A manual for Leadership

Management Skills
Training

Contents
I.

Introduction:......................................................................................................... 3

II.

Training Details:................................................................................................... 3
A.

Title of the training............................................................................................ 3

B.

Duration............................................................................................................ 3

C. Objectives......................................................................................................... 3
D. Main Contents................................................................................................... 4
E.

Methodology..................................................................................................... 4

III. Training Contents and Schedule...........................................................................6

First Day.................................................................................................................. 6
A.

First Session: Orientation..................................................................................6

B.

Second Session: Change and its process................................................................8

C. Constitution and Basic Rights:..........................................................................9

D. Social Mobilization and its process:.................................................................11
E.

Gender Mainstreaming and Development:......................................................14

F.

Leadership and its qualities:...........................................................................16

G. Social Accountability and its tools...................................................................18

H.

Advocacy, Networking and Monitoring............................................................20

I.

Communication and Media Engagement........................................................22

1.

Time Required:............................................................................................. 22

J.

Participatory Monitoring and Its tools..............................................................25

K.

Action Plan...................................................................................................... 26

I.

Introduction:

Leadership management skills training are an integral part of development projects. The training
capacities the participants by enhancing their knowledge and skills and when linked effectively
with the project objectives ensures that the active members of community organization are able
to play an effective role in implementation of project activities.
This manual will serve as a general guide for any experienced facilitator who intends to deliver a
LMST. It contents are designed so that a facilitator can effectively guide those rural communities
of Punjab who are participating in development projects with the civil society by increasing their
understanding of the development process, enhancing their awareness of their rights and
responsibilities, improving their managerial and organizational skills and the understanding of
the role and responsibilities of the stakeholders involved in the process.
This particular LMST has been designed keeping in view the activities of a livelihood project,
aiming to reduce poverty for extremely poor men and women by increasing sustainable income,
improving food security and enhancing social and political participation in rural areas of
Southern Punjab. The project activities can include improvement of agriculture production,
CMST and LMST, establishment of village level seed bank, introduction of high efficiency
irrigation system, improvement of livestock management practices, provision of vocational and
skill development trainings, entrepreneurship development training and grants, community
organization awareness raising and capacity building, risk and vulnerability assessment and
planning, advocacy for human rights and linkages development with government authorities and
civil society organizations.

II.

Training Details:
A.

Title of the training

The title of the training is Leadership Skills Management Training.

B.

Duration
Three Days residential training

C.

Objectives
During the LMST the participants will
Enhance Leadership skills

 Be better able analyze their resources & problems and devise strategy to proceed
towards self reliance
Enhance their understanding on how to lead their community organizations to
sustainability.
Will have enhanced management and organizational skills.
Improved documentation and record keeping.
Enhance their Conflict Management Skills.
Will learn use of social accountability tools and participatory planning.
Improve their knowledge about their Rights and Responsibilities mentioned in
Constitution of Pakistan

D.

Main Contents

E.

Change and Social Mobilization

Constitution and Basic Rights
Participatory and Rural Development
Gender mainstreaming and Development
Leadership and its qualities
Advocacy and Lobbying Process (in context of Punjab local government Act )
.Accountability: Tools and Laws (Right to information to be explained in detail )
Participatory monitoring and its tools.
Action Plan

Methodology
Following tools and methodologies will be used during the training.

Manual Development for Trainer

Participatory and experience sharing
Delivery in local language
Interactive Lectures
Brainstorming
Group work
Group Discussions
Presentations
Quote local examples
Role plays
Hand outs in local languages and pictorial

 Use of audio and video tools

Thinking process
Develop action plan for the use of learnings
An experienced team is required for the training. Before starting the training it is
recommended that facilitator or trainer coordinate with project staff for obtaining
a detailed briefing of the project, along with analysis of participants profile and
existing capacity. The Final Contents of the trainings to be designed keeping in
view the nature of the project under which they are being conducted and its
objectives with close consultation of project Team. Each sessions relevance needs
to be ensured and highlighted to the participants of the training. The groups
especially for women trainings need to be formed with care ensuring that each
group has literate and active members which can not only guide the others but
also facilitate the group in preparing charts. An action plan outlining the future
course of action of the group must be made in training with its link with the
activities of the project and vigorous follow-up on the action plan must be
maintained by project team.
The participants of the training have undergone last year a community
management skills training with the following contents.

Development
Qualities of an Ideal Activist
Community Organization
Record Keeping at CO level
Communication Skills
Livelihoods
Conflict Resolution
Effective Planning Skills
Situation Analysis
Basic Human Rights
Effective Community Meetings
Resource Mobilization
Developing Productive Linkages
Gender & Development
Community Based Disaster Risk Management
Salient Features of Local Government Act 2013
Assessment of participants Understanding of GPAF Project
Responsibilities & Accountability

The facilitating team is advised to obtain from the project team copy of one of the
previous training reports so that they have a better idea of the participants
5

understanding of concepts and during the training to give periodic references to

the previous training for clarity purposes.

III.

Training Contents and Schedule

First Day

A.

First Session: Orientation

1.

Time Required:

One and an half hour.

2.

Material required:

Charts, Markers, Multi Media, Cards, White Board

3.

Objective:

The objectives of the session will be multiple and designed to lay the
foundation of a participatory mutually beneficial training. They will
include

4.

To create an equal understanding between the facilitator and

participants regard the objectives and the background of the
training.
Creation of an enabling atmosphere in which the participants are
comfortably contributing to the discussion.
Introduction of the participants.
Establishing guidelines of the training with the help of the
participants.
Introduction of the project.

Conducting the session

The training will be started with the recitation of the holy Quran. The lead
facilitator or a staff member of the implementing organization will
welcomed the participants. Lead and Co facilitator will either introduce
themselves or will be introduced by staff member. The lead facilitator will
6

take the lead at this point and start with explained the methodology of the
training and elaborated on the objectives of the training. He would
encourage everyone not to hesitate and take part by asking questions if
they are not able to understand any subject being discussed. He will
express the hope that the training will be a mutually learning process, and
the facilitators will learn as much from the experiences of the participants
and vice versa. He will also refer to the previous training and ask
participates to what they think they learned from the previous training and
how was it useful for them.
Next will be the introduction of the participants. It will be done in pairs
with everyone asked to introduce a person whom they have not met before
the training. They will describe each others name, their village; described
one of their strength and one weakness. This group exercise will also serve
as an ice breaker and the participants will became less self conscious and
more confident. The facilitator will also explain that this exercise also
goes to show that many qualities are present in the participants of the
training and when these qualities are combined than they will become the
strength of their organizations.
The facilitator will than facilitate the participants in developing the ground
rules of the training. The final ground roles will be written on a chart and
hung prominently. They will be read aloud by one of the participants.
These normally include
o
o
o
o
o
o
o

Staying attentive during the training.

Try to learn as much as you can.
Every one opinion to be respected.
Mobile Phone on silent
Criticism to be avoided.
One person to speak at one time.
Punctuality.

The last part of the session will consist of a discussion on hopes,

expectations and fears of the participants regarding the training. These will
be listed down on charts and displayed prominently and frequently
referred to during the training. In addition any of the fears that can be
addressed will be dealt with through a participatory discussion.
The session will end with the facilitator discussing the motivation of the
participants about forming CBO and of attending the training. The reply of
the participants will then be linked the facilitator to the next session on
change.

B.

Second Session: Change and its process

1.

Time Required:

One and half hour.

2.

Material required:

Charts, Markers, Multi Media, Cards, White Board

3.

4.

Objective:

The participants understand change and its process.

Develop awareness regarding the fact that they themselves

individually and collectively are changing and how this training will
help them to change in a better way.

Conducting the session

The facilitator will link the answers he had received at the end of the first
session with change. He will define change as long drawn process at the
end of which state or conditions become different. Example of creation of
Pakistan, child walking, wheat sowing can be used to explain. Then
individual and group change will be defined. The participants will be
asked whether all changes are good or changes can be good or bad. The
fact that change comes after a long process for which proper planning
needs to be done by the participants will be explained. They will be
sensitized on the fact that during this process they will face many hurdles
and the participants should not be impatient and follow the process.
With this concept of change explained the facilitator will then engage the
participants in a discussion on what they want to change in their life and
how this training and the project will help them in this regard.
The participants answer would broadly that they want to change their
social and economic conditions by educating their children and improving
their livelihoods. This statement will become the goal of the participants.
At this point the facilitator will engage the participants in an interactive
discussion regarding the process of change as defined below.

The decision of the individual or a group that they wanted to change I.e. a
change in thinking.

Establishing Goal /objective

Planning as per objective.
Taking steps as per planning

At the end of the session the participants awareness of the change process will
should be clearer. They should understand that they have already taken the
first two steps and now have to plan to achieve their goal.

C.

Constitution and Basic Rights:

1.

Time Required:

Two hours.
2.

Material required:

Charts, Markers, Multi Media, Cards, White Board, copies of chapter

One of Fundamental rights of the latest edition of the constitution of
Pakistan.
3.

4.

Objective:
a)

The participants understand the concept of the constitution.

b)

Understanding about Fundamental rights is enhanced

Conducting the session:

The session will start with the facilitator linking the previous sessions with
what the participants understand from the term Right. As the
participants should have some knowledge of the subject (covered during
previous training) so the participants responses will be used by the
facilitator to explain that right means legal, social, or
ethical principles of freedom or entitlement; that is, rights are the
fundamental rules about what is allowed of people or owed to people,
according to some legal system, social convention, or ethical theory. The
The facilitator will now explain the Universal Declaration of Rights issued
by the United Nations in 1948 under which all human beings of the world
enjoy basic rights and fundamental freedoms. The right to life and
security, the right to be free, the right to move, and the right to a fair trial
are some of the examples.
The discussion will then be turned towards the right of the Pakistani
citizen. The participants will be asked who is responsible to ensure that
9

they enjoy basic rights. As the discussion will than turn towards the state
of Pakistan the facilitator will ensure that all participants understand

What is a state Groups of people which have acquired

international recognition as an independent country and
which have a population, a common language and a defined
and distinct territory.
What kind of a state Pakistan is A federal parliamentary
republic state, a federation that comprises four provinces.

The facilitator will explain that when state come into existence one of the
first step that is taken is the development of a constitution. She or he will
define that the constitution as a contract between the state and its citizen
and as document which binds the country together.
The History of the constitution of Pakistan will be discussed, summarized
as follows.
Objective resolution of 1949 which has been controversial
as many feel that the resolution does not truly reflect the
Quid desire for the new state.
The 1956 constitution which remained in place for two
years.
1962 constitution by Ayub Khan which lasted till 1969.
1973 constitution which is now in place.
The 18th amendment to the constitution in 2010 which
decentralized most of the governance functions.
The facilitator will than explain that the constitution of Pakistan guarantees
certain basic rights called Fundamental Rights to its people and its the
responsibility of the government to provide them. These include

The right to security of a person.

Equality of citizens. (Can be linked to local schemes of
extension departments like drip irrigation or others. Mostly
the benefit of the schemes is obtained by the powerful and
well connected farmers. As an equal citizen of the country
poor farmers are entitled to schemes that benefit them
also).
Freedom of movement. (Important in context of women
participants).
Right to a fair trial.
Right to education etc.

She or He will also explain about some of the responsibilities of the citizens
assigned under the same constitution example can be of obeying law, having a
10

driving license when driving a bike or a car, paying taxes etc. The facilitator
will stress on the importance of basic rights and will explain to the participants
that people have struggled a lot for these rights.
The second part of the session will consist of group work. Participants will be
divided into four groups and each group will be given copies of the chapter on
basic rights and the rights will be divided appropriate in the groups. In case
there are groups which do not have literate or active members should be
assigned relatively easy laws like 15 to 18 etc. Group with active members
should be assigned the right to education and the rights to information as these
are very important newly obtained rights. The participants will be asked to
study the allocated basic rights and write down what they understood in their
own language. The groups will then give presentation and will facilitated by
the facilitator who will elaborated each right and explain them in great detail
in an interactive session with the participants. Special emphasis was placed on
the right to free education and right to information. The facilitator should
inform the participants that Right to information will also be discussed
separately.
Along with the concept of state and constitution at the end of the session the
participants should have understanding of their fundamental rights and how
this knowledge can be used by them in implementation of their project
activities.

D.

Social Mobilization and its process:

1.

Time Required:

Two hours.
2.

Material required:

Charts, Markers, Multi Media, Cards, White Board

3.

Objective:

11

The participants understand the concept and philosophy of social

mobilization.

4.

The participants are able to utilize social mobilization tools to

achieve their goal and objectives.

Conducting the Session

The facilitator now elaborates further and explains how through social
mobilization the process of change can be influenced/ energized to bring
benefits to the communities. He/she will define it as a self reliant process
that raises awareness and motivates people to demand change or a
particular development. An aspect on which the facilitator will pay
particular intention is that in order for Social mobilization to be effective it
has to aim at sustainable social and economic development and the
process of democratization.
Or the facilitator can explain it as a
He or she can explain that social mobilization is a planned decentralized
process that seeks to facilitate change through a range of players engaged
in interrelated and complementary efforts. It takes into account the felt
needs of the people, embraces the critical principle of community
involvement, and seeks to empower individuals and groups for action.
Mobilizing the necessary resources, disseminating information tailored to
varying audiences, generating inter sectoral support, and fostering crossprofessional alliances

The facilitator will explain that social mobilization aims to

Sensitize the community regarding their needs, right and current
development status including available resources.
Helping the community change from a passive to an active role.
Highlight the importance of education, health and development in
improving the quality of life.
Enables the community to work together in the form of grass root
organizations.
Enhance leadership and management capacities of community so
that they are able to decide and manage development activities.
Strengthening community participation and maintaining progress
towards the goal of sustainable development.

12

Examples of Akhtar Hammed khan sb efforts through the Orangi Pilot

project in this regard can be given. Historical examples could include how
the women got the right to vote in developed countries, the civil right
movement etc.
The facilitator will utilize any of the above examples and further explain
the social mobilization process by listing down the key steps taken during
the social mobilization process. The facilitator will explain each of the
following steps by linking it with the example he or she has chosen above

Sensitization Orientation and awareness development

Motivation and social preparation.
Capacity building and organizational development
Linkages building with other stakeholders.
Information and knowledge sharing.
Generation of resources
Community empowerment and self reliance.

He will involve the participants in listing down all relevant stakeholders

who will be involved or facilitate the participants and their community
organizations during the implementation of the project activities. So that
the participants understand that in addition to individuals and group the
social mobilization also involve all relevant segments of society. These
stakeholders are

Policymakers and other decision-makers.

Opinion leaders. (Pro poor schemes for agriculture)
The media,
District and provincial government.
Bureaucrats and technical experts.
religious groups,
The academia (introducing new technologies)
professional associations,
the private sector,
NGOs and other civil society members.

At this juncture social mobilization process will be linked with the life
cycle of community organization as this topic relates to change and other
topics and participants will be able to understand in a better manner.
The life cycle will be defined as different stages through which
community organizations go through example of a human being being
13

born to dying will be used to illustrate. It will be explained that an CBO

goes through five stages which are
1. Stage One: Imagine and Inspire ("Can the dream be realized?")
2. Stage Two: Found and Frame ("How are we going to pull this off?")
3. Stage Three: Ground and Grow ("How can we build this to be viable?")
4. Stage Four: Produce and Sustain ("How can the momentum be
sustained?")
5. Stage Five: Review and Renew ("What do we need to redesign?").
The facilitator will explain that their CBOs are in the second stage and
now they need to plan how they are going to achieve their objectives.

Second Day
The second day will start with the recitation of the Holy Quran and then a review of the previous
day will be conducted. Facilitator engaging the participants in an interactive discussion recap
will recap the concepts of the first day making sure that the link of each sessions with others is
once again made clear, any questions or queries in this regard will be addressed in a appropriate
manner.
The facilitators will also utilize the opening session to judge the participants ability to retain
what they had learned the previous day and if they feel that any participant or participants still
need more discussions to clear any concept of the previous day than it is important that
discussion should take place during the review session. The review should not take more than
thirty minutes but time can be extended if required.

E.

Gender Mainstreaming and Development:

1.

Time Required:

Two hours working tea will be included in the session.

2.

Material required:

Charts, Markers, Multi Media, Cards, White Board

3.

Objective:
The participants understand the

14

4.

The concept of gender, gender discriminating and gender equity.

What is gender mainstreaming and how its linked with

development.

Role of women in our society and its importance in our society

Conducting the session:

The facilitator will start by asking the definition of gender from the
participants. Gender will be defined as the state of being male or female.
Then the facilitator will ask the participants whether they think that in our
society women have equal rights to men and are they treated equal to men.
The answers of the participants will be used to explain the current
situation as gender discrimination which will be defined as prejudice
based on sex or gender.
The Facilitator will disapprove some prevailing notions which promote
gender discrimination in our society by explaining to the participants that
men and women are equal and both have the same kind of capabilities and
the only physical difference is that women can reproduce and men cant.
The facilitator will explain that women have been stereotyped as the weak
gender or sex which is wrong. The following perceptions will be
addressed by the facilitator.

Men are stronger and can work more will be disapproved using the
example of child bearing and elaborating on the work load of the
rural women.
Men are more intelligent than women will be addressed using
examples of successful women political, business and social
leaders like Benazir Bhutto, Mother Teresa
The perception that men are more brave and courageous than
women will be disapproved using examples of Muslim women
leaders like Razia Sultana, the wives and daughters of the holy
prophet.

The facilitators will emphasis the importance and prominence given to

women by Islam. She or he will explain that it took European societies till
the twentieth century to give women the same rights and status which had
been accorded to women under Islamic and society in the seventh century.
The right to property can be used as an example in this regard.
Then as some of participants negative ideas regarding women have been
addressed, the concept of gender equality will be discussed, it will be
15

defined as the state or condition in which men and women enjoy the
same rights and opportunities.
The facilitator will explain that it has been recognized worldwide that
sustainable development will not be achieved unless women and girls are
able to fully realize their rights in all spheres of life.
Then group work will be assigned, one group will be asked to list down
discriminations faced by women in their communities and how these
discriminations can be addressed.
The remaining three groups will each be asked to take one major activity
of their project and highlight women importance and role in successfully
completing those activities and how their involvement can be ensured. The
women involvement in trainings on poultry and livestock or the women
beneficiaries role in small scale enterprises through cash grants can be
discussed. The final choice should rest with the participants.
During the presentations the facilitator will make sure that all points are
elaborated by referring to the concepts discussed previously in the session.
This will enable the participants to enhance their understanding of the
concepts by relating to every day practical examples.

F.

Leadership and its qualities:

1.

Time Required:

One and a half hours.

2.

Material required:

Charts, Markers, Multi Media, Cards, White Board

3.

Objective:

The participants understand

4.

Concept of leadership

Qualities of a good community leader

Avoiding

Conducting the session

The session will begin with the facilitator asking the question What is a
Leader?The participants answer will vary and mostly will range around
One who is in charge, the one who is in power, one who leads a group
etc. The facilitator will use these answers to define leader as someone
16

Who guides/lead a group, community, organization or a country. The

facilitator will give examples of good international leaders like
Mohammad Ali Jinnah or Winston Churchill, Mahatma Gandhi, Margaret
Thatcher etc. She or he will also give example of bad leader like Adolf
Hitler, Stalin etc. She or he will explain that good leaders consider
themselves servants of their followers not their commander or boss. The
difference between an elected leader and a leader selected by consensus
was explained
The facilitator will explain that we are concentrating on community
leaders as the participants of the training are leaders of their community
organizations and in order to be good leaders they must have the respect
and support of their respective communities. It was explained that
community leadership involves participatory approach. Which will be
defined as leadership based on respect and engagement, a more
advanced, more democratic and more effective model of leadership, which
harnesses diversity, builds community, and creates shared responsibility
for actions and deepens individual and collective learning
yielding real development and growth.
For this purpose they need to understand the qualities of a good leader
which can also be described as the Dos of a good community leader and
also learn to avoid those actions which people associate with bad leaders
i.e. the dont.
Than the facilitator will assign group work to the participants during
which the good and bad characteristics of a leaders will be discussed
through group work. Two groups will discuss and presented the qualities
which should be possessed by a good leader. Which should include the
following if any is missed by participants then the facilitator will add
during discussions in presentations.

17

integrity
Visionary
honesty
humility
courage
commitment
sincerity
passion/pro activeness
confidence
positivity
wisdom
determination
compassion
sensitivity

Clarity
Knowing one strength and limits.
Lead by example.

The remaining two groups will discuss the qualities which should not be
possessed by a good leader. This will be the opposite of the above. With
this session will be ended and lunch break will be announced.

G.

Social Accountability and its tools

1.

Time Required:

One Hour
2.

Material required:

Charts, Markers, Multi Media, Cards, White

information act 2013.
3.

Board, copy of Right to

Objective:
The participants Understand
a) The concept of social accountability

b) How to use tools of social accountability like right to information.

4.

Conducting the session

The session will start with the definition of social accountability, which
will be defined as An approach towards building accountability that relies
on civic engagement, i.e., in which it is ordinary citizens and/or civil
society organizations who participate directly or indirectly in
exacting accountability. The process of accountability in the context of
community organizations will be given as

18

To include the people in what is being done because if you dont

include people they will suspect you and will not be cooperate with
you.
All relevant information needs to be given to people.
Record to be maintained.
Audit to be done.

Then the facilitator will explain that social accountability can be done
through many methods and techniques which include

Public audit
Public hearing
Civic education
Public Expenditure tracking
Right to information law

The facilitator will explain that we will be concentrating on Right to

information act 2013 as this is the most comprehensive new law which
will be most effective in our scenario. Reference will be given to the
session on rights in which the Right to information law had been touched
upon. He will explain that explained how right to information can be used
for improving accountability and transparency.
The Right to Information Act 2013 will be explained and how it can be
used as a major tool in ensuring accountability of government
organizations and in terms of better knowledge about different government
departments/officials roles and responsibilities, budgets and different
schemes. The history of the law will be given. The participants will be
informed about the struggles that had gone in getting the law approved.
They will be told that Punjab is the last province in the country to pass this
law and that the law importance should not be underestimated and the
judicious use of the right to information law would help the participants in
their struggle towards self reliance.
After an interactive and participatory discussion on the act, group work
will be started. The participants will be divided into different groups and
each group will be given a copy of the law in Urdu. The groups will work
on the following.

19

The first group will work on the introduction of the law and
explanation of the terms given in the law.
The second group will explain the roles and responsibilities of the
information commission formed under the law to monitor its
implementation and explained its roles and responsibility.
The third group explains the procedure for filling a request under the
law.
The fourth group will explain the procedure in case the request is not
being responded and the kind of information which cannot be obtained
under the law.

At the end of the session the participants will be aware of the fact that it is
their right to obtain information from the government, the type of
information that can be obtained and how that can be obtained. The
facilitator will explain that as they now understand its their right they will
be more confident while talking to government officials and this will be
helpful while forming their advocacy strategy and developing linkages and
asking for facilitation for different government schemes and services.

H.

Advocacy, Networking and Monitoring

1

Time Required:

Two hours
1.

Material required:

Charts, Markers, Multi Media, Cards, White

information act 2013.
2.

Board, copy of Right to

Objective:
The participants Understand
a) The concept and techniques of advocacy and networking.

b) Monitoring and its tools

3.

Conducting the Session

The facilitator will emphasis importance of the session, link it with the
rights and other related sessions and explain that the participants are
engaged in advocacy through their community based organization. He or
she will ask the participants what they think advocacy means and will
define it as as any action that speaks in favor of, recommends, argues for
a cause, supports or defends, or pleads on behalf of others.
Or
Advocacy is speaking acting, writing with minimal conflict of interest on
behalf of the sincerely perceived interests of a disadvantaged person or
group to promote, protect and defend their welfare and justice by being
on their side and no-one elses being primarily concerned with their
fundamental needs remaining loyal and accountable to them in a way
which is emphatic and vigorous and which is, or is likely to be, costly to
the advocate or advocacy group1

1 Dr Wolf Wolfensberger
20

The facilitator will explain that although advocacy has many types like
individual and parent advocacy but we will be concentrating on Citizen
and system advocacy.
Citizen advocacy will be described as a community based movement that
aims to recognize, promote and defend the rights, well being and interests
of people with intellectual and/or multiple disabilities.
System advocacy will be described as influencing and changing the
system (legislation, policy and practices) in ways that will benefit people
with a disability as a group within society
The facilitator will now discuss with the participants and list on chart the
activities comprise advocacy work. These would include

Organizing: Build power at the base

Educating the Public on various issues, mechanisms and
processes.
Research
Organizing a rally or a seminar.
Lobbying
Training

The facilitator will now explain Networking is an important role for

people who are engaged in advocacy initiatives. advocates to both
establish key links within their community as well as keeping up to date
with local resources, services and activities. In addition, advocates need to
be proactive in identifying opportunities for setting up new networks for
the benefit of local consumers. Networks and key contacts provide
advocates with helpful information about the community they work in as
well as opportunities for sharing information of mutual benefit.
Now after the participants have a general understanding of advocacy and
networking the link with the local government elections which are finally
expected this year in Punjab will be explained as offering a unique
opportunity to community organizations like theirs for achieving their
goals and objectives, as Local governments will be responsible for most of
the basic services and will play a critical role in resolving issues of their
areas. The scenario regarding the act and the election to take place will be
discussed and it will pointed out to the participants that in order to be
able to successfully develop productive linkages with the local
government it was necessary to have knowledge about composition, roles
and responsibilities of its different departments/ councils of the local
government.

21

Group work will be initiated with three groups formed and copies of the
local government act of 2013 will be distributed among them. They will
be asked to read the roles and responsibilities of the following.

Union Council
Thesil Council
District Council

The participants will gave presentations and the facilitator will elaborate
the points with practical examples so that the participants could
understand clearly how different councils are going to be composed and
what they are going to do and refereeing back to the session on
community organizations how instrumental these councils can be in
facilitating organizations in achieving these objectives. The facilitator will
also discuss with the participants how now they can utilize the learnings
of this session while developing the action plan

Third Day
The third day will start with the recitation of the Holy Quran and then a review of the previous
two days will be conducted. Facilitator will engage the participants in an interactive discussion
with highlights being noted by one of the participants on chart paper and then subsequently
placed on the wall.
The facilitators will also utilize the opening session to judge the participants ability to retain
what they had learned during the previous day and if they feel that any participant or participants
still need more discussions to clear any concept of the previous day than it is important that
discussion should take place during the review session. The review should not take more than
thirty minutes but time can be extended if required.

I.

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Communication and Media Engagement

1.

Time Required:

One Hour
2.

Material required:

Charts, Markers, Multi Media, Cards, White Board,

3

Objective:
The participants Understand

a) What is communication, its concept and process?

b) Media Management do and dont.

Conducting the session

The facilitator will start the session with explaining that communication
and media engagement plays a critical role in ensuring the success of any
community based organization. Communication will be defined as the
imparting or exchanging of information by speaking, writing, or using
some
other
medium
and
as
a

Two-way process
reaching mutual understanding during which the participants not
only exchange (encode-decode) information, news, ideas and feelings but
also create and share meaning.
In an interactive discussion with participants the steps of communication
will be laid out as follows.

Message creation
Delivery of message
Receiving the message
Understanding the message
Acting on the message

The facilitator will discuss in detail each of the above steps with the
participants, creating scenarios including possible hurdles and pitfalls etc.
In order to make clear how message travels and gets distorted as it is
communication from one person to another; The facilitator will give a
message to one of the participants and ask him or her to communication in
private the same message and so and the last participant who receives the
message will tell the whole group the message and facilitator will explain
what happened.
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The facilitator and the participants will engage in an interactive discussion

regarding what should be kept in mind while communicating with each
other these steps are

Knowing about the person for whom the message is intended.

Message should be in sequence and understandable.
Should be short and complete.
Should not be conveyed in words that have more than one
meaning. I.e. should be clear.
Should convey the required information regarding the under
discussion subject.

The discussion will turn towards the person who is receiving the message.
He or she should

Listen carefully to the message.

Should try to understand the whole message before reacting.
If the message is not clear than should ask for clarification.

Now that the concept of communication is clear discussion will turn

towards media engagement, the facilitator will explain that media
comprising of electronic, print and social media helps keep the public
informed and can shape public opinion and perspectives. If used
judiciously and responsibly, the media can not only encapsulate and
articulate the voice of the masses and act as a valuable instrument of
accountability, but also provide the means of a constant dialogue between
the public functionaries and the citizenry
For the purpose of a CBO, local newspapers and social media is an
important tool through which they can raise their voice regarding various
issues, share information regarding their activities and fund raising.
Dos and Donts of Media Engagement will be discussed with the Dos
being

24

Stay on Message give concise to the point information.

Listen to the question carefully.
Be yourself
Keep up appearances. Be aware of your body language
do not fidget, drum your fingers, play with your jewelry, or
act nervous. Dress appropriately for the occasion and for
your audience.
Practice what you are going to say beforehand.
If required bring notes and take notes

Provide background information in a clear manner

preferably in written form.
Remember Deadlines and respect them.
Remember Repetition equals Retention. Repeat your
message
as
much
possible.

The donts will be

J.

Use
difficult
or
technical
language.
Keep your message simple.
Lie, embellish, or generalize.
Be Defensive Or Lose Your Temper
Let Inaccurate Statements Go Unchallenged
Feel Pressured To Fill An Awkward Silence
Be Afraid To Say I
Dont Know

Participatory Monitoring and Its tools

1.

Time Required:

One Hour
2.

Material required:

Charts, Markers, Multi Media, Cards, White Board,

3

Objective:
The participants Understand

c) What are participatory monitoring, its concept and process?

d) Tools and process learning from past experiences

Conducting the session

The facilitator will explain the definition of monitoring as a continuous

process of collecting and analyzing information to compare how well a
project, programme or policy is being implemented against expected
results. Monitoring
aims
at
providing
managers
and
25

major stakeholders with regular feedback and early indications of progress

or lack thereof in the achievement of intended results. It generally involves
collecting and analyzing data on implementation processes, strategies and
results, and recommending corrective measures2.
Participatory monitoring will be defined as a process through
which stakeholders at various levels engage in monitoring or evaluating a
particular project, program or policy, share control over the content, the
process and the results of the monitoring and evaluation (M&E) activity
and engage in taking or identifying corrective actions. PM&E focuses on
the active engagement of primary stakeholders3 .
The facilitator will explain that Participatory Monitoring is one of many
approaches to ensure that the implementation of the different projects
within the action plan or smaller individual projects leads to the
expected outcomes. As with all other monitoring and evaluation elements,
the process for PM&E has to be prepared prior to project implementation4
The stakeholder groups involved in the process will be explained as: the
beneficiaries; intermediary organizations, including NGOs; private sector
businesses involved in the project; and government staff at all levels
The principals of participatory monitoring will be discussed as

Local people are active participants not just sources of

information.
Stakeholders evaluate, outsiders facilitate.
Focus on building stakeholder capacity for analysis and problemsolving.
Process builds commitment to implementing any recommended
corrective actions.

The process of participatory planning will be explained as

Planning, determining objectives and indicators.

o Discuss reasons for monitoring

o Discuss objectives and indicators
o
o

Develop monitoring questions.

Develop direct and indirect indicators.

2 (INTERNATIONAL FEDERATION OF RED CROSS AND RED CRESCENT SOCIETIES 2007).

3 (WORLD BANK 2010a)

4 (PHILIP et al. 2008).
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Gathering Data.
o Deciding what information gathering tools are required
e.g. any survey, CBO programme and financial records,
o Deciding who will gather the data.

Analyzing Data
o Deciding who and how the data will be analyzed.
Sharing the information and defining actions to be taken.

K.

Action Plan
During the last session participants will make an action plan describing
their activities for the next one year, these activities will comprise of
GPAF project activities plus other activities in response to needs of the
area. The process will be started with the explanation of its objectives
and the need for practicality while devising the plan. It will also be
stressed that all the participants need to be convinced on the plan and any
doubts should be voiced with hesitations. The facilitators will assert that
while devising the plan the participants need to incorporate their learnings
of the previous days and that any plan made at the training will be
provisional and the participants will be responsible for presenting the
plans to the remaining members of their community organizations,
convincing them and making changes as per their suggestions. The
duration of the plan will be decided by mutual consultation (a one year
plan is advisable). The format of the plan is recommended as
Description
the activity

of Responsibility

Date
completion

of Resources
required

The participants will be divided into groups, different methods can be used
at this stage, and participants can be grouped CBO wise with each CBO
members making their own plan while a cluster or union council wise
grouping can also be utilized. These groups will utilize the previous group
works in different sessions for preparing the plan.

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Stakeholde