Training Manual on Gender Inclusive Planning

8/17/2019 Training Manual on Gender Inclusive Planning

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Training Manual for Facilitators

GENDER

INCLUSIVE

PLANNING


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Gender Inclusive Planning

Training Manual for Facilitators

National Institution for Transforming India


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NITI Aayog, Government of India 2015

Disclaimer:

This manual draws upon several resources and experiences of many trainers. A

number of exercises and activities included in the manual have been used widely in

different contexts. While an effort has been made to acknowledge sources of such

materials, it has been difficult to trace the original source of all such materials used

here. No copyright is being claimed for such material. The intention is to encourage

planners and practitioners to use the resource widely to improve the effectiveness of

interventions.

Photo Credits: NITI Aayog, Government of India

Developed under Government of India-UNDP "Strengthening Capacities for

Decentralised Planning (SCDP)" Project.

Designed by: The Banyan Tree

Printed by: Nikhil Offset, [email protected]


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FOREWORD

Over the last two decades, women’s representation and participation inPanchayati Raj Institutions have played an increasingly important role in localdevelopment. With their voices getting stronger, issues of gender inequality have cometo the fore. The Government of India has taken important initiatives to adopt ‘genderresponsive budgeting’ in the work of Ministries and Departments. There is a great

need for capacity development of functionaries involved in development planning andimplementation to fulil the policy objectives.

The Government of India-UNDP ‘Strengthening Capacities for DecentralisedPlanning (SCDP)’ project has taken forward a series of training programmes in theStates of Chhattisgarh, Madhya Pradesh and Odisha for government oficials and

resource persons on gender inclusive planning. The training manual used for thetraining programmes can be an important resource for all such efforts at capacitydevelopment on gender and development. Its strength comes from the experientialwealth of a year-long engagement with resource persons and government oficialsinvolved in planning and development at State, district and sub-district levels.

The manual is targeted at non-specialist practitioners of decentralised planning,

implementation and monitoring at sub-national levels, and uses a simple selection oftools and methodology available to make the practice non-threatening and interesting.It fairly succeeds in its intention of being easily translated, adapted and used bytrainers and practitioners at different levels. Since more than 200 local practitionershave worked on and used this resource over the year, its career as an oft-used ‘how-to’guide seems bright.

We are glad to bring out this training manual for use by different stakeholders foraddressing concerns of gender equality and equity in development programmes. We dohope that it will contribute to the efforts being made towards women’s empowermentand social inclusion in the country.

Alok KumarADDITIONAL SECRETARY

Tele : 011-23096564

E-mail :[email protected]

Hkkjr ljdkj uhfr vk;ksx] la ln ekxZ

ubZ fnYyh&110001Government of India

NATIONAL INSTITUTION FOR TRANSFORMING INDIANITI Aayog, Parliament Street

New Delhi-110001


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MESSAGE

India’s development effort will become more robust and purposeful byharnessing women’s creativity, entrepreneurship, knowledge and leadership.

We can move closer to fulilling the dream of national wellbeing through

ensuring women’s healthy longevity, full access to education and elimination

of gender based discrimination and violence. Therefore, it is imperative that

gender equality is integrated into the objective, strategy and management of

every single project, programme or mission. This will involve, among other

things, stamping out all gender prejudices and maximising individual and

institutional participation of women.

The new initiatives of the government can take great strides in this

direction. For instance, while a campaign like ‘Beti Bachao, Beti Padhao’

and allied schemes boost foundational aspects of girls’ survival, protection,

education and participation, broader initiatives of ‘Skill India’ and ‘Make in

India’ can expand the horizons of women’s entrepreneurship and productivity.

Gender-sensitive planners, administrators and technical personnel will play

a pivotal role in making this happen.

Thus, it is very strategic to build capacities for addressing gender issues

in development. The ‘Training Manual on Gender Inclusive Planning’ is a

much needed resource, which can enrich such initiatives and encourage new

efforts across States as well as different Ministries and Departments.

NITI Aayog hopes that the State governments will take leadership

in multiplying such capacity development initiatives and there will be a

welcome growth of necessary technical expertise.

Hkkjr ljdkj uhfr vk;ksx] la ln ekxZubZ fnYyh&110001Government of India


New Delhi-110001


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MESSAGE

Women in India have proved their mele in all professional elds and

public walks of life. Systemacally consulng them and integrang their

priorities in different development programmes can vastly advance

the progress towards gender equality in the country. All government

schemes and programmes have wide scope for this, which need be fully

utilised while planning and implementing them. However, persistinggender biases and lack of capacities to identify and address gender

issues are posing barriers on the way.

Thus, there is a pervasive need for sensising funconaries involved

in programme implementaon and inslling relevant knowledge and

skills for gender-inclusive planning and programming. A large number

of trained facilitators are needed who can make a qualitave dent

on the processes on the ground. The training manual developed on

the subject by the GoI-UNDP project on ‘Strengthening Capacies for

Decentralised Planning (SCDP)’ is a useful resource in this regard. The

Master Facilitators developed in the States in course of the iniave will

play important role to highlight and deal with gender issues in district

planning and implementaon of various sectoral schemes.

It is a pleasure to oer this manual for the use of development

administrators, trainers and women leaders engaged in women’s

empowerment. It can be directly used or adapted to the needs of any specic

sector or schemac context. We hope it would contribute to strengthening a

gender-aware development administraon in the country.

AMITABH KANTChief Executive Ofcer

vferkHk dkar

eq [; dk;Zdkjh vf/kdkjh

[email protected]

Hkkjr ljdkj uhfr vk;ksx] laln ekxZubZ fnYyh&110001Government of India


New Delhi-110001


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Message

India has unparalleled experience in bringing women to the forefront of

grassroots democracy. A key challenge for the country is to ensure the voices of

these women are integrated into policy and planning at all levels.

This training manual on gender inclusive planning is an aempt to help

bridge the gap between women’s experiences and policy. It was developed as

part of a long-standing partnership between NITI Aayog and the United Naons

Development Programme that piloted several iniaves on gender sub-planning

in the country.

The facilitators and trainers supported under this iniave will help improve

local and district planning by addressing gender issues and increasing women’s

parcipaon. They constute an important resource for the connuous capacity

development at State and sub-State levels.

We congratulate the eorts of NITI Aayog, Government of India, to developStates’ capacity on gender inclusive planning and implementaon. It demonstrates

the urgent need for gender inclusion in development policy and pracce. UNDP is

privileged to collaborate with NITI Aayog in this important endeavour.


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Contents

Foreword 3

Messages 4

Acknowledgement 7

Chapter 1:

Overview 9

Chapter 2:

Purpose and Use of the Manual 19

Chapter 3:

Training Methodology 23

Chapter 4:

Tips for Facilitators 37

Chapter 5:

Training Modules 45

Part-I Introductory 46

Part-II Understanding Gender 50

Part-III Including Gender in Decentralised Planning 64

Part-IV Becoming a Facilitator 90

References 93

Annexure 95

Abbreviations 168


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9Overview

C H A P T E R

1


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Overview C H A P T E R

1Over the years, it has been found that women enjoy fewer rights as compared

to men. They do not enjoy decision making powers, have very little control over

resources, and their domestic chores and looking after children and family do not

fall under the domain of productive work (Alkazi, Farrell, & Jain, 2004). To a great

extent, India is still a traditional, patriarchal society where men have greater power

and control and women are subject to control from birth to death. Women are

discriminated against in many ways for social, cultural and economic reasons, and

disregarded as a social group. They are either included with men or are largely

ignored. Some cultural beliefs hold women to be secondary to men, which

permeate, consciously and subconsciously, the minds of children within a family

through the process of socialisation. This becomes the starting point of gender

discrimination.

To counteract the negative impacts that women face as a marginalised group,

efforts to mainstream gender internationally were first seen around the Convention

on the Elimination of All Forms of Discrimination Against Women (CEDAW), 1979,

and the Nairobi Forward Looking Strategies (1985). However, it was only in 1995,

in the Beijing Declaration and the Platform of Action that “gender mainstreaming”

was established as an internationally agreed upon strategy for governments and

development organisations to promote gender equality.

The Government of India has pursued policies and legal reforms to address gender

inequalities in India. Substantial legislative advances have been made in addressing

gender inequalities, especially in the areas of political participation, education

and legal rights, beginning with the provision of equal rights for women in the

Constitution of India. Post-independence, the Sarada Act laid the foundation for

the rights of women. The passing of the Hindu Code Bill, 1955 improved the status

of women. In 1954, the first post-war all-India organisation of women was created

the National Federation of Indian Women (NFIW). In 1993, the 73rd Constitutional

Amendment Act created space for women’s political participation and decision

making at the grassroots level by providing for at least one-third reservation of seats

for women all over the country. Even with 33 percent reservation in panchayats,

women’s representation in panchayat meetings is negligible. Their place is often

taken by a male member of the family. If a woman builds courage and puts forward

her point of view, it is largely ignored.


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Overview

There has been a significant increase in the number of working women in the

last decade. But it is also true that their progress is slower compared to their

male counterparts. As per Census 2011, the female work participation rate at 25.5

percent (30 percent in rural and 15.4 in urban areas) is far less than the male work

participation rate (53.3 percent). Of the total female workers, 59.6 percent were

main workers and 40.4 percent were marginal workers. Even with the increase of

women in the workforce, the workplace still reflects male standards of work ethics.

The same can be said of various policies and planning at all levels. Problems

and issues relating to gender inequality affect and influence all sectors. Women

as a group face gender based violence, denial of basic rights and other forms

of discrimination within the family, community and society at large. Gender

inequality leads to exploitation at several levels. Women continue to earn less than

their male counterparts for the same occupation and level of qualification; they

suffer low status in the workplace and are more vulnerable to sexual harassment;

and they lack economic independence that compels them to bear the burden of

all reproductive tasks in the household and makes them vulnerable to domestic

violence.

It has to be acknowledged that men and women experience life differently and

their needs and priorities differ. Gender equity and justice need to be accentuated

when efforts are made to form a just and equitable governance process at all levels.

Far from being only women’s issues, gender issues are crucial social issues, which

everyone has a responsibility to address. Therefore, the importance of gender

mainstreaming in planning and development for systemic and sustainable change

cannot be overemphasised.

Far from

being only

women’s

issues, gender

issues are

crucial social

issues, which

everyone

has a

responsibility

to address.


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Gender Inclusive Planning: Training Manual for Facilitators

Gender concerns in planning in India

Unless a nation considers the special needs of women as central to development

goals, there cannot be overall improvement in addressing issues of poverty and

equitable development. It must be ensured that all development processes

critically examine the reality and do not further gender stereotypes and confine

women to their biological and reproductive roles. Further, caution must be so

exercised that development processes do not reinforce a patriarchal culture, which

disguises oppression and paints an incorrect image of women’s emancipation and

freedom in a seemingly gender neutral world.

A gender mainstreaming approach to development takes into consideration

women’s representation at all levels of decision-making in development

programmes, and ensures that their needs and concerns are articulated and

addressed at the stages of conceptualising, planning, implementation, monitoring

and evaluation. Women’s needs cannot be seen in isolation to the needs of men.

The objective is rather to adequately and organically consider the priorities of men

and women so as to neutralise the inequalities existing between them.

The Indian government, conscious of the need to mainstream a gender perspective

into planning processes, introduced this concept for the first time in the Seventh

Five Year Plan (1985-90). Gender inclusive planning was seen in the shape of the

Women Component Plan (WCP), which was expanded under the Ninth Five Year

Plan (1997-2002). However, the WCP mostly pertained to plan allocations and

funds-flow earmarked for women by “women-related” government ministries and

departments. The WCP has been followed by a more strategic approach known as

“gender budgeting”. Gender budgeting, or the more popular ‘Gender Responsive

Budgeting (GRB)’, refers to the process of conceiving, planning, approving,

executing, monitoring, analysing and auditing budgets in a gender sensitive

manner and also implies analysing impact of actual expenditure and revenue on

girls and women as compared to boys and men. It is internationally recognised

as an important tool in the ongoing struggle to make budgets and policies more

gender responsive and mainstream gender into the development process as a

whole.

The Tenth Five Year Plan (2002-07) sought to reinforce the gender differential

impact of resource allocation and to translate gender commitments into budgetary

commitments. The Eleventh Plan continued the focus and called for “adequate

provisions to be made in policies and schemes across Ministries and Departments”

to address gender concerns. The Twelfth Plan takes the perspective forward by

emphasising mainstreaming of gender issues and concerns in planning and

Women’s

needs cannot

be seen in

isolation to the

needs of men.

The objective

is rather to

adequately and

organically

consider the

priorities

of men and

women so as

to neutralise

the inequalities

existing

between them.


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Overview

programme implementation and execution of appropriate capacity development

interventions.

Engendering Decentralised planning

While decentralised planning has been stressed from the beginning of the

planning process in India and several measures have been taken, it could never get

widely practiced. A historic change came In 1992-93 through the 73rd and 74th

Constitution Amendment Acts mandating the establishment of panchayats at

the district, intermediate and village levels and the District Planning Committees

(DPCs) at the district level to prepare integrated district plans. It clearly envisaged

a reversal of the earlier approach to planning. Since then, particularly over the last

decade, various attempts have been made to strengthen the decentralised district

planning processes. As a result, several States now prepare decentralised district

plans (i.e. Kerala, Madhya Pradesh, Odisha, Bihar, Chhattisgarh, etc.).

The decentralised district planning process presents both opportunities and

challenges to address issues of social exclusion of women and ‘engender’ the

planning process. District planning is essentially about coordinated planning and

implementation of different flagship schemes and other development programmes

involving a number of line departments. Gender sensitive and inclusive district

planning couldfacilitate recognition of gender biases and stereotypes and their

elimination through develop programmes in different sectors. Secondly, there is

substantial representation of women in Panchayat i Raj Institutions (PRIs). Despite


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the phenomenon of male family members taking over their roles, women PRI

representatives are increasingly emerging from the shadows of male dominance

and influence. They could be powerful players in a gender inclusive planning

process.

However, lack of capacity is a big hurdle on the way. Apart from knowledge

and information about the planning process, skills to handle different planningtools and exercises are also necessary. Further, preparation and implementation

of gender-sensitive plans requires ownership and support from various line

departments. Even though specific government departments responsible

for women’s development make budgetary allocation for schemes targeted

to women, it is essential that all key departments (health, education, rural

development, agriculture, water and sanitation, etc.) need to conduct their own

engendered planning and budgeting processes and participate in the preparation

and implementation of the engendered district plan.

Therefore, there is a critical need for building capacity of government officialsand elected representatives involved in the decentralised planning process on

integrating gender issues and concerns in district planning. The present manual

is intended to be used as a resource for such capacity development. While it is

developed for a targeted training programme for State level facilitators and

trainers in the States of Chhattisgarh, Madhya Pradesh and Odisha, it has wider

applicability across States and also at different levels. It can be customised and

flexibly used for relevant clientele by different stakeholders.


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Overview

Key Gender Concepts and Terms

Given below are a list of key gender concepts and some terminologies used. All

of these terminologies need not be covered as part of this training but they are

important to know in order to develop a holistic understanding of gender, as well

as be familiar with what these terms mean in the context of our work and lives.

Even when going through the training programme one may want to refer to these

terms and concepts for greater clarity, as well as to relate theoretical aspects with

practical experiences and knowledge.

SL. CONCEPT/ TERM DEFINITION

1. Feminists Feminists are individuals who support the equality of women with men; A

member of a feminist political movement; One who believes in the social,

political, and economic equality of the sexes; one who supports feminism.

2. Feminism Feminism is a body of theory and social movement that questions gender

inequality and seeks to redress it at the personal, relational and societal

levels. It is a major movement that challenged the existing practices of

inequality of treatment between women and men. It laid emphasis on the

importance of the experience of women based on the belief that women

and men are social equals.

3. Gender - Blind Gender-blind describes research, analysis, policies, advocacy

materials, project and programme design and implementation that do not

explicitly recognise existing gender differences that

concern both productive and reproductive roles of men and

women. Gender-blind policies do not distinguish between the

sexes. Assumptions incorporate biases in favour of existing genderrelations and so tend to exclude women and leave women worse off.

4. Gender - Neutral Gender - neutral policies remain neutral about addressing gender issues.

Most policies are written in gender neutral language but their effects are

frequently different for men and women and perpetuate discrimination of

women.

5. Gender Aware These policies might not address gender issues but are well

informed of the gender issues.

6. Gender Sensitive Gender sensitive policies recognise that within a society, actors are women

and men, that they are constrained in different and often unequal ways,

and that they may consequently have differing and sometimes conflicting

needs, interests and priorities.

7. Gender

Retributive

Policies

These are interventions that are designed with the intention of

transforming existing distributions to create a more balanced

relationship between men and women; they may target both women and

men or one of the two according to the situation. They touch on strategic

needs as well as on practical/basic needs, but do so in ways that have the

potential to change, which help build up the supportive conditions for

women to empower themselves.

8. Gender-Specific

Policies

These policies use the knowledge of gender differences in a given context

to respond to the practical gender needs of a specific

gender working with the existing division of resources and

responsibilities.


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Overview


19. Sexual

Harassment

Unwelcome sexual advances, requests for sexual favors, and other verbal

or physical conduct of a sexual nature that tends to create ahostile or

offensive work environment.

20. Sex

Discrimination

Differential treatment of men and women – in employment, education and

access to resources and benefits, etc. – on the basis of their sex.

Discrimination may be direct or indirect.

Direct sex discrimination exists when unequal treatment between women

and men stems directly from laws, rules or practices making an explicit

difference between women and men (e.g., laws which do not allow women

to sign contracts).

Indirect sex discrimination is when rules and practices that appear gender-

neutral in practice lead to disadvantages primarily suffered by persons of

one sex.

Requirements which are irrelevant for a job and which typically only men

can meet, such as certain height and weight levels, constitute indirect

discrimination. The intention to discriminate is not required.

21. Sex-

Disaggregated

Data

Collection and use of quantitative and qualitative data by sex (i.e., not

gender) is critical as a basis for gender-sensitive research, analysis, strategic

planning, implementation, monitoring and evaluation of programmes and

projects.

The use of these data reveals and clarifies gender-related issues in areas

such as access to and control over resources, division of labour, violence,

mobility and decision-making.

22. Gender

Discrimination

Gender discrimination refers to the practice of granting or denying rights

or privileges to an individual based on their gender.Although gender discrimination is sometimes mistaken to be a form of

discrimination that is experienced only by women, it is a problem that has

affected men also significantly. For example, men were denied jobs that

were traditionally considered to be those that were traditionally performed

by women, such as nursing, child care, primary school teachers etc.

23. Women’s

Empowerment

The process by which women become aware of sex-based unequal power

relationships and acquire a greater voice in which to speak out against the

inequality found in the home, workplace and community.

It involves women taking control over their lives: setting own agendas,

gaining skills, solving problems and developing self- reliance.

Making men aware of the significance of gender equality.

24. Affirmative

Action

Affirmative (positive) action means special temporary measures to redress

the effects of past discrimination in order to establish de facto equal

opportunity and treatment between women and men. Affirmative action

in favour of women should not be considered as discriminatory against

men in a transitional period. Once the consequences of past discrimination

have been rectified, the measures should be removed to prevent

discrimination against men.

Reservation of women in politics can be considered as an example of

Affirmative Action.


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25. Practical Gender

Needs

Practical needs rise out of the gender division of labour and women’s

subordinate position in society. They do not challenge the existing power

relations between women and men. They are merely a response to an

immediate perceived necessity, identified within a specific context.

For women and men in the lower socio-economic strata, these needs

are often linked to survival strategies. Addressing them alone only

perpetuates the factors that keep women in a disadvantaged position in

their societies.

26. Strategic Gender

Needs

These needs are required to overcome the subordinate position of women

to men in society, and relate to the empowerment of women. They vary

according to the particular social, economic and political context in which

they are formulated.

Usually they concern equality issues such as enabling women to have

equal access to job opportunities and training, equal pay for work ofequal value, rights to land and other capital assets, prevention of sexual

harassment at work and domestic violence, and freedom of choice over

childbearing. Addressing them entails a slow transformation towards

gender equality.

27. Gender Analysis Gender analysis is a systematic tool to examine social and economic

differences between women and men. It looks at their specific activities,

conditions, needs, access to and control over resources, as well as their

access to development benefits and decision-making. It studies these

linkages and other factors in the larger social, economic, political and

environmental context.

28. Gender Division

Of Labour

The division of labour between women and men depends on the socio-

economic and cultural context, and can be analysed by differentiatingbetween productive and reproductive tasks as well as community-based

activities : who does what, when, how, for how long, etc.

29. Gender Gap The gender gap is the difference in any area between women and men in

terms of their levels of participation, access to resources, rights, power and

influence, remuneration and benefits. Of particular relevance related to

women’s work is the “gender pay gap”.

30. Gender Planning Gender planning consists of developing and implementing specific

measures and organisational arrangements (for example, capacity to carry

out gender analysis, collect sex-disaggregated data) for the promotion of

gender equality, and ensuring that adequate resources are available (for

example, through gender budgeting, see above no. 14).

Gender planning is an active approach to planning which takes gender asa key variable or criteria and which seeks to integrate an explicit gender

dimension into policies or action.


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19Purpose and Useof the Manual C H

A P T E R

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This manual is primarily intended to be used for developing capacities of

government functionaries and elected representatives in order to ‘engender’

planning and programme implementation processes at district and sub-district

levels. The process of ‘engendering’ involves understanding gender concepts and

analytical tools, identification of issues of gender discrimination and inequality,

conceptualisation and planning of different programme components to address

them and finding/creating budget allocations across different schemes and

programmes to effectively implement planned activities suitably addressing

gender concerns and issues of women’s empowerment.

Objectives

To revisit principles and applications of decentralised planning and analyse

gender issues and concerns involved;

To facilitate understanding of the dynamics of gender mainstreaming in

decentralised planning processes at local levels;

To develop knowledge and skills for using gender analysis and planning tools;

To transfer practical skills for facilitating learning of district and sub district

officials in gender mainstreaming in decentralised planning.

Using the Manual

This gender manual is designed to help non-gender specialists, with a focus on

those involved in district planning (district level government officials, elected

representatives and potential resource persons active at district / State levels), to

recognise and address gender issues in their work. The intention is to demystifygender, make the concept and practice of gender “mainstreaming” accessible to a

wide spectrum of stakeholders without assuming any significant familiarity about

gender planning constructs on their part.

It provides descriptive information about different tools and concepts that

planners, technical specialists and others need to know in order to incorporate and

mainstream gender components in programmes. It is envisaged that such efforts at

gender mainstreaming will achieve gender equality in development projects and

Purpose and Use

of the Manual C H A P T E R

2


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Purpose and Use of the Manual

programmes. The manual is also designed to initiate dialogue and help develop

a gender sensitive ad inclusive approach in the district and sub-district planning

processes. The approach of this manual is intended to build on existing levels of

learning and preparedness of the participants rather than be prescriptive.

Lastly, the manual aims to deepen self-awareness and reflection on gender

perspectives in daily personal and professional lives of the participants. Any

individual or institution striving to recognise and address gender issues in their

work will find this a useful guide and ready reference to design and conduct

gender trainings.

This manual is based on a series of five-day training programmes conducted in

States. For this purpose a session design was used (given at Annex-1). The design

has broadly three parts:

a. gender awareness and sensitisation: It deals with differentiation between

sex and gender; understanding of gender roles in the social system; gender

biases and stereotypes; gender in development interventions and gender

mainstreaming;

b. Understanding decentralised planning; concepts and tools for gender-

inclusive planning; gender analysis of development policy/interventions;

gender sensitive monitoring and evaluation;

... the manual

aims to

deepen self-

awareness

and refection

on gender

perspectives

in daily

personal and

professional

lives...


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c. Participatory training/learning methodology; processes/tools for facilitation

and knowledge transfer; tools/tips for conducting a training programme

The sessions can be modified according to specific requirements and timing can

be changed to suit convenience. The session details can also be reshuffled as per

requirement and need not follow the sequence suggested. The manual containsnotes to facilitator/trainer, hand-outs and references so that the user can readily

use them.


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A P T E R

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This manual uses participatory training approach. Participatory training

methodologyis a powerful tool for change. It is one of the most effective ways

of learning and transmission of knowledge for bringing about transformation in

society.

For the training to be effective, it must be designed and delivered in an engaging,

interactive, inspiring and motivating way. As the name suggests, participatory

training involves people actively participating in the training process. Participantsdiscuss and question ideas. A facilitator asks questions to drive the discussion

forward. Everyone has experiences to share and there may be several answers to

each issue raised. Hence, in participatory training processes:

A variety of different learning approaches are used in order to keep the

interest alive among the participants.

Lectures are kept to a minimum and highly participatory methods, such as

role playing, simulation and case discussion, are used.

The rich expertise and experiences of participants are utilised. Active learning

in a training programme comes from one’s peers.

Participants get the chance to review what they have already learnt and

apply it to more challenging tasks. Key concepts get reintroduced as the

programme becomes more advanced.

The design continually refers back and incorporates concepts and skills

learned earlier.

Opportunities are set up for participants to utilise the course content to

address and help solve actual problems that they are currently experiencing.

Application is a major focus during training.

Training usually ends with considering and identifying the next steps participants

will take and the obstacles they will face as they work on new ideas and skills.

Major Assumptions

People cannot be developed, they can develop themselves.

Adults learn in different ways from children – therefore, the training

methodology used for adults will consider their prior learning and experiences

as the basis for all discussions.

Training

Methodology C H A P T E R

3


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Training Methodology

Individuals working at field level with communities are themselves a rich

source of information and knowledge about their own world.

The collective is a powerful tool for learning and change. Group participation

and involvement of representatives at different levels in a hierarchy moves

the training from being passive to active.

Training and knowledge can never be neutral because it is a political process

that brings about change in the attitude and thinking of individuals. This

changed thinking puts pressure on the structure and systems that perpetuate

injustice and disempowerment of the people concerned.


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Participatory training in the

Context of gender

In countries across the world and in India, we have seen that girls and women

are undervalued in society as compared to boys and men. As a result of this bias

towards women that may begin even before birth (sex selection of foetuses),

their access to health, education and other basic needs, and their access to and

control over their future wealth is limited. Since boys are preferred over girls, it

is these boys who grow up into men who have power, access and control over

essential services such as education and health. The rise of the need for specific

skills, experts and high-level academic research has created a general conviction

that girls and women do not possess useful knowledge, and therefore have norights to question.The experience and popular knowledge of girls and women is

systematically devalued and disregarded.

Therefore, girls and women suffer from low self-esteem and lack self confidence in

themselves and those around them. They mistrust their own capacities to change

their situation. Their aspirations are bound by low self-concept and feelings of

dependency and vulnerability. A sense of subjugation is ingrained to such an extent

that the victims of this unjust system themselves often end up perpetuating the

same system, as is the case with mothers of girls who are engaged in child labour.

Participatory training is an educational intervention in this direction. It givesinspiration to do something about this helplessness, submissiveness and feeling

of inferiority that has made ordinary women accept control and injustice. It serves

the interests of the poor and the oppressed and those who are discriminated

against, unorganised and powerless. It seeks to prove that girls and women are

capable of bringing about change:

It is aimed at creating an experience of personal and collective change, thus

strengthening an individual’s understanding that change is possible, within

one’s self and at the level of the group.

It encourages participants at the training to question what they have always

accepted in the context of gender, to critically examine their own experiences

and to derive insights through analysis. This process enables them to discover

and exert their latent powers for constructive action.

It recognises and validates authentic and accurate knowledge of girls and

women, boys and men; which is based on real experiences, and synthesises

it with fresh insights and restructured concepts based on the analysis of

experience. The new body of knowledge thus created leads to a powerful

sense of ownership and a willingness to transform one’s own reality.


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Designing a participatory training programmeon gender inclusive district planning

1. UNDERSTAND THE STRATEGIC ROLE OF TRAINING: It is very important to be clear about

the strategic role of training so that learned competencies can be utilised

by the participants in order to effectively contribute to their organisation’s/

community’s progress with a gender perspective. Some of the components

to be kept in mind while underlining the role of training are:

Æ Purpose of the training programme

Æ Clear understanding of training outcomes

Æ Various skills and attitudes to be inculcated in the trainees

Æ Trainers’ team

Æ Venue and duration of the training programme

Æ Methodology of the training

Æ Monitoring and evaluation processes

2. SELECTION OF PARTICIPANTS: Participants should be selected carefully on the basis

of relevant background and present/future roles. Some of the questions to

be answered while selecting participants are as follows:

Æ Have the learners voluntarily applied for the programme? Or have they

been sent?

Æ Are there an adequate number of female participants?

Æ Do they see the programme as suitable for themselves? Does it relate to

their work/roles?

Æ If learners have been chosen by their organisation, on what basis have

they been chosen?

Æ If learners are coming from a community, who selected them for the

programme? On what basis?

Æ Do the learners have a suitable background?

Æ Is the timing right? Will the learners have other preoccupations?

3. EFFECTIVE DESIGNING: One can learn effective designing only through constant

practice. A trainer has to constantly see what works better and what does not,

how timing keeps up with the learner’s pace and so forth. Some guidelines

to be kept in mind:


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a. ASSESSING LEARNING NEEDS: Learning needs are those set of things which a person

or a group of persons needs to learn in order to perform her role effectively.

Thus, a learning needs assessment must establish: — What is required from the individual in the committee/community to

promote gender inclusive planning?

— What are the existing competencies, skills, knowledge already available

with the individual?

To be able to evolve a holistic framework of learning needs, it is necessary to look

at:

— Participants: Who are the participants/what is their background/what

is their field of work/what is their aspiration/what do they want to learn?

— Community: Which community does the participant belong to or

which community is the participant going to work with? What are the

participant’s common problems? Causes of main problems; physical or

social? What are participant attitudes, traditions and concerns? What

are their resources: human, physical, economic, from within or outside

the area? What role is the participant going to play in the family or

community? How does the family/community view the participant?

What expectations do they have from the participant?

—

Committee: History and background of the committee. What is itswork, strategy and focus? What is the structure like? What changes

does it want to bring about? What does the committee expect from

training? Is training really needed in implementing desired changes or

can change be brought about through detailed operational planning

and plan implementation?

b. DEFINING LEARNING OBJECTIVES: Learning objectives are those concrete and

relevant changes or outcomes that are expected to be achieved in the

participants by the end of the training programme. It is necessary to define

objectives before we design the training because they will direct the entiredesigning and influence our selection of content areas and methods. The

objectives will become indicators of learning achievement and the progress

and pace can be monitored with its help. They also help in measuring

accountability during evaluation. Thus, it is very important that objectives

are shared with the participants (both male and female) at the beginning of

the training programme.

c. DECIDING ON CONTENT AREAS: Content areas can only be defined once the trainer

is clear about the participants’ present level of understanding, present


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knowledge and competencies on gender inclusive planning. The extent

of the topic or ideas to be covered and the depth and detail can be

determined by the current level and understanding of the participants.For example, a citizen’s training programme on gender inclusive district

planning would have different content areas for women in rural areas

as compared to women from highly educated double income groups.

d. SEQUENCING CONTENT AREAS: Sequencing is one of the most important steps

in training. It is not enough to decide on content areas and slot them

from one session after the other. It has to be linked logically: which idea

logically leads to the next and sets the stage for what follows. It is also

important to keep in mind that too many sessions of the same type can

easily lead to boredom or stress. Training sessions which deal with skilldevelopment need practice sessions, which is an effective way to avoid

monotony and maximise retention.

Some basic guidelines in sequencing are:

— Introduction of the programmes and learners has to be first

— Monitoring and review should be on-going

— Mid-term review is useful

— A brief evaluation can come at the end

— Planning for follow up to come towards the end

— Action plan should come after all other content areas

e. SELECTING TRAINING METHODS: Once the contents are selected and sequenced,

then selecting the appropriate method becomes a significant task. The

choice of method would largely depend upon the background of the

participants, whether they are literate or not, their learning needs and

selected content areas.

Participatory Training Methods

The various methods under participatory training methodologies can be classified

under three domains of learning:

Cognitive Domain (Knowledge)

This domain focuses on intellectual skills. The methods that fall under this

framework are used for increasing knowledge by providing information.

Information can be provided either purely verbally or accompanied by visual

aids. The main purpose of these methods is to get a clear understanding of

the subject. The methods that falls under this category are:


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3 Lecture

Used for:

Æ Conveying new information and concepts to the participants.

Æ When the experiences of the participants need to be situated and

related within a theoretical framework.

Æ Stimulating and motivating participants for further enquiry.

Æ Presenting a specialised body of external information through expert

resource persons.

Prepare for the lecture, become very familiar with the subject matter.

Identify and prepare supporting aids to illustrate the points made; such as hand-outs, background material, some pictures and posters you might want to use,

etc.

Keep chalk and blackboard or flipchart and marker pen ready for noting key

points.

Provide examples to link the subject matter to the lives of the participants.

Sequence the contents logically, sequentially and systematically building upon

previous content areas.

Ask questions to check whether the participants are understanding the lecture.

Provoke the participants to ask questions.

Be sensitive to background of the participants and their context.

Maintain eye contact with the participants to assess whether they are following

or not, whether they are interested or bored.

Maintain time stipulations and do not get carried away, but at the same time do

not sacrifice essential material for the sake of time.

Arrange the seating so that all the participants can see the aids equally well and

hear the lecture. A circular seating arrangement, or if there are too many people,

a double circle is useful.

Be aware of your own body movements and facial expressions.

Speak clearly, loudly and use simple language.

Avoid being prescriptive, try to be provocative.

If there is more than one trainer, then the others can supplement as well as

monitor the process of learning.

GIVING AN EFFECTIVE LECTURE

Affective Domain (Attitude)

The affective domain is critical for learning. This is the domain that deals

with attitudes, motivation, willingness to participate, valuing what is being


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learned, and ultimately incorporating the values of a discipline into a way of

life. Stages in this domain are as follows:

Æ Receiving (willing to listen)

Æ Responding (willing to participate)

Æ Valuing (willing to be involved)

Æ Organising (willing to be an advocate)

Æ Characterisation (willing to change one’s behaviour, lifestyle, or way of

life)

There are a number of methods by which learners are engaged in learning at

the emotional level and most important of these are based on experiences

(past and present).

3 Small Group Discussion

This is one of the most commonly used methods. Discussions in small groups

help participants to discuss about their own past experiences in a very

deliberate manner. This method is commonly used for sharing information

and experiences.

Some special forms of small group discussions:

BUZZ GROUPS: This is an effective way of motivating the group after a long spell of

passive participation such as listening to lectures or watching a film show. This

type of small group discussion involves participants engaging in short (between 1

Instruct the group clearly about the task, specify time and the form of

presentation.

Divide the large group into small groups.

Different groups may be given different tasks; in this case the, groups should be

divided first.

Let the groups discuss (through sharing and analysis) the matter underconsideration for the stipulated time.

Let all the groups reassemble into a large group.

Let one or two individuals from each group present their discussion to the larger

group.

Add any relevant points that you feel have been left out and use the group

presentations to arrive at a common understanding and explain it by supporting

it with theoretical concepts and theories.

STEPS TO CONDUCT AN EFFECTIVE SMALL GROUP DISCUSSION


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Ask the participants to volunteer their membership into two groups, one for the

fish and the other for the bowl. The fish group is the group who performs the

task and the bowl group is the observer group.

Without the observer group and the task group being given an opportunity

to talk to each other, the observer group is taken out of the room and given

guidelines on what they are to observe and how they are to observe. The task

group meanwhile are also given their brief and told to prepare for it.

The observer group is called back into the room and asked to sit in a circle aroundthe task group to observe them performing their task.

After the time is up, the observer group is asked to present the points they

observed about the task group.

Once this stage is over, the groups might be inter-changed with the previous

task group now taking on the role of the observer group and vice-versa.

CONDUCTING A SUCCESSFUL FISH BOWL EXERCISE

and 3 minutes) meaningful discussions to exchange viewpoints, usually to answer

a particular question. Participants just turn around and group with any two other

participants sitting next to them. Each member is given a chance to speak andquestion. The groups then present new ideas that have come up as a result of

their buzz session. The trainer thus gets a clearer idea of how much they have

understood.

FISH BOWL: The participants are asked to divide themselves into two groups.

One group is taken outside and given a brief of the activity they are required to

perform and a small group is given the task to observe from outside. Those who

are observing are later given the opportunity to form the fish bowl group while the

first group reverses its role and observes. It is useful because it allows an issue to be

examined in a group. It increases participant awareness on the group’s functioning.

It also increases the awareness of a participant’s own participation in the group.

DEBATE: This is an effective way of making an individual think. Choose the topic

with great care, keeping in mind that it must allow two opposing points of view to

be articulated. Debates provide an opportunity to view a subject from all angles,

to think logically and to present viewpoints with clarity and lucidity. Remember

dealing with impromptu questions from the floor of the house is an important part

of debating. The instructor must remain neutral, so as not to demoralise either of

the groups.


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Divide the large group into two different groups.

Explain to the group that they will be given one statement and each group has

to debate against each other either for or against the statement.

Allow the groups to discuss points and speakers among themselves.

Allow rebuttal.

Debrief the exercise summing up all the points that were discussed and present

them in a structured form.

CONDUCTING A SUCCESSFUL DEBATE

MATCHSTICK GROUPS: This is an unusual way to limit dominating speakers and

drawing out shy speakers. Each person is given the same number of matchsticks

(say 5). When someone speaks, s/he throws a matchstick in the centre. When one

person’s matchsticks are finished, s/he may not speak until all the matchsticks have

been thrown.This is useful because it encourages participation of all.

TEACHING/LEARNING GROUPS: These give participants an opportunity to enjoy the

role of being a trainer within the group. Analysing the subject matter, finding an

inherent logic, giving relevant examples and presenting it with clarity, all help the

participants to gain confidence and a greater insight into the area of inquiry. For

example, it can be used to reiterate important issues and also to assess how much

the participants have learnt. You could ask a volunteer to take over the facilitation

of one round of a learning game being played by the group, e.g., agree-disagree

game.

3 Case Study

In this method, others’ experiences are provided to the group in the form of a

case study. These experiences are reflected upon and analysed by the partici-

pants to then extract or arrive upon new principles. The participant’s own

experiences, values and feelings form the basis for analysing others’ experiences.

Its uses Æ Can be used to convey complex theoretical concepts in a simple way.

Æ Allows the group to reflect on its appropriateness in their milieu/life.

Æ Allows discussions/sharing on potentially threatening situations, which

the participants will not be willing to share if asked directly.

Æ Sharpens participant’s analytical and diagnostic skills.

Æ Exposes participants to situations they might not ordinarily experience

in their own lives.


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Presentation of case study by the trainer.

Groups are divided into smaller groups and given the task (question).

Individuals are allowed to reflect.

Groups are allowed to discuss.

Debrief and consolidation of the analysis by the trainer.

USING A CASE STUDY EFFECTIVELY

Æ Exposes participants to similar experiences elsewhere to enable them to feel a

sense of solidarity and validation.

Æ Helps in creating new knowledge through collective reflection, analysis and

synthesis.

3 Role Play One of the most common training methods in use is called role play. Role play is

used in a variety of ways:

Æ A small group enacts a situation where other participants observe the role

play: A discussion follows that enactment. This use of role play is similar to

a demonstration where learning occurs through observation. Such role play

can be enacted by the trainers themselves or a few outsiders or a handful

of learners, with or without trainers. Role plays are useful when a particular

situation is needed to be analysed; for example, a role play on a family

thatworks in the National Hydro Power projects, sends their son to school but

expects their daughter to work with her parents on the dam construction site

as well as take care of her siblings and also cook food and bring for her parents

to eat during the day. Participants should be allowed to make additions like

the girl’s age, whether she is a paid worker or is she there only to help her

parents.

Æ Role play is also used to stimulate discussion on complex issues: This method

of learning is essentially a group discussion where role play merely acts as a

stimulant or catalyst for the discussion that follows. This can also be used as a

task for the task group in fish bowl and the observer group is asked to observe

how the gender differentials are played out in a family.

Æ Role play is also used to practice some skills: For example, gender trainers can be

trained to practice how to motivate women to assert themselves in community

situations by enacting different roles. The prime method of learning here is

by practicing and receiving feedback from learners and trainers after that

practice.

Æ Role play is a re-enactment of past experiences: In this sense all participants

are involved in enacting an issue or a situation with which they are familiar.


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For example, a group of 25 illiterate women participants can be divided into

five sub-groups to prepare and re-enact the experience of being a wife in

the family. Since all the participants share this experience and all of them areinvolved in the re-enactment, learning occurs here through the twin steps of

preparation and re-enactment.

3 Simulation

Simulation is a method done by assigning very definite roles to each participant and

having them act out a situation according to the roles they have been given. It is

carried on long enough to generate responses and reactions based on real feelings

and participants’ need to genuinely ‘get into their role’. Learning takes place without

any serious risk because the situation is after all ‘make believe’.

CONDUCTING A SUCCESSFUL SIMULATION EXERCISE

i. Pre-Simulation

Æ Decide upon the objectives and design, or select the appropriate simulation.

Plan the debriefing in detail. Delineate the roles carefully and prepare role

briefs and a list of rules/instructions. Decide who will assume which roles. Try

to include all participants as simulations should not have observers.

Æ Define the situations and events in which the characters will interact. There

may be more than one situation/event.

Æ Decide upon where to have the simulation. The site/s chosen should parallel

the real life sites of the situations chosen.

Æ Keep necessary props ready which may be used for the different roles.

ii. Conducting a Simulation

Æ Assign roles; give each person the appropriate role brief. This role brief should

include what type of person s/he is supposed to be playing, including some

details of personal history.

Æ Ask the participants to study their roles and try to ‘become’ the role. Do not let

different players study each other’s briefs.

Æ Have some appropriate means (like name tags) of identifying the different

roles.

Æ Brief the participants about the situation and let them start acting according

to their interpretation of the roles.

Æ Stop the simulation when appropriate, or the essential part is over, or if it is

getting out of hand.

iii. After the Simulation

Æ Give the participants time to emerge out of their roles or give them a tea break.

Æ Ask the participants to share their feelings; keep your questions directed,


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not vague. For example, questions like “what happened to you during the

simulation”, “how did you feel”, etc, can be asked.

Æ Note their responses (on a chart).

Æ Try to draw parallels with real life while analysing the patterns in the data.

Æ Collate these feelings, give necessary inputs and draw up a summary.

Some other useful training activities can also be used such as providing reading material,

demonstrations, field visits, slide shows/films, pictures, posters, games and ice breakers.

Putting the whole into a time frame:

Once the objectives have been formulated on the basis of learning needs, content areas

have been derived from objectives, the learning units sequenced with proper linkages,

and appropriate learning training methods selected for each content area, the training

design can be finalised and the entire process placed in a time frame. A realistic calculation

needs to be made of how long each topic would take to cover. Some considerations to

be kept in mind while assessing time needed are:

The depth of the topic to be covered. The newer the group is to a particular concept,

the longer the time that will be taken.

What are the special learning styles of this group? A literate group will take less time

to understand the concepts being discussed.

What is the choice of method? Simulation will take longer to complete as compared

to a quiz.

What are the limitations of the programme? The training programme should be

limited to the stipulated number of days.

Adequate time has to be kept asidefor breaks, both short and long. It is important

to structure time separately for participants to:

Æ Go through given reading material and discuss it with others to gain clarity

Æ Be adequately briefed about norms or procedures before exercises, games,

field trips, practice sessions, and seek individual clarifications (if needed), or

counselling from trainers.

Æ Increase energy levels though short games, exercises, and dances and so forth.

Æ Be relaxed with each other and overcome shyness in the group through

cultural programmes, especially at the beginning when participants are

unsure and tense.

Æ Know the community which needs to be sensitised.

Customise tools according to customs and cultural milieu


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Tips for WorkshopFacilitators

C H A P T E R

4


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Tips for Workshop

Facilitators C H A P T E R

4 Training has always been viewed as a learning process. But training is more than

just building the skills and knowledge of individuals. It is also about changing

people’s views, attitudes and behaviour through the various activities and sessions.

Therefore, the selection of trainers is crucial to the success of a training programme

on gender inclusive district planning.

i) Selecting the trainer

One cannot begin a training programme without a trainer. In a participatory

training programme, the trainer adopts the position of the ‘facilitator’, or ‘change

agent’, rather than a position of dominance and key knowledge holder. The

trainer’s role is to initiate a participatory process and take steps to ensure that the

objectives of the programme are met.

A trainer has to shoulder a variety of roles and responsibilities. It is difficult to

function as a lone trainer. Having a team of trainers to take on various responsi-

bilities ensures better logistics and reduces strain on the individual trainer.

The composition of a training team should ideally be made up of two or more

trainers, which should be a combination of a male and female trainer; out of which

one is the lead trainer. There also may or may not be a resource person who is a

subject matter expert from outside as part of the team.

An ideal trainer team is one in which all the members are totally committed to

the learning process, have rich diversity of experiences and abilities, and are able

to share and laugh together with deep mutual respect. In reality, however, this is

often not the case, and many of us simply have no choice in the matter. The co-

trainers may be colleagues or resource people.

ii) Roles and responsibilities of trainers’team

The difference between roles and responsibilities of a trainer can be understood

on the basis of ‘What the trainer has to get done on the whole’ which defines her/

his responsibilities while the answer to the question ‘How the trainer is expected

to behave’ defines the roles s/he has to assume.


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Tips for Workshop Facilitators

If there is a training team, each member of the team should have a well-defined

role and s/he is expected to perform the role and the responsibility that is assigned

to the team. In a traditional training mode, the major competence that the trainer

needs is thorough knowledge of the subject matter. In participatory training, on

the other hand, the trainer has a number of roles and responsibilities to fulfil.

In order to organise their responsibilities, an effective trainer must be competent

in:

A IDENTIFYING LEARNING NEEDS

The trainer must possess knowledge about the potential participants, their job

descriptions, and the community to which they belong and about the theoretical

framework of participatory training.

B PREPARING THE TRAINING DESIGN

In order to prepare the training design, the trainer needs to have knowledge

about the subject matter, content areas and the various methods, materials and

resources, which will help her/him in preparing the design. Awareness of gender

39


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and its various dimensions, the ideological framework of participatory training,

the participants’ possible physical, psychological and emotional needs, the limits

and potentials of each method is also of utmost importance. The ability to identifythe appropriate method and arrange an effective sequence, besides the skill to

devise innovative and suitable learning/training methods contributes to effective

design.

C PREPARING ONESELF

Knowledge about the various content areas and about self-development are

essential for the trainer’s own preparation. Besides this, the trainer must also

be aware of her/his own attitudes, beliefs, value systems, and behaviour, own

limitations and shortcomings as well as her/his own potentials and abilities and of

course the need to change her/his self. It is essential that the trainer be skilled in

directing her/his own learning process.

D MAKING ARRANGEMENTS

Many a time, the trainer is faced with the responsibility of making most

arrangements for her/his trainings. Trainer needs to have a thorough knowledge

of all the available resources and facilities and their approximate costs in order

to make effective arrangements. The trainer needs to be aware of the potential

participants’ needs, peculiarities of the particular venue/training and the limits

and potentials of the available resources. The skills essential for making good

arrangements are the ability to anticipate requirements, to take decisions and

coordinate.

E CONDUCTING THE TRAINING

In order to conduct the training effectively, the trainer needs a working knowledge

of adult learning theory, group dynamics, and human psychology besides the

content of the training. While conducting the training, the trainer needs to be

constantly aware of what is going on in the participant group, vis-à-vis individual

anxieties, needs and expectations, group dynamics and, of course, the learningprocess. S/he must necessarily be aware of her/his own behaviour and attitudes

too. Skills of a good trainer include the ability to listen, observe, communicate,

empathise, support and encourage, diagnose, analyse, critique, challenge and also

be a role model for the participants.

F EVALUATING THE TRAINING AND FOLLOW UP

The trainer must know about the methods or techniques of evaluation and follow

up, and of the possible roles and responsibilities of the participants emerging


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needs and concerns. S/he must be aware of the limits and potentials of training and

follow up, the type of follow-up, what the participant might need after returning

to a real life situation, and of her/his own anxiety, feelings of possessiveness and

reluctance to be objective. Skills in gathering and analysing information, using

this to adjust the course of the training, in maintaining contact and providing

continued support and, of course, in writing reports are essential.

G KNOWLEDGE OF GROUP PROCESSES

Participatory training approaches while instrumental in bringing about change at

an individual level, also emphasise the importance of collectives of individuals in

understanding and transforming social reality. Practice suggests that the process

of collective discovery and decision making enables individuals to accept change

more readily.

A group has the following characteristics:

An objective or goal, or a common and shared purpose

A framework or boundary in terms of time and space


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Concentrate on hearing.

We must listen with an open mind; we often stop listening when we hear some

key words or “red flags” which touch our personal biases or preferences.

Pay attention and try to understand what is being said beyond the words, try to

understand the feelings, the emotions and what is being implied, be alert to the

various non-verbal messages.

Do not predict what the speaker is trying to say, do not jump to conclusions.

Do not pretend to have understood when you have not, clarify your doubts,

request the speaker to re-explain, ask relevant questions.

Do not become defensive and do not argue or interrupt, especially when you

feel that the speaker is challenging some of your favourite ideas.

To ensure that we are listening attentively we should from time to time restate,

repeat and summarise what we think is being said.

Source: A manual for par ticipatory training methodology in development, PRIA (2011), New Delhi

GUIDELINES FOR EFFECTIVE LISTENING

A definable membership which is relatively stable.

Interaction and interdependence between members.

A group consciousness or a conscious identification with each other.

The ability to act together as one unit or organism.

In the context of conducting gender training, the trainers’team should be sensitive

about the background and context of the participants.

H COMMUNICATION SKILLS

Communication is an important group process. Communication within a group

deals with the verbal and the non-verbal, the explicit and the implied messages

that are conveyed and exchanged relating to information and ideas, values andfeelings. We communicate non-verbally through a fascinating variety of ways to

convey a range of meanings, such as:

Using bodies through gestures, posture, nodding, facial expressions, eye

movements.

Using voices to laugh, yawn, groan, scream, whisper and so forth.

Using skin to touch, to pat, to push.


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Using distance - sitting close, standing very far apart, sitting on a higher seat,

standing behind a table and so on to indicate intimacy or distance.

Using clothes, hairstyles, perfume, jewellery, accessories and so forth to makea certain statement about ourselves like shock, disapproval, hurt, great joy,

togetherness and so on.

Using silence - very effective sometimes, to convey a range of emotions.

I LISTENING

An important element while discussing how we communicate is the element of

listening. Listening involves much more than passive hearing. Most of us are so

busy thinking of and putting across our own ideas and points of view that we

seldom listen carefully to what others are saying. Listening is based on hearing andunderstanding what others say to us, which is only possible when we pay attention

to what is being said. We must remember that listening is the true indicator of

respect.

iii) Characteristics of a good trainer

Trusts other people and their abilities.

Respects other peoples ideas and experiences.

Is willing to listen.

Is confident and humble.

Is interested in people, friendly and sensitive to their needs and feelings.

Is exible and dynamic.

Is open to feedback and willing to adjust or change accordingly.

Is aware of her or his own strengths and weaknesses and willing to learn.

Has a good sense of humour.

Gets things done.

Is organised mentally and physically.

Understands and believes in participatory processes.

Works well with a team or group.

Speaks clearly and uses simple words and short sentences.

Summarises ideas or reports at the end of the session or the day.

Makes necessary changes to the process as required.


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iv) Major responsibilities of a trainer

1. Identifying learning needs2. Preparing the training design

3. Preparing her/himself

4. Making arrangements

Æ Conducting the training

Æ Evaluating the training and following up

A key component of designing and conducting a training programme is what we

might technically call the ‘non-training aspect’. This component includes the three

main responsibilities of a trainer apart from the actual conducting of sessions.

These are:

1. Management or administrative aspects

2. Report writing

3. Follow up


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A P T E R

5


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Training

Modules C H A P T E R

5

PART I: INTRODUCTORY

SESSION 1: KNOWING EACH OTHER

SESSION 2: OBJECTIVES AND EXPECTATIONS

SESSION 3: UNDERSTANDING THE CONCEPT OF DECENTRALISED

DISTRICT PLANNING


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Training Modules

Session 1: Knowing Each Other

OBJECTIVE TIME METHOD MATERIALS To welcome the participants

To introduce the participants

and facilitators

To set ground rules

45 min Small group discussion Writing pads, pens,

flip charts, markers,

whiteboard, post-its

Procedure:

1. Facilitators introduce themselves and explain that this session will help the

participants to know more about each other. Explain to them the importance

of listening to each other, respecting each other’s opinions and sharing

experiences with each other. Explain the task they are to accomplish.

2. Divide the participants in pairs.

3. Each pair will talk with each other and take the following information from

each other - name, hobbies, educational and professional background and

their dream of a happy life.

4. Each pair of participants gets 15 minutes to interact with each other. After

which, they introduce each other in the plenary.

5. At the end of the introduction, the facilitator explains to the participants that

for smooth functioning, ground rules are important. Ask the participants tocome up with ground rules for this workshop and write it on a chart paper.

Once this exercise is done, the chart paper has to be stuck in a place which is

visible to all participants.

Debrief note for the facilitator:

Encourage participants to share informal things about themselves that help

to break the ice, for example, sharing their hobbies, interests etc. This is an

important stage for the training programme. It is at this stage that participants

begin to build relationships with each other and with the trainers.

Encourage the participants to come up with ground rules. This motivates

them to follow the same. Some of the ground rules can be:

3 Mobile phones to be kept on silent/switched off before entering theworkshop.

3 Participants to arrive on time for each session.

3 No chatting in-between sessions.

Decide the ground rules.


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Session 2: Sharing Objectives and CollectingExpectations

Procedure:

OBJECTIVE TIME METHOD MATERIALS

To understand the

purpose of the training

To share own expectations

from the training

To understand what other

participants’ expectations

45 min Lecture Notepad, pen, markers, flip charts

PPT on Training Objectives and

Design

Hand-out 1: Workshop design with

objectives

1. The facilitator shares the objectives of the training through a presentation,

which is clearly stated. Share with them the hand-out on objectives and

design of the training(Hand-out 1). Answer if there is any question from the

participants.

2. After sharing of objectives, distribute two cards (of different colours) to the

participants. Ask them to write down one expectation from the workshop

on one coloured card and one fear/apprehension on the other. Stick all the

expectations cards on one flip chart and those on fears or apprehensions on

another.

3. Explain why some of the expectations (if any) would not be covered in this

training and what other learnings would they take away from it.


1. Keep all the cards, colour pens and hand-outs ready before the session starts.

Make sure that there are enough copies for all.

2. While sharing of expectations and apprehensions, clarify what can be covered

and what cannot be covered.

3. Participants may come up with a variety of apprehensions like:

‘This would be just another women oriented workshop’,‘The examples used in workshop would not be applicable to our context’,

‘I would not get an opportunity to speak’,

‘Time would not be managed and too much would be taught’,

‘Due to too much use of English language, I would feel excluded from the

discussions’ etc.

Many of these apprehensions can be cleared by making some norms of the

workshop like time management, listening to others, using the accepted language

for conversation etc.


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Training Modules

Session 3: Understanding the concept ofDecentralised Planning

OBJECTIVE TIME METHOD MATERIALS REQUIRED

To generate conceptual

understanding of

decentralised planning;

To have basic clarity

about different

institutions involved in

decentralised planning.

75 min Lecture,

plenary discussion

PowerPoint presentation on

District Planning (based on

the Manual on Integrated

District Planning issued

by the erstwhile Planning

Commission)

Hand-out 2:

Concept note on decentralised

planning

Hand-out 3:

Process and Steps of

Decentralised Planning

Procedure:

1. During the session, the facilitator will broadly cover processes involved in

conducting decentralised planning.

2. A brain storming session in large group and consolidation of key points of

the decentralised planning process. Distribute Hand-out 2 and 3.


1. Explain the historical evolution of decentralised planning in India

2. Share with participants how panchayats emerged as constitutional entities

3. Talk about process and steps involved in integrated district planning

4. Mention about Schedule 11 and 12 of the Constitution and their significance.

5. Explain the institutional set-up for district planning from local up to the

district level.


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PART II: UNDERSTANDING GENDER

SESSION 4: DIFFERENTIATING SEX FROM GENDER

SESSION 5: CHECKING CONCEPTIONS OF GENDER

SESSION 6: UNDERSTANDING GENDER ROLES


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Training Modules

Session 4: Differentiating Sex from Gender

SESSION 4.1: WORD RELAY ON SEX AND GENDER

This session will form the foundation in the sense that it is critical to compreh

Documents

Training Manual on Gender Inclusive Planning