Enabling Rural Innovation (ERI)

Record book

Goals

Planning

Farm

experiments

Store

A Simplified Manual to Participatory Agro-Enterprise Development Through the ERI Approach

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Publishers

www.horizont3000.atPlot 4775, Church Rd. Off Ggaba RoadPO Box 9719Kampala, Uganda

www.triasngo.orgKiwafu Road, KansangaP.O. Box 5617Kampala, Uganda

Responsible authors• PeterVanErum,Agro-EnterpriseCoordinator,TriasUganda

• LisaAigelsperger,TechnicalAdvisor,HORIZONT3000,EastAfrica

Acknowledgements/collaboratorsThedevelopmentofthismanualwouldnothavebeenpossiblewithoutthetremendousinputfromthefollowingorganisationsandpeople:

• Hoima,MasindiandMbararaDistrictFarmersAssociations(HODFA,MADFAandMBADIFA)

– Agriculturalfieldstaff:ElisaMuchwa,FatiaAtugonza,DeusMutabatiina,LydiaMuheirwe,BarungiEstherandWanzalaDavid

• YARD(YouthAssociationforRuralDevelopment)

– EdithSifuna,JoyceBirungi

• CIAT(InternationalCenterforTropicalAgriculture)

– AmosOwamani

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• HORIZONT3000

– TechnicalAdvisor:LiloMassing

• TriasUganda:

– Agro-EnterpriseAdvisors:JuliusBarigyeandRichardNsamba– OrganisationalDevelopment–InstitutionalStrengtheningAdvisor:

MirjamSsenyonga

• Guide5.5,ContractManagementandBusinessPrincipleswasbasedonmaterialsdevelopedbythenowendedBusinessServicesMarketDevelopmentProjectUganda(BSMD)initiatedandfinancedbytheBritishDepartmentForInternationalDevelopment(DFID)andmanagedbytheInternationalLabourOrganisation(ILO).

FundersTheproductionofthismanualwasfundedby:

Agriterra,TheNetherlands(www.agri-terra.org)

BTC,BelgianDevelopmentAgency,Kampala,Uganda(www.btcctb.org)

DKA(Dreikönigsaktion),Austria(www.dka.at)

www.mangotreeuganda.org1479NaalyaRoad,Kiwatule,P.O. Box 25312, Kampala, Uganda

Layout, graphic design and materials

Thismanualcanonlybereproducedwiththepermissionofthepublishers.

Mango Tree

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OverviewModule 1: Planning (Participatory Diagnosis - PD)• Session1.1-Gettingstarted

• Session1.2-Visioning

• Session1.3-Identifyingwhatwehave

• Session1.4-Actionplanning

Module 2: Checking our progress (Participatory Monitoring & Evaluation – PME)• Session2.1-Basicsofmonitoring&evaluation

• Session2.2-Designofmethodsandtools

• Session2.3-Analysingourresults

• Session2.4-Evaluatingourselves

Module 3: Learning about markets (Participatory Market Research – PMR)• Session3.1-Marketingbasics

• Session3.2-Preparingformarketvisits

• Session3.3-Analysisandpreparationforfeedbackfrommarketvisits

• Session3.4-Selectinganenterprise

• Session3.5-Preparationformarketchainanalysis

• Session3.6-Marketchainanalysis:Interviews

• Session3.7-Marketchainanalysis:Businessmeeting

• Session3.8–Marketchainanalysis:Preparationforfeedback

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Module 4: Farming better (Farmer Participatory Research – FPR)• Session4.1-Basicsofsustainableagriculture

• Session4.2-Designingexperiments

• Session4.3-Developingdatacollectiontools

• Session4.4-Farmerfieldday

Module 5: Developing an enterprise(Enterprise Development – ED)• Session5.1-Post-harvesthandling

• Session5.2-Businessplanning

• Session5.3–MarketIntelligence

• Session5.4–Recordkeeping

• Session5.5–Contractmanagementandbusinessprinciples

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Contents1. Why this manual? --------------------------------- 9 From subsistence farming to farming as a business -------- 9

Dissemination of the ERI approach ------------------------10

2. Who is this manual for? -------------------------- 10

3. How was the manual developed? ---------------- 11Joint initiative by Trias and HORIZONT3000 --------------11

Participation of development partners --------------- 11

4. How is the manual organised? ------------------- 12Five modules ------------------------------------------------12

Training guides ----------------------------------------------14

Icons for better orientation --------------------------------15

Training tools -----------------------------------------------17

The Agabas and Mugishas ----------------------------------18

5. How to use the manual --------------------------- 19ERI principles -----------------------------------------------19

Creativity ----------------------------------------------------20

Continuous coaching ----------------------------------------21

Country-neutral ---------------------------------------------21

6. What this manual cannot offer ------------------ 21A guide to make a perfect trainer --------------------------21

Cooking recipe ----------------------------------------------22

An approach fixed in stone ---------------------------------22

Topics not covered ------------------------------------------22

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7. Some practical tips ------------------------------- 23Working in teams -------------------------------------------23

Documentation and learning --------------------------------24

Facilitation techniques --------------------------------------24

Coaching tools and tips -------------------------------------27

Coaching guiding questions ---------------------------------28

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1. Why this manual?From subsistence farming to farming as a business• Therationalebehindthismanualistosupportfarmersandfarmer

groupsintheirtransitionfromsubsistencefarmingtofarmingasabusiness.Thisisinmostcasesalongjourney,andtheEnablingRuralInnovation(ERI)approachgivesfarmersguidanceinthatendeavour.

• ERIisastrategicapproachthathelpssmallholderfarmerstobecomeempowered,self-reliantentrepreneurs.Basedonthemotto“producingwhatyoucansell,ratherthansellingwhatyouhaveproduced”,theapproachbalancesanincreasedmarketorientationwithinvestmentsintofoodsecurityandsustainablenaturalresourcemanagement.

• Thismanualspecificallyfocusesonparticipatoryagro-enterprisedevelopment1.OtheraspectsoftheERIapproach,suchasgroupstrengthening,foodsecurity,diversity(youth,gender,etc),HIV/AIDS,microfinance,mentoringandcoachingarenotcoveredinthismanual.Weneedtoemphasisethatthesetopicsarealsocrucialinthedevelopmentofstrongfarmergroupsandprofitableenterprises.Farmergrouptrainingsoutlinedinthismanualshouldthereforebeconductedconcurrentlywithtrainingsinthesecomplementarytopics.

• KeytotheERIapproachisthatitmotivatesfarmerstoorganisethemselvesintostronggroupsandworktowardcommongoals.Itempowersfarmerstomakeuseoftheirowncreativityandindependentlymakeinformeddecisionsonproduction,marketingandconsumption.Asmuchasthemanualisstructuredintrainingsessions,theaimofthemanualisthateventuallyfarmergroupsgothroughthesameprocessesindependentlywithouttheguidanceofafacilitator.Farmersaretrainedinenterpriseselectionandwillusethesameprincipleslongafterthefacilitatorhasleft.ERIwillhavechangedthefarmers’thinking.

1 BasedontheprinciplesandideasofEnablingRuralInnovationGuide2,AMarketFacilitator’sGuidetoParticipatoryAgro-EnterpriseDevelopment,CIAT,2006

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2. Who is this manual for? • Themanualismeantforfacilitators,trainersordevelopmentworkers

workingwithruralfarmingcommunitiesthatwanttoengageinfarmingasabusinesssuccessfully.Inparticular,itaddressesfacilitatorswhohavenoorlimitedexperienceinERIbuthavebeenorarebeingtrainedinitsbasicconceptandprinciples.FacilitatorswillnotbecapabletousethemanualproperlyiftheyhavenoknowledgeatallaboutERI.FacilitatorswithalotofexperienceinERImightusethemanualasaguidingtool.

• Themanualdoesnotaddresstheneedsoffacilitatorswhoareinterestedinquicksolutions.Itrathercallsforfacilitatorswhohaveanauthenticinterestinparticipatoryapproaches,andwhotrulywanttocontributetodevelopingfarmers’capacityforself-help.

• ThemanualprovidesguidancetofacilitatorsmainlyintheimplementationandfacilitationofERIprocesses.Itdescribesprocessesthateventuallyactivatefarmerstomobilisetheirownstrengths,resourcesandopportunities.Themanualaddressesfacilitatorsasbothtechnicaladvisorsaswellascatalystsofprocesses.

Dissemination of the ERI approach• TheERIapproachhasbeendevelopedandtestedinEastAfricaover

severalyears2.AlthoughERIisnotasilverbullettoalldevelopmentchallenges,ithasproventobeapromisingstrategyfortheempowermentofruralfarmingcommunities.WeareconvincedthatthroughapplyingtheERIapproachandphilosophybehindit,wecanmakeadifferenceinruraldevelopment.

• Inthepastyears,awealthofpracticalexperiencesontheapplicationoftheERIapproachhasbeencollectedbymanydevelopmentpartners.Theseexperiences,however,havesofarnotbeendocumentedinasimple,structuredway.Thismanualisanattempttocaptureexperiencesfromthegroundandmaketheapproachmoreapplicableforabroaderrangeofdevelopmentorganisationswhodirectlyworkwithfarmers.

• Intheend,wehopetocontributetothedisseminationoftheERIapproachanditsunderlyingprinciplesoftruebottom-up,participatoryandsolution-focuseddevelopment.

2 Abroadrangeofdevelopmentpartnerswereinvolved,spearheadedbytheInternationalCentreforTropicalAgriculture(CIAT).

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3. How was the manual developed? Joint initiative by Trias and HORIZONT3000• TriasandHORIZONT3000supportvariouspartnerorganisationsthat

alreadyapplyorwanttoapplytheERIapproach.BothorganisationsfacedthechallengethatnoproperdocumentationonERIprocesseswasavailable.TheythereforedecidedtocombineeffortsandcomeupwiththismanualthatwillhelptoscaleouttheERIapproachwithintheirnetworks,andtoshareexperiencesbeyond.

Participation of development partners• Thedevelopmentpartnersinvolvedintheproductionofthismanual

alreadyhadseveralyearsofexperienceintrainingfarmingcommunitiesintheERIapproach.DuringthattimetheywereguidedbyvariousERIguidesdevelopedbyCIATandbroughtintopracticewiththefacilitationofTriasandHORIZONT3000.

• Thedevelopmentprocessofthismanualstartedoffwithaseriesofformalandinformaldiscussionswithdevelopmentpartnersinvolvedinresearch,trainingandoutreach.Theoutcomeofthesediscussionsweretranslatedintoafirstconceptaboutthegoals,structureandcontentofthemanual.

• Inthenextstep,partnerswereinvitedtoneedsassessmentworkshops.Thepurposeoftheseworkshopswasto(1)sharepastexperienceswithERI,(2)agreeontheprocessandcontentwithineachofthefiveERImodules,and(3)toidentifychallengesthatfacilitatorsfaceintheERIimplementation.Thelatterweretranslatedintotheformulationofneedsthatfacilitatorshavetomoreeffectivelyworkandcommunicatewithfarmers.

• Themanualhasonlysometechnicalcontentthatiscrucialforincreasingfarmers’knowledgeandskillsinenterprisedevelopment,marketing,andsustainablenaturalresourcemanagement.Therefore,afacilitatorwhowantstoapplytheERIapproachshouldhaveprofoundknowledgeofenterprisedevelopment,marketing,sustainablenaturalresourcemanagementandagoodinsightintotheagriculturalsector.Thefacilitatoralsohasexcellentsoftskills,suchasteamworkabilities,groupcoachingandorganisingskills,respectandempathyforfarmers,amongothers.Foremost,thefacilitatorneedstohaveenthusiasmforhisorherworkwithruralfarmingcommunities.

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• MangoTreewasconsultedtodirectlyaddressthoseneeds.TheycameupwithsuggestionsforimprovementssothatthemanualandtrainingmaterialscouldhelptoeffectivelyapplytheERIapproach.

• Throughnumerousdiscussions,meetings,consultationsandrevisionswithpartners,TriasandHORIZONT3000broughtthewealthofexperiencesintheERIapproachontopaper.

• Againwiththehelpofvariouspartners,alltrainingguidesandtrainingmaterialswerepre-testedinthefield.

• Themanualasitisnow,however,isnotyetthefinalversion.Experiencesinthecomingyearswillshowwhatworksandwhatdoesnotwork;itwillneedtoberevisedagainafterseveralyears.

4. How is the manual organised? Five modulesTheERIapproachintegratesawidespectrumofparticipatorymethodsintoaframeworkoffivecoremodules.Noneofthefivemodulesarenew,butlinkingthemintoastrategicandsystemicprocessforenablingruralinnovationisanovelty.

Particip

ator

yM

onito

ring

andEv

alua

tion

ParticipatoryMarketResearch

EnterpriseDevelopment

FarmerParticipatoryResearch

ParticipatoryDiagnosis

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Themanualisorganisedintothosefivecoremodules.Foreasiercommunicationtofarmers,wedevelopedasimplifiednameforeachmoduleaswellasadistinctivedrawingthatfarmerscaneasilyremember.

1. ParticipatoryDiagnosis(Planning)

2. ParticipatoryMonitoringandEvaluation(Checkingourprogress)

Record book

GoalsPlanning

3. ParticipatoryMarketResearch(Learningaboutmarkets)

4. FarmerParticipatoryResearch(Farmingbetter)

5. EnterpriseDevelopment(Developinganenterprise)

Farm

experiments

Store

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Training guides• Eachmoduleconsistsofastrategiccombinationoftrainingguides.Each

guide,inturn,comprisesasetofparticipatorymethodsandtoolstomakeeachtrainingsessionacaptivatinglearningeventforfarmers.

• Eachtrainingguideisstructuredintodifferentsections.Onthebottomofthefrontpageofeachtrainingguide,youseewhichERImodulethetrainingguidebelongsto,andwhichsession(accordingtotheoverview)it is.

ERImodule Mainmessage ProcessParticipatoryDiagnosis(PD)

Planning Farmergroupsassesswhichresourcesandopportunitiesareavailabletothem,andhowtheycanusethemtoachievetheirgoals

ParticipatoryMonitoringandEvaluation(PME)

Checkingourprogress Farmergroupskeeptrackoftheirprogresstowardachievingtheirgoalsandlearnfromsuccessesandmistakes

ParticipatoryMarketResearch(PMR)

Learningaboutmarkets Farmergroupsthemselvesconductmarketresearchtoidentifyandanalyseprofitablemarketsandenterprises

FarmerParticipatoryResearch(FPR)

Farmingbetter Farmergroupsexperimentontheirownfieldstotestwhichpractices,technologiesandvarietiesworkbestontheirfarms

EnterpriseDevelopment(ED)

Developinganenterprise Farmergroupsdevelopprofitableenterprisesandbuildsustainablebusinessrelationsbasedonthoroughbusinessplansandmarketintelligence

Module 1: PlanningSession 1 Session 3 Session 4Session 2

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• The“schedule”intableformatthebeginningofeachtrainingguidegivesanoverviewofthesuggestedsectionsfortheparticulartraining.Italsoshowsanestimateofhowmuchtimegoingthrougheachsectiontakes,aswellastheoveralltimerequirementforeachsession.Pleasenotethatthesetimesareonlyestimates,andtheactualtimeyouwillneedinthefielddependsonmanyfactors(suchastheexperienceofthefacilitator,thelevelofactivityandcuriosityofparticipants,etc).

• Mostofthetrainingguidescanbecarriedoutinoneday.Again,thisdependsonmanyfactors.Thetimeagroupallocatesforasessionneedstobenegotiated.Incaseatrainingguidecannotbeimplementedaccordingtoplan,facilitatorsneedtobeflexibleandsplititinameaningfulway.

ScheduleTopic Time

1 Introduction 15minutes2 Thefacilitatingorganisation 30minutes3 TheERIprogramme 30minutes4 TheERIprocess 30minutes5 Clarifyingexpectations 30minutes6 Sessionclosing 15minutes

TOTAL 2 hours, 30 minutes

Icons for better orientationToprovidemoreguidancetothefacilitator,thetrainingguidescontainfivedifferenticonsthatshowwhichkindofactivityisrecommended:

Thefacilitatorasksquestionstotheaudience,andprobesasmuchaspossible.Here,thefacilitatordoesusuallynotprovideanswersuntilparticipants’contributionsarefullyexhausted.

Ask

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Thefacilitatorprovidesinformationonthegiventopictoparticipants.Althoughitisthefacilitatorwhohastheactivepart,participantsshouldbegiventhechancetocontribute,contradictoraskquestionsatanytime.

Thefacilitatorshowsacertaintrainingmaterialtoparticipants(thetrainingmaterialisshownintheiconitself).

Theparticipantsareaskedtosplitintogroupsanddoagroupassignment.Beforesplittingintogroups,thefacilitatorintroducesandexplainstheassignment.

Theparticipantsareaskedtodoaroleplayonacertaintopicordosomefieldworkwheretheyhavetointeractwitheachotherorotherpeople(e.g.marketvisits).

Explain

Show

Group work

Role play/Field work

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Training tools• Themanualcomeswithasetoftrainingtoolsthathelptocommunicate

messagestofarmersmoreeffectivelyandwithmorefun.Thetoolshaveaslittletextaspossibleandthereforecanalsobeunderstoodbyilliteratefarmers.

Trainingmaterialsforthisguideinclude:

No. Title Trainingguidewherematerialisused

Goal

1 ERIsessionchart Throughout Providesanoverviewofthe5modulesandthesessionsundereachmodule

2 Levellingexpectationsstory

1.1 CommunicateswhichexpectationsfarmersshouldandshouldnothavewhenjoiningtheERIprogramme

3 M&Echart 2.1 Showstheimportanceofmonitoringandevaluation

4 Marketchaincards 3.1 Illustratethedifferentactorsinthevaluechain

5 4Pmarketingchartset 3.1 Explainswhatmarketinformationfarmersneedinordertoselectaprofitableenterprise(product,place,price,promotion)

6 Selectinganenterprisechart

3.4 Givesanideaofwhatfarmersneedtothinkaboutwhenselectinganenterprise

7 Howtogetmoreprofitchart

3.4 Illustrateshowfarmerscanearnmoreprofit

8 Cost-benefitanalysistool

3.4 Demonstrateshowtodoacost-benefitanalysis

9 Hippochart 3.53.8

Remindsfarmersthattheiractionscannegativelyimpactthemselvesandothers(e.g.inthemarketchain)

10 Sustainabilitychart 4.1 Communicatesthemeaningandimportanceofsustainability

11 Soilconservationmeasurescards

4.1 Showwhatfarmerscandotoconservesoilandwaterandimprovesoilfertility

12 Climatechangestory 4.1 Showstheimportanceofadaptingtochangingclimaticconditionsinthelongrun

13 Post-harvestlosscards 5.1 Showhowfarmerscanaddresschallengesinpost-harvesthandlinginordertobemoreprofitable

14 Businessplanningstory 5.2 Showstheimportanceofhavingawrittenbusinessplan

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15 Marketintelligencestory

5.3 Showsthemeaningandimportanceofmarketintelligence

16 Contractstory 5.5 Showstheimportanceofhavingcontractsandgoodbusinessrelations

17 Tradingprinciplescards

5.5 Showdifferentprinciplesfarmershavetoconsiderwhendoingbusiness

The Agabas and MugishasMostofthetrainingmaterialsusetwocouplesasrecurringcharacters:theAgabasandtheMugishas.

The Agabas

TheAgabasrepresentthecouplethatshowsushowthingsareNOTsupposedtobedone.Theyarenotveryopen-minded,andsticktothewaysofdoingthingsjustliketheyhavealwaysbeendoingthem.TheAgabasarenotverystrongmembersintheirgroupandworkmostlyindividually.

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The Mugishas

TheMugishasarethegoodexamples–orthe“ideal”farmersaswewouldwishtoseeallfarmersintheend.Theyareveryopen-minded,eagertolearnnewthings,andhard-working.Theyareveryactivemembersintheirgroupandimplementnewthingstheyhavelearntintrainingsrightaway.

Facilitatorsshouldbeflexibletochangethenamesofthesecouples.Forexample,whensomeofthefarmersinthegrouphavetheabovenames(especiallytheAgabas),thefacilitatorwillhavetochooseanothercommonlyusednamethatdoesnotappearinthegroup.

5. How to use the manual ERI principlesInordertoincreasetheeffectivenessandefficiencyofthetrainingstherearesomeunderlyingprinciplesthatneedtobeadheredtowhileusingthisguide:

• Emphasis is on building on farmers’ existing capacity.Farmershaveawealthofknowledge.Beforebringingnewknowledge,farmers’

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existingknowledgeisfirstexploredandexploited.Thisisgenerallydonebythequestionandanswertechnique.Forexample,whentalkingaboutsustainableagriculture,don’tstartoffbyexplainingsustainableproductiontechniques.Instead,firstaskfarmerswhattheythinkwhatsustainabilityis;thenaskwhattheythinkwhatsustainableagricultureis.Thereafteraskfarmerswhatsustainabletechniquestheyalreadyuse,andwhatotherstheyknow.Probeaslongastheirknowledgeisexploited,andonlyafterthatcomplementbyaddingnewknowledge. Byusingthistechniquetheknowledgeofthegroupissharedandvalidated.

• Farmers are in the driver’s seat.Nothingisdoneforthem,everythingisdonebyorwiththem.ThatiswhytheRiverCoderoleplay(explainedinguide1.2–Visioning)runsasaredthreadthroughoutmostoftheguides.Farmersneedtoberemindedcontinuouslythattheyarethemainagentsoftheirownchange.Thisisespeciallytrueinanenvironmentwheredonordependencyisstimulatedbyfreehandouts.

• In the same philosophy, no free handouts should be given to farmers. Instead,farmersaremadeawareofopportunitiesthatalreadyexistbutmaynothavebeenutilised.Sometimesitmaybenecessarytoprovideinputsforfarmers’experimentswhenfarmersarenotfullyconvincedyetaboutthebenefitsofanewtechnology,butthisshouldbeanexceptiononly.

• ERI is an approach that, when applied properly, can empower farmers economically as well as socially.Itisthereforeofcrucialimportancetoinvolveallmembersofafarmergroupandnotjustasmallgroupofmoreeducated,confidentfarmers.Bycarefullyinvolvingthelessconfidentmembers,theywillbecomemoreconfidentandthereforemoreempowered.Thisparticularlycountsfortheilliteratefarmers,womenandyouth.

CreativityJustlikewestimulatefarmerstobecomecreativeanddeveloptheirownideas,westimulateorganisationsandfacilitatorstomakeuseoftheirexperiencesandcreativity.Theprocessesdescribedinthismanualarejustonewayofdoingthings,butitmightnotbetheonlyorthebestway.Themoreexperienceafacilitatorgainsontheground,themoreheorshewilldevelopafeelingforwhatcanbedonetomakethingsworkevenbetter.

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Continuous coachingTrainingsessionsontheirownasdescribedinthismanualarenotsufficienttoenablefarmerstomakechanges.Experiencehastaughtusthatcontinuouscoachingbyfacilitatorsbetweenthevarioustrainingsessionsiscrucialinordertoseeresults.Therefore,thetrainingorganisationshouldplanandbudgetforcoachingfarmergroupsonaregularbasis.

Coachingsessionsusuallyinvolveafacilitatorandsomeorallmembersofafarmergroup.

Usesolution-focusedguidingquestions,suchas:

• Whatwasthegoalyousetforyourselfandasagroup?

• Howfarareyouinreachingthisdesiredsituation?Whatprogressdidyoumake?

• Whatdoyouneedtodomore(ordifferently)sothatyoucomeclosertothedesiredsituation?

• Whatfurthersupportdoyouneed?

Moredetailedcoachingtipsandtoolscanbefoundinsection7.

Country-neutralAlthoughthemanualbuildsonexperiencesfromEastAfrica,itismeanttobecountryneutralandhasnogeographicalfocus.Insomecases,however,trainingcontentmightneedtobeadjustedtofitthelocalcontext(e.g.givingexamplesthataremoreappropriateforthegivenlocality,oradjustingstoriestofitthesocialandculturalcontext).

6. What this manual cannot offer A guide to make a perfect trainer• ThemanualisapracticalguidethroughtheERIimplementation

process.Itdoesnot,however,byanymeansreplacepracticaltrainings.IfafacilitatorwantstobecomeanexpertinERI,heorshehastogothroughseveraltheoreticalaswellaspracticaltrainingsinERI.ImplementingthecontentofthemanualwithoutmoreprofoundpracticaltraininginERIwillmostlikelynotleadtothedesiredsuccess.

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Forthat,skilledfacilitatorsareneededwhonotonlyunderstandthedescribedprocesses,butalsohaveinternalisedtheprinciplesofandphilosophybehindERI.

Cooking recipe• Themanualwithitsmodulesandtrainingsessionscannotbe

implementedlikeastandardcookingrecipewherebyifallactivitiesareimplementedasdescribedinthemanual,thenwewillgetfarmerswhoarecompetententrepreneursintheend–thiswillnotwork!Participatoryempowermentprocessesarehighlychallenging.Besidestechnicalknowledgeandskills,theyrequireflexibility,alertness,intuitivefeeling,empathy–allofwhichthismanualcannotoffer.

• AlthoughtheERIapproachsuggestsacertainsequenceofactivities,theactivitiesasdescribedinthismanualarenotimplementedinalinearway.Someactivitiesmightbeimplementedinparallel,trainingguidesorcertainsectionsoftrainingguidesmightbeshiftedorevenleftoutcompletely,dependingonthesituation.Also,allmodulesandactivitiesareconnectedandbuildoneachother.

An approach fixed in stone• TheERIapproachisalivingapproach.Justasfarmersneedtoadaptto

ever-changingconditions,theERIapproachitselfisstillbeingfurtherdeveloped.Manythingswillworkthewaywewantthemtowork.Otherswillnotwork.TogetherwithpartnerswhohaveaninteresttofurtherimprovetheERIapproach,wewanttoidentifyexistinggaps,andjointlycomeupwithpotentialsolutions.

Topics not coveredAsexplainedabove,thismanualdoesnotcoverthecompleteERIapproachandsometopicsaremissing:

• Groupstrengthening(leadership,conflictresolution,teambuilding,groupconstitutions,etc.)

• Genderanddiversity

• Foodsecurity

• HIV/AIDS

• Micro-financeandsavingsandloans

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• Mentoringandcoaching

Nevertheless,thesetopicsareverycrucialforthesuccessfuldevelopmentoffarmergroupsandtheirenterprises.

Whilewaitingforamorecomprehensivemanualontheabovetopics,facilitatorscanmakeuseofthewealthofmanualsavailablefromotherorganisations.Werecommendtomakeuseofsuchcomplementaryresourcedocumentsandtoflexiblyintegratethosetopicswithtrainingguidesproposedinthismanual.Themorefacilitatorsgainexperience,themoretheywilllearnhowtointegratethesetopics.

7. Some practical tips Working in teamsUsuallymanyfarmergroupsaretobetrainedandtherearemanytrainersinvolvedinsimilartrainings.Itisthereforeimportantthatthereisgoodteamwork.Thiswillincreasetheimpactandchanceofsuccess.Thefollowingneedstobetakencareofwhileworkinginteams:

• Makesureeachteammemberisgivenclearrolesandresponsibilitiesandthattheseareknownbyallgroupmembers.Forexample,atrainercanberesponsibleforacertainnumberofgroupsinageographicalarea.Successes(orfailures)withthesegroupscanthenbelinkedtothistrainer.Alternatively,atrainercanspecialiseincertaintopics.

• Iforganisationalresourcesallow,trainingsessionsshouldbedonebytwotrainers,onefacilitatingandtheothertakingrecords.Itshouldbeclearinadvancewhattheroleofeachtraineris.Lookfortrainerswhocomplimenteachother;combinelessexperiencedtrainerswithmoreexperiencedtrainers.

• Spendampletimeandplanforcommunication,(self)reflectionandfeedback.Forexample,afteratrainingsession,organiseasmallmeetingwiththetrainerstoreflectonhowthetrainingwasdone.Startwithselfreflectionfromthetrainer:

– WhathaveIdonewell?– HowcouldIdoitbetternexttime?– WhatfurthersupportdoIneed?

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Afterthat,othertrainerswhoattendedthetraininggivefeedbacktothetrainerusingthesamequestions.Experienceshowsthatthisisaveryefficientwayoflearningtobecomeabettertrainer.

Documentation and learningNothingismorestimulatingthanseeingfarmergroupsachievesuccessesresultingfromthetrainingsandcoaching.Itisthereforeimportanttodocumentthesesuccesses.Thiscanbedoneintheformofphotographs,video,“mostsignificantchange”stories,copiesoftablesanddrawingsfromfarmergroups,etc.

Thiswillallowforfurtheranalysistoidentifysuccessfactorsthatthencanbeusedtoachievemoresuccessesinotherfarmergroups.Itisequallyimportanttodocumentlesssuccessfuloutcomesandtolearnhowtheycanbepreventedorreducedinthefuture.

Facilitation techniquesThefollowingisanon-exhaustivelistoftechniquesandtipstoconsiderwhentrainingorcoachingfarmersandfarmergroups:

• Preparewellinadvance.Taketimetogothroughthetrainingguides,studythetoolsandaskothertrainersformoreguidancewhensomethingisnotclear.Anticipatehowfarmersinyourenvironmentwillreactandfindaproperwaytorespondtoit.Doamocktrainingwithfellowtrainersifyouarenotconfidentenough.

• Itisadvisabletotrainfarmersinthelanguagetheyknowbest.Whenyouusealocallanguage,practiceinadvancehowyouwilltranslateeverything.Agreewithyourfellowtrainersabouttherightwordsinyourlocallanguage.Somehandoutsforfarmers(e.g.businessplantemplates)needtobetranslatedintolocallanguage.

• Givetherightexampletofarmers:comeontimeandbecommittedandactivewhiletraining.Showthatyouareconcernedabouttheirprogress.

• Facilitatorstendtowritealotonflipchartswhiletraining.Thistakesalotoftimeandpeoplemightnotunderstand(certainlywhenthewritingisinEnglish).Thisisonlyusefulincertaincircumstances(e.g.whensummarisingtherolesofacommittee).

• Praisefarmerswhentheymakeacontribution(e.g.“Welldone!”;“Thatisanexcellentcontribution!”;“Thatisverycleverofyou,Ineverthought

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aboutthat”).Thiswillmakelessconfidentmembersmoreconfidentandtheywillcontributemore.

• Similarly,letfarmersknowthatallanswersandquestionsareright.Ifanincorrectanswerisgiven,praisethemforthecontributionandexplainthatyouhaveadifferentview.Thenaskotherfarmersiftheyhaveadifferentviewaswell.

• Youdon’tneedtoanswerallquestionsfarmersask.Certainlydon’tstartaone-to-onedialoguewithonefarmeronly.Alwaysinvolveotherfarmers.Whenfarmersaskquestions,askotherfarmerswhethertheyknowtheanswer.Firstexhausttheknowledgeofthefarmersbeforeaddingknowledgefromyourside.

• Alwayscheckifallfarmershaveunderstood.Don’tjustask,“Haveyouunderstood?”Asksomefarmerstorepeatorsummarisewhatyouhavementioned.Whentheyfail,asksomeonewhohasunderstood.Then,correctwhereneeded.Nevermoveontothenexttopicifyouarenotsurethatallhaveunderstood.Ifneeded,repeatthetraininganothertimeorplanforaspecialcoachingsession.

• Neverarrangeseatsinaclassroomsetting.Youneedmaximumparticipation,sothearrangementofchairs,benchesormatsisveryimportant.Don’tallowfarmerstohidebehindothers.Thisoftenhastodowithlackofconfidence.Itisyourtaskasafacilitatortoincreasethatconfidence.Onceshyfarmersarepraisedfortheirlittlecontributions,theywillgraduallycontributemoreandbecomemoreactive.Thisisthestartoffarmers’empowerment!

• Makesureallfarmerscontribute.Themanualhasplentyoftoolsthatallowparticipationfromeventheilliterate.Chartsandstoriesespeciallyevokeparticipationfromthelessactive.Usethesetoolstoawakenthelessactive.

• Atrainingisaboutthefarmers,notaboutyou.Don’tpreach,don’tdoaone(wo)manshow!Beafacilitator:letthefarmerscontributeandcriticallyanalysewhatyousay.Continuouslyaskquestions!

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• Avoidclosedquestionslike:

• Usefarmers’answersandquestionstoaskmorequestionsandgetanswersfromfarmersthemselves.Exhaustfarmers’knowledgebeforeaddingyourknowledge.

• Listeningskillsforafacilitatorareasimportantasquestioningskills:listenverywelltowhatfarmerssayanduseittoprobemoreandgettothecoreofthetopic.

• Usecreativityandalotofvarietywhentrainingfarmers.Forexample,theintroductiondoesn’tneedtoalwaysbethesame(eachstandupandintroducethemselves).Usesomevarietyandrememberthatanintroductioncanalsobeusedtobreaktheice,tomakefarmerscomfortable.Standinguponebyoneisveryscaryforsomefarmers.

• Ifthesessiontakestoolongandfarmersaretired,continuenexttime,ascloselyaspossibleaftertheunfinishedsession.Haveaproperendingandwhencontinuing,haveaproperreflectionaboutthefirstpartofthesession.

• Stimulatefeedback,self-reflectionandcriticalthinking.Followingguidingquestionsmightbehelpful:

– Isitreallytruethatthesoilisbad?Whydoyouthinkso?Haveyoudoneresearchonthis?

– Whatdidthemarketingcommitteedowell?Howcouldtheydoitbetternexttime?

– WhatprogresshaveyoumadesincethelasttimeIvisited?Whatshouldyoudotomakeevenmoreprogress?

– Whatwasgoodaboutthechairman’spresentation?Howcouldheevendobetternexttime?Whatcanyoudotohelphim?

Don’task InsteadaskDon’tyouthinkaskingforfreehandoutsisbad?

Whatwillhappenifyouaskforhandouts?Whatshouldyoudoinstead?

Andwhenfarmerschecktheircrops,wecallitwhat?Wecallitmonitoring.

Whatcouldbethemeaningofmonitoring?

Istheroleofthemonitoringcommitteetocheckeverymember’sprogress?

Whatcouldbetheroleofthemonitoringcommittee?

Isn’tthatagoodquestion?Theansweristhatweneedtolookatprofitability,productionandmarket.

Isn’tthatagoodquestion?Whatdoothersthinkaboutthat?Whatcouldbetheanswer?

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• Showthatyouareahumbleandlearningpersonyourself.Askforfeedbackfromthefarmers.WhatdidIdowell?HowshouldIdoitbetternexttime?Tellthemthatyoualsomakemistakesbutthatyoulearnfromthemtodobetternexttime.

• Continuouslyremindfarmersthattheyhavecontrolovertheirownchange.Whenfarmerswanttoexpresstheirproblemstoyou,firstletthemventforawhile.Thenask:

– Whatshouldbedoneinstead?– Whatcouldyouhavedonetopreventthis?– Whatcanyoudotomakeitbetternexttime?

• Ifyouhavedominantparticipants,don’tallowthemtocontrolthetraining.Thiswillcauselessparticipationfromotherfarmers.Adominantparticipantcanbehandledbypraisinghim/herforhisactivecontributionsandcleverinsightsandtellhim/herthatyoufirstwanttoknowfromotherparticipantshowtheythinkaboutit.

• Neverblamelessactivefarmersfornotparticipatingwell!Thiswillmakethemevenlessconfident!Instead,keeponaskingthemquestions,simplifythequestionsoraskthemtodosomethingtheyknow.

• Trytomainstreamgenderthroughalltrainingandcoachingsessions.Thisshouldbedonebyaskingreflectionquestions.Forexample:

– Howmanyfarmerscamewiththeirwifeorhusband?– Whydidyoubringyourwife?Whatarethepositiveeffectsofthis?– Whatcanyouadviseotherfarmerstodo?– Howdidyouinvolveyourwifeandchildreninthebusiness

planning?Howwasthisexperiencecomparedtodoingitalone?

Coaching tools and tipsInordertoachievepositiveresultsitisnecessarytoorganisecoachingsessionsbetweentheformaltrainingsessions.Coachingcanbedonebyoneormorefacilitators(thosethatdidthetrainings)forsomefarmers(e.g.marketingcommittee)orallgroupmembers.

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Thefollowingareexamplesofsomecoachingquestionsthatcanbeusedduringacoachingsession:

Coaching guiding questions1. Whatneedstohappenduringmyvisitsothatitisusefultoyou?

2. Whatwasthegoalyousetyourselfandasagroup?Whatisthesituationthatyoudesire3?

– Howwillyoubedifferentwhenyouhavereachedthedesiredsituation?

– Howwilltheothergroupmembersseethatyouhavereachedthedesiredsituation?

– Howwillothers(e.g.traders/buyers)seethatyouhavereachedthedesiredsituation?

3. Onascalefrom1to10,howfarareyouinreachingthisdesiredsituation?(10beingthedesiredsituationand1havingachievednothing).Whatprogressdidyoumake?Howdidyoudothat?Whatelsedidyoudotomakethishappen?

4. Whatdoyouneedtodomoreordifferentlysothatyoucomeclosertothedesiredsituationandscorehigheronthescale?

5. Whatfurthersupportdoyouneed(e.g.recordkeeping,marketlinkage)?

– Isthereanyfarmerwhoknowshowtoimproveit?– Doyourememberhowthiswasdone/explainedinthetrainings?

6. Howwillyouseethatyouhavecomeclosertothedesiredsituation?HowwillIseethiswhenIcometovisityounexttime?

7. Howusefulwasmyvisittoyoutoday?HowcanIoryouimproveitnexttime?

8. Whataresomeoftheactionsyouaregoingtodobecauseofthisvisit?

3 Refertotheindicatorsthatfarmersagreedupon,suchashavingrecords,calculatingprofits,doingmarketresearch,havingmarketaccess,generatingprofits,doingcollectivemarketingandimprovingproductivity.

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Whenapplyingthetool,takethefollowingtipsintoconsideration:

• Alwaysstartwiththegroup’sprogressandhowtheymanagedtodoit.Whathasgonebettersincelasttime?Howdidyoudothat?

• Don’ttellfarmerswhattheycanknowthemselves:stimulatefarmers’criticalthinking!Firststimulatethemtofindsolutionsthemselves(eveniftheyspecificallyaskforadvice)andthenaddonyourknowledge.

• Askquestions!(e.g.Whydoyoulikethis?Howdidyoudoit?Howdoyouthinkcoulditbedonebetter?Doyourememberwhatwassuggestedinthetrainings?)

• Appreciateandpraisetheprogress!

• Showinterestinwhatfarmersdo(e.g.byrememberingtheirsuccessandproblemsduringthelastvisit).

• Don’ttalktoomuch:listenandtrytounderstandbeforetalking.Bepatient.Givefarmersampletimetothinkaboutyourquestions.

• Beopenforlearning.Yourwayisnotnecessarilythebestforthefarmergroup.

• Nobodyfailsalways:focusonthesuccessesandaskhowtheydidit.Askfarmerswhodobettertoexplaintotheonesthathavechallenges.

• Focusonthesolutions,nottheproblems.Ask:whatcanyou/theydoinstead?

• Usefarmers’ownmaterials(e.g.businessplans,records)anddiscussandpracticehowtoimprovethem.

• Beconsistentinyourcommunicationandthatwithinyourteam.

• Makesurethatyouknowenoughaboutthetopicandaboutthebackgroundofthefarmergroup(previouswork,achievements,training,indicators).

• Youcan’tknoweverything:behonestandhumbleifyoudon’tknowandexplorethesolutionswithfarmers.

• Evaluatehowusefulyourcoachingwasforthefarmers.Askthemhowitcouldbeimprovednexttime.

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