DAY 4

1. DAY 4 Recap of day 3 Module 3 (cont.): Conclude micro-grants Module 4: Capacity strengthening & demand-led skills training • Demand-led skills training • Grant management and OD for micro-grants • Psychosocial response and recovery • Conflict transformation planning tool for community group

2. Recap of Day 3

3. Experiential learning What? facts So what? reasons, implications, lessons Now what? new ways of doing things, new plans

4. Micro-grant lesson learning- who should facilitate? • Grantee self help group? • palc volunteers (i.e. from the community)? • Local NGO? • Other self-help groups/CBOs? • DCA? • Some combination of these? (guidelines? Training?)

5. When things go wrong • Don’t be surprised – be prepared! • We learn much from mistakes - if we are allowed to • Hidden problems do more harm – encourage openness • Remember whose responsibility it is • The nature and scale of the problem will indicate your response. • Facilitate experiential learning and look for opportunities for capacity development • Sharing lessons from problems is good practice https://www.admittingfailure.org and http://www.whydev.org/why-ngos-need-to-admit-failure/

6. You give a micro-grant of $1,000 to a trusted local CBO who are repairing a damaged school and providing teaching materials. When you get the final report you see that the main receipt for cement looks suspicious and when you visit the school it does not look like the repairs have been done properly. You investigate and find out that one of the CBO management committee had tried to falsify the accounts, taken $400, and used it for treatment for his sick child. What do you do?

7. 2) You give a grant of $3,000 to a group starting a chicken farm, fish farm and horticulture livelihood project for a large number of IDPs. But after a week you hear that one of the management committee members has run off with $1,000 and no one knows where he is. What do you do?

8. 3) You give a grant of $700 to a youth group in an IDP camp to build a club and provide sports equipment. However, you soon learn that there are some youth in the camp who are not part of the group and they feel very upset not to be included and it leads to a serious rise in tension. What do you do?

9. 1) You give a micro-grant of 15 Lakh to a trusted local CBO who are repairing a damaged school and providing teaching materials. When you get the final report you see that the main receipt for cement looks suspicious and when you visit the school it does not look like the repairs have been done properly. You investigate and find out that one of the CBO management committee had tried to falsify the accounts, taken 4 lakh, and used it for treatment for his sick child. What do you do? 2) You give a grant of 20 lakh to a group starting a chicken farm, fish farm and horticulture livelihood project for a large number of IDPs. But After a week you hear that one of the management committee members has run off with 15 lakh and no one knows where he is. What do you do? 3) You give a grant of 10 lakh to a youth group in an IDP camp to build a club and provide sports equipment . However, you soon learn that there are some youth in the camp who are not part of the group and they feels very upset not to be included and it leads to a serious rise in tension. What do you do?

10. Community–based information, mobilisation & learning systems Collective emergency micro-grants Rapid provision of relevant emergency skills up-grading: - context specific tech & management - psycho-social response - conflict analysis & resolution An emerging sclr practice Changes in Institutional roles, relationships, and systems Autonomous self-help by crisis affected people Support for locally-led longer term processes to address root causes of vulnerability, & mentoring Connecting, networking, alliances (inc. private sector) Locally-relevant coordination services (horizontal & vertical)

11. Nine Commitments and Quality Criteria

12. Rapid Skills Training for emergency response 1. Relevant capacity development can be more empowering than a micro-grant 2. Rapid identification of any additional skills or capacities needed to enable groups to design and implement effective responses, through: a) palc b) Micro-grant proposal process

13. Plenary Brainstorm 1 (10 mins) What are key capacity strengthening approaches? • Mapping/awareness raising/unlocking of existing capacities • Facilitating experiential learning • Skills-upgrading/training (technical, management, fund-raising) • Exchange visits – peer group learning • Linking CBOs/CSOs to work together (operations or advocacy) • Connecting to other NNGOs or INGOs or relevant institutions • Connecting local NGOs with different skills sets • Secondment of more qualified personnel (maybe from INGOs/NNGOs) to local groups…but difficult to find the other way around

14. Plenary: From your experiences (1) Describe examples of practical skills training which were provided to local people to address skill needs that they had identified and prioritised themselves and which had a major impact on their capacity to respond or recover or transform

15. Group work: from your experiences (2) Given the crises that are on-going or likely in your areas: • what are the training demands you might expect from the community groups that are responding to any particular crisis • how would you try to provide/facilitate these? - what extra assistance would you need to do so? (30m)

16. Capacity development is not just long term – it is often critical in emergency response: Give it high priority (CHS) Checklist for provision of demand-led training /knowledge transfer What more could you do to: • plan and budget for enabling rapid, demand-led skills training in your emergency proposal? • anticipate likely demands? • develop your in-house training potential? • develop networks of possible trainers for different sectors? • help map existing skills and capacities (palc) • actively facilitate community groups to think about their capacity needs (palc & proposals) • identify options for peer-group learning, local experts & community-to-community training? (inc Govt &private sector) • Develop online learning opportunities

17. Training sessions for local community groups (may be illiterate) • Usually short, and fits with local work/family priorities • Very relevant to ‘local realities’ • Local language • Minimal jargon or complicated or technical words • Very practical • Use of visuals • Use of role-play • Building on local existing knowledge and ideas and skills

18. Emergency OD for Emergent Self Help Groups • Leadership • Separation of roles and responsibilities, sharing of workload • Planning • Accountability (x3) • Financial management • Linking

19. From (self help) GROUP……. (immediate aims, personal, spontaneous, very local action, short-lived, unstructured) …….to (some sort of) ORGANISATION (wider goals, shared vision, strategic, integrated/institutional-linkages, longer term, structured

20. (One) Organisational Development checklist • Values, vision, mission • Type of organisation • Governance and structure • Organisational culture (walking the talk of your values) • Learning organisation • Management styles • Interaction with others • Strategy and strategic planning • Management and Administration (staffing, HRM, systems, decision-making processes and procedures) • Project planning, implementation and monitoring • Financial Resources and assets: resource mobilisation, accounting procedures and financial management • Institutional positioning

21. …and another • Sovereignty and legitimacy • Membership, constituency, • Connections • Mission and values • Accountability (x3) • Leadership and learning • Team approach and human resources: planning and sharing of tasks, mixture of skills • Resource mobilisation and management • Networking

22. When people loose everything, what is left?

23. “Psycho-social” • Psycho (short for psychological): refers to the mind and soul of a person. This involves internal aspects such as feelings, thoughts, beliefs, attitudes and values • Social: Refers to a person’s external relationships and environment. This includes interactions with others, social attitudes and values, social influences of family, peers, school and community.

25. Community Based Psychosocial Approach “All victims of armed conflict or disasters need counseling and clinical expertese to get back on track again.” Reality: ”Psychosocial service is not about individual therapy, it’s the work we do when we assist affected communities in their collective recovery.”

26. RESILIENCE The triangle represents the population in a society/ community. HEALTHY NORMAL STATE SEVERELY AFFECTED

27. HEALTHY NORMAL STATE SEVERELY AFFECTED

28. HEALTHY NORMAL STATE SEVERELY AFFECTED

29. HEALTHY NORMAL STATE In case of a disaster, the ordinary structures and social fabric is disrupted, and the normal support systems fail. There is a higher risk of people falling down, without anything strong enough to stop the fall. SEVERELY AFFECTED

30. Majority of population can deal with their daily problems themselves or with the support of their ordinary networks. HEALTHY NORMAL STATE 10% of tot. pop. in “normal” situations,15-20% in emergencies. Some extra family/community support might be needed. 1-2% in “normal” situations, 2-3% in emergencies SEVERELY AFFECTED Professional treatment/ hospital is needed.

31. What is a psychosocial approach to crisis response? • Holistic (balance of wellbeing flower) • Inclusive (Accessibility, dignity, cohesion) • Does No Harm (Conflict Prevention, Avoiding Dependency and minimising risk) • Addresses Power Issues (Recognises imbalances and tries to acknowledge, address and challenge) • Speed!

32. sclr understanding of psycho-social response • Thinks about emotional, mental, dignity, spiritual needs as well as material needs (balanced well-being) • Prioritises linking, connecting, strengthening social networks and sense of community social cohesion, (collective action) • Promotes and enables collective self-help through local agency (sense of purpose) • Highlights inclusiveness (leave no one behind) for local sense of well-being • Avoids promoting victim-mentality and learned helplessness: promotes dignity • Importance of kindness, empathy, compassion, love • Importance of ceremony, culture, local values • Aims to reduce tensions and conflict • Promotes and enables opportunities to rebuild, learn from the disaster and prevent repetition in future (transformation – sense of progress) • CB-PSS is rapid, cheap and available

33. Words commonly used to describe populations hit by disaster “Victims” “Weak” “our target group” “impoverished” “The unfortunate” “Vulnerable” “Needy” “Helpless”

34. What words would you use to describe the people in the communities facing the crises of conflict? “Leaders” “Strong” “Persevering” “knowlegable” “Heroes” “Enduring” “Resilient” “Experienced…experts” “Culturally rich”

35. What is the Listen Learn Act project?