Peace Corps appropriate community technology/Community Resource Investigation

Session 9. Community Resource Investigation[edit | edit source]

PART 1: METHODS AND MODELS FOR INFORMATION GATHERING

Total time:	1-1/2 hours
Objectives:	* To examine and discuss two community analysis models * To review information gathering techniques * To prepare questions and an information gathering strategy for a community visit
Resources:	* Brownlee, Community, Culture and Care, pp. 1-41 * The Farallones Institute, The Integral Urban House, Chapter 2 * Attachment I-9/1-A, "Energy Flow in a Closed System Habitat" * Attachment I-9/1-B, "The Keeprah Holistic Model" * Attachment I-9/1-C, "Information Gathering Strategy"
Materials:	Newsprint and felt-tip pens

Trainer Notes This begins a three-part session which can easily take one full day to complete. It is suggested that you post the day's schedule one day prior to the session, so that people can plan accordingly.

Procedures:

Step 1. (15 minutes)

Give a brief talk on information gathering. Invite comments, questions and discussion.

Trainer Notes Explain that we are constantly gathering information and then filtering it, validating it and analyzing it to provide us with a framework for understanding and decisionmaking. The first steps in gathering information are the most critical. Describe information gathering as a process that has a series of steps. Post the following model on newsprint for review: Information Gathering Modes
Step 1	Step 2	Step 3	Step 4
Input Gather info Convert to: Inferences Hypotheses Guesses	Process Evaluate info Test inferences Analyze	Output A working knowledge of how a community operates	Goal To build a developmen t strategy
Explain that we will be focusing primarily on Steps 1 and 2 of the above model since these steps can determine success or failure in our development efforts. The following comments may be useful in talking about techniques of entering a new community: * Look and listen. * Remember, you are a guest. * Allow time to sensitize to local ways and local ecology. * Examine support systems: customs, services, technologies. * Recognize your own biases as filters through which you see. * Verify information through the process of triangulation (checking information by asking several people the same information).

Step 2. (15 minutes)

Distribute and review Attachments I-9/1-A, "Energy Flow in a Closed System Habitat, and I-9/1-B, "The Keeprah Holistic Model." Invite comments.

Trainer Notes Explain that the use of a community analysis model can help us organize our approach when entering a new community and guide us to seek particular information. Explain that these models are two kinds of "systems" approaches: the Keeprah as sociological and the flow model as more biological. Ask people if they have any experience using community analysis models.

Step 3. (15 minutes)

Distribute Attachment I-9/1-C, "Information Gathering Strategy," and explain the community visit activity.

Trainer Notes The adjoining community (town, village, neighborhood, etc.) and the training site provide natural settings for community resource investigations. The visits are intended to provide an initial view of a community and are not meant to give an indepth understanding of all community systems, relationships, needs or. concerns. The community resource investigation will be carried out by information gathering teams. Two teams can be organized to carry out this investigation: * One team can visit and gather information at the training site (looking at the training site as a community). * A second team can visit the surrounding community. Each team should develop a strategy for gathering the information independent of the other. The teams may use the "Information Gathering Strategy," "Energy Flow in a Closed System Habitat," and the "Keeprah Holistic Model" attachments as resources for designing their strategies. However, they should be encouraged to develop their own strategy by adapting the models found in the attachments or inventing their own. Information gathering strategies should include: * A community analysis model * Methodologies to be used * A list of questions * A strategy for filtering information through triangulation Inform the teams they have one hour to develop their strategies and one hour and 45 minutes to carry out the investigation.

Step 4. (30 minutes)

Have the participants form two information gathering teams and develop their strategies for community visits.

Trainer Notes You may wish to refer the teams to the session resources for additional background material.

ENERGY FLOW IN A CLOSED SYSTEM HABITAT A schematic diagram of nutrient and energy cycles in an integral habitat. Note that technology (the middle ring) mediates between ecosystem resources (the outer ring) and human needs and functions (the inner ring).

[[File:]]

Energy Flow in a Closed System Habitat

THE KEEPRAH HOLISTIC MODEL

The community analysis model which you will be working with assumes that you can break down a community, for purposes of analysis, into a series of segments, or subsystems.

Each segment, in the real world, interacts with the other to produce a continual movement and balance which keeps the community alive and moving. Change in one segment can affect another and vice versa. Intervention will do the same. For example, if you introduce improved pig-raising practices by penning up pigs and feeding them, rather than letting them forage for food (an economic intervention), you affect the community health by reducing pig-carried diseases.

Cutting across all segments of the community, you will find that there are common elements. These common elements are defined as:

A. Resources (human, natural and man-made)

B. Problems. Problems are defined as the gap between what is and what should be (what "should be" is often defined culturally).

C. Patterns. Patterns exist which give clues about what is there and how persons perceive them. These patterns of behavior often constitute cultural meaning, as well as biological necessity.

D. Leadership. Among the human resources, you will probably find that leadership exists in many of the sub-areas of the community.

The following model describes this approach to looking at community.

INFORMATION GATHERING STRATEGY

Here is a procedure you may wish to follow in developing your team information gathering strategy:

1. Decide which questions the team considers to be the most important.
2. Consider ways of using the skills and experience of your team members most effectively.
3. Decide whether you will work individually, in pairs or as a team.
4. Look at varying approaches to information gathering and select methods which seem most appropriate.

For example:

* Observation

* Interviews

* Review of written material

* Asking questions

* Flow analysis (sitting in one place and watching what goes on)

1. Develop an approach to validating your information through the use of triangulation.
2. Decide whether or not it would be appropriate to meet at a certain point during the actual information gathering process to revise or modify your strategy.

COMMUNITY RESOURCE INVESTIGATION

PART 2: THE COMMUNITY VISIT

Total time:	2 hours
Objectives:	* To enter and establish rapport with a community * To carry out an information gathering strategy
Resources:	Refer to Part 1.
Materials:	As determined by the information gathering teams

Trainer Notes Decide whether any special arrangements must be made with the community/ies prior to these visits.

Procedures:

Step 1. (15 minutes)

Check with each team to verify the information gathering strategies. Invite comments, questions and discussion.

Trainer Notes The trainer notes under Step 3 in Part 1 of this session outline the areas that should be included in the information gathering strategies.

Step 2. (1 hour, 45 minutes)

Have the teams carry out the community visits.

Trainer Notes * Be certain the teams know when they should reconvene. * The community visits may be followed by the lunch break. Participants may have the option of extending the activity or combining it with lunch.

COMMUNITY RESOURCE INVESTIGATION

PART 3: ORGANIZING AND PRESENTING THE INFORMATION

Total time:	2-1/2 hours
Objectives:	* To use the four roles for structured meetings * To organize and present information gathered from the community visit * To examine and contrast the community analysis models used in the community visits * To generalize and apply the information gathering experience
Resources:	* Attachment I-1/3-A, "Four Roles for Structured Community Meetings" * Refer to Part 1 for additional resources
Materials:	Newsprint and felt-tip pens

Procedures:

Step 1. (10 minutes)

Present the session objectives and review the session activities. Distribute, review and explain Attachment I-1/3-A. Invite questions and comments.

Trainer Notes When reviewing and explaining the attachment, mention the following points: * The group roles described are a particularly effective way of structuring group activities, meetings, etc. * The process is direct and uncomplicated and has been used with great success by villagers in the Animation Rural Program in French-speaking Africa. * The information gathering teams will be asked to use this format in this session when giving their presentations. * These roles will be used throughout the training program.

Step 2. (35 minutes)

Have the information gathering teams organize their information and prepare a presentation.

Trainer Notes To share this information, explain that the teams should: * Organize the information and prepare it for presentation. * Illustrate on newsprint the model used to gather information. * Prepare an oral presentation involving the participation of each team member. * Identify a discussion guide, timekeeper, recorder and process observer, as explained in the attachment, to help structure the presentation. * Distribute newsprint and felt-tip pens to each team. * Explain that the teams have 50 minutes to prepare their presentations.

Step 3. (45 minutes)

Have the groups give their presentations.

Trainer Notes Allow for time at the end of the presentations for brief comments, questions and feedback on the success of the presentations. The person identified as "process observer" can also relate impressions. To focus the discussion on the presentations, ask the participants: * What did you like most/least about the presentation? * What did you feel could be improved? * What suggestions do you have for improvement?

Step 4. (10 minutes)

Have the participants take a short break.

Step 5. (30 minutes)

Reconvene the groups and discuss the survey process.

Trainer Notes The following questions will help focus the discussion. * How did your groups function? * Was there participation by all? * What types of decision making were used? * Was there a delegation of roles and tasks? * What improvements could be made in group process? * Did you have to revise your strategies? * Were the models effective tools for information gathering? * In what ways do the different models organize information? * Can you imagine combining the two models? Benefits? Problems? * What methods of information gathering did you use? * How did the interviewing go? Did you work in groups or individually? * Did you use the process of triangulation to verify the information? * What was the most difficult aspect of this experience? * What improvements or differences could be made in information gathering methodology?

Step 6. (20 minutes)

Review and discuss the session objectives and activities.

Trainer Notes Have the participants answer the following questions during the discussion: * Has this been an effective way to practice information gathering skills and approaches? * Would this be an effective way to gather information when entering a community in-country? * What do you think you learned today? Have-we met our objectives? * How has our meeting gone? Has the roles format been useful? * Can you imagine ways that the role format might be applied in-country?

FOUR ROLES FOR STRUCTURED MEETINGS

1. Discussion Guide: Guides the members through the meeting.
2. Timekeeper: Keeps track of the time.
3. Recorder: Records information for use during the meeting.
4. Process Observer: Watches and reports how members are working together as well as what they are accomplishing.

NOTE:

Group members become stronger as they practice each role. So, rotate all four roles. Stronger members mean more group energy'

Discussion Guide

* Start the meeting at the scheduled time.

* Conduct attunement and "be here now" activities.

* Go around the group to see if everyone is ready to begin the meeting. Take care of individual needs before starting business.

* Be sure the group has a timekeeper, a recorder and a process observer.

* State the purpose of the meeting as you see it. Get an agreement. (If this means changing the purpose, that's all right. Consensus of members about the meeting's purpose or goal has to be reached before proceeding.)

* Reach an agreement on the closing time. Ask the timekeeper to give the group a 10-minute signal before closing time (or whatever warning they want).

* Ask the group to call out tasks to be accomplished in order to reach the goal. Ask the recorder to write them on the chalkboard.

* Assist the members in selecting the order of importance and the time allotted for each task.

* Guide the members in working through the agenda items.

* Ask for the process observer's report.

* End the meeting with attunement or other form of closure.

Timekeeper

* Act as an alarm clock, not as a judge. (That is, alert the others at the times they ask. If members agree on a time extension, be ready to respond to the "resetting." It's all right if tasks are not completed according to plan!)

* If no one else does it, be sure to get the time allotted for each task. (You don't have to do all of the work on time needs if others are willing to share this.)

* Remind the group members near the end of the meeting to save time for the process observer's report.

* Remind; ton's reform. Be gentle.

Recorder

* See that a wall chart (or chalkboard) is in everyone's full view. Have marking pens or chalk and eraser ready for use.

* Write agenda items and their priority (order of importance) and the time allotted for each (if the group wants this kind of assistance).

* Keep whatever kind of record the members ask.

* Record the proposals and read them to the group at the end of the meeting.

Process Observer

Watch (like a camera, without judgment if possible) HOW the members work together. Ask for time at the end of the meeting to give your answers to the following questions:

* Did the members all agree on the meeting's goal?

* Was the style of leadership appropriate for the task?

* Was the timekeeping effectively carried out?

* Was recording, as needed, effectively carried out?

* Did members show feelings of friendliness and trust?

* Did everyone participate in some way?

* Did members reach their goal or, if not, did they understand why not?

On a scale of 1 to 10, rate the success of the group life (apart from the group task):

1_____2_____3_____4____5_____6_____7_____8_____9_____10!

Remember that you can take part in the meeting as well as observe it!

 

Session 10. An Exercise in Problem Solving: Formulating a Plan for Well-Being[edit | edit source]

Total time:	2 hours
Objective:	* To develop a comprehensive plan to maintain and restore well-being during training and future Peace Corps service * To resolve a current concern or problem using the OFPISA model
Resources:	* Ingalls, John, Andragogy, pp. 38-45 & 145-146 * Pfeiffer, John and J. Jones, A Handbook of Structured Experiences for Human Relations - Training * Samuels and Bennett, The Well Body Book, pp. 1-15 & 105-112 * Werner, David, Where There is No Doctor, pp. 233-244 & 140-216 * Attachment I-10-A, "The OFPISA ProblemSolving Model" * Attachment 1-10-B, "Problem-Solving Worksheet"
Materials:	Newsprint, felt-tip pens, paper, pens, session objectives written on newsprint and posted

Procedures:

Step 1. (5 minutes)

Review the objectives and present the OFPISA problem-solving model. Distribute Attachment 1-8-A to be read.

Step 2. (15 minutes)

Ask participants to suggest a sample concern common to the training group (e.g., loneliness, sickness, food, not enough research time). Then, following the OFPISA format, encourage them to work through the problem as you note information about it on the newsprint or board.

Step 3. (60 minutes)

Distribute the problemsolving worksheets, Attachment 1-8-A, and have participants practice using the OFPISA model to identify and attempt to resolve a current concern or problem that relates to personal well-being.

Trainer Notes Explain that it is important for participants to work in pairs in order to effectively address one another's concerns.

Step 4. (15 minutes)

Meet with the entire group and elicit observations and questions about the activity and the problem-solving model.

Step 5. (15 minutes)

Based on the OFPISA format, have participants develop a comprehensive plan for well-being that will be of use during training and Peace Corps service. Explain that the plan is to be completed as a homework assignment sometime before mid-program.

Trainer Notes * Explain that the plan is a method for putting into practice material which will be discussed in health and nutrition sessions during the first half of the program and that such a plan provides an opportunity to identify and clarify one's definition of and approach to well-being. * It is important to stress that the plan may take many forms (e.g., a graphic flow chart, a written report, a cassette tape, etc.). * The plan should include: 1. mental, physical and emotional components 2. potential problems or concerns that must be resolved for improved health 3. ways in which specific health problems will be resolved (e.g., treat alone, use an indigenous practitioner, go to a doctor) * Questions to be answered: 1. What are the symptoms of illness? 2. What are the characteristics of good health? 3. What lifestyle changes are necessary to promote better health? 4. What illnesses or diseases are likely during training or Peace Corps service?

Step 6. (5 minutes)

Assign the readings in Werner (pp. 140-216 and 233-244) and in Samuels and Bennett (pp. 1-15 and 105-112) as resource material for the plan development.

Step 7. (5 minutes)

Discuss any questions concerning the exercise and set a date (prior to mid-program) for reviewing the plans.

THE OFPISA PROBLEM SOLVING MODEL

Buckminster Fuller said that a problem well stated is a problem solved. In order to state a problem completely and well, as much relevant information as possible must be gathered. The following model is designed to assist in the definition of the problem, the examination of all its aspects and an acceptable resolution to the conflicts and challenges presented by it.

In the model, first the original problem is stated. This may also be a goal, objective or issue.

Then, the factors relating to the problem are listed. The problem may be defined as a temporary equilibrium between factors that move toward change ant those that restrain it. In order to solve the problem, the equilibrium or tension must be broken. The equilibrium may be likened to a force field: the problem is held static between opposing forces that push and pull. All factors are listed that have any bearing on the problem. One list notes the driving forces toward resolution and another notes factors that serve as restraining forces. The journalistic "w's" are useful in identifying the factors: who, what, why, where, when and how.

The problem redefined or restated is considered next. After all the factors both for and against resolution are identified, the real problem may emerge. This may be a simple restatement of the original problem or it may be another problem entirely, based on new information provided by examining the various factors.

Many and different ideas are generated by brainstorming: all ideas, suggestions and possible solutions are listed without discriminating among them. These serve to either increase the forces driving towards resolution or decrease the restraining forces. The brainstormed list may be comprised of logical, sensible ideas as well as those that seem crazy or not at all feasible. It should be remembered that most of the important or major inventions of the world had their origin in a "strange" idea that somehow worked' Therefore, judgment should be suspended during this phase and all creative suggestions listed, regardless of their initial appearance.

To devise a solution to the problem, a selection and comparison of the various ideas are made, thereby generating concrete and potentially viable solutions.

Each potential solution is evaluated to determine its acceptance by those affected by it. If the solution is not acceptable, another solution must be tried. If it is viable, then it is implemented and the problem has begun to be resolved.

One way of remembering this model is to term it the OFPISA (as in the leaning tower):

O - Original problem

F - Factors

P - Problem redefined

I - Ideas

S - Solutions

A - Acceptance

From CHP International, Inc., Staff Training Materials. 707B Davis Rd., Elgin, IL 60120)

PROBLEM SOLVING WORKSHEET

O - Original Problem

F - Factors: Driving Forces Restraining Forces

P - Problem Restatement

I - Ideas

S - Solution

A - Acceptance

From CHP International, Inc., Staff Training Materials. 707B Davis Rd., Elgin, IL 60120)

 

Session 11. Communication and Listening Skills[edit | edit source]

Total time:	2 hours
Objectives:	* To practice giving and receiving feedback * To prepare for counterpart sessions * To practice active listening skills * To discuss impressions of the training program to date
Resources:	* Attachment I-11-A, "Feedback and the Helping Relationships" * Attachment I-11-B, "Johari Window" * Ingalls, Andragogy, pp. 164-174
Materials:	Newsprint and felt-tip pens

Procedures:

Step 1. (10 minutes)

Facilitate a discussion of the training program to date."

Trainer Notes Ask for impressions of the overall program, or one aspect of it, or ask about any difficulties people have experienced in the new environment of Peace Corps training.

Step 2. (15 minutes)

Distribute Attachment I-11-A and review it with the group, highlighting different aspects of giving and receiving feedback.

Trainer Notes Refer to Andragogy, pp. 164-174, for background information on communicatlon and consultation skills. The following distillation of that material may also be used in your explanation: * Effective communicatlon underlies all mutually supportive relationships -- in personal life, in the work environment, and in formal as well as informal counseling situations. However, it takes practice to develop the skills necessary for helpful, non-threatening interactions. * Perhaps the most important aspect of counseling is to be a good listener: that is, one who listens actively, knows how to interview unobtrusively and can provide accurate feedback to the person being interviewed. * Interpersonal communication involves complex dynamics on both the verbal and non-verbal levels. If there is distortion in either sending or receiving the intended message, then misunderstanding and a breakdown in communications will result. * A method of reducing distortion is called "feedback." This happens when a person responds to the sender of a message in a way that expresses how it was received. It is important to realize that feedback must be natural, not forced or imposed, and it must be based on mutual trust in order to be non-threatening. * Feedback reflects perceptions of behavior ant is only a measure of the way in which a situation is viewed. It should be clear, specific and related to the situation at hand. It should be descriptive and potentially helpful in a way that the receiver may decide either to use it or not. * Feedback serves to clarify communication so that the helping relationship is enhanced through accurate perceptions of the concerns and problems being discussed.

Step 3. (15 minutes)

Distribute Attachment I 11-B, "Johari Window," and review it with the participants.

Trainer Notes Explain that the Johari window model is instrumental in providing a framework for the continuing exercises in giving and receiving feedback. The model has been helpful in keeping the "feedback" theme in perspective and in encouraging the use of feedback es a constructive technique for building awareness, trust and communicatlon skills.

Step 4. (10 minutes)

Present a demonstration of the feedback activity to be carried out in Step 5.

Trainer Notes This demonstration step is considered optional. However, it has been found that when participants have the opportunity to see and discuss a demonstration prior to beginning the activity in Step 5, they are more likely to understand the procedures and guidelines. The procedures for carrying out the demonstration are as follows: * Ask for two volunteers to help you demonstrate active listening skills. * Place three chairs in the center of the room where they may be easily seen by all. * Ask one volunteer to speak briefly (about 30 seconds) about an aspect of the training program that is most or least appealing. * Ask the other volunteer to be an observer and to interrupt in 30 seconds. * Try to paraphrase what the first volunteer has said. * Ask the speaker if the paraphrase was accurate. * Ask the observer about the accuracy of the paraphrase and for any observations about techniques and factors that either helped or hindered the communication: e.g., eye contact, body language, apparent sincerity. * Ask if there are any observations from the rest of the group. * At the end of the discussion, have another volunteer take your place. Then repeat the process with the three volunteers changing roles.

Step 5. (30 minutes)

Explain the guidelines and procedures of the feedback activity. Have participants divide into groups of three and carry it out.

Trainer Notes Explain that this activity is designed to help build active listening skills, to provide practice in giving and receiving feedback and to sharpen skills in observation and paraphrasing. There are three roles for each of the three group members: a listener, a person giving feedback or expressing a concern and an observer/timekeeper. The procedures for carrying out the activity are as follows: * One person speaks for 30 seconds as in the demonstration. * Another listens carefully and provides a repetition or paraphrase of what has been said. * A third observes the interactions between the two on both the verbal and non-verbal levels and interrupts at 30 seconds. * The speaker gives feedback on the accuracy of the paraphrase. * The observer shares what has been noticed about the interaction, giving feedback to the speaker and listener. * The roles change until everyone has had the opportunity to be in each position.

Step 6. (10 minutes)

Have the entire group meet to discuss the activity.

Trainer Notes Some questions to stimulate this discussion include: * What factors or behaviors helped you give and receive feedback? * What behaviors or characteristics made you feel understood or misunderstood by the listener? * Why are active listening skills important during training and Peace Corps service? * What problems and solutions were discussed? Was there any resolution of differences or concerns?

FEEDBACK AND THE HELPING RELATIONSHIPS*

* Taken from the Reading Book: Laboratories in Human Relations Training, Washington, D.C.: NTL Institute for Applied Behavior Science, associated with the National Education, 1969.

Some criteria for useful feedback:

1. It is descriptive rather than evaluative. By describing one's own reaction, it leaves the individual free to use it or no. to use it as he/she sees fit. By avoiding evaluative language, it reduces the need for the individual to react defensively.
2. It is specific rather than general. To be told that one is "dominating" will probably not be as useful as to be told that "just now when we were discussing the issue you didn't listen to what others said and I felt forced to accept your arguments or face an attack from you."
3. It takes into account the needs of both the receiver and the giver of feedback. Feedback can be destructive when it serves only our own needs and fails to consider the needs of the person on the receiving end.
4. It is directed toward behavior which the receiver can do something about. Frustration is only increased when a person is reminded of some shortcoming over which he has no control.
5. It is solicited, rather than imposed. Feedback is most useful when the receiver him/herself has formulated the kind of question which those observing him/her can answer.
6. It is well-timed. In general, feedback is most useful at the earliest opportunity after the given behavior (depending, of course, on the person's readiness to hear it, support available from others, etc.).
7. It is checked to insure clear communication. One way of doing this is to have the receiver try to rephrase the feedback he/ she has received to see if it corresponds to what the sender had in mind.
8. When feedback is given in a group, both giver and receiver have opportunity to check with others in the group the accuracy of the feedback. Is this one person's impression or an impression shared by others?

Feedback, then, is a way of giving help; it is a corrective mechanism for the individual who wants to learn how well his/her behavior matches the intention and it is a means for establishing one's identify -- for answering "who am I?"

 

[[File:]]

JOHARI WINDOW

Description of Areas:

Area I:	Information about self known to self and known to others. The area of free activity and interaction. "Public or Shared Self"
Area II:	Information about self not known to self and known to others. The Blind Area – sometimes called the "Bad Breath Area."
Area III:	Information about self known to self and not known to others. Avoided or Hidden Area. The "Private or Secret Self."
Area IV:	Information about self not known to self and not known to others. The area of Unknown Activity. The "Area of Hidden Potential."

Most people enter a new environment with a very small Area I (A). There is very little shared information and very little interaction can take place.

As the person becomes more comfortable, he shares some information about him/herself and expands toward Area III (B).

If the person is open for feedback to occur, he expands toward Area II (C).

The result of these two activities is that totally new information and potential in Area IV (D) is discovered. These new learnings from Area IV are directly attributable to interaction in the new environment.

* * *

NOTE:

There is no pressure to "reveal" yourself. There is nothing inherently "good" about having a large Area I. However, having an expanding or expandable Area I does increase your area of interaction and tends to facilitate the entering of a new environment.

 

Session 12. Construction of Earthen Block Molds: a Focus on Group Dynamics[edit | edit source]

Total time:	4 hours
Objectives:	* To construct earthen block molds * To examine and discuss the characteristic decision-mating styles within work groups * To list some generalizations about effective group decision making
Resources:	* Attachment I-12-A: "Earthen Block Molds" * Attachment I-12-B: "Effective Group Survey" * Attachment I-12-C: "The Decision-Making Process"
Materials:	Scrap lumber (Scary x 10cm or 2.5cm x 10cm/2" x 4" or 1" x 4"), nails, hammers, saws, metric tape measures, newsprint and felt-tip pens

Procedures:

Step 1. (5 minutes)

Present the session objectives and outline the activities.

Trainer Notes Explain that today's session is the first step towards the next day's activity of actually making earthen blocks.

Step 2. (5 minutes)

Distribute Attachment I-12-A: "Earthen Block Molds." Referring to the attachment, give instructions on how to construct the molds and present the tools and materials.

Trainer Notes While giving the instructions, explain the following: * The difference between individual and gang molds. * The size of the mold depends upon the desired block size ant its intended use. * The mold dimensions listed on the attachment are interior dimensions. * The participants should practice building the molds using metric measurements. * Molds should be rigid and easy to handle.

Step 2. (5 minutes)

Ask the participants So form construction groups consisting of three individuals and explain that:

* Each group should utilize one of the three possible dimensions given for individual mold construction.

* An attempt should be made to work cooperatively with the active participation of all group members.

Step 3. (1 hour)

Have the groups build the individual molds.

Trainer Notes It is important to circulate among the construction groups while they are working to check the progress and to see if the mold is rigid and built to specifications.

Step 4. (15 minutes)

Ask each group to join with another and discuss members' observations of the group process, both on a technical and interpersonal level.

Trainer Notes Explain that the groups should select one of their members to act as a facilitator for the discussion. The following questions may serve as guidelines for the group discussions: * How did group members react regarding various individual technical skill levels in the group? * Was it a help or a hindrance to work with people of a different skill level? * How were decisions made during the construction process? * What factors contributed to or impeded mutuallyshared decision making? * What would you do next time to help the group function more cooperatively?

Step 5. (15 minutes)

Have participants take a break.

Step 6. (1 hour)

Ask the participants to form groups of six and build a gang mold.

Step 7. (10 minutes)

Instruct each group to discuss the differences between working in small and large groups

Step 8. (10 minutes)

Distribute Attachment I12-B, "Effective Group Survey." Ask the participants to complete it and discuss their responses within the group.

Step 9. (10 minutes)

Distribute Attachment I-12C, "The Decision-Making Process," and allow time for the participants to read it.

Step 10. (15 minutes)

Ask each group to select a member to facilitate a discussion of the potentially positive (satisfying) or negative (frustrating) consequences of each decisionmaking technique.

Also encourage the groups to recall examples of the decision-making styles used within their groups during the construction of the molds.

Trainer Notes It is helpful to point out that all the styles, with the exception of consensus, often preclude the full involvement and commitment of some group members or ignore important issues that should be raised. Mutually shared decision-making (termed consensus) is a positive alternative to other styles. Although it may require more time and increased sensitivity to the individual group members, it provides for the involvement and commitment necessary to group cohesiveness and cooperation.

Step 11. (20 minutes)

* Reconvene the groups and ask group members to share their views on the decision-making styles used by their group and the extent of cooperation within the group.

* Record their responses on newsprint.

* When several generalizations have been recorded, the session should end by reminding the participants that what remains to be done is for them to apply these generalizations.

Trainer Notes The intent of this wrap-up discussion is to have the participants develop some useful generalizations they will be able to apply in future work groups. For example, there should be some agreement about what kind of behavior improved group performance. Or there may be certain things everyone agrees ought not to be done again. Both of these are good examples of useful generalizations from what the participants have experienced, published (shared) and processed.

EARTHEN BLOCK MOLDS There are both individual and gang molds and are usually constructed from 2" x 4" (5 x 10cm) or 1" x 4" (2.5 x 10cm) lumber. Size of the blocks vary in accordance with end use. A mold of 4" x 12" x 18" would produce a block weighing approximately 50 lbs. and having a volume of 1/2 cubic foot.

[[File:]]

Individual Mold

Following are the most commonly used interior dimensions for mud block molds.

Inches	Centimeters
4 x-12 x 18	10 x 30(½) x 46
4 x 7(½) x 16	10 x 19 x 40(½)
4 x 10 x 15	10 x 25(½) x 38

[[File:]]

GANG MOLD

EFFECTIVE GROUP SURVEY

Group leaders, group facilitators and group members may sometimes want to assess the group's capability for working productively. This survey can be used by one or many, with the results posted and discussed toward the end of a meeting.

Directions: Circle the letter opposite each item on the survey below that best describes the group's interactions.

The scale used is:

A - All group members

B - Most group members (two-thirds or more)

C - About half the group members

D - A few group members (one third or less)

E - None of this group

During this (or the most recent) session, how many group members, including yourself:

1. Gave due consideration to all seriously intended contributions of other group members?	A	B	C	D	E
2. Checked (by paraphrasing, etc.) to make sure they knew what was really meant before agreeing or disagreeing?	A	B	C	D	E
3. Spoke only for themselves and let others speak for themselves?	A	B	C	D	E
4. Viewed all contributions as belonging to the group, to be used or not as the group decided?	A	B	C	D	E
5. Had the opportunity to partici pate in the group if they desired to do so?	A	B	C	D	E
6. Tried to find the reason if the group was having trouble getting work done?	A	B	C	D	E
7. Helped the group make decisions openly rather than by default?	A	B	C	D	E
8. Helped bring conflict into the open so the group could deal with it?	A	B	C	D	E
9. Looked upon behavior which hindered group process as a group problem, rather than as a "problem member"?	A	B	C	D	E

Reprinted from Systematic & Objective Analysis of Instruction Training Manual. Portland, OR: Northwest Regional Educational Laboratory, 1970.

THE DECISION-MAKING PROCESS

We all live and work in groups and undoubtedly have experienced difficulty in arriving at group decisions. Some groups tend to break down when confronted with a decision for which a consensus is required. Others get bogged down in the interminable discussion of minor points or irrelevant side issues. Still others seek escape from their anxiety in Robert's Rules of Order, voting or calling upon the "chairman" to establish control.

Dr. Kenneth Benne (1960) has analyzed the prevalent reasons for the difficulty groups have in making decisions and has identified the following six blocks to decision making in groups.

1. Conflicting Perception of the Situation

If group members view the problem at hand in different ways, communication can be impeded, resulting in a breakdown of the group.

1. Fear of Consequences

The possible outcomes of an impending decision can overwhelm a group Outside pressures on individuals or on the entire group may exert a paralyzing effect on its ability to come to a decision.

1. Conflicting Loyalties

Every group member belongs to a number of different groupings than the one he may presently be engaged in. These multiple memberships can operate as hidden agendas or conflicting pressures within the decisionmaking group.

1. Interpersonal Conflict

Personal differences or personality clashes can provoke defensiveness, antipathy and biased discussion, preventing a sound, fair decision from being made.

1. Methodological Rigidity

Many groups are so frozen into Robert's Rules of Order or similar rigid methods for decision making that they are prevented from inventing or using other methods when the nature of the decision calls for one (e.g., con 5 ensue).

1. Inadequate Leadership

When the entire group does not share the leadership functions and relies too heavily on a designated leader (who may or may not be sufficiently skilled), then no group decision can be made and the commitment and responsibility to any decision is lessened.

TYPES OF DECISIONS

The following types of decision making are familiar to all of us:

1. Plops

A decision suggested by an individual to which there is no response (e.g., "I suggest we shelve this question.")

1. Self-Authorization

A decision made by an individual who assumes authority (e.g., "I think we should all write our ideas on the blackboard." --and proceeds to be the first to do so).

1. The Handclasp

A decision made by two or more members of the group who Join forces or decide the issue in advance (e.g., "That was a helpful comment, John. Yes, that's the course we're going to take.")

1. Baiting

A decision made by pressure not to disagree (e.g., No one objects, do they?), or a decision made by pressure to agree (e.g., "We all agree, don't we?).

1. Majority Rule

A decision made by some form of voting.

1. Unanimity

A decision made by overt and unanimous consent, often without discussion.

1. Polling

A decision made by a form of voting which inquires, "Let's see where everyone stands." -- and then proceeds to tabulate the already expressed majority decision.

1. Consensus

A decision made after allowing all aspects of the issue, both positive and negative, to be put forth to the degree that everyone openly agrees it is probably the best decision. This is not necessarily unanimity, but it constitutes a basic agreement by all group members.