Documente Academic
Documente Profesional
Documente Cultură
Training Duration
Day 1 Classroom based
Day 2 Classroom based
Day 3 Field based
Day 4 Classroom based
Training should ideally be immediately followed by field work, and therefore Day 4 should
complete with practical arrangements for field work and possibly travel to the first field site.
Location of Training
Classroom location should be away from participants normal working location. Training venue
must have space for LCD presentations, accommodate plenary and break out group sessions
and space to hang flip charts.
Field locations should be reasonably close to training location to minimise travel times.
(6) Defining Objective: To gain a common and shared understanding of the term resilience. Flip charts and marker
resilience Details: pens
Group work
(1 hour) Put trainees into groups of 2 or 3 (possibly grouped by local languages spoken) and ask them to put
down a brief definition of the term a resilient community. The aim is that the definition is simple and
clear enough for their granny to understand. Consequently if they asked their granny to describe a
resilient community after they had given her their definition she would be able to. The definition should
be developed in the language(s) of the local communities and then written on flip charts in local
language(s) and English and fed back to the group.
Plenary
Each team put up their definitions. These are reviewed with similarities and differences noted and the
strongest elements of each used to develop a single definition that all understand in each language being
used. This may involve consensus on how to translate using words available in the relevant local
languages. Key issues;
Avoiding verbs that are not normally used e.g. mitigate, adapt
Giving examples to explain what hazards are and what coping looks like e.g. people who eat
well all the time
Explore the issue of being resilient even when there is no shock or hazard
(7) Who is the Objectives: The assessment team members clarify: Flip chart and marker
community? Who should participate in FGDs? pens
How should FGD participants be selected?
(45 mins) How many FGDs should be done with different groups?
Details:
Plenary
Give a list of issues that may be important in selecting groups i.e. gender, age, livelihood, education
levels, etc
Group Work
CoBRA Assessment Team Training Guidance Day ONE - Classroom
Feedback in plenary
Use feedback to agree the composition of FGD participants required. Agree a protocol for the assessment
team for selecting the various types of beneficiaries
Lunch
(8) Listening Objective: To facilitate discussion on good practices for effective facilitation, listening and hearing of
Hearing and focus group discussion.
recording Exercise one: Stingy and generous listening. Trainees put in pairs and given subject to tell their partner
(1 hour) about for 1 minute. The listener remains silent but must show as much interest and attention as
possible. The second minute the roles are reversed and the listener listens as disinterestedly as possible,
even walking away. Plenary discussion about how the two approaches made the talker feel.
Exercise two: Emergency airlift (see SD5a Emergency Airlift Exercise). The purpose is to show how
much a facilitator can influence a group on emotive issues. Split trainees into groups of four and identify
a facilitator for each group. The facilitators are taken out of the room and given 5 minutes to read the
leaflet before being asked to go back and share the leaflet with their team and facilitate the teams
answer (not their answer). Before they return to their teams the trainer asks the facilitators for their
choices. The teams discuss the challenge for 10 mins and feed back their decisions. The trainer puts
these on the flip chart beside those of the teams facilitator. Similarities in decisions can spark
interesting debate.
Plenary discussion: Issues in facilitation talk through some of the following common challenges in
facilitating group discussions and how participants have and do deal with them;
Talker and non-talkers
Influencing groups with own views and passions
Listening and hearing
CoBRA Assessment Team Training Guidance Day ONE - Classroom
During the field work exercise the team should note any general problems or issues for wider discussion at the classroom de-brief the following
day.
All recording formats should be collected by Supervisors and submitted to the Team Leader / Trainer at the end of the day.
CoBRA Assessment Team Training Guidance Day FOUR Classroom
Day 4 Classroom
Session Details Materials and Logistic
support required
(17)Review and Objective: Address issues arising from field work Flip chart
debrief of Improve team performance
field work Details: FGD and KII recording
Group work 15 mins formats from previous
(2 hours) Trainees are encouraged to sit in assessment team groupings. Each team is asked to consider yesterdays day
experience and highlight:
what went well
what they learned
what didnt go well, questions or concerns
Plenary: groups feedback verbally and points noted by trainer. The trainer then adds his/her views to
those mentioned. The trainer then focuses session on questions and concerns and how these can be
addressed / improved. Assessment teams composition may need to be reviewed
Tea break
(18) Planning for Objective: Review and finalise field logistics plan SD7: Logistics plan
Field work Details:
The trainer presents the proposed sampling frame and draft field logistics plan for review and discussion.
(90 mins) Whole group discusses and reviews.
Overall plan broken down into individual logistics plan for each Assessment Team.
Each team to complete details and checklist for their route. Particularly:
Timing for travelling, community sensitisation and actual FGDs/KIIs
Form of communication with Team leader
Vehicles and accommodation
Supplies and equipment required
Float or funds required
Team Leader supervision visits
Session ends when overall plan is finalised and members of all teams are fully aware of their roles and
activities to the end of the assessment.