STRATEGIES & TOOLSFOR INTEGRATED MISSION

A MANUAL TO SUPPORT ‘MISSION IN COMMUNITY’www.salvationarmy.org/health

DEVELOPED BY THE SALVATION ARMY INTERNATIONAL HEADQUARTERS HEALTH SERVICES

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PREFACE ‘Strategies and tools for integrated mission’ is the title given to this document. We are grateful to our colleagues around the world who have helped the Army to refocus on one of its roots, because Integrated Mission has been a vital part of the expressions of the Army since its pioneer days. We are grateful also to those who have put this document together and we recognise the approach as the way forward. The practitioners around the world come from different cultures and face different daily challenges. In spite of that, meeting human need has many common factors wherever you are, so the guidelines, used correctly, can be applied around the world. It is important, however, to recognise that these are guidelines, not a Memorandum of Instruction. Common sense and flexibility are key words in community development as well as in the practice of integrated mission. So use the manual with care and sensibility. God bless you as you endeavour to enhance and move forward the Army in so many different places and circumstances! Never forget that it is all about the mission of the Army: to bring people into a relationship with the living Christ. We may use different methods to achieve this, but that is always the ultimate goal. Yours sincerely, B. Donald Ødegaard Commissioner International Secretary for Programme Resources

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ACKNOWLEDGEMENTS The International Headquarters Health Services team expresses appreciation to many people who have helped compile this manual of ‘strategies and tools for integrated mission’. The first working group consultation happened in India in February 2005. The second happened at Sunbury Court, London, in May 2006. It is now midway through 2007 so it is obvious that there has been a lot of thinking, revision of contents and format, and debate on the most practical way to present the vast body of learning and methodology that has been developed over the past two decades. This is a manual for operational use by those with some familiarity with ‘human capacity for response through integrated mission’. It is a complementary volume to the booklet entitled Mission in Community issued by authority of the General and the International Management Council in December 2005. So it is not in any way a separate ‘stand alone’ manual – it is representative of diverse and worldwide experience within The Salvation Army, particularly the health and healing ministries, that is in one sense an expression of the vision, direction and theological foundation to integrated mission that was articulated in Mission in Community. Please use and share these strategies and tools and keep developing these and other tools in the local communities in which you engage, and with your colleagues and teams.

Ian D. Campbell International Health Programme Consultant

22 June 2007

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FOREWORD

READ THIS FIRST!

The following diagram shows five dimensions of Human Capacity Development through integrated mission: the local response, an organisational culture of facilitation, community to community transfer of learning and response (also transfer to organisations from community or other organisations), policy formation based on learning from local responses, and, at the centre of all these, learning from local action and experience.

Human capacity development emphasises the potential or actual expressions of internal strength within local communities and their local partnerships for asserting responsibility for the future, acting for it, measuring progress and transferring vision and ways of working to other communities. Organisations can learn from this expression: an indicator of organisational competence is the systematic application of learning from local experience and action. Human capacity development connects local responses with organisational change. A key pathway for developing and maintaining dynamic positive partnership and sustained learning is the systematic involvement by organisations in learning. Learning from local situations is at the centre of the five dimensions as the connector and activator function. The practice of learning has to be developed and sustained over time, because local environments of issues and response to issues continually change. Facilitation is a key practice for developing the practice of learning, as well as for stimulating response in local situations and the organisation. The Salvation Army’s experience shows that facilitation by teams is most effective for maintaining a learning stance in relation to communities. A team approach increases the pace of local response, and transfers more rapidly within the organisation. Human capacity development is often called ‘Human Capacity for Response’. It is important to understand the inter-connection between the dimensions of human capacity development that involves people, communities, and organisations in change and in policy. This book is arranged according to the dimensions of the diagram.

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CONTENTS Introduction The Heart of the Matter: what is it all about? Tool: mission working culture framework Chapter 1 The facilitation team: key to organisational and community transformation Strategy: Team Tools: Action-reflection guide Programme design protocol Measurement Vision and direction framework Table of results, strategies, tools, mission Chapter 2 Local response: the core of human capacity development Strategies: Accompaniment, shared confidentiality, concept transfer Tools: Community counselling Dynamic interaction: three environments Concept analysis Development planning/strategic questions framework Chapter 3 Transfer Strategies: Relationship, team, demonstration of local response, collaborative support

within and between regions Tools: SALT visit protocol

Programme to programme visit guideline Participatory action research

Chapter 4 Influencing policy Strategies: Communication: inform and promote participation of leaders Tools: Trip report

Facilitation team visit guide Core outcomes and indicators

Chapter 5 Learning from local action and experience Strategy: Mentoring Tools: Story analysis

Self-assessment Workshop outline for human capacity development and integrated mission

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INTRODUCTION

The Heart of the Matter: what is it all about?

Mission in Community As General John Larsson wrote in the introduction to Mission in Community: The Salvation Army’s Integrated Mission, it is based on ‘comprehensive understanding of salvation: physical, mental, social, spiritual … Jesus cared for the total person and … as an Army we are called to be Jesus in the community’. The booklet Mission in Community1 summarises ways of working that match the vision, and theological roots which ‘align belief and practice with consciousness of theology’ and express ‘a framework for a Christian mission working culture’.

MISSION WORKING CULTURE VISION

(values and beliefs) BIBLICAL/

THEOLOGICAL BACKGROUND

DIRECTION (ways of thinking and

working)

RESULTS

Capacity Creation Participation

Care Incarnation Participate in suffering Community Creation; Kingdom Team approach Change Redemption; Holy

Spirit Facilitation of change

Hope Reconciliation Resurrection Redemption ‘Fullness of Life’

Expect reconciliation Explore grace Go ahead in faith

Sustained programme and mission

impact

What are the basics of the approach? Facilitation, teamwork and strengths-based analysis bear fruit of hope-based action in communities and within the organisation. There is a sense of movement when the possibility of response liberates people to take steps for themselves, in connection with others who are also responding, with conscious faith in God’s guidance. This current document is a compilation of strategies and tools relevant to integrated mission, that are being used in every region of the world to focus and guide relationships into paths of change and transformation. They are complementary to other tools used for monitoring projects and are also used to support specific aspects of the project management role.

1 Available from The Salvation Army International Headquarters Health Services and at www1.salvationarmy.org/health

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Context and history A human capacity development approach is relevant to various settings and adaptable to different cultures and contexts. There are essential guiding principles for a continuing interaction between communities and facilitation teams, which distinguish this way of working from more prescriptive programmes of community mobilisation: What is the community, and what issues are important to the community? The answers will depend on characteristics of the culture, context, and the team, and the relationship between people.

‘A working culture of facilitation depends for its integrity on a belief that people can respond, whatever their situation, and a behaviour that expresses accompaniment, learning and stimulation. It does not depend on provision of goods and services, although local communities often learn to access what they need through increased assertion and confidence.’ Ian Campbell, 2002

Other characteristics in this way of working are that relationships are more important than a programme of work; all those involved are participants. Learning together is a central and essential part of the approach, so it is impossible to be an observer or an external implementer only. Some of the guiding principles are: • Communities have capacity to respond to critical issues • Organisations and interventions from ‘outside’ can at best be supportive to local community

strategy • Responses need to be community-driven, not commodity-driven • Participation and accompaniment are the key characteristics of incarnational ministry • Flexibility is essential • There can be a guide but not a blueprint • The result cannot be predetermined, although outcomes can be expected in all the dimensions

shown in the human capacity development diagram This is not a new approach. It is closely aligned with original Salvation Army ways of working. The new expression of facilitation teams recaptures a camaraderie of life and work that is also traditional. There are now facilitation teams in five regions, forming since 1995 and still emerging. Working in the ways outlined above, it is unsurprising that the journeys of different regions and teams have all been different. In India, for example, the work began with the health services. Hospitals needed help, and this led to the all-India team being formed in 1986 and a visit of the International (IHQ) Health Programme Facilitation Team2 in 1990. Around 1996 the work especially related to HIV became centred around the corps congregations, not only health centres, and there are now around 400 corps actively involved. In the past two to three years the need for territorial3 facilitation teams has been realised and these now exist in all territories in India.

2 The International Health Programme Facilitation Team, which was first conceived in 1991, is a small team based at International Headquarters (IHQ) which responds to invitations from regions to help with the early stages of an HCD response. The team remains available to accompany local and regional teams at their request. 3 Territory: Salvation Army term for an administrative region, usually a country, sometimes a cluster of several countries.

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In Africa, local responses supported by the IHQ facilitation team led to the formation of the regional team in 1995. In this context, the regional team had to be active because the demand for responses to HIV and HIV-related issues was so great. In Latin America facilitation teams started in territories with work on HIV, drug abuse and violence, with an emphasis on Integrated Mission. This was hampered by a lack of connection between the territories which began to change with support from the IHQ facilitation team from 1991. Gradually, through connections between individuals and leadership involvement, the early progress has consolidated. By 2004 the Regional Facilitation Team for Integrated Mission in Latin America was formed. In Europe, HIV has on the whole not been the entry point (an exceptions are in Estonia and Russia): in European communities, the question is how to get invited into people’s lives. Since 2005 a facilitation team has been forming to encourage expressions of integrated mission, and several territories are now learning together and supporting each other. In Asia/Pacific, the regional facilitation team formed in 1997, and territorial facilitation teams have also emerged. Discussions of integrated mission have involved both leadership and local teams, and responses to HIV have been strengthened. Success stories are now being shared from connections and linkage across territories on various issues. Case study : Facilitation team development in six territories responding to the Asian tsunami of December 2004 The tsunami in Asia resulted in widespread loss of lives, families, relationships, identity and way of life as well as material possessions. The Salvation Army recognised that responding purely to the physical losses was not enough. A holistic strategy was needed. A community counselling approach was applied, drawing on the strengths of the community to support, listen and help each other heal, and facilitated by territorial and community-based teams. The way in which this response was started and continues to develop is a dynamic example of facilitation team development. India, Sri Lanka and Indonesia were affected by the tsunami. Communities in Nagercoil, India South East, were the first to request that a counselling process be initiated. An exploratory visit strengthened the conviction that counselling would be necessary. With leadership support, visits in each of the territories explored issues of trauma, loss and how the community could work together. Team participants were officers, Salvationists and community members who wanted to learn more. Although it was emphasised that this would be separate from The Salvation Army’s relief response and would not involve any material relief, in all communities the visits were welcomed and the teams invited back to all the communities visited. As the local teams were forming, the leaders in each territory were approached by the regional team to discuss the need for a coordinated approach, and each territory appointed a territorial coordinator. Within 12 months, community-based teams emerged in more than 166 communities across the six territories.

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Tools In order to develop local responses and facilitation teams, strategies and tools have been needed, and have been used in every context. Here are two tables which show first how tools are being used for each dimension of human capacity development, and second some examples of tools that are used in different types of facilitation team visits. Where do tools fit?

Tool Facilitation Local response

Transfer Policy Learning

SALT visit protocol Development planning/strategic questions framework Dynamic interlinkage diagram: home/neighbourhood/building centre

Vision and direction/mission working culture Story/experience analysis Guidelines for facilitation team visit Programme design protocol Participatory evaluation protocol Community counselling Self-assessment/river of life Theological basis Visit reports Core outcomes and indicators for human capacity development

Participatory action research Mapping Programme to programme visit guidelines Mentoring Action-reflection guideline

Examples of tools used within facilitation team visits: Type of facilitation team visit Tools that are often used Assessment SALT visits Design Strategic questions framework

Three environments of home/neighbourhood/ centre SALT visits

Support Strategic questions framework Process analysis Concept analysis, story analysis Evaluation Core outcomes and indicators

Self-assessment Vision and direction/mission working culture

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Tools in this booklet The following chapters are each based on one dimension of the Human Capacity Development (HCD) diagram, in the following order: • Facilitation by organisations • Local response • Transfer • Policy formation • Learning This booklet contains many of the tools associated with strategies that are helping The Salvation Army and others to become learning organisations. All the tools are flexible, and are used in various ways in all the dimensions of human capacity development, but are shown within the chapters for the sake of illustration, in the following order: TOOL PAGEIntegrated strategy diagram 10 Action and reflection 12 Programme design 14 Tools for measurement of facilitation teams: vision and direction framework, dimensions of human capacity development (diagram), integrated mission results/strategy/tools chart

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Community counselling 22 Three environments of home, neighbourhood, centre/building 23 Concept analysis 24 Development planning / strategic questions framework 26 SALT visit guideline 33 Programme to programme visit guideline 36 Participatory action research 37 Core outcomes and indicators for human capacity development for response 41 Trip report 43 Facilitation team visit guideline 44 Story analysis 50 Self-assessment 51 Workshop outline on human capacity development and integrated mission 54

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CHAPTER 1: The facilitation team: key to organisational and community transformation

nd

A facilitation team is a group of people with experience in community response which shares the belief that local communities have strengths to respond to their own challenges, and that organisations can learn from such responses and become more effective. Working within a framework of human capacity development, the facilitation team responds to invitations to support local implementers to identify and analyse areas of local community concern, and design participatory responses. The facilitation team exists to encourage amentor ‘mission in community’. Facilitation teams work through relationship, and by invitation. The team does not function to initiate interventions or implement programmes. It participates with people in local settings and communities as they chart their own course. The invitation-led strategy means that the community determines the support it wants. This also ensures a sense of equality between the visiting team and the community that issues the invitation. For an organisation the facilitation team is an expression, in itself, of community life and practice. The local implementing team creates opportunities for invitations to be with people in their homes, and stands alongside neighbourhoods as they make decisions for change. Relationships continue over extended periods of time as the facilitation team consistently accompanies the local implementers, stimulating deeper discussion and analysis through local community SALT visits. (See chapter 2 for the SALT tool: support and stimulation, appreciation of local strength; learning and transfer.) Throughout these interactions, a pattern of action and reflection can be seen. Action-reflection is a term for the way of continually learning from experience and applying what is learned immediately, so that the experience accumulates confidence and adaptability. A challenge for organisations When significant people within an organisation (policy-makers; leaders etc) are invited to share in this experience of connecting to local communities through a SALT approach, the learning that takes place leads to change in the way organisations relate to local responses. Local leaders including village chiefs, local government representatives, school teachers, health workers, church leaders and others participate together in these learning visits. The neighbourhood process shows the organisation how a healthy community can be capable of acting for its collective wellbeing. The organisation is motivated to reflect on how it needs to adapt to display similar capacities and relationships.

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Team leadership development (see chapter 5 for further discussion of mentoring)

Mentoring and experiential learning build the capacity of team members and scale out response. The strongest results are achieved by consistent relationships with deepening levels of trust, responsibility and accountability within and across teams. The long-term vision of any facilitation team is rapid expansion of a pool of facilitators, active in their own response, and supportive of the response of others, scaling up and out in community response and organisational change. Measurement It is essential that facilitation teams cultivate

an ever-deepening accountability to their vision and direction, and measure their progress. To do this, they do not just observe the behaviours of others, but also assess themselves in terms of their own behaviour or approaches, and the outcomes of their facilitation. At the same time, the team is working to recognise patterns of response (outcomes) within both neighbourhoods and their organisations (see chapter 4 for core outcomes and indicators).

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Tools This chapter includes the following tools for facilitation teams: Action and reflection guide Programme design protocol Tools for measurement of facilitation teams: • Vision and direction framework, • Table of results, strategies and tools with mission context Action and reflection Facilitation team approaches are based in learning from local experience through participatory ways of working. Action by way of SALT visits to the home or neighbourhood and strategic questioning is accompanied by a disciplined reflection through debriefing the experience both inside and outside the community. This sequence of action and reflection builds and affirms vision, informs team direction and helps the team to learn and change, keeping the facilitation team responsive and dynamic. Ongoing facilitation team action is determined by the application of lessons learned from engaging with local experience. Wherever possible, leaders should be included in the reflection process, and always debriefed on key outcomes, next steps and invitations for follow-up and support. Local team-mates should be included in this debrief. Some questions for reflection and analysis: • What happened? What process was followed? What have been important ways of working for

the facilitation team? • How have we seen others working in the community (in what spirit, with what attitude, etc)?

What key strengths emerged (concerns, vision, capacity to hope, or care, or change)? • How did the team function and support each other? • What did we learn from the community? What are the implications for our team/organisation? • How have we needed to relate and be in the situation as visitors? • How did the facilitation team help connect people? (With leaders or other organisations, other

units of The Salvation Army?) • What follow up/support is needed? What invitations for further connection have been

expressed? • What areas do we need to improve in our facilitation - both as a team, and as individual

facilitators?

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A story from Nigeria – Following a history of response in Nigeria since the early 1990s, and repeated visits of facilitation teams to support the development of a territorial facilitation team and local responses in 2006, territorial leadership who had been exposed to the process and participated as facilitation team members made a policy decision to create space in the THQ board structure to harmonise and integrated HIV/AIDS responses across the territory. Twice-monthly social services boards would focus exclusively on HIV/AIDS-related concerns and strategies for the expansion of response. These would include representatives of various departments and programmes as well as youth representatives. The policy decision was a direct result of repeated action by facilitation teams to draw influential personnel into local communities for learning and reflection.

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Tools for use by a facilitation team : programme design

A programme design is a process by which the facilitation team with the implementing team explores, learns and agrees on the vision, ways of working and a future course of action together.

• Who should participate? An inclusive approach representing expanding circles of ownership

□ Implementing local team (IT) □ Working group (IT plus Salvation Army leaders, community members) □ Consultation group and other agencies (IT, WG plus other organisations, government,

NGOs) • What is the process?

□ Analysis of concepts of care, community, change and hope by onsite reflection and application

□ Experiential learning focusing on participatory ways of working through action and reflection (eg home and neighbourhood visits)

□ Development planning framework (DPF)

• Clarify expectations for the visit • Strategic questions to analyse the group’s concern and vision for response; translate into DPF

headings • Allow for visit to a community and organisations to engage, learn and include • Daily update of the framework based on reflections and deepening analysis about vision and

capacity for response, strategies including relationship between care and prevention, facilitation approach

• Final day: meet with the implementing team to review schedule for the next few weeks,

IT/WG/CG/FT to reach agreements about vision, direction for action, including details of framework analysis. Follow-up commitments are made by all parties present.

• Debrief with the leaders based on categories of the framework • Documentation of the visit to be prepared based on the framework and distributed to all people

involved in the visit and leadership who should be kept informed For the full document, refer to Protocol for Programme Design with IHQ health services

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A story from India - Evangeline Booth Leprosy Hospital staff in Kerala, India, was joined by the national and international facilitation teams to find ways of engaging with the community on their concerns and helping them to respond. During the period of four days the teams engaged in discussions with communities around the hospital and the leadership of the territory. Inputs from nearby government and non-government organisations regarding the HIV situation in the communities were included in the discussions. All activities were followed by deepening reflections based on the development planning framework. At the end of the period, the hospital staff, along with the community team, had clarified a vision regarding reconciliation of the leprosy inmates with their families, helping communities respond to HIV with a community counselling approach, a skills development programme for income generation and a plan to share the team’s experiences with other organisations which would like to learn from a similar approach. Project writing, programme planning and facilitation team visits continue.

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Tools for measurement of facilitation teams Facilitation teams self-assess, checking their own learning and development, and measuring their own change. They are not evaluators. They do not assess the success of a local community. Facilitation team measurement is in the context of behaviour and accountability to vision and practice, and also in the context of outcomes. The Vision and Direction Checklist is a tool to ensure belief and practice are connected. Facilitation teams can spend time regularly reflecting in what ways and to what degree these qualities were expressed in the approach of the team. The Dimensions Diagram is a useful tool for checking facilitation team action in relation to the five dimensions of response, ensuring that each dimension is represented in any one process and in what ways, and that all dimensions remain connected over time. Outcomes of a facilitation team are evidenced by patterns of response in both the local community and the organisation. The core outcomes and indicators framework suggests categories of outcomes that can be expected from a facilitation team process, and can be both specific and measurable. Teams reflect on ways these outcomes are seen, strategies to support and deepen them and capture results. For example: ‘Is there evidence of release and renewal?’; ‘Are local teams developing and deepening?’; ‘Is transfer of concepts and response taking place, both inside and outside the organisation?’; ‘Is capacity for team leadership increasing?’

VISION AND DIRECTION FRAMEWORK VISION (values and beliefs) DIRECTION (behaviour and practice) All people have strength (capacity) to act an respond

Participation with people in unveiling strength and discovering grace together

Care Presence (community-home environments) Accompaniment Shared suffering and hope Relationship

Community Team Shared vision and accountability Share strengths

Change Facilitation Support for change Change in ourselves Learning from experience

Leadership Advocacy Inspiration Encouragement Service Vision Nurture leadership in others

Hope Faith Strategies for/stories of hope

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A story from Africa - Since the beginning of the Africa Facilitation Team in 1995, response to invitations by territories has been happening through a growing resource pool of facilitators with experience from across the continent. All Africa regional team gatherings were facilitated between 1995 and 2004. These were opportunities to share experience and name strategy for response within countries and across the zone. Increasingly, the need to accelerate support and response, to rapidly build up resource team members and leaders and to strengthen strategies such as TFT development gave rise to the need for cluster grouping and coordination. At a regional synthesis meeting in 2004 analysis of regional facilitation team capacity to respond to invitations resulted in a shift of focus towards cluster gatherings which included measurement by the country teams in areas of local response, transfer, documentation and measurement and integrated mission. As a result of these gatherings, leaders from across Africa gave endorsement to the strategy of cluster coordinators. Territories have agreed to host these coordinators who are not full-time employees, but give a focus to multiple country response and connections for learning and sharing.

HUMAN CAPACITY DEVELOPMENT through INTEGRATED MISSION Result Mission context Strategy Tools

Personal change Redemption Care Counselling Connection

Centre programmes Home/neighbourhood- based follow up

Community development

Revival (redemption) Link between home/neighbourhood and centre

Home visits Community counselling Action research Mapping

Organisational development (in The Salvation Army)

Renewal Learning from local action and experience

SALT visits Facilitation teams

Transfer (concept/knowledge)

Release Community to community transfer (programme to programme)

Exposure visit protocol Self-assessment tool SALT visits

Policy/leadership engagement

Relationship Team membership for learning and application

SALT visits Exposure visit protocol Self-assessment tool Mission working culture

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CHAPTER 2: Local response: The core of Human Capacity Development

A local response means decisions are taken and acted upon in the places where people live and connect (home and neighbourhood community), change is recognised and measured, and motivation is from the local people, not from outside. Communities achieve effective responses when they acknowledge the problems they face, share concerns and make decisions on action.

Stimulating a local response: care to change The importance of starting – and continuing – through invitation has already been emphasised. Invitations can come in many ways, but usually through a common link – perhaps a local person who has taken part in a facilitation team, or because of a visit for some other purpose in which concerns and the possibility of change are mentioned. The expression of a problem by a community member could be the starting point for a relationship which may lead to an invitation. Recognising an invitation is therefore as important as responding to it. Local response can be stimulated and facilitated through a process of accompaniment through teamwork with local community members. Communities achieve effective responses when they acknowledge the problems they face, share concerns and make decisions on action – the background to this is a practice of shared confidentiality. Concept transfer expands local responses and maintains their dynamic nature. These are just three of the key strategies to enable local response. These three strategies are found throughout the human capacity development for response framework. They are based on the understanding that care for people leads to change in community.

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Accompaniment Accompaniment is the foundation for expressing care. Accompaniment is the behaviour of ‘being with’ people. It implies respect, the ability to listen and the conviction that community can work together for positive change. Accompaniment is expressed through participatory action, reflection and application. This is based on the belief that people and communities have capacity to identify their concerns, make decisions, act and measure the effectiveness of their actions. Those accompanying local response are integrated into the reality of others, rather than remaining on the outside and giving advice or direction. Accompaniment encourages community memory formation. Community is a relationship, not a mechanism, so there is a history of how change has happened and how new things have entered the community. The community can be facilitated to link memory to the identification of present concerns. People can realise that they have faced challenges before, and can again. This realisation is a source of courage to acknowledge the challenge of the moment and begin to plan action. Shared confidentiality People understand and know the meaning of behaviour within their own families and communities. There is a sense of mutual accountability within groups where there is respect between people. Knowledge that is shared in this context is not a secret, even though there is not necessarily an open conversation. A principle such as ‘confidentiality’ can become the concept of ‘shared confidentiality’ within a community. Confidentiality is shared when the private experience of an individual or a small group or family is diffused to the wider community. There is a non-verbal quality to the experience, as the information remains contained, or confidential, within this wider group, and is often denied to outsiders. Perhaps the common observation is true that people in distress need to share burdens, and tend to either ‘declare’ or ‘hint’ at their situation. Confidentiality in a home is about how specific issues personally affect specific people. In a community the same issues may be brought into a community conversation about the issues raised and felt within the community, without specifically relating this to any one person. This is ‘issue centred’ rather than ‘person centred’ confidentiality. Through the facilitation of such ‘truth telling’ it is possible for the community to move beyond helplessness and into making choices and agreements that result in change. The community can look at their own responsibility collectively, in terms of the issues that pose a threat. Although these issues are intensely personal, it can be recognised that they belong to the community rather than just the person facing a critical life issue. Shared confidentiality is not the same as gossiping or rumour-mongering, which increase unease and secrecy. By facilitating shared confidentiality we learn to overcome barriers of denial, negative secrecy, stigma and burden bearing and open up ways of truth telling, strengthened mutual responsibility and burden sharing.

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Shared confidentiality is an internal strength of communities that makes an experience of care and change possible. Care for a person influences change in the family and the neighbourhood. Shared confidentiality is a strategic basis for various tools, including home and neighbourhood visits, community conversations and community counselling. It is nurtured especially through international linkage of home visits with community counselling in the same geographic neighbourhood. Concept transfer A handful of concepts have been identified, during 20 years of practice, as ‘transferable’. This means that they are found in every human context, in some form, and can be part of the basis for sharing world views and ways of working, as well as used to analyse experience. These concepts seem simple, because they are universal. They become a language for sharing across great differences. There are links between the concepts which stimulate spiritual awakening in all cultures. For example, care with a person in a home stimulates change in others who are affected. Community relationship is strengthened and hope grows. Sharing across boundaries of knowledge, experience and ways of thinking is full of challenges. The challenge is reduced by a strategy of sharing based on concepts rather than activities.

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The concepts: care, change, community, hope, and leadership: Care can be anything from visiting a neighbour to a child’s birthday party. It is a strength that binds people and stimulates them to respond. It is love in action, characterised by presence rather than provision - a supportive presence that accompanies people in their particular situation. Change is linked to care – change is a move toward a different behaviour or environment. It occurs by seeing or experiencing care and allows people to see the reality of critical life issues. It may result in a positive change in understanding and attitude in the person receiving care, observers or the person giving the care. Change does not only happen to individual people. When the care and change process is relational in nature, then change is broader, and more likely to be sustained. Field experience has demonstrated a direct link between care and change which depends on the nature of relationships within the community. If people are not engaged in developing relationships, then the work will probably not be sustained. The care to change linkage is a key strategic approach to the expansion of circles of involvement in local community and to organisational response to critical life issues. Community is a sense of healthy belonging together. We are created in the one image of God, and are equal in his eyes. This belief allows us to relate on a level that respects, but is not dictated by, age, gender, race or religion. Hope is recognition of a future whether it is truly known and experienced or not. Hope gives people something to strive toward. For some, it may be as simple as going through the next hour without a drink. For Christians, hope rests in Christ. Recognition of hope leads to a recognition of strength, where seemingly there was none. Leadership is the ability to influence others. It is a capacity everyone has in some way. Authenticity is built through demonstration, respect, humility and discernment.

Transferable concepts are a foundation for many tools, including: • Concept analysis • Development planning framework/ strategic questions framework • Programme design and evaluation • SALT visits, home and neighbourhood visits, community conversations • HCD workshop • Report for programme to programme visits and debriefing A Story of Care and Change A woman living in a town (Sultan Hamud) along the Nairobi-Mombasa highway stopped doing commercial sex work but then grew sick, and later was diagnosed with HIV. Because she was too sick for a long time, nobody was visiting her. She was then visited in her home by the Sultan Hamud local facilitation team. During the conversation, three other women popped in (neighbours). After the conversation with the person living with HIV/AIDS and the visiting team, these neighbours showed care and support and also became open and connected. They even disclosed their status, since they also had AIDS. Repeated visits by the team to the home opened an entry point to the community conversation following questions of curiosity as to why the repeated visit. The question was offered back to them. Instead of focusing on the home or person living with AIDS, this opened the subject of HIV/AIDS as a concern to the homes and neighbourhood. Two weeks later, the team learned that 10 per cent of the young women were commercial sex workers and were all vulnerable to the infection. No names were mentioned in these discussions, but through the shared recognition and acknowledgement of risk, stigma and discrimination were replaced by shared responsibility for care and prevention characterised by inclusion. This is crucial to expansion of local response in a dynamic network between the home, the neighbourhood and institutional support. Health and other service provision staff need to see that community responses should be supported above all else, rather than being preoccupied with technologies and information; financial resources can support but cannot substitute for people-driven response.

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Tools The four tools that follow are: • Community counselling • Dynamic interaction: three environments of home/neighbourhood/centre • Concept analysis • Development planning/ Strategic questions framework Tool: Community Counselling Community counselling is a process of facilitated community conversation, invited, sustained and owned by the local community, yet supported by a group from outside the local community. The excellent relationship between the facilitation team and the community is that of partner, participant or facilitator, rather than intimate community member, through kinship or extended family. Community refers to a group that is functional, through mutually beneficial relationship. A functional community is one that can think and act together because of shared concern, and in mutual interest. A consistent learning has been that the community counselling process must maintain the core elements of counselling, and not shift into information sharing, awareness raising, or an instructional style as the

dominant approach. Community counselling is a critical tool for stimulating sustained and culturally relevant behaviour change and for shared (participatory) measurement of change.

Home visits are an integral component of the Community Counselling process. Home visits and community counselling combined together in the same location have a greater impact than either one alone. Home visits in this context are not just

an expression of care for someone who is unwell or needs support. A visiting team’s awareness of the link to prevention through people around the home situation can increase the care of people for each other and normalise the situation. The result is not only increased care, but increased motivation within a location to meet and discuss common concerns. Community counselling develops from the common concerns and is driven by the motivation of community members to meet and seek strategies for themselves.

Evaluate: Relationships building

Take Action: Invitation:

What to do, what strategies to use?

Explore Concerns /Issues:

The community counselling manual can be found on the web at: www1.salvationarmy.org/health

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Tool: Dynamic interaction: Three environments of home, neighbourhood and centre/building Local teams and facilitation teams always keep three environments in mind, to help them plan and assess their own engagement in the community and to understand and follow the community response. The three environments are the homes of people, the surrounding neighbourhood and the building base of organisations. Often homes and neighbourhoods are an invisible or assumed factor, but left out of programme plans. Interaction in and between these three environments stimulates participation and shared change. See the diagram below as a depiction of the interaction between the three.

HOME

CENTRENEIGHBOURHOOD

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Tool: Concept analysis The minimum four concepts are: • Care (love in attitude and action) • Community (belonging) • Change • Hope Additional concepts include: • Leadership • Transfer 1. Before the session, prepare a story of an experience for each concept. Ask teammates or participants to share one. Listen to their story beforehand, to be sure it will fit, and think about how to clarify the concept after they tell the story. One experience told for each concept should be told in about three minutes. It should be a family and community story, and it should be positive: a good example. Note: If time is short, each group can do a different concept, or one story can illustrate several concepts. Break into small groups of no more than five people. 2. Don’t introduce too much, but let the participants know they’ll be listening to some experiences and then asked to reflect on each one, looking for some of the principles that exist wherever people are found. 3. After the first story is told, give a brief definition of care (love in attitude and action), and ask them to reflect on how care was expressed in that story. Don’t give too long in the group – about five minutes. 4. Debrief. Depending on how many groups are there, maybe only ask some of the groups to comment, write up what they have said on the flipchart and then ask the whole group if they agree or have anything different to add. 5. Follow the same sequence for each concept. Hear the experience/story. Give a brief definition of the concept and ask them how it was expressed. Not too long in the group. Quick feedback. 6. At the end, look at the notes on the flipchart paper. Ask the whole group if they see that these are strengths, or capacities, that exist in human beings. So if we want to fight back against AIDS, for example, we have to use these strengths and develop these capacities. 7. After any field visits, go back to the papers listing the concepts and ask people if they were able to find these capacities in the community, and how were they seen.

Some points to remember: • An alternative is to use photographs instead of stories. Before the session lay photos out on a

table. Look at the photos and mentally prepare to tell (in about one minute) the background of each and how it reveals the concepts. Ask for a representative from each group to select a photo, take it back to their small group and discuss how the photo shows a concept. Then each group shares their photo and interpretation with the rest of the group.

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• All the significant topics in HIV can be found in these concepts. For example, care relates to orphans, to quality of life, to palliative care (care for the dying). Change relates to prevention and reduction of the epidemic. Hope relates to reducing the impact of the epidemic in the community. Community, or belonging, is related to the discussion about stigma, and also relates to the energy to work together and find solutions.

Concept analysis is used as a tool for reflection on interactions with people in homes, neighbourhoods and programme centres. The following charts show analysis following home visits, which helped the team to look for strengths in the family visited, and often helps the team to see how to follow up more effectively. (In this case, some of the members of the team had not been in personal conversation with a person living with HIV before the visit, which was guided by the local team. One point for follow up was the possibility that the woman is a potential leader.)

Example of concept analysis during a debrief of home visitation by a facilitation team in Estonia:

Who was visited? A young woman with her two children Where? An apartment in Tallinn, Estonia How did the conversation take place and what was discussed?

• Childhood fears, trauma, orphanage experience in Soviet times • Every team member was also asked (by the young woman) to share his or her life

experience • One team member was a single mother with HIV – she declared her status to the

group, in the home

How was care expressed?

Where was evidence of change occurring?

How was hope identified?

Where was there a demonstration of community/ sense of belonging?

How are people taking leadership responsibilities?

Where is there evidence of transfer?

How as spiritual awakening identified?

• Sensitive questions

• Honest response, from all the team

• Sharing of stories

• Invitation to return to the home

The woman wants her family to stay safe – she will try to connect with other people in the apartment block to share concerns about family life

Agreement needed on repeated visits on a corps support group and on appropriate community conversations. The woman wanted prayer

The woman with HIV said that she was free to share her situation

The woman has leadership potential

Narva SALT experience used in Tallinn

The woman wanted prayer; testified to her faith and change in her life; she wants to attend the corps group

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Tool: Development planning/strategic questions framework The Development Planning Framework is a tool for accompanying the community in identifying its own strengths. It is made of question areas that are helpful for shaping and following themes within informal conversations in homes and neighbourhoods, as well as for shaping discussions, plans, and evaluations with teams and community members. These are known as strategic questions. The development planning framework can be used within local responses to design their action or programme, for participatory evaluation, and monitoring of progress. It is helpful when used by external or local facilitation teams to help sustain measurement of change, and to plan their action in relation to local response as it changes.

DEVELOPMENT PLANNING / STRATEGIC QUESTIONS FRAMEWORK A tool for community conversation/participatory programme design/evaluation

CONCERNS VISION

(HOPES) WAYS OF

WORKING/ THINKING

ACTIVITY AREAS

DESIRABLE RESULTS

INDICATORS ISSUES

Strategic questioning Strategic open-ended questions are used as a discipline to focus conversation on the people we meet rather than our own possible agenda. We focus our conversation and questioning to observe strengths and responsiveness. The first three questions should be explained: • Concerns – Concerns, as opposed to needs, focus us on the deeper issues and dynamics that

affect how people respond to the issues they face. Asking what somebody is concerned about will touch much deeper and intimate spaces in people’s lives, without invading their privacy.

• Hopes/Vision for the Future – Exploring the hope or dream people have for their future helps them recognise there is a future, somewhere to head, however unrealistic it may sound. More often than not, people do not think about this concept or ask themselves the question. Exploring hopes for the future allows people to identify direction in their lives, and guides the way in which our relationships with them can develop.

• Ways of working and thinking (approach or direction) – How are people responding to their concerns? This question is not focused on what activities may be undertaken by an external organisation, but rather what is the approach, or behaviour that helps local action. Exploring this theme allows us to understand how we can stand alongside people in their response without dictating it.

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CHAPTER 3: Transfer

Transfer happens when ideas, energy, and motivation for action move from one person or community and place to another. It happens spontaneously, but can also be intended. The premise of human capacity development is that organisations should look for and encourage transfer as a process indicator and an outcome of change. Three strategies that are significant in fostering transfer are • Demonstration of local response • Relationships • Team They are described here, and then illustrated in a community case study. Tools for transfer include the SALT visit method, programme to programme visit guide, and participatory action research.

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Strategies • Demonstration of local response Transfer can take place spontaneously when community members bring new ideas to other communities through their existing social or other links, or when facilitation team members consciously apply the approach in their own communities and organisations. When a community reaches a level of response where they see needs beyond their own, they may actively seek to share their learning with neighbouring or other linked communities. For example, as stigma in relation to HIV is reduced in one neighbourhood, the idea that it is possible for communities to live well with HIV will be shared in other places. Demonstration of local response and a facilitation team approach make it easy for people to learn when they can see with their own eyes and draw from their own experience. This is why SALT team visits help to encourage transfer. Programme to programme visits are another way to demonstrate and learn from local response. People from one programme or community who have identified a concern or need are able to visit another programme or community which has identified a similar concern and has developed a response to address that concern. Programme to programme visits to demonstrate local response can also be helpful between two existing responses (programmes) to deepen and improve the response within each community. Programme to programme visits are not random but need to be anticipated and organised in order to maximize the outcomes. People need to prepare for the visit by reflecting on their expectations. Those hosting do not need to set up artificial activities, but allow the visiting team to immerse themselves into the everyday reality of their experience. Visits emphasise the sharing of strengths and vision by both programmes, based on principles and transferable concepts. Mutual sharing, discussion and reflection leads to learning by the host and the visitors. A visit should conclude with a time of reflection and application, so that participants are able to return to their programmes with a clear idea of what they have learned and how this learning will be adapted to their own context. Story: Programme to programme visits as a means of transfer Young people implementing a community counselling approach in response to tsunami related trauma from the areas of Kerala, Tamil Nadu, Andaman Islands, Andrah Pradesh and Sri Lanka came together for a skills development workshop hosted by the Sriakadu community of Kerala. The participants came with the strong desire to learn and deepen their understanding of counselling approaches through the techniques of art, drama, games and music. Holding the workshop within the community of Sriakadu opened the opportunity for learning from the local team and the way in which they were responding to issues. Participants reflected that the workshop had an international spirit, where ‘irrespective of language differences, people face similar problems in their own places’. By the conclusion of the workshop each team formed an action plan relating to how they planned to take the experiences and learning from the workshop and the community back to their own community locations.

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• Relationships

Human nature leads people to seek connection with others, to share who they are, what they believe, thoughts and ideas that they have about their world and things that occur around them. Relationships can be seen as the foundation of human functioning. In the context of human capacity development, relationships are the foundation for a way of working, sharing and expanding the approach to individuals, families, communities, across cultures and religions. Relationships involve many components. A positive relationship reflects trust, openness, invitation, a willingness to belong and be with and alongside, belief in the strengths and capacity of others. Through these positive aspects it is possible for transfer to occur. Transfer in this context does not refer merely to the sharing of information or activities. It is the sharing of who we are, what we are, what we believe, ideas, knowledge and ways of working. Apparent barriers between people such as language, culture, religion do not prevent sharing and transfer to occur.

• Team

The facilitation team is a demonstration of the core values, beliefs and practice that provide a framework for transfer to happen. Core values include care, change, belief in the capacity of people to respond, community and hope. A facilitation team is an expression of community life within an organisation or a group of people (see also page 10). A team approach includes others, to expand itself and to share skills, knowledge and experience. No ‘expert’ holds all the knowledge. Mutual learning is based on a shared vision and the development of shared practice. Teamwork demonstrates respect for the values and beliefs of others. The members of a team are accountable to each other and support each other, in an image of community that links to a sense of community in others. Team members can facilitate transfer through their family, neighbourhood and community relationships. Team is a visible demonstration of connection, belonging, and functional community.

Community case study The Kithituni community in Eastern Kenya has been responding to its concerns related to HIV for the past six years. The Salvation Army District Officers believed in the capacity of people to name their own concerns and work from their own strengths and resources. Local responses have been encouraged, supported by the district officers and territorial headquarters, and also by the regional and international facilitation teams. Together it has been possible to

• include – anyone who wanted to be involved was welcome • work by invitation for home visits, community conversations and facilitation team support • systematically link home visits and community conversations • experience shared confidentiality of issues of deep concern and intimacy within a

community context • support orphans and vulnerable children through community income generating activities • extend beyond Salvation Army boundaries to work alongside other groups and

denominations within the community • transfer to other communities

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• receive opportunities for programme visits and exchanges with others to stimulate sharing and learning

• develop skills in local team members by experiential learning opportunities as well as more traditional ‘skills training workshops’ approaches

• document their own response

Six years of implementation of home care in the context of family, friends, and neighbourhood have shown that in communities hard hit by HIV the family remains the sanctuary for human life. Care is the strongest single factor influencing change in individuals and the wider community. The link between care of a person, especially at home, and motivated by a facilitation team, brings sustained shared response, capacity and hope for others in the neighbourhood. The foundation for reconciliation between people, families and communities is characterised by care, support and love in action.

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Story of a SALT visit In 2005, a group of Tearfund Partners from Kenya and Sudan visited the Kithituni Community in Kenya. During this visit, the group had an opportunity to go on home visits and participate in a community self-assessment process. In the introduction by the Kithituni team the concepts of care linked to change, community ownership and transfer were described but raised many questions among the visiting team. ‘How do you use relationships as a entry point for response?’ ‘How do communities take ownership of their own response in the absence of material assistance?’ ‘How do you sustain a volunteer spirit over time?’ Understanding came as the group went out and entered into homes and neighbourhood. They saw the process in action of how relationships and conversations were able to explore concerns, vision and lead to action. During the closing reflection, one of the visitors shared the following: ‘I didn’t understand how a team could facilitate a response without providing material resources. Today I have seen that the response is through the strength of relationships between people. This is truly sustainable.’ This one exposure to a SALT approach which was based in learning from the local experience, seeing strengths and reflecting on how this applied back to the different environments of the visiting team has stimulated a further invitation for exchange and learning between Kenya and Sudan. Belief in people’s capacity generates a shared response that takes the relational approach – one of listening and reflecting, being prepared to go out of the building and into the living situation; where the action is - to face the reality. The experience in Kithituni has transferred to more than 75 other communities. The team of facilitators has expanded by more than 100 per cent and continues to grow. More than 200 orphans and vulnerable children are cared for and supported through home visits, kids clubs and financial support through local income generating activities. Because of the practice of supportive collaboration within and between regions, Kithituni has had an influence beyond Kenya, within Africa and the other regions. Youth capacity is so evident there that it has sparked the youth movement which is felt in Asia and Latin America as well. One example of policy influence is the move of the first district officers to the territorial headquarters, where one has the role of supporting community responses in the whole country of Kenya. However, the story of Kithituni is not a finished victory. The community continues to face challenges, as every community will do. The following is a recent example, to end this case study.

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Story: The Sand Harvesters In 2005, a group of local businessmen in the Kithituni community began to commercially harvest the sand from the river beds for sale in Nairobi and other urban centres. This created a source of employment for young men in the community. After some time, the community and local facilitation team began to notice that this was linked to several behaviours which were putting the community at risk. This included the influx of commercial sex workers into the market now that the young men had a source of income, and an associated decline in the security of the area. Community conversations began to happen between neighbours, in the market, and the facilitation team visited the sand harvesters for discussion. The local MP who was also a member of the community became aware of the problem. Community members began to ask that restrictions be placed on the sand harvesting. Time limits were set on the harvesting (it was not to take place at night) and a levy on each truck carrying sand was set and collected on the road. Concerns and discussions related to security and the commercial sex workers continued. After a period of eight months the local MP arrived in the community in a convoy of five government vehicles to officially shut down sand harvesting in the Kithituni community. The process of a community to identify their own concerns and risks and to influence change is one outcome of a facilitation team approach that has valued strengths in others. The community and team are still left with the challenge of a small group of commercial sex workers who have remained in the local market. The team is seeking to identify entry points for discussion with these women and others in the community to see how best to address this concern. Change in one area does not imply an end to community decision making. They gain confidence to continue to address their own vulnerability from a position of strength and confidence that change is possible.

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Tools • Methodology for SALT Team Visits • Programme to programme visit guide • Participatory Action Research (PAR) : www1.salvationarmy.org/health Tool: Methodology for SALT team visits

SALT is a way of thinking and relating ourselves to a local response.

S is for Support, Stimulate A is for Appreciate, Analyse L is for Listen, Learn, and Link T is for Transfer

Foundational principles

A SALT visit contains

1. Invitation or opportunity to visit, in teams of three to five people, each with a ‘bridge’ person, who will link the team to the situation. The bridge person is someone who is known in the situation.

2. Preparation to visit, by hearing something of the context, and reviewing the approach.

3. A visit in which the team introduces itself as people who are there to learn and each member introduces himself or herself as a person, not by title.

4. Reflection as a team after the visit about what was learned, what might be the next steps and how the team could improve its practice of SALT.

The foundational attitude is APPRECIATION of what people in a community are already doing, and their lives. So as a team enters a community the first attitude is not one of looking for all the problems and weaknesses but rather one of appreciating what is working.

Appreciate

The second foundational attitude is LEARNING. The visiting team is in the community to learn, to understand and, again to appreciate, the strengths of people to manage their own lives.

Learn

The third foundation is SUPPORT, not by bringing material or technical things, but by encouraging people. As the visiting team appreciates and learns more about the strengths, it is possible to encourage people by mentioning the strengths to them. Often people are not aware of their own strength. This is true for all of us!

Support

A team develops these foundations by observation and conversation in the community. Conversation will focus on the hopes and concerns of people and the way they already work together on those hopes and concerns. The team works to identify and name strengths.

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The other attitudes and practices of SALT will come next: Specific themes emerge through the concerns and the team is able to STIMULATE reflection by community members on the connections between their concerns and the major issues affecting the community. The team listens carefully in order to ANALYSE what is heard, and asks questions to encourage community members to ANALYSE as well. For example, if a concern is expressed about young people being ‘careless’ it is possible to ask questions to explore how that is connected to risk issues of HIV, or other specific issues.

Stimulate

Here it is important for the TEAM to LEARN, and SUPPORT each other, to ask questions about the connections, rather than point them out or attempt to ‘enlighten’ the community about the connections as the team sees them. This phase of the process is very important, to keep the responses in the hands of the community and not take over as ‘knowledgeable’ persons.

Probing

The team will continually ANALYSE and STIMULATE analysis as the community gradually opens up discussion on significant issues, and acknowledges the underlying roots, such as HIV. It will become natural to reflect on what the community itself can do in response.

Analyse

SALT should normally happen as a series of visits, not only one. The LINK function will be expressed when the team members begin to ask themselves the question, ‘Who is not in this discussion?’ For example, if discussion happens mainly with elders in a first visit, the team will find a way to meet youth. If discussion happens with the ‘upright’ citizens of a place, the team can seek a way to talk to ‘troublemakers’. If men are the first to discuss, then the team will want to discuss with women. This does not happen by criticising those who are already active, but by always including others. And as discussion opens with different people in a community, the team will help to create opportunities to LINK the different conversations together.

Link

TRANSFER is a function of the team members, to take something back to their own communities and organisations, and apply the approach there. TRANSFER also happens when community members link to others outside their own community and influence change in other places. For example, as stigma is reduced in one neighbourhood, the idea that it is possible to live well with HIV will be shared with people in other places, through extended family links, and sometimes more systematically as well. The SALT team can encourage TRANSFER from one community to another.

Transfer

SALT team visits are a method which is learned by doing it. Once people have the general idea, it is possible to go and try. However, it is important to do this within an ACTION-REFLECTION cycle.

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Action-reflection means that the team should prepare by remembering what SALT means, and the main topics of discussion, which are: Strengths Concerns Hopes Ways of working: how do the family and community now respond to the concerns and hopes mentioned? How could they respond? During a SALT visit, the team members should help each other to follow the SALT approach. After a SALT visit it is very important that the team immediately (before going home) discuss what they have learned from the experience, and how they could do better as a SALT team.

Action and

Reflection

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Tool: Programme to programme visit guide Goal Programme to programme visits are a tool for exposure and learning which lead to transfer of skills, experience, knowledge and action by individuals and communities.

Objectives • To participate in, reflect and apply lessons being learned by facilitators and their communities

on community capacity to discuss, own and act on their concerns • To identify the skills, tools and concepts that have been most useful to the

facilitators/community in strengthening community capacity to respond to HIV/AIDS

Methods • Briefings and debriefing/reflection with facilitators • Participation in community conversations/home visits, etc, facilitated by locally trained team • Application by participants back to their own context

Questions for reflection by facilitators/visiting team • Which of the concepts, skills and tools have been useful to me at individual, family, and

community level? • What difficulties have I encountered in implementing this approach? • What successes or results have I seen from using this approach? • What capacity/strengths have I seen today in terms of community, caring, positive change,

loss, hope and future? • What issues and questions have emerged for me today? • What have been important ‘ways of working’? • How have we needed to relate and ‘be’ in the situation, as visitors? • How have we seen others working? (In what spirit, with what attitude, in what context?) • What are the characteristics of the facilitation team approach needed to support the local

response? • How can I apply what I am learning in my own context? (Development planning/strategic

questions framework).

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Tool: Participatory action research Purpose To gain the perspective of local leaders, the community group, people in their homes and local implementing teams, on the changes they see and the factors they perceive as contributing to those changes. Local implementing teams own this process by facilitating the discussions and analysing the responses. (Used in relation to HIV and tsunami recovery) Process Question development using PAR tool Questions are developed by the participants around each of seven concepts (community, care, change, hope, transfer, leadership, spiritual life). The questions developed in each community are compiled into a systematic list of questions that can be applied in each community for ongoing PAR data collection. Community visits for experiential learning and PAR exploration Local leaders, community members in a group, people in their homes and the local team are all asked the same questions. Responses to the questions should be recorded in the exact words spoken (verbatim). Analysis of responses Each response is examined and categorised according to the seven concepts, using the definitions provided. This process involves examining each recorded response (verbatim – in exact words) to see which concepts are reflected, if any. Following the generation of a grid for each protocol, the themes are summarised for main points, repetitions and recurring patterns. The theme summaries are used for the next stage of analysis. Different perspectives on the themes are compared and examined for similarities and differences. Discussions of the analysis can inform future action by the community and the team. Actions plans are developed.

Mapping Maps are drawn to show the current situation and the spread of influence within and beyond the communities involved. Desirable outcomes • Community recognition of indicators of coping and change within their community • Increased motivation for further action in their own community and others • Transfer of ideas to other communities • Ongoing documentation of the care and change processes occurring in the community • Follow up of action research process in participating communities to document ongoing action. Note: More detailed description available through IHQ Health Services with reference to HIV and tsunami-related community capacity

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CHAPTER 4: Influencing policy

Strategy: communication If policy is to be informed by field experience, then communication with policymakers is essential. The most effective way to communicate is face-to-face. Any opportunity to speak to leaders, and to share experiences with them, should be taken by every team member. (The term ‘leader’ is used here to include people at all levels where various policies are formed, within The Salvation Army, within communities and in collaborating organisations. ‘Policy’ means decisions about principles, priorities, and practices.) Face-to-face communication can and should happen in offices, but more powerful communication happens when leaders participate outside the office. One communication strategy is to promote the participation of leaders. Another strategy is to inform leaders by various means about significant events and outcomes. Promote leadership participation An effective way to influence policy is to invite leaders to join in a facilitation team visit, a facilitation team ‘attachment’ or a SALT visit (a precursor often to repeated facilitation team visits). The participation of a leader in a community visit encourages people in the field. The leader who becomes a team member can experience the strengths that exist, and gain a renewed sense of excitement for the field work. The community environment creates opportunity for mutual sharing of vision, as well as the challenges and struggles faced by both the local team and the leadership. Also, a leader gains respect by actively participating in community visits, by being present, expressing empathy and learning about the reality of life in the particular situation.

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Field visits create opportunity for a combination of experiential learning, mutual sharing and appreciation for the strengths of the community. There is an immediate renewal of vision and hope. One expected result is strengthened relationship of Salvation Army leadership, with local programme teams and the community, which reinvigorates the sense of Christian movement. Appropriate policy making follows naturally. STORY: Participation of leadership in community visits leading to policy making A group of people representing all levels of The Salvation Army presence in four South American countries – including the Chief Secretary - gathered at one of the border cities to analyse integrated mission concepts. One of the initial activities was community visits to a very well known area where small groups actively participated in home visits and conversations. This naturally led to honest evaluation of their own response to their communities’ critical issues. Sincere commitment was common to the whole group to strengthen The Salvation Army mission in their countries. This was soon expressed in an integrated mission territorial policy to be implemented throughout those four countries and supported by the Chief Secretary who had actively participated in the whole process enhanced by the community visits.

Inform leadership Teams communicate with leaders in order to: • Share mission outcomes from the field (to highlight mission impact and importance of the

field work) • Stimulate interest and share hope (to develop insight together) • Encourage leadership through a renewed interest and sometimes a change of mindset • Invite leadership to be present in the field and to experience first-hand the strengths of

community • Enhance a sense of ownership of the community experience • Seek responses that will establish a mutual understanding of the vision and direction for

mission.

Tools Some forms of documentation are helpful to remember and record experiences. These are never a substitute for face-to-face interaction, but are a necessary support to communication. A Trip Report is one format which is helpful to catch stories and experiences as they happen. Trip reports are a key tool for capturing the process, outcomes and agreements of every facilitation team visit. They are also strategic tools for feedback to leadership because they:

• are done collectively and in agreement with those who have participated • are concise and strategic in terms of summarising next steps • combine qualitative information on the processes that helped, alongside quantitative

information on participation • provide a means of linking one visit to the next in terms of actions and agreements – and

become a cumulative record of the development of facilitation teams and local programmes • serve as an accountability tool among team members.

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Story: Following a series of support visits to Nigeria in 2005, which focused on territorial facilitation team development, youth capacity development and partnership development, the trip reports which accumulated over this year of support were valuable records of agreements, reflections and application. From the first support visit in 2006 reports were compiled and used as resource documents, and were very useful in remembering the journey over the past year. They made it easier to hold each other accountable to agreements which had been made and assess progress against what had been planned. The compilation of reports is evidence of accumulating experience, which has contributed to strengthened local response, territorial facilitation team development and policy formation The local team and the visiting team found these trip reports very helpful. They served the teams in the process, as well as being a record which was passed on to territorial leadership. It was decided that subsequent trip reports should be shared as widely as possible to members of the territorial facilitation team, so that everyone could transparently refer to them as a shared record of agreements and progress.

• The Facilitation Team Visit Guideline helps facilitation teams enter a situation, and

guides how they express accountability and inclusive relationship. It is a key tool for helping the facilitation team design, implement and follow up the visit process in a way that fulfils the purposes of facilitation. It is strategically important in assisting the facilitation team to communicate with leadership at critical points during the visit, including the development of the objectives and debriefing the outcomes and agreements achieved.

• Core outcomes and indicators for human capacity development

All the tools and approaches mentioned in this booklet are used for the development of human capacity to respond. Results are plainly seen by those who are involved, both in community and in the organisation. But there is always a challenge to express the process and the results in a way that is understood by people who are more distant from the experience. How do we know that expansion is occurring within the community and The Salvation Army? How can policy be shaped that is relevant to the field work and would foster release, promote the strengths found in the community and the renewal of the organisation? The core outcomes and indicators chart is organised by four categories of indicators that should be seen in both the community and the organisation. The categories are: □ Action □ Learning □ Self-measurement □ Transfer of response ‘Outcomes’ refers to responses of communities and of the organisation as shown in the human capacity development dimensions of response diagram.

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Tool: Core outcomes and indicators In each sphere of action, whether the local community or The Salvation Army (or other organisations), it is possible to observe indicators relevant to both community response and organisational response (dimensions of response). For example, action, learning, self-measurement and transfer of response. For each generic indicator there are specific sub-indicators.

Community – indicators of response

Action: How does local community act for care and change? Does local community invite the organisation to learn from its experience? Learning: Does local community intentionally share and learn with other communities and organisations? Does the organisation intentionally commit to learning from local action and experience? Self-measurement: Is there self-assessment and measurement for response? Does local community invite the organisation to observe their progress and to help them expand their programme? Transfer: Do local communities share with other communities to stimulate response?

The Salvation Army (the organisation)

Action : How does the organisation act for community expansion of response? Is HCD embedded for critical issues competence within the organisation? Learning: Does local community work with the organisation in order to learn and apply to their own response? How does the organisation learn from local action and experience, and synthesise learning regularly? Self-measurement: Does the organisation stimulate community self-measurement? Does it self-measure and participate in appreciative enquiry approaches to objective outcome analysis of other organisations and community responses? Transfer: Does the organisation stimulate community to community transfer? Has it invited community to organisation transfer? Supported local community to transfer vision and methods and learning to other communities and organisations? How does it transfer learning and knowledge within the organisation and to other organisations? Does it actively seek to learn from other organisations?

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Tool: Human capacity development core outcomes and indicators (contracted versions) applicable to human capacity development for AIDS and life competence

Spheres of

action HCD dimensions /outcomes

Community sphere

Examples

Organisational sphere (incorporating service providers,

policy makers and facilitation teams)

Examples

Community response

Action/ response – local communities act for care and change Measurement – local communities self-assessment and measurement for response Transfer – local communities share with other communities to stimulate response

Local neighbourhood community organised home based care. They invite community counselling for sustaining behaviour change They request spiritual support. Spiritual help is acknowledged Communities use community counselling as a self-assessment opportunity. They use the self-assessment tool. They check for outcomes for agreed action – for example, risk behaviour associated with weddings and funerals with alcohol – is it reduced, and by how much? Are other neighbourhood communities inviting sharing of knowledge and stimulation of response? Are people in my (our) community initiating responses in other communities. How many?

Action/ response – organisations act for community expansion of response Measurement – organisations - stimulate community self-measurement; - observe expansion of community response Transfer – organisations - stimulate community to community transfer; - invite community to organisation transfer

Organisations follow up SALT visits with facilitation team development within districts and countries Faith base groups request collaboration. Religious leaders are involved in SALT visits. Staff request pastoral support Organisations offer SALT visits, participate in self-assessment in community situations and adjust their response according to community perspectives Organisations commit people and funds to SALT visits, facilitation teams, and community to community visits; organisations commit to including community members in management and policy development

Organisational response (incorporating policy makers, knowledge transfer and learning from local action and experience)

Action/ response – communities invite organisations to learn from their experience Measurement – communities invite organisations to observe their progress and to help them expand their programme Transfer – communities transfer vision and methods and learning to other communities and organisations

Local communities and facilitation teams invite and co-host SALT visits by people from organisations (how well is it done and how often does it happen?) Communities invite - organisations to participate in their self-assessment - invite observers into the community counselling process to observe outcomes and indicators determination; - organisations to sponsor and participate in community to community visits Communities invite organisational people and policy makers into committees and into measurement processes; community members respond to invitations to participate in policy development for HCD at multiple levels

Action/ response – organisations embed HCD for AIDS competence within the organisation Measurement – organisations self-measure, and participate in objective outcome analysis Transfer – organisations - transfer learning and knowledge within the organisation and to other organisations; - actively seek to learn from other organisations

Organisations develop SALT teams, facilitation teams and systematically learn from local action and experience Organisations - systematically self assess within the organisation; - invite other organisations to participate in self-assessment; - invite objective analysis of outcomes in the context of HCD for AIDS competence, inclusive of external interventions Organisations do process analysis within the organisation and with other organisations; they develop knowledge assets that are shared; they participate in shared self-assessment with other organisations; they plan and pay for SALT visits and facilitation team development for learning from local action and experience; synthesis meetings are held regularly to objectively verify outcomes, and indicators

42

Tool: The Salvation Army trip report for facilitation teams

Country Locations TEAM (Leader underlined)

Purpose of Visit

DATE OF VISIT START: END:

SUMMARY OF VISIT (to be included in quarterly Regional Team newsletter)

What was done? What process helped? OUTCOMES/AGREEMENTS REACHED?

NEXT STEPS?

SIGNED:(TEAM LEADER) DATE DISTRIBUTED:

DISTRIBUTION LIST:

Data Collection Summary: Below is a summary of sample quantitative information related to the process/activities during the visit. # of TFT members involved and potential TFT members identified

# of people visited (eg home visits) and/or people participating in community discussions or meetings

# of young people/children actively involved (kids or youth groups visited)

# of SA and other leaders involved

# of Partners or other organisations visited or involved

# of community locations visited and community conversations held.

# of professionals/institutional staff participating

Other

Names of TFT members: Names of Leaders involved: Names of Partners visited or involved and contact information:

43

Tool: Facilitation team visit guideline General things to do by the team

Establish objectives for the visit with input from leadership and arrange post-visit debriefing meeting.

Find the team. Be inclusive.

Plan the visit process. Establish methodologies to be used. Allocate responsibilities or topics among facilitators through team discussion/agreement. Schedule time for daily personal relations and promote them within the team, daily team debriefing and reflections and prayer, analysis of the process and outcomes in daily team debriefing using the Development Planning Framework as a key tool for reflection and planning each day. Analyse concepts: care, change, community, home, leadership, transfer. SALT visits in homes or neighbourhoods as part of every process. Allow time for rest.

Understand participants’ background and dynamically adapt the programme accordingly, familiarise yourself with local facilities, resources, housekeeping issues, starting and ending times, etc. (ie logistics of visit).

Keep our role clear. Problems must be solved locally, don’t be seen to be taking sides, keep open mind and listen. Pray.

At the end of the visit - Debrief with Territorial Leadership

Include anyone the Territorial Commander is comfortable to have included, including a person from the visited location.

The debrief is a time of sharing and relationship building with the territorial leadership: give time to listening to the leadership as well as speaking.

Team Leader is responsible to lead the debrief. Parts of the debrief may be shared among the visiting team members (including any territorial leader included in the visit).

Helpful, encouraging processes and outcomes observed need to receive due emphasis. Share stories, pictures, maps etc that have emerged during the process. Concerns and Challenges also are to be shared.

Share agreements or understandings reached at the local level and seek to reach agreements with the Territorial Leadership regarding further actions, visits, etc.

Any confidential or sensitive information should be shared with the Territorial Commander in confidential discussion.

Be sure you cover all important issues - the written trip report should not contain any surprises to the Territorial Commander.

After a facilitation team visit Tasks to be completed within a week of arriving back home. Whole Team

Trip Report to be completed and sent to host country leaders/team leaders, Regional Team, local sending team (see Chapter 4 for Trip Report Format).

Debrief with members of your ‘home’ team on lessons learned and experiences from the visit. Team Leader.

Financial Report (see APPENDIX for format).

Follow up communication (eg letter of thanks to host).

Express any concerns/problems of the facilitation team to leader/Regional Coordinator.

44

CHAPTER 5: Learning from local action and experience

Learning from experience is a foundation to all the strategies and tools in this book. How is learning the foundation? Renewal of commitment and motivation, renewal of facilitation teams, is dependent on the impact of action, and adapting responses in changing contexts. Local response to issues is the environment for learning which is continually applied. The ethos of all the tools and strategies is to learn by doing. People who join in facilitation teams are mentored as they learn the approaches of the mission working culture. A facilitation approach is based on adult education principles of reflecting on experience in order to learn, and lifelong learning as a norm. Facilitation teams alongside local implementers and communities are stimulating the environment for reflection, learning and application. The community can be transformed and the participants in teams are also learning and changing. People within the organisation who are sometimes at a distance from local community can have genuine connection between their function of administration or leadership and the energy and vision that springs up when change is happening in the lives of families and neighbourhoods. There is always opportunity to connect with implementers and facilitation teams in community visits. The connection is a form of learning from local experience and it renews the strength of the visitors. Collaborative support within and between regions and countries significantly accelerates the pace of learning and application. Mission relevance and impact are realised and shared rapidly as participants recognise the significance of their own local responses in common with the experiences of others. Opportunities to meet are understood and used as times of learning, for immediate use in their places of origin. It is interesting to observe that a foundation of learning from experience leads to diverse, locally relevant responses, with a characteristic flavour of a mission working culture, but different

45

programme activities, depending on the context. The regional facilitation teams also have different emphases and styles, within the common framework of integrated mission. They are all demonstrations of local and national ownership, as they support people from the regions to speak for themselves and share their own experiences. The strategy to be described in this chapter is mentoring. It is applied within team and in relation to community responses. Three tools are included in this chapter, though all the tools are learning tools. They are story analysis, self-assessment, and a workshop outline for human capacity development and integrated mission. Mentoring as a strategy for learning Mentoring happens within a team relationship, which is not strictly one-to-one. By inclusion into the community of practice, team members can give and receive mentoring, challenge and be challenged, and stretch into new areas in a safe environment. Team support helps to sustain a person through difficulties, as mentoring includes spiritual development. Mentoring happens by agreement. People may be invited to participate in an experience, or they may self-select because of personal interest and motivation. There are many examples of invited mentoring. A young person can be attached to a territorial facilitation team for a month or more, to develop facilitation skills, as has happened in Kenya. Facilitation teams are in a continual process of mentoring, both for those in the team, and for the local community teams they support. Mentoring happens within long-term relationships which are not face-to-face all the time. These are relationships of equals, though one may have more experience than another. Some may be involved in facilitation teams for years, while others have a short-term participation that will still put them in a path of life-long learning. Experience helps team-mates to see capacity in those who join the team, and also to give feedback and direction. Newer participants have opportunities to lead with support from experienced facilitators. Learning and application accumulates rapidly in an environment of encouragement. Those who are involved can be seen to develop, and then others also consider the possibility of choosing to change, and become involved. The commitment is to learning about how change happens and how God works in different situations. It is not dependent on geographical location, but expands vision beyond local community, to understand and engage back in local action. Here is a story about the development of a local response in Estonia, and a case study about how learning between regions has influenced local responses by youth.

46

Story: Narva, Estonia January 2005 Narva is just inland from the Baltic coast, a town on the banks of the Narva river which forms the border with Russia. When Estonia became independent in 1991 the town was split in two: the part to the east of the Narva river is now in Russia, the part to the west is in Estonia. But although in Estonia, Narva is predominantly Russian speaking, and is therefore a marginalised minority community within Estonia. Its Russian speaking people do not have full Estonian nationality, and the town has been excluded from many of the improvements since independence, and since Estonia joined the European Union. Alcoholism, poverty and drug use are serious problems but one issue stands out: HIV and AIDS. HIV infection rates in Estonia are among the highest in Europe, and rising rapidly, but people living with HIV in Narva have been isolated, feeling unable to speak openly for fear of possible consequences (including loss of employment and rejection from social connections) and are also unable to gain access to support and care within the health services. Pregnant women with HIV are given the drugs and procedures which reduce transmission from mother to baby, but there has been no follow up care for women after their babies are born. Men are unlikely to find access to any care. Knowledge in the community is poor, and fear is high. The process of learning together In January 2005 the local corps officer, supported by the Regional Commander, invited the International Facilitation Team to visit to support them in shaping a local response to HIV and AIDS. The local corps had identified key people as potential partners and arranged a meeting in Narva. As the first step, everyone present took part in a visit to the home of one of the young women living with HIV, to hear their stories and learn through questions about their concerns for themselves and others, their hopes for the future and the ways in which they are responding to their own situation. This was an opportunity to build relationships and understand what is happening in the lives of young people affected by HIV. Their stories, the way they were tackling their lives, and their concerns and hopes proved to be the foundation for a shared understanding that people with HIV are not victims but have the capacity to respond themselves. A local response has developed, based in homes, communities and neighbourhoods as well as the corps. Through facilitated reflection on the home visits, and a situational depiction, the local corps drew on their own experience and that of the international team to understand how to create and sustain a facilitation approach. Reflection on the connections between mission and the local response to HIV were explored. Since 2005, the response in Narva has grown and developed, and includes people living with HIV. The team has stimulated new responses in Tatu, Tallinn and other parts of Estonia. Links have been made with Russia, and the Estonian experience is an influence on the development of response in other European countries.

47

Case study: A movement of youth Young people are particularly vulnerable to HIV infection and particularly important in the response to HIV, but young people are often treated as if they are separate, not part of an integrated community. Serious thought about how to involve youth began at the Durban HIV/AIDS Conference in 2000 in reaction to the tendency to speak of children as ‘ovc’ (orphans and vulnerable children). The youth response has already moved beyond Africa and into other issues as well. Masiye Camp in Zimbabwe (a Salvation Army programme) developed as a youth-centred work focused on building the human, as opposed to technical, capacity of young people in response to critical life issues. Youth leadership was then encouraged through the establishment of an attachment to the Africa regional facilitation team. A youth summit for Africa was one result, from which a youth statement to Africa leaders raised awareness of the capacity of young people. Young people have taken active leadership roles in establishing the Youth Ambassadors Initiative (YAI) and the Africa School for Youth Leadership (ASYL). These initiatives have resulted in growing confidence of young people to start their own local responses to concerns they themselves have identified, and to become involved in leadership in facilitation teams, helping to encourage other young people into action. Youth attachments have encouraged young people to show leadership when they go back to their own corps and communities. In Australia, young people are exploring their own local responses. In India, young people have been at the forefront of action as facilitation teams worked with communities affected by tsunami and other issues such as alcoholism and suicide. While this was hard at first for older corps leaders, it has now become respected and young people are encouraged to act. A recent example of transfer happened between Mizoram in northeast India and Japan, when young Japanese shared their concern about suicide, and those from India realised that this is their concern too. As a result, in both countries young people are becoming involved in local responses to concerns about young people and suicide. Where youth has been a part of local response, and has taken leadership, the particular concerns of young people become an integrated part of the overall community response. Shared experience between regions has stimulated new expressions of youth capacity.

48

Tools It may be clear by now that all the tools are applicable in various contexts, and are not limited to one sphere. They have been organised in chapters for convenience, and to show an example of how they may be applied. All the tools are used to support learning, as the other chapters show. Participants are mentored in the use of the tools, and do not rely on paper at any time, but they are gathered here as a record. In this chapter, three tools are included: • Story analysis • Self-assessment tool • A workshop outline on the theme of human capacity development through integrated mission Story analysis is used to support local response, to communicate with leaders, to encourage transfer of experience and to develop facilitation team members. It belongs to all the dimensions shown in the human capacity development diagram. The self-assessment tool was developed from local experience and validated in local communities, but it applies to organisations too. The introductory chapter of this booklet describes the history of the facilitation teams, which have emerged from local experience. The content and methodology of a workshop on human capacity development through integrated mission has been used in the formation of each regional team. Experience of the participants has been validated, and vision has been confirmed in relation to concerns which are unique to each region. Ways of working, strategies and tools have been shared, and are part of the standard practice of the regional facilitation teams. [A modified version of this workshop was used in Zambia and in Rwanda, with participants from various organisations. As a result, a national facilitation team was formed in each country, drawn from the different organisations and communities represented, with a vision of expanding response to HIV across the country.]

49

Tool: Story analysis Stories or testimonies are taken from real life and shared, then analysed. A story can be remembered from previous experience, or fresh from a home and community visit. The transferable concepts are helpful. It is possible to identify them in a story and then analyse how the concepts of care, community, change and hope are seen as strengths in people in the situation. Also compare how the strengths appear in a different context or culture from our own. (See the description of the concepts and concept analysis in chapter 2). What does a story of experience tell us? What do we learn from it? Story: A truck driver in an Indian community has become ill. A Salvation Army team has been visiting the home. The family was at first afraid because he has HIV. As the team visited without fear, the family members understood that they could live together and now accept him easily in the home. As the team visits again they find neighbours around, who are uneasy about what is happening in the home. The neighbours ask, ‘Does he have AIDS?’ The team responds, ‘Why are you concerned about AIDS?’ The group together discussed the risks and means of transmission of HIV. The team asks the neighbours, ‘How could HIV come to this village?’ They say, ‘Because all the men here are truck drivers we know we are at risk.’ The team replies, ‘Do you think other people are concerned about this? Would people want to discuss this concern?’ The neighbours agree that yes, people need and want to discuss. The team asks, ‘How do people normally meet to discuss things in this village?’ and ‘When would you meet?’ and ‘Would you want us to come and join in the discussion?’ as the details are agreed for the next discussion in the community.

Situation depiction: The story is told in a group, and the group members are given roles – as team members, members of the family, the man with HIV and neighbours. Demonstrate the story, moving people around to show the interactions, and tell what happened at each point. Ask questions in a way to understand and clarify relationships, dynamics and culture. Look for and illustrate the steps in a process of change. Reflect on how our way of approaching and talking with people has influenced the experience. This particular story contains meanings of: 1. How the love shown by the team has normalised the family situation, and is an example of

the link of care to change. 2. How the presence of the team in home visits has encouraged the community members to

approach with questions. 3. Shared confidentiality, as neighbours ‘know’ although the HIV has not been declared. 4. How community seems to target the person living with HIV but the real concern is for their

own risk. 5. How the team moves from caring for one family to counselling the community. 6. How stigma is reduced, as the team relationship with the community develops.

50

Tool: A self-assessment for AIDS competence: a human capacity development framework AIDS competence means that we – as people in families, communities, in organisations and in policymaking – acknowledge the reality of HIV and AIDS, and act from strength to build our capacity to respond, reduce vulnerability and risks, learn and share with others and live out our full potential. This tool, which was developed by The Salvation Army in collaboration with the AIDS Competence Programme of UNITAR, British Petroleum and the University of Chiangmai, measures the key practices that lead to AIDS competent nations, communities and organisations. It can be used for any group, community, organisations or nation to measure achievement and change over time. It is based on the beliefs that: □ Effective responses are grounded in the strengths of communities and in their collaboration

with service providers and policymakers. □ Communities, organisations and people who influence policy can continuously develop the

human capacity to achieve AIDS Competence. □ Everyone has something to share, and everyone has something to learn. Key practices are listed and participants place themselves after group discussion on one of the levels from the lowest at 1 to the highest at 5, using the framework (see opposite page) as a guide. A ‘river diagram’ is developed with the help of the facilitator, which gives a quick summary of actual and target scores for each group, and pinpoints who has experience to offer in each practice, and who want so learn more about a particular practice in order to improve performance. The tool can be used for □ Strategic planning to optimise limited resources □ To assess our AIDS and life competence and measure improvement over time □ To set specific targets for improving AIDS and life competence □ To identify what knowledge we have to share, and what we want from others. The AIDS, health and life competence practices chart illustrates.

51

To

ol: S

elf-

asse

ssm

ent f

ram

ewor

k fo

r AID

S/he

alth

/life

com

pete

nce

1

B

ASI

C

2 3

4 5

H

IGH

Ack

now

ledg

e-m

ent a

nd

Rec

ogni

tion

We

know

the

basi

c fa

cts a

bout

H

IV/A

IDS,

how

it sp

read

s and

its

eff

ects

.

We

reco

gnis

e th

at H

IV/A

IDS

is

mor

e th

an a

hea

lth p

robl

em

alon

e.

We

reco

gnis

e th

at H

IV/A

IDS

is

affe

ctin

g us

as a

gro

up/

com

mun

ity a

nd w

e di

scus

s it

amon

g ou

rsel

ves.

Som

e of

us g

et

test

ed.

We

ackn

owle

dge

open

ly o

ur

conc

erns

and

cha

lleng

es o

f H

IV/A

IDS.

We

seek

oth

ers f

or

mut

ual s

uppo

rt an

d le

arni

ng.

We

go fo

r tes

ting

cons

ciou

sly.

W

e re

cogn

ise

our o

wn

stre

ngth

to

deal

with

the

chal

leng

es a

nd

antic

ipat

e a

bette

r fut

ure.

Incl

usio

n W

e do

n’t i

nvol

ve th

ose

affe

cted

by

the

prob

lem

.

We

co-o

pera

te w

ith so

me

peop

le w

ho a

re u

sefu

l to

reso

lve

com

mon

issu

es.

We

in o

ur se

para

te g

roup

s mee

t to

reso

lve

com

mon

issu

es (e

g PL

WA

, you

th, w

omen

).

Sepa

rate

gro

ups s

hare

com

mon

go

als a

nd d

efin

e ea

ch m

embe

r’s

cont

ribut

ion.

Bec

ause

we

wor

k to

geth

er o

n H

IV/A

IDS

we

can

addr

ess a

nd

reso

lve

othe

r cha

lleng

es fa

cing

us

.

Car

e an

d pr

even

tion

We

rela

y ex

tern

ally

pro

vide

d m

essa

ges a

bout

car

e an

d pr

even

tion.

We

look

afte

r tho

se u

nabl

e to

ca

re fo

r the

mse

lves

(sic

k,

orph

ans,

elde

rly).

We

disc

uss

the

need

to c

hang

e be

havi

ours

.

We

take

act

ion

beca

use

we

need

to

and

we

have

a p

roce

ss to

car

e fo

r oth

ers l

ong

term

.

As a

com

mun

ity w

e in

itiat

e ca

re

and

prev

entio

n ac

tiviti

es, a

nd

wor

k in

par

tner

ship

with

ext

erna

l se

rvic

es.

Thro

ugh

care

we

see

chan

ges i

n be

havi

our w

hich

impr

ove

the

qual

ity o

f life

for a

ll.

Acc

ess t

o T

reat

men

t O

ther

than

exi

stin

g m

edic

ines

, tre

atm

ent i

s not

ava

ilabl

e to

us.

Som

e of

us g

et a

cces

s to

treat

men

t. W

e ca

n ge

t tre

atm

ent f

or

infe

ctio

ns b

ut n

ot A

RV

s. W

e kn

ow h

ow a

nd w

here

to

acce

ss A

RV

s.

AR

V d

rugs

are

ava

ilabl

e to

all

who

nee

d th

em, a

re su

cces

sful

ly

proc

ured

and

eff

ectiv

ely

used

.

Iden

tify

and

addr

ess

vuln

erab

ility

We

are

awar

e of

the

gene

ral

fact

ors o

f vul

nera

bilit

y an

d th

e ris

ks a

ffec

ting

us.

We

have

iden

tifie

d ou

r are

as o

f vu

lner

abili

ty a

nd ri

sk (e

g us

ing

map

ping

as a

tool

).

We

have

a c

lear

app

roac

h to

ad

dres

s vul

nera

bilit

y an

d ris

k, a

nd

we

have

ass

esse

d th

e im

pact

of

the

appr

oach

.

We

impl

emen

t our

app

roac

h us

ing

acce

ssib

le re

sour

ces a

nd

capa

citie

s.

We

are

addr

essi

ng v

ulne

rabi

lity

in

othe

r asp

ects

of t

he li

fe o

f our

gr

oup.

Lea

rnin

g an

d tr

ansf

er

We

lear

n fr

om o

ur a

ctio

ns.

We

shar

e le

arni

ng fr

om o

ur

succ

esse

s but

not

our

mis

take

s. W

e ad

opt g

ood

prac

tice

from

ou

tsid

e.

We

are

will

ing

to tr

y ou

t and

ad

apt w

hat w

orks

els

ewhe

re. W

e sh

are

will

ingl

y w

ith th

ose

who

as

k.

We

lear

n, sh

are

and

appl

y w

hat

we

lear

n re

gula

rly, a

nd se

ek

peop

le w

ith re

leva

nt e

xper

ienc

e to

he

lp u

s.

We

cont

inuo

usly

lear

n ho

w w

e ca

n re

spon

d be

tter t

o H

IV/A

IDS

and

shar

e it

with

thos

e w

e th

ink

will

ben

efit.

Mea

suri

ng

chan

ge

We

are

chan

ging

bec

ause

we

belie

ve it

is th

e rig

ht th

ing

to

do b

ut d

o no

t mea

sure

the

impa

ct.

We

begi

n co

nsci

ousl

y to

self

mea

sure

.

We

occa

sion

ally

mea

sure

our

ow

n gr

oup’

s cha

nge

and

set t

arge

ts fo

r im

prov

emen

t.

We

mea

sure

our

cha

nge

cont

inuo

usly

and

can

dem

onst

rate

m

easu

rabl

e im

prov

emen

t.

We

invi

te o

ther

peo

ple’

s ide

as

abou

t how

to m

easu

re c

hang

e an

d sh

are

lear

ning

and

resu

lts.

52

Ada

ptin

g ou

r R

espo

nse

We

see

no n

eed

to a

dapt

, be

caus

e w

e ar

e do

ing

som

ethi

ng u

sefu

l.

We

are

chan

ging

our

resp

onse

as

a re

sult

of e

xter

nal

influ

ence

s and

gro

ups.

We

are

awar

e of

the

chan

ge

arou

nd u

s and

we

take

the

deci

sion

to a

dapt

bec

ause

we

need

to

.

We

reco

gnis

e th

at w

e co

ntin

ually

ne

ed to

ada

pt.

We

see

impl

icat

ions

for t

he fu

ture

an

d ad

apt t

o m

eet t

hem

.

Way

s of

wor

king

W

e w

ait f

or o

ther

s to

tell

us

wha

t to

do a

nd p

rovi

de th

e re

sour

ces t

o do

so.

We

wor

k as

indi

vidu

als,

atte

mpt

ing

to c

ontro

l the

si

tuat

ion,

eve

n w

hen

we

feel

he

lple

ss.

We

wor

k as

team

s to

solv

e pr

oble

ms a

s we

reco

gnis

e th

em. I

f som

eone

nee

ds h

elp

we

shar

e w

hat w

e ca

n.

We

find

our o

wn

solu

tions

and

ac

cess

hel

p fr

om o

ther

s whe

re w

e ca

n.

We

belie

ve in

our

ow

n an

d ot

hers

ca

paci

ty to

succ

eed.

We

shar

e w

ays o

f wor

king

that

hel

p ot

hers

su

ccee

d.

Mob

ilisi

ng

reso

urce

s W

e kn

ow w

hat w

e w

ant t

o ac

hiev

e bu

t don

’t ha

ve th

e m

eans

to d

o it.

We

can

dem

onst

rate

som

e pr

ogre

ss b

y ou

r ow

n re

sour

ces.

We

have

pre

pare

d pr

ojec

t pr

opos

als a

nd id

entif

ied

sour

ces o

f sup

port.

We

acce

ss re

sour

ces t

o ad

dres

s th

e pr

oble

ms o

f our

com

mun

ity,

beca

use

othe

rs w

ant t

o su

ppor

t us.

We

use

our o

wn

reso

urce

s, ac

cess

ot

her r

esou

rces

to a

chie

ve m

ore

and

have

pla

nned

for t

he fu

ture

.

Spir

itual

life

Pr

ayer

and

faith

to st

reng

then

ou

rsel

ves p

erso

nally

. Peo

ple

are

enco

urag

ed b

y ca

re.

Team

spiri

tual

life

stre

ngth

ens

faith

. Wor

k be

com

es m

inis

try.

Pe

ople

can

be

hone

st a

bout

dee

p co

ncer

ns.

Find

ing

our w

ay a

roun

d ob

stac

les a

nd p

robl

ems,

by

pray

er a

nd fa

ith. H

ope

and

faith

ar

e re

ceiv

ed a

nd sh

ared

as

peop

le re

spon

d.

Spiri

tual

car

ing

is d

evel

oped

from

ex

perie

nce

with

peo

ple.

God

is

unde

rsto

od a

s liv

ing

and

ever

pr

esen

t for

all.

Min

istry

is d

isci

ples

hip,

seen

by

endu

ranc

e an

d pr

actic

e of

love

.

Thro

ugh

spiri

tual

rele

ase

peop

le

com

e to

Chr

ist.

Lea

ders

hip

deve

lopm

ent

for

faci

litat

ion

team

s

Pote

ntia

l tea

m le

ader

s are

id

entif

ied

thro

ugh

on-s

ite

parti

cipa

tory

app

roac

hes.

Pote

ntia

l tea

m le

ader

s are

at

tach

ed to

an

exis

ting

team

in

anot

her l

ocat

ion

for e

xper

ient

ial

lear

ning

.

Indi

vidu

als l

ead

a te

am, w

ith

the

supp

ort o

f a m

ore

expe

rienc

ed te

am le

ader

as a

te

am m

embe

r (m

ento

ring)

.

Indi

vidu

als l

ead

a te

am a

nd

debr

iefin

g/fe

edba

ck is

obt

aine

d to

lo

ok a

t are

as fo

r ong

oing

m

ento

ring

and

lead

ersh

ip

deve

lopm

ent.

Team

lead

ers p

ass o

n sk

ills a

nd

oppo

rtuni

ties f

or o

ther

s to

lead

. D

iver

se p

ool o

f lea

ders

shar

ing

role

s and

resp

onsi

bilit

ies.

Inte

grat

ed

mis

sion

We

are

awar

e of

inte

grat

ed

mis

sion

but

we

are

eith

er n

ot

com

mitt

ed o

r we

are

thre

aten

ed

by w

hat i

t mig

ht m

ean.

We

are

thin

king

abo

ut in

tegr

ated

m

issi

on a

nd w

e ar

e w

onde

ring

if th

is m

ay a

dd st

reng

th a

nd v

alue

to

our m

inis

try.

We

are

will

ing

to p

erso

nally

in

volv

e ou

rsel

ves i

n so

me

lear

ning

exp

erie

nces

ab

out

inte

grat

ed m

issi

on.

We

wan

t int

egra

ted

mis

sion

to b

e ap

plie

d to

all

that

we

do b

ut w

e do

not

kno

w h

ow to

ach

ieve

this

.

We

are

app

lyin

g in

tegr

ated

m

issi

on a

ppro

ache

s to

all t

hat w

e do

and

we

are

trans

ferr

ing

our

lear

ning

abo

ut h

ow to

do

this

to

othe

r Chr

istia

n an

d no

n-C

hris

tian

orga

nisa

tions

.

53

Tool: Workshop outline on human capacity development through integrated mission Objective Method or Tool Introduce and share identity Ask people to introduce on the basis of ‘Who am

I?’ beyond labels such as job titles Agree on shared concern In small groups, share concern

Accumulate a list in plenary Point out and agree common elements

Form a vision based on human capacity to respond

Concept analysis

Experience the local situation and learn directly from the community

SALT

Explore ways of thinking and working that reflect a belief in human capacity to respond, rather than dependence on technology or external solutions

Dynamic interaction diagram Situation depiction Debriefing of SALT visit

Give opportunity for application, accumulating by the end, based on: □ Concern analysis rather than needs

analysis □ Strengths analysis rather than

‘weakness’ analysis alone □ Local experience rather than reliance

on external expertise □ Analysis of ways of thinking and

learning as well as activities

Development planning framework A learning experience only gains validity if it is applied and leads to change

Clarify the theology and spiritual meaning of the vision and ways of working

Integrated mission framework

54