the day.
2. A destructive word to someone who is down can be what it takes to kill him or her. Be
careful of what you say. Speak life to those who cross your path.
3. If someone has faith in his/her thinking and doing, he/she can achieve miracle like the
deaf frog did.
The power of words... it is sometimes hard to understand that an encouraging word can go
such a long way. Anyone can speak words that tend to rob another of the spirit to continue in
difficult times.
Special is the individual who will take the time to encourage another.
Be special to others.
v. The Four "Ds"
1. Discovery
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"The core task in the discovery phase is to appreciate the best of "what is" by focusing on
peak times of organizational excellence-when people have experienced the organization asmost alive and effective. Seeking to understand the unique factors (e.g., leadership,
relationships, technologies, core processes, structures, values, learning processes, external
relationships, planning methods etc.) that made the high points possible, people deliberately
let go of analysis of deficits and simultaneously seek to isolate and learn from even the"smallest wins". In the discovery phase people share stories of exceptional accomplishments,
discuss the core life-giving factors of their organizations, and deliberate upon the aspects of
their organization's history that they most value and want to bring to the future" GEM
Initiative 19963.
In the discovery Phase members come to know their Organization's history as positive
possibility rather than static, problematized, eulogized, romanticized or forgotten set ofevents. Empowering and hopeful conceptions of organization frequently, if not always,
emerge from stories that are grounded in organizing at its best. Where appreciation is alive
and stakeholders throughout a system are corrected in discovery, hope grows and
organizational capacity is enriched.
"At the heart of the discovery phase are the appreciative questions, which are designed to
focus the attention of the inquiry team on the life-sustaining aspect of the past and the positive
possibilities of the organization's future" (CRWRC-1997)4.
Positive inquiry, asking positive questions, seeking what works, what empowers, "The best,"
seeking successes and their causes. What gives life to the organization?Preparation and sharing of success map. Participatory Monitoring and evaluation: "What was
the best"? Sharing and reflection.
2. Dream / Vision
"In the first stage you go through a process of discovery and create knowledge about what
gives life to an organization. Now, in the second stage, you take this new knowledge anddevelop an image of how the organization might look at some future point. When the best of
what is has been identified and is valued, the mind naturally begins to search beyond this-it
begins to envision new possibilities. The collective imagination and mind may be the mostimportant resource for building organizational capacity. The key to the dreaming stage is
passionate-thinking-allowing participants to be inspired by what they have seen in the
discovery stage" (CRWRC-1997).
3 GEM Initiative (1996)Appreciative Inquiry, An Approach to Organizational Learning and Action,Case Western Reserve University, Weatherhead School of Management, Cleveland, Ohio, USA.4Partnering to Build and Measure Organizational Capacity, an inquiry into best practices of organizational
capacity building among national development organizations working in partnership with the ChristianReformed World Relief Committee (CRWRC) -1997.
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The Dream Phase involves challenging the status quo by envisioning more valued and vital
futures. Especially important is the visioning of end results or "bottom line" contributed to theworld.
Future vision: Looking ahead 5 /10 /20 years. Visioning of what could be? Setting of broad
objectives. Where do we want to go? Sharing the dream/vision. Wishes or bases needed toachieve the vision. Preparation and sharing of "Future Map".
Envisioning the future for Bajura District
Based on the success and the potentialities of the districts participants identified the future
development vision. The vision included broad development concerns of the districts for 10
/15 years. The session concluded with the varied categorization of the future development
concerns. These include agriculture, livestock, forestry and irrigation; economic
development; institutional development and social coordination; health and sanitation;
education and culture; and physical infrastructure development.
3. Design
"With appreciation for past accomplishments and with a view of the current reality as a
foundation and a dream for what could be, an organization can begin to design the futurethrough open dialogue. It is process to coming to consensus through sharing discoveries,
ideas, hopes and values. In this step individual will involves into groups and will make the
individual dream as a cooperative vision for the organization. The key to this stage is to createa deliberately inclusive and supportive context for conversation At the end of this stage every
one should be able to say, "Yes, this is an ideal or vision that we value and should aspire to.
Let's make it happen(CRWRC-1997)."
The Design Phase is the creation of the social and technical architecture of the organization.
So that everything about organizing reflects and is responsive to the corporate dream. Boththe Dream Phase and the Design Phase involve the collective construction of positive images
of the future. In practice the two often happen in conjunction with the other.
Planning: making an action plan based on what we can do for ourselves. Setting ofinterventions & prioritization (Group dialogue). Five year plan /one year action plan.
(Sharing of action plan.) How do we go ahead? Wishes or requirements needed to achieve
the specific interventions.
4. Destiny / Delivery
"The final step in the appreciative inquiry process is to co-construct the future through
innovation and action. The first three steps are designed to establish a momentum of
excitement. Since member of the organization have been involved in the valuing, envisioning,and dialoging process, they are committed, have a clear sense of where they are headed, and
find innovative ways to help move the organization closer to the ideals. They take full
responsibility for their own innovation and action (CRWRC-1997)."
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Delivery involves on the new images of the future and is sustained by nurturing a collectivesense of Destiny. It is a time of continuos learning, adjustment and improvisation (like a jazz
group); all in the service of shared ideals. The momentum and potential for innovation is
extremely high by this stage of inquiry. Because of the shared positive image of the future,
everyone is invited to co-create the future.
Implementation: collection of individual promises and commitments. "Start taking action,
now!" Immediately in the same place within 10-30 minutes. Let's start first step of action!
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THE APA 4 'D' PLANNING CYCLE
Dream/Vision
The Future Vision: "looking ahead 5, 10 o
20 years". Setting of broad objectives.
Where do we want to go? Sharing thedream/vision through the preparation of a
vision map.
Wishes or bases needed to achieve the
vision.
Design /PlanningSetting of interventions & prioritization through groupdialogue. Sharing of five year /one year action plan. How
do we go ahead?
Wishes or bases needed to achieve the specificinterventions.
Destiny/Delivery
Implementation: Collection of individual
/organizational promises and commitments.
"Actions we can take now" (Immediate action
within 10-30 minutes.) Let's start first step ofaction!
Putting the
Discovery
Positive Inquiry: "The best", seeking successes/ experiences.
What gives life to the organisation? What are our successes and
their causes? Where are we?(Participatory Monitoring and evaluation) "What was the
best"? Sharing and reflection.
The 4-D planning cycle restarts again as per the communitys needs which frequentlyprovides lessons to the community by promoting participatory monitoring and evaluation
skills.
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THE TRADITIONAL PLANNING CYCLE
Identification ofProblems and their
Causes
Implementation
PlanningM&E
The more we stay stuck in a problem-solving mode - searching for worstproblems and what caused them - the less we are able to focus on the major
innovations that are happening all around us.
A Comparative Outlook of Banking, Problem Solving & Appreciative InquiryApproach
Factor Banking Approach Problem-Solving Appreciative Inquiry
Assumption Emptiness-Based Weakness-based Strength-based
Communities Ignore Coop Co-creates
Focus What Doesn't Exist What is wrong What is best
Principle Clean Slate Image of communities asmachine
Heliotropic (humanitarian)
effect
Approach Stuck or passive Adoptive or reactive Generative or creative
Capacity
Building
Do to communities Do with communities Affirm/empower
communities
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Annex-6
Content of the workshop
Following contents Based on AI approach were used in the first TOT level planning
workshop held at Martadi during February 1998.
Stakeholder Analysis
Communication
Role and importance of CBOs
Introduction and importance of partnering in development
Development /project cycle
DISCOVERY/POSITIVE INQUIRY:
Inquiry of successes and their causes
Inquiry of resources and skills
DREAM/VISION:
Looking for the ten year vision
Preparation of five year broad objectives based on the ten year vision
DESIGN/PLANNING:
Identification of five year interventions based on the broad objectives
Preparation of action plan Presentation of action plan
Proposal writing
PM&E
DELIVERY/DESTINY/IMPLEMENTATION:
How do we move ahead for the successful operation of the five-year plan?
Collection of individual promises
Workshop evaluation
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Problem vs. possibility tree:
Possibility Tree
What dreams
do you see?
How can you
make this happen?What will
you do?
Arrange forfurther education
Improve
yields-How? Pool money to buy land
Eliminatepoverty-How? Arrange for health education
Improve
health-How? Build latrines
Arrange for vocational education
Create
Jobs-how?
Start small business
Problem Solving Tree
What problems
do you face ?
What conditionscause these problem ?
What causes
these conditions?
Lack of education
Low yields-Why?Don't own land
Lack of education
Poor--Why? Sickness
Why? No latrines
Lack of education
No jobs-Why?
Far from the city Root causes
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Problem solving approach Appreciative Inquiry
Identification of problem and their causes Success and their causes
Analysis of causes Envision what might be
What is wrong Whats best
Weakness-based Strength-based
Analysis of possible solutions Dialogue what should be
Cooperation Co-creators
Adoptive or reactive Generative or creative
Mechanical Transformational, heliotropiceffect
Do with communities Affirm/empower communities
Org. is a problem to be solved Ors. is a mystery to be embraced
Specific problem focused Long journey with vision and
commitment
Stressful Positive power, hope andinspiration
Expert oriented Community oriented
Structured Flexible
Some experiences from the field:
CARE Nepal has applied APA approach in different CARE projects such as Bajura,Mustang, Gorkha, Syangja and Mahottari. More details are given in annex-..except a short
comparative figure as below:
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Comparative experience of APA in different CARE projects:
Factor RABNP CARE
Bajura
NRMP CARE
Mustang
RABNP CARE
Gorkha
UAKWMP,
CARE Syangja
NRMP CARE
Mahottari
Duration /
Time
Location
Organizer
No. of
participants
Level of
Participants
Focus
Outcome
Participant
s
Opinion
Next step
Five days
(17-21 Feb 98)
Remote
mountain
district
Bajura DDC
and CARE
21
DDC rep.
(good
education)
Long term
planning for
partnership
with
VDC,DDC,
NGO & CBOs
Ten year
vision, five
year plan
Highly satisfied
Planning
conducted for
27 VDC (1350
pax)
Four days
(26-29 Aug 98)
Remote
mountain
district
Mustang DDC,
ACAP and
CARE
31
VDC rep. (low
education)
Long term
planning for
partnership with
VDC, DDC,
NGO & CBOs
Ten year vision,
five year plan
Highly satisfied
Review with
prior 16 VDCsto finalize
district level
plan
Three days
(2-4 Aug 98)
Remote
mountain village
VDCs and
CARE
19
VDC, NGO,
Club (low
education)
Long term
planning for
partnership
w/VDC,DDC,
NGO & CBOs
Ten year vision,
four year plan
Highly satisfied
Planning
conducted forseven VDCs
Four days
(12-15 Aug 98)
Municipality area
Municipality and
CARE
30
Municipality
members (good
education)
Long term
planning for
partnership with
municipality,
NGO & CBOs
Ten year vision,
four year plan
Highly satisfied
Planning
conducted for fourVDCs
Five days
(1-5 Nov 98)
Terai (plain) area
DDC, UNDP-
LGP & CARE
26
DDC rep.
(good education)
Long term
planning for
partnership with
DDC, VDC,
NGO & CBOs
Ten year vision,
5 year plan
Satisfied
Next step
planning for 76VDCs
DDC: District development committee, VDC: Village development committee
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Session outline:
A detailed session outline evolved from the practical experiences of APA is explained below
which will serve as a guide to implement and gradual enrichment of the process. In addition, a
short contents used in the previous workshop is also given in the Annex.
Day 1
Getting acquaintance
This is an introductory step which basically proceeds in a pair wise basis introducing onefrom another with name, address, hobby, and experience in year and a best moment of life.
This process helps to lead the workshop positively.
Participant expectations and workshop objectives
Participants expectation will be collected by using a market place approach where every onewill be asked openly for their interest to be discussed in the workshop. After collecting theissues, it will be clustered /categorized according to the nature of the expectations. This helps
to proceed a participants oriented session and to arrange a purposive group work later.
Stakeholder Analysis
This session can be proceeded by citing any one example of a project like water supply or the
like. The questions such as; what are the steps (process) of a project? Who are thestakeholders? Do we need to involve the stakeholders at every steps of the program? What are
the advantages of stakeholder analysis? What risks may appear if stakeholders are not
involved at every steps of development program? Etc can be used.
Example of a drinking water supply activity.
Different steps of the activity:
Village assembly and need assignment.
Planning.
Survey (identification of reservoir and tap post location).
Design and estimate.
Committee formation. Construction management training.
Selection of caretaker.
Constructions of water supply system.
Preparation of operation plan.
Establishment of maintenance system.
Program evaluation.
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Who would be the possible stakeholders in this type of project activity?
User groups /committee
Construction committee
Caretaker
VDC CBOs /LNGOs
Line agencies such as district water supply office
Technician
Donors
Do we need to inform and involve all stakeholders at every step of development
activities? What will be the merits of stakeholders being involved to the whole process
of development intervention?
Easy to unite peoples participation.
Can be accomplished timely. Less chance of being conflict.
Ownership feeling
Cost effectiveness
Skill development at the local level
Promotion of transparency mutual trusts, respect & partnership in development.
Cooperation in maintenance.
Partnering in development
This session can be better lead by using the 4-D cycle process but a short introductory
dialogue can be made by using the questions like; What is partnership? What are the ways of
partnership? How partners being choosed? Why partnership? What are the bases (foundation)needed to proceed the partnership effectively?
What:
Partnership denotes that two or more than two organizations such as governmental or non-
governmental, either registered or unregistered will come together to use available resources,
skills & organizational capacity with transparancy, common goal, mutual trust & commitmentfor the betterment of their organization /community.
Ways:
Field level implementation with CDC, WDGs & LNGOs.
Technical cooperation.
Capacity building.
Joint investment.
Direct investment.
Sub contract. Etc.
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How to choose Partners:
Some mutually agreeable criteria can be developed on it. It would be better to empower the
local partners first than to scoring them tentatively. This process promotes the partners who
belong to remote and DAG community area.
Partner organizations policy, strategy, legality, available resources, manpower, experience,
commitment, transparency etc. can be taken as criteria to select them.
Why partnering?
Institutional development.
Capacity development of the local partners.
Promotion of transparency decentralization, mutual trust, respect & cooperation amongpartners.
Priority on community flat-needs. Cost effectiveness.
Recent trend.
It generates new dimensions of development with multiple effects.
Demand donors.
Lastly, it is better to present some case studies of partnering interventions in development.
Power of positive thought
In this session, APAs one goal, two laws, three principles will be discussed with an examples
related to the power of positive thinking. See chapter Such examples can be solicited fromthe participants as well. This session helps a lot to change human attitude and establish a
power of positive thinking. Human thought determines their questions and questions
determine the answers and action. This process gradually empowers and brings changes inhuman behavior and promotes institutional capacity. Positive thought has biggest power. The
Siddartha Gautama became a BUDDHA by the determination of his positive thought. This
way the session can be proceeded.
Development /project cycle (4-'D' cycle)
Four D-S cycle will be discussed in detail. See Chapter.
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Day-2
Discovery/positive inquiry:
Inquiry of best success and their causes. Inquiry of resources and skills
Aking empowering, positive questions about the best and their causes, about what gives life to
this organization -- seeking and understanding successes, analyzing successes for what they
teach us --"The answers you get depend on the questions you ask.
Very important for village development efforts, Discovery typically reveals that the favorite,most empowering projects have been those community has done on its own, self-help, as
opposed to those donated, supported by outsiders. Facilitators better to take the timenecessary for this discovery to become evident to the group because subsequent planning for
self-help initiatives is greatly enhanced when groups understand the power they derive fromthings they have done on their own compared to those provided from outside.
Stimulating, leading questions seeking successes and feelings of empowerment are then used
to help one or more small groups get down on the ground or around a table to create their own"Success Map" or symbolic diagram of their village or group as it is now, highlighting their
achievements.
Some guiding questions are given in Annex-...
Dream/vision:
Looking for 10/15/20 year vision Sharing the vision
Creating a positive vision of what might be, what we would like to achieve. Close our eyes,
for one minute; imagine what we would like to find here in 10 or 20 years or so.... Think of
what is needed to help make our dream come true... In our group prepare a "Future Map" ordiagram that illustrates our dream of the future.
Dreams are shared briefly in the full group and then discussed in their small groups toachieve a reasonable consensus on an exciting yet achievable vision for the future that can be
illustrated by the group in map or diagram form, using symbols not words.
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Bases needed to achieve the vision
The below given points collected from the field, as bases needed to achieve the vision, might
be helpful to conclude the session.
Motivation and willingly contribution of the community to build their village bythemselves.
Mobilization of local resources and technology.
Partnership & transparency.
Program decentralization & feeling of ownership.
Awareness & female education.
Human resource development.
Coordination with non-government organizations, local government bodies & linesagencies.
Economic support & technical know-how.
Unity of the political leaders by keeping themselves upper than political controversy.
Stakeholder analysis. Commitment.
Preparation of five year brad objectives based on the ten year vision
Depending upon the nature of vision, participants will categorize and prepare objectives to setspecific interventions. (For more detail, see: CARE Nepals APA reports)
Day-3
Design/planning:
Prepare medium and short term (1 year, 1 year,) action plan for what we will do ourselvesto start implementing the dream--to turn wishes into action steps, requests, promises; plans
can be made starting with tasks to be done now and working toward tasks to be done over 1
year, then 5 years... or they can start with the longer-term and work toward what is to be done
now; be flexible.
Golden rules (Golden rules can be shared as an energizer, See Annex)
Identification of five years interventions based on the broad objectives.
Participants will discuss and identify the interventions.
Factors to be considered while prioritizing activities
The below given points collected from the field experience will be helpful to prioritize the
activities.
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Based on local felt needs, resources, skills & technology.
Financially feasible.
More productive and advantageous to the community in comparison to investment.
Be able to attract /motivate people for participation.
Technically feasible. Can be implemented thought local institutions in partnership basis.
Manageable
Sustainable
Supportive to conserve environment and local culture.
Preparation of action plan
Develop a program to start implementing that plan this month or this season, including"who, what, when, where, why, how" as appropriate to time and complexity of tasks.
Action plan- a suggestive format:
Goal:Activities
/Sub-activities
Indicators Time frame Committed by Resource Needed
/ Cost
Remarks
Day-4
Presentation of action plan
Participants will present the action plan for inter group comments and suggestions.
Delivery/destiny:
How do we move ahead for the successful operation of the five year plan? Discuss with
participants and proceed the session.
Collection of individual promises/commitment.
This design step can be done verbally and/or symbolically on the Future Map, and is
accompanied by each group member making a personal, public commitment of one actionstep s/he is going to make and by when. (Be sure to clap vigorously as each person states
his/her commitment).
Facilitators can make their own commitments, and, where appropriate, commitments for theirorganization as "topping up" for local action; but focus should first be on what local people
are ready and willing to do for themselves.
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Participatory monitoring and evaluation
Positive inquiry is a major source of PME. Spider Web and Organizational Assessment Tool
can also be used for PM&E by assessing the relavency, situation and context. However, it is
discussed in detail, see annex.
Immediate action plan with first step of action
It is most important to put a first step in a process to across 1000 kilometers.
"Action Now!"-- Starting now on the path to achieve the vision.
What are we going to do to start this process? Near term actions we can start now!
This is the classic implementation phase of the standard project planning cycle except that
with APA one or more simple, symbolic, practical steps are selected by the group forimmediate action, as part of the meeting process. Action generates energy; provides a real
sense of achievement, is fun, and crystallizes the meaning and lessons of the entire APAprocess. "Action Now!" should be task(s) that can be done immediately, the same day, same
place, and within 10-30 minutes.
Workshop evaluation
Some questions as found instrumental during the field exercises are given below for your
ease. These questions will be asked orally or requested to write in a peace of paper from allparticipants seperately. The questions are:
What are the two best things that you learned from this workshop?
How do you like the methodology (process) of the workshop? Please give one point only?
How can we make the overall workshop even better than this in the days to come? Pleasegive your two opinions only?
Contributions of APA drawn from the Experience:
It promotes the power of positive thinking and doing by converting the problem into
opportunities. High probability of building anything will be embedded in positive thinking/moment but not in negative reasoning and problems.
APA is compatible with normal planning processes while providing an empowering
framework for PRA activities: While a different approach to social /nation building, APA can be
used to enhance other approaches to achieve intended mission. APA also provides an empowering
framework for most all standard PRA, People Based Development (PBD), Village Planning
Training (VPT), etc. APA provides an energizing framework for conducting virtually any type ofmeeting on any subject with the simple questions: What is working? What would "even better"
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look like? How do we get there? What are the first steps we can each take? What can we do now
to get started?
APA motivates and involves the people throughout the whole process of development. APA
keeps connections between every step (discovery, dream, design, destiny). This follows the
development doctrine that 'anything initiated and managed by the community itself is sustainable,
which is really encouraging for community institution building and partnering processes.
APA doesn't depend on a 'cook book' or a 'standard manual, which an expert mostly uses for
occupational continuity. It is a process of learning and action intended for discovering,
understanding, and fostering innovations and for transformation in human social system.
The approach motivates the community for interactive participation and self-mobilization.
It is flexible and innovative which we can use in any community and organization related
activities within few hours to 4/5 days.
It is a cost effective and less time consuming tool in comparison to many others.
It minimizes the workload as well.
It helps to change the attitude and behavior of individuals , those who backbites and negatively
analyze and perceive matters.
This approach actually "puts the first last". Mapping in relation to discovery, dream and design
(action plan) inspires the oral people for collective discussion and action.
Participatory M&E is possible at the grass roots level by the community members themselves.
Some Suggestions:
Sometime people get confused with the word `dreamthinking of the usual `dreamwhich they
see at night and which will vanish at the dawn. In this case `dream has to be dealt with as a future
vision which one can see and share during the day... one which can be a social reality.
The Discoveryphase of APA solicits logical information for participatory M&E. However, it
may need further innovation. The Spider Web Tool or "Organizational Assessment Tool" could
be a useful tool in this step. The APA approach requires innovative and participatory coachingskill.
It may raise the expectation of the community people while envisioning the long-term vision.
The APA approach isstills in the experimental phase and will benefit from new ideas to improve
the process and make it even more practical.
APA is an innovative and a dynamic process. Peoples learning on positive thought and action
gradually modifies and enriches it. For this, people need to take diets (tips) to cultivate the power
of positive thought to make their thinking strong, deterministic and action oriented. As diets for
positive thought, I have extracted and translated some points from a book Science of Thought -
1996 by Khaptad Baba, a Hindu religious thinker. See in Annex.
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Annex-
Some experiences from the field:
1. The Power of Positive Inquiry (April 1998)
Born in the far-east and traveling to the far west Nepal for the first time was really an exciting
moment for me when I reached Bajura during the middle of February 1998. Moreover, the
trek from Sanphebagar to Martadi was most enjoyable, hiking along the Budhigangariverbank, having an occasional feast of Asala fish, and chatting enjoyably with Santosh and
C. B. Thapa. Mules, sheep and goats were also enjoying the trek. This trip was in connectionwith an offer from CARE/Nepal to conduct a trainer's level planning workshop for the District
Development Committee Chairperson, the regional members, and some CARE Bajura staff.
After reaching Martadi (district head quarter) we talked warmly with CARE Bajura friends,then we shifted towards our trip objective. We discussed and finalized the workshop schedule
from February 17 - 22, 1998 for 22 participants. This workshop was designed and facilitated
through the 'Appreciative Planning and Action (APA)' approach. This is a positive inquiryapproach which basically acts with 4-D cycle such as Discovery (inquiry of best moments,
successes and their causes), Dream (Vision), Design (Planning) and Destiny /Delivery
(Implementation) by searching for 'what works' and 'what we have' instead of 'what doesn't
work' and 'what we don't have'. This tool gives positive power to design and build thecommunities' future by the community themselves.
After completing the workshop, the DDC body made a scheme and was able to conduct a fiveyear plan for Bajura district comprising all 27 VDCs, within 15 days with the support of
CARE Bajura staff. About 1350 people get the opportunity of empowerment from 27 training
packages carried out one for each VDC of Bajura district. This three days planning workshop
included 50 to 55 participants at each VDC level package. They also collected a five yearvision from government line agencies as well. Ultimately, they finalized the overall planning
with the District Secretariat (Jilla Parisad) dated March 27-31, 1998. The whole program fromDDC level trainer's training to VDC level planning workshop, consultation with line agencies
and finalization of all products with District Secretariat took only one and a half month's
duration in total. It was cost and time effective and a model of skill transfer. Now they have
a five year plan of Bajura district with a vision and commitment which I felt was facilitatedthrough the power of positive inquiry.
2. From Mustang to Syangja via Gorkha: Local Institution Strengthening Using the
Appreciative Planning and Action (APA) Approach:
It was a combination of pleasure and rush to facilitate three different workshops in threedifferent locations like Mustang, Gorkha and Syangja from July 26 - August 15, 1998.
Moreover, the workshop in Gorkha was organized in Lapu, a remote Village Development
Committee (VDC) of Remote Area Basic Need Project (RABNP Gorkha. All three places
were unique in terms of nature, culture and economy.
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These three workshops (Mustang, Gorkha & Syangja) followed the successful completion of
the DDC/VDC level planning workshop in Martadi, Bajura using the Appreciative Planningand Action (APA) approach (see: "The Power of Positive Inquiry," CARE Newsletter, Vl- 4,
No-1, 1998). APA is an innovative approach of participatory decentralized development and
has now been successfully implemented in several CARE projects from high to low
mountains, remote to accessible districts, and from rural communities to a municipality.APA is used build on successes to develop a future vision and action plan. It is structured with
one goal, two laws, three principles and a simple 4-'D' step planning and action cycle.
CARE/Nepal has been at the leading edge in the use of innovative tools such as the SpiderWeb, NGO Assessment Tools, as well as the Appreciative Planning and Action approach in
relation to community institution building and partnering in development.
This trip comprised three long terms DDC/VDC level planning workshops. The first one was
in Mustang where 31 participants from 13 different VDCs participated. It was a district level
workshop jointly organized by CARE, Annapurna Conservation Area Project (ACAP), andMustang DDC who have developed a ten year vision and have prepared a five year action
plan for the entire district. As the next step they will discuss and review this plan with everyconcerned VDCs and will then finalize it at a DDC workshop /meeting during mid-September
or mid-October 1998. The DDC Chairperson, International Center for Integrated MountainDevelopment (ICIMOD), DDC Federation, and National Planning Commission are also
interested to support the process to finalize a master plan for Mustang district and to develop
appropriate partnerships in development.
The second part of this trip was in Gorkha for a VDC level planning exercise in Lapu VDC
where 20 participants attended including some RABNP Gorkha staff and local club members.RABNP Gorkha and the VDCs jointly organized it. In this workshop, the participants
prepared a 4-year plan out of a 10-year vision. They have planned to discuss and approve theplan in the next VDC meeting dated 28 August 1998. RABNP Gorkha will conduct similar
types of workshops in 6 other VDCs (Gumdak, Laprak, Uhiya, Keraunja, Kashigaon and
Thumi) where they are planning to launch a partnership program with the VDC and otherorganizations. After the successful completion of the workshop all the participants cleaned
the venue of the workshop - the school compound and rooms happily as a first step of action.
The final step of this trip was in Upper Andhi Khola Watershed Management Project
(UAKWMP), Syangja from 12-15 August, organized by the project at the request of PutaliBazaar municipality. A total of 30 participants comprising ward 3-9 of the municipality
including a few project staff and club members attended the workshop. The Mayor of the
Municipality was a curious participant throughout the entire workshop.The participants have made a 4-year plan out of a 10-year vision. It was a wonderful
experience of partnering interest of community people facilitated through the APA approach,
which made the workshop lively, interesting and successful. The participants ultimatelydecided to discuss the workshop product with the concerned ward first and then finalize it
later at the municipality meeting. UAKWMP will conduct similar workshops in four more
VDCs (Phedi Khola, Chilaunebas, Pawai Gaude and Thula Dihi) during August last toSeptember 1st week 1998.
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Hopefully, these workshops will serve as a guiding path in a process to build the future of
communities. In all these cases the management support and staff dedication were invaluable.More detailed reports have been prepared by the projects for your information.
3. CARE's experience on District Development Committee level multi year planning in
a Tarai district applying APA approach:
It was one of the exciting experiences of CARE mission to conduct a DDC level multi year
planning workshop in Mahottari from 1-5 November 1998. Now, CARE already has suchexperiences from high mountain to middle and the Tarai community.
This workshop was organized by CARE Nepal, NRMP-Mahottari in collaboration with
Mahottari District Development Committee (DDC) in Janakpurdham. It was a jointlyorganized third DDC Planning Workshop with DDC. In fact, the course curriculum was same
as previous workshops, however some modifications were made in session proceedings based
on previous experiences. United Nations Development Program (UNDP) has launching LocalGovernance Program (LGP) in Mahottari. LGP aims to develop future visionary plan all way
through the cluster, VDC, Ilaka and up to DDC level. Therefore, the workshop process wasslightly modified to address the visionary plan of UNDP, LGP. Two participants were also
partially attended the workshop from UNDP, LGP project.
Objectives:
The overall objective of the workshop was to strengthen the capability of DDC members to
plan and manage development programs effectively at district level. This broad objective was
followed by the following specific objectives:
Enhance knowledge and skills on multi year visionary plan.
Prepare development vision, objectives and strategy for Mahottari district. Prepare 5 years draft development plan for Mahottari district.
Clarify process and importance of participatory monitoring and evaluation.
Method and process:
Appreciative planning and Action (APA) approach with one goal, two laws, three principles,
and 4-'Ds', similar with the previous workshop were used to facilitate process. Lot of group
discussion, group work and presentation were made during trhe workshop.
Objectives and contents of the workshop were decided in consultation with the Project
Manager and Rural development Officer (RDO) by phone, fax and email and directedtalking with them. They had conveyed their opinion as per their experiences anddiscussion with DDC members, LDO, District Planning Adviser (DPA) of LGP program,
PM and RDO. A short meeting was organized on 31 October in Janakpur with PM, RDO,
LDO and DPA; which finalized the workshop content and process.
The workshop was initiated with a formal opening session. Vice Chairperson of MahottariDDC Mr. Ganesh Prasad Yadav chaired and inaugurated the opening session and Local
Development Officer (LDO) Mr. Sharada Prasad Poudel delivered welcome speech.
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After the opening session, the workshop was proceeded with introduction of theparticipants, collection of expectation and objective sharing, contents and process sharing,
logistic arrangement and project (NRMP-Mahottari) introduction.
Before entering into the project planning cycle (4-'D' cycle), stakeholder analysis and
partnering process in development were discussed.
APA introduction, process and its use and application was discussed explaining onegoal, two laws, three principles and 4D cycle supporting with number of examples and
experience gained from Bajura, Gorkha, Syangja and Mustang workshops.
Participants were divided into three groups to identify the successfully completedactivities and their causes in Mahottari district, resources of Mahottari and skills of
Mahottari people. These were presented in plenary. Based on the past experiences,
successes, resources and skills the people, 10 years development vision were identified.
Based on the 10-year vision, 5 years development objectives and activities in sectoralbasis were set. Basis or core factors needed to achieve the vision were also discussed and
noted. Considerable factors while prioritizing development activities were also discussed
in plenary.
As a next step of action, a plan was made to finalize a detail district level plan applyingAPA approach.
Individual commitments were also collected from participants.
Lastly, participatory monitoring and evaluation session was discussed and workshopevaluation was carried out.
Strength of the workshop:
CARE project staff (11) have participated very actively throughout the whole workshop.They worked hard in-groups and individually. They also conceptualize the planning
process. Eventually they expressed their feeling that they found the planning approach
really useful in development work. They are sure that they will use this approach in thecoming project planning work.
Vice-chairperson, LDO, DPA and some of the regional members participated the
workshop entirely. They were motivated and expressed their views that they will teach the
process for those who were partially participated the workshop.
Conclusion and lessons learned:
Much attention was given to the regular participants to impart knowledge and ideas tothem to create a positive feeling among them.
The regular and committed participants will work as a resource person to orient other
DDC members and apply the process in the coming planning processes. Venue is other important part to organize workshop for district leaders. Because of the
closely located venue, political disturbances occurred normally. It is seen more in Tarai
district rather than the mountain ones.
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4. VDC level planning workshop in UAKWMP, CARE Syangja (January 4-6,1999):
UAKWMP, CARE Syangja had organized two VDC level planning workshop
simultaneously, comprising two VDCs at one venue. Group one consisting of Pawai Gaude
(ward 1,2,3,5,6,7,8,9) and Thulo Dihi (wards 1,5,8,9) VDC was led by Gopal Sherestha inPhedi Khola and the another group consisting with all wards from Chilaunebas and
phedikhola VDC was led by me and Hari Sherestha was in Syangja Bazaar. One participant
from Bahakot-7 was also participated in the group one. Including him, there were 19participants in each group. Similar type of planning workshop facilitated through APA
approach was already conducted in Syangja comprising 3-9 wards of Putalibazaar
municipality during 12-16 August 1998. These workshops are the next steps of the previousworkshop scheduled to conduct during late August and early September 1998. But it was not
conducted during the targeted time because of a sudden landslide and flood occurred in
Syangja. Therefor, these two workshops are the rescheduled ones; which were planned to beconducted earlier.
Objectives:
Enhance knowledge and skills on positive inquiry, development vision, objectives andaction.
Enhance knowledge and skills on multi year visionary plan facilitating through APA.
Prepare 5 years draft plan of the VDCs.
To realize the importance of commitment in a process to accomplish the developmentactivities.
Findings:
The workshop has produced a 10 year vision and 4 year (2055-56 / 2056-57 / 2057-58 /2058-59) action plan separately one for each VDC. They also budgeted for the first year.
Workshop was productive but was conducted with little more hurry.
What next:
The participants will go to their respective VDCs and will review and finalize the plan
prepared during this workshop. They are looking for supports and partnering for some of theactivities from UAKWMP, CARE Syangja. CARE Syangja will see the possibility of support
and partnering during the coming project annual implementation planning time (mid January
1999).
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Lessons learned:
Few lessons have been learned from this workshop.
1. In fact the workshop was productive and the participants were also satisfied. However, it
was fairly rush to complete the workshop during 3 days which significantly reduces theparticipants involvement. Therefore, it would be better to organize such workshop at least
for four days.
2. There were only 8-11 participants from one VDC. This workshop was a mixed of two
VDCs where 19 participants were attended in total. It is a small representation. In this
case, it can be suggested that to organize a separate workshop for one VDC byrepresenting the suggested number of participants as below:
VDC chair /vice-chairperson and secretary 3
Ward chairperson one from every 9 wards 9
Non elected village volunteers, potential planners:One from each ward 9
Others: (CBOs/NGOs etc) 4
Total:
25Now we can expect at least two person are trained from each ward that may facilitate the
future process.
3. It is also observed that the local people often invite elected persons for day to day services
while going on the workshop. If the workshop specially organized for the elected person,
it is recommendable to set a isolated venue from their one residing area.
Annex
Example of guiding questions:
1 Discovery: (some guiding questions)
What have been the most successful development activities in your village over the last 10/15 years?
What have been the most successful activities your organization / community
development committee (CDC) have performed over the last 5 /10 years? What are the causes of those successes?
What are the best experiences you had in your work on partnering and NFE over the last 5/10years?
What were the contributing factors to accomplish the language experienced approach(LEA) activities over the last 2 years?
Can you say a successful story happened in your life?
What have been the most successful roles of women?
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How can we make our successes even better than at present?
What are the results /effects of the successes made over the last 10 years?
What are the most essential factors that give life/energy to your family /organization?
Describe a time when you feel the team /group performed really well? What were thecircumstances during that time?
2 Dream/ Vision:
How would you expect to see your village after 10 years from now?
How would you expect to see your village /familys education 10 years from now?
What will be the position of disadvantaged women in Nepal, after 10 years?
What position would you like to be in, when you reach at the age of 50?
What requirements (bases) do you need to achieve your vision?
3 Design (planning):
Share and unite the individual vision collectively to plan the future action. PRA toolscould be useful on it.
4 Destiny (take action):
How valuable the personal and group commitments to accomplish the desired goal?
Annex..
Major Contents used in workshop:
DAY-1
Getting acquaintance
Participant expectations and workshop objectives
Stakeholder Analysis
Partnering in development
Power of positive thought
Development /project cycle (4-'D' cycle)
DAY-2
Discovery/positive inquiry:
Inquiry of successes and their causes
Inquiry of resources and skills
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Dream/vision:
Looking for the ten year vision
Sharing the vision
Bases needed to achieve the vision
Preparation of five year brad objectives based on the ten year vision
DAY-3
Design/planning:
Golden rules
Identification of five year interventions based on the broad objectives
Factors to be considered while prioritizing activities
Preparation of action plan
DAY-4
Presentation of action plan
Delivery/destiny:
How do we move ahead for the successful operation of the five year plan?
Collection of individual promises/commitment.
Participatory monitoring and evaluation
Immediate action plan with first step of action
Workshop evaluation
Annex
Golden rules:
If you open, close it.
If your turn it on, turn it off.
If you unlock it, luck it up.
If you break it, admit it.
If you cannot fix it, call one who can.
If it is not broken, do not try to fix it.
If you borrow it, return it.
If you value it, take care of it.
If you make mess, clean it up.
If you move it, put it back.
If it belongs to someone else and you want to use it, get the permission.
If you do not know how to operate it, leave it alone.
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If it is not your business, do not ask question.
If it is not interest of you but interest of the others, honor it.
If you do not like something done by others, do not like something done by others, do notdo it yourself.
Annex
Participatory Monitoring and Evaluation (P M & E)
A brief discussion on PM&E dealing mostly with its definition, tools, advantage,
disadvantage and its difference with M&E is presented here. This also briefly touches upon
the definition of M&E in general.
Monitoring is a process of routinely gathering information on all aspects of a project.
Monitoring provide information needed to analyze the current project's situation, identifyproblems and find solutions, discover trends and patterns, keep project on schedule and
measure progress towards expected outcomes.
Evaluation is the process of gathering and analyzing information to determine whether theproject is carrying out its planned activities and to which extent the project is achieving its
stated objectives and goals through these activities. We evaluate primarily the process in work
plan, establishment of system, implementation of planned activities, achievement ofobjectives, effectiveness of project impact and cost effectiveness of the project.
Evaluation differs from monitoring in terms of timing, focus and level of details. Monitoringis done for inputs, processes and outputs also sometime at effects are under the control of
projects whereas evaluation is done on effects and impacts and even outputs are beyond
control. Monitoring and evaluation are inter-related too. Monitoring data helps to carry outevaluation. Because of the interwoven relationship between M & E, both of the terms usually
come together. Sometime they create confusion too.
What is PM&E?
PM&E is a process which empowers community to take decisions through their active
participation in planning for the future and through the development of an action(implementation) strategy based on their practices. It encourages the project team and the
community to work as partners. PM&E can also be viewed as beneficiary evaluation, aprocess largely controlled and owned by community for their own benefit. It is a collaborativeassessment and is for the project stakeholders to arrive at a shared understanding of its
underlying principles and concepts.
It does not look practical to expect PM&E without the involvement of the target community
people at all stages of development cycle. It is difficult to expect innovative result by
frequently applying same techniques and tools. The application of participatory approaches
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over the time, is imparting lessons to bring necessary changes on development working styles.
Such changes help innovate new approaches and ultimately to PM&E practices as well. In thisconnection, Appreciative Planning and Action - APA (an article of this approach is published
in SAHABHAGITA, a NEPAN's paper, Yr. 3, No-3, 1997) seems an innovative and powerful
approach to make PM&E more practical by attracting target people at every step of
development cycle. PM&E will remain only semi-PM&E if a working system is not able toinvolve the concerned target people from project formulation to implementation and
evaluation with self- motivation. In PM&E, stakeholders decides what to monitor, when to
monitor, selection of indicators and monitoring tools, analysis and use of findings.Stakeholder analysis and transparency are important in PM&E.
Possible tools to be used in PM&E:
PRA.
Village dialogue/meeting/discussion.
Appreciative (positive) inquiry.
Spider Web Tool and Organization Assessment Tool (These tools can be used to monitorthe institutional capacity of NGO, CBO, VDC & DDC).
Semi-structured interview.
Field observation.
SWOT analysis.
Myths/Folk stories/Quotes/Song.
Real object (showing & comparing seeds, soil, plant, fruit etc.).
Difference between PM&E & M&E
Some of the differences between PM&E and M&E are as below:
PM&E M&E
Participatory Non participatoryMore observation meeting/discussion More use of statistical tools
Decentralized (bottom-up) Centralized (top-down)
Involvement of concerned stakeholders Involvement of experts (Externals)Mainly produce qualitative information Produce more quantitative information
Low cost Comparatively expensivePractical More theoretical
Action oriented AbstractSocio-cultural Economic
Advantage of PM & E:
Helps practically to empower the community including women & disadvantaged people.
Enhances high morale and feeling of ownership of programs and progress thereby
flourishing /promoting participatory skills.
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Promotes partnering skills in development.
Provides practical information.
Educative and democratic where stakeholders get learning opportunities on monitoringskills.
Provides opportunity for self-improvement on continual basis.
Promotes transparency in development process. Importance and use of local /indigenous knowledge.
Cost effective.
Creates learning opportunity and consensus among stakeholders on loss or benefit caused
by their own implemented action.
Improves individual and institutional capacities.
Useful for qualitative monitoring.
Helps bring changes in attitude and behavior of policy makers where participatory feeling
is low.
Disadvantages of PM & E:
Local polities may influence PM&E.
More self-judgment and biased information because representative of their own area do it.
Not possible to make everything participatory. Sometimes outsiders view may be
valuable too.
Difficult to unite all stakeholders together at one time for PM&E.
Conclusion:
In light of the growing scope of PM&E, it is important to make a practical use of it. PM&E
asks for true participation of community throughout the whole process of development cycle,
which continuously motivates & empowers them. Generally, the major stakeholders or the
community are almost excluded while planning and deciding the development activitiesmostly before and over the course of implementation. People are generally asked for labor
participation that cannot be considered as true participation. True participation is self-
motivated, advantageous to majority, which can articulate community feelings.Partnering, transparency, decentralization are considered as a foundation of PM&E as
participatory practices. It is not proper to expect PM&E only at the activity completion level
without the involvement of stakeholders in planning and implementation processes. In thisrespect, it is appropriate to enhance true participatory practices by involving community to the
entire cycle of the development spirals which flourish PM&E and even more leads towards
sustainability or institutional strengthening.
Annex
Some tips for positive thinking extracted from the science of thought - 1996 by
Khaptad Baba, a Hindu religious thinker. ???
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Appreciative inquiry bibliography
Banaga, G. (1998). An Essay on Appreciative Inquiry: A Spiritual Path to Organizational
Renewal. In S. Hammond & C. Royal (Eds.), Lessons from the Field: Applying Appreciative
Inquiry (Chp. 19). Plano, TX: Published by Practical Press, Inc. And Distributed by the ThinBook Publishing Company.
Barrett, F. (1995). Creating Appreciative Learning Cultures. Organizational Dynamics, 24(1),36-49.
Barrett, F.J. (Fall 1998). Creativity and Improvisation in Jazz and Organization: Implicationsfor Organizational Learning. Organization Science, Forthcoming.
Barrett, F. J., & Cooperrider, D. L. (1990). Generative Metaphor , Intervention: A NewApproach to Intergroup Conflict. Journal of Applied Behavioral Science, 26(2), 223-244.
Blair, M. (1998). Lesson From Using Appreciative Inquiry in a Planning Exercise. In S.
Hammond & C. Royal (Eds.), Lessons From the Field: Applying Appreciative Inquiry (Chp.14). Plano, TX: Published by Practical Press, Inc. and Distributed by the Thin Book
Publishing Company.
Bosch, L. (1998). Exit Interviews with An Appreciative Eye. In S. Hammond & C. Royal
(Eds.), Lessons From the Field: Applying Appreciative Inquiry (chp. 16). Plano, TX:
Published by Practical Press, Ins. and Distributed by the Thin Book Publishing Company.
Bowling, C., Ludema, J., & Wyss, E. (1997). Vision Twin Cities Appreciative. InquiryReport. Cleveland, Ohio: Case Western Reserve University, Department of Organizational
Behavior.
Brittain, J. (1998). Do We Really Mean It ? In S, Hammond & C. Royal (Eds.), Lessons
From the Field: Applying Appreciative Inquiry (Chp. 15). Plano, TX: Published by Practical
Press, Inc. and Distributed by the Thin Book, Publishing Company.
Browne, B. (1998). Imagine Chicago. In S. Hammond & C. Royal (Eds.), Lessons From the
Field Applying Appreciative Inquiry. Plano, TX: Published by, Practical Press, inc. and
Distributed by the Thin Book Publishing Company.
Bunker, B. B. (1990). Appreciating Diversity and Modifying Organizational Cultures: Men
and Women at Work. In S. Srivastva, D. L. Cooperrider, & Associates (Eds.), AppreciativeManagement and leadership: The Power of Positive Thought and Action in Organizations
(1st ed., pp. 126-149). San, Fracisco, CA: Jossey-Bass Inc.
Bushe, G. R. (1995). Advances in Appreciative Inquiry as and organization Development
Intervention. Organization Development Journal, 13(3) , 14-22.
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Bushe, G. R., & Coetzer, G. (1995). Appreciative Inquiry as a Team Development
Intervention: A Controlled Experiment. Journal of Applied Behavioral Science, 31(1), 13-30.
Bushe, G. R., & Pitman, T. (1991). Appreciative Process: A Method for Transformational
Change. Organization Development Practitioner, 23(3), 1-4.
Cooperrider, D., L. (1998). Getting Started. In S. Hammond & C. Royal (Eds.), Lessons From
the Field: Applying Appreciative Inquiry (Chp. 11). Plano, TX: Published by Practical Press.Inc. and Distributed by the Thin
Book Publishing Company.
Cooperrider, D. L. (1986). Appreciative Inquiry: Toward a Methodology for Understanding
and Enhancin