Group Dynamics

TRAINING PACKAGE # 1
Interpersonal Growth and Gender in Groups
MODULE # 2
Group Dynamics
Canada Nepal Gender in Organizations Project with the support of the Canadian International Development Agency
About the Group Dynamics Module

This module is part of a series of training packages that was produced by the CIDA-funded CanadaNepal Gender in Organizations Project (CNGO). The series consists of four packages, each with several modules.
CNGO TRAINING PACKAGES
Training Package #1 Interpersonal Growth and Gender in Groups
Training Package #2 Gender-Friendly Organizational Development
Training Package #3 Gender-Responsive Community Development
Training Package #4 Training of Trainers
Modules 1. Gender Awareness 2. Group Dynamics 3. Gender and Development
Modules 1. Organizational Development 2. Organizational Systems 3. Resource Mobilization
Modules 1. Gender in Project Planning 2. Participatory Rapid Appraisal 3. Gender-Sensitive Linkages
Modules 1. Facilitator Training and Workshop Planning 2. Case Studies 3. Picture File
T HIS MODULE
Each module is divided into several sections. In this module these include: Section 1: Background Information defines some key concepts and provides information on the topic. Section 2: Participatory Activities describes step-by-step activities. The facilitator should look to these for ideas, but should be selective and develop additional activities to fit specific circumstances. Section 3: Reference Materials provides background reading, tools, examples and worksheets relevant to the topic and the activities. Section 4: provides Display Pictures that are relevant to the activities in the module. The facilitators should add to these.
Group Dynamics Module
CONTENTS
SECTION 1: BACKGROUND INFORMATION ............................................................................. 1 Introduction......................................................................................................................................1 Key Concepts ....................................................................................................................................1 What is a Group? ..........................................................................................................................1 Group Dynamics ...........................................................................................................................1 SECTION 2: PARTICIPATORY ACTIVITIES ................................................................................ 3 Activity Set #1: Nature of Groups ....................................................................................................3 Sub-Activity #1.1: Sub-Activity #1.2: Sub-Activity #1.3: Sub-Activity #1.4: Characteristics of a Group..............................................................................4 The Importance of Groups ..............................................................................6 Group Membership.........................................................................................8 The Stages of Group Development................................................................10
Activity Set #2: Leadership ............................................................................................................12 Sub-Activity #2.1: What is a Leader? .........................................................................................13 Sub-Activity #2.2: Viewing Leadership Styles through a Gender Lens.......................................14 Activity Set #3: Motivation.............................................................................................................16 Sub-Activity #3.1: The Importance of Motivation ......................................................................17 Sub-Activity #3.2: Techniques of Motivation..............................................................................19 Activity Set #4: Communication.....................................................................................................21 Sub-Activity #4.1: Sub-Activity #4.2: Sub-Activity #4.3: Sub-Activity #4.4: The Importance of Good Communication.....................................................22 The Communication Process.........................................................................23 Communications within Organizations.........................................................24 Communication Skills...................................................................................26
Activity Set #5: Conflict .................................................................................................................28 Sub-Activity #5.1: Organizational Conflict.................................................................................29 Sub-Activity #5.2: Analyzing Organizational Conflict Through A Gender Lens ........................30 SECTION 3: REFERENCE MATERIALS ................................................................................... 31 Reference #1: Characteristics of a Group.......................................................................................31 Reference #2: Why is a Group Needed? .........................................................................................32 Reference #3: Points to Consider When Forming a Group.............................................................33 Reference #4: Case Study #7: Achievements of the Organization...................................................34 Reference #5: Stages of Group Development..................................................................................35 Reference #6: Leadership...............................................................................................................37 Reference #7: Motivation ...............................................................................................................38 Reference #8: The Communication Process....................................................................................39 Reference #9: Communication within an Organization ..................................................................40
Module 2 of CNGO Training Package #1: Interpersonal Growth and Gender in Groups
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Reference #10: Barriers to Effective Communication.....................................................................40 Reference #11: Conflict..................................................................................................................42 Reference #12: Case Study Organizational Conflict in the Community Development Centre......43 SECTION 4: DISPLAY PICTURES .............................................................................................. 45 Display Picture #1: Group Dynamics ..............................................................................................45 Display Picture #2: Strength of the Group......................................................................................46 Display Picture #3: Growth of Groups ............................................................................................47 Display Picture #4: Leadership.......................................................................................................48 Display Picture #5: Motivation........................................................................................................49 Display Picture #6: The 5 Cs of Communication ............................................................................50
SECTION 1: BACKGROUND INFORMATION

Introduction
The purpose of this module is to familiarize participants with ways in which people can come together, form a group, and work productively for a common purpose. A group is an entry point for development, and the dynamics of a group are extremely important in determining whether the group will be successful. Members must be flexible, creative and cohesive so that the group can sustain itself within a complex environment. This module is designed to introduce participants to the concept of group dynamics, and to help them incorporate effective dynamics into their organizations.
Objectives of the Training Module

To help participants gain the understanding and skills to develop strong, effective groups. To help participants learn how to integrate gender considerations into group dynamics.
Key Concepts
What is a Group?
In its simplest form, a group is a number of persons or things that are classed together on the basis of one or more common characteristics. The characteristics may be broad or narrow. This module focuses on specific types of groups: those that are defined by a common purpose, goal or task and that interact and work together for the achievement of that purpose, goal or task. An entire organization can be referred to as a group. Alternatively, groups can be important resources within an organization.
Group Dynamics
The term group dynamics refers to the structures and processes by which groups form and function. The study of the dynamics of a group includes questions such as: How is the group formed? Why is the group formed? How is the group structured? How does the group operate? How does the group affect individual members, o ther groups and the organization? Healthy and confident group dynamics require the participation of group members, participatory leadership, motivation, effective communication and productive conflict resolution. Groups must be managed and maintained. Managing the group should be undertaken by the group, and be a normal part of group activities.
SECTION 2: PARTICIPATORY ACTIVITIES

Activity Set #1: Nature of Groups
This set of activities is intended to introduce participants to the concept of groups and group dynamics. Sub-activities include: 1.1 1.2 1.3 1.4 Characteristics of a Group Importance of Groups Group Membership Stages of Group Development
Picture 1: Group Dynamics
Sub-Activity #1.1: Characteristics of a Group

OBJECTIVE
Participants will be able to define a group and understand the importance of a common purpose in group formation.
KEY Q UESTIONS
What is a group? Why do groups form?

TIME
1 to 1 hours
METHODOLOGY
Brainstorming and discussion, group work and discussion in plenary.

PREPARATION
Prepare a meta card or sign showing the title of the module: GROUP DYMANICS. Display this prominently. (For Part B) Prepare meta cards labelled as follows: Environment; War and Conflict; Community Development, Health, and Education. Place or tape signs in designated areas of the meeting room
MATERIALS
Flipchart paper, markers, masking tape, sign stating GROUP DYNAMICS Reference #1: Characteristics of a Group
S TEPS
Part A 1. Open the session by highlighting the title of the module: GROUP DYNAMICS. Explain that the first task is for the participants to reach a common understanding about what the term group means. What kinds of groups are we talking about? 2. Invite participants to brainstorm what the word group means. 3. List points on flipchart paper. 4. Based on participants input, extract a definition of group that includes at least the following elements: a) people rather than things b) size, i.e., two or more persons c) purpose members have a common goal or purpose d) interdependence, i.e., members interact and come together to pursue the goal of the group 5. Write definition on flipchart paper and display prominently. 6. Now ask the participants to use this definition to identify types of groups that exist in their community. Give participants a few minutes to think about this. Then call on participants and write responses on flipchart paper. (Examples of groups might include CBOs, NGOs, DDCs, VDCs, savings and credit groups, work units within organizations, gender allies, etc.) Part B 1. Explain to participants that the objective of this activity is to help them explore why groups are formed. 2. Divide participants into groups of about five. Assign each group one topic (environment, war and conflict, community development, health or education). Instruct groups that they are to a) identify three concerns in their area b) state each concern in terms of a purpose or goal that a group might pursue (for examples of
possible purposes see Reference #1: Characteristics of a Group.) c) report these back to plenary. 3. Allow groups about 15 to 30 minutes to identify concerns and state the goals or purposes. Then call them back to plenary. Ask the spokesperson from each group to present the concerns they identified. 4. Discuss whether these concerns can be better met by individuals acting alone, or by groups that come together for a specific purpose.
C LOSURE
Ask one of the participants to review the definition of a group that will be used throughout this module. Emphasize that at the core of a group is its specific purpose, goal or task. Groups may be formed for a variety of purposes, goals or tasks.
Tips for Facilitators The facilitator should adapt the activity to the local context, remind participants that they are already part of a group, their NGO, and suggest that they use this training module to think about their NGO. Part B of this sub-activity is best suited for groups that have development goals.
Sub-Activity #1.2: The Importance of Groups

OBJECTIVE
Participants will be able to describe the advantages of working in a group.

KEY Q UESTIONS
What are the advantages of forming a group to achieve a goal?

TIME
1 1/2 to 2 hours
METHODOLOGY
Game and group discussion, picture interpretation, group work and discussion in plenary
PREPARATION
Assemble materials (e.g., glass of water)

MATERIALS
Glass, water, flip chart, flipchart paper, markers, masking tape, pre-labelled meta cards Reference #2: Why is a Group Needed? Reference #3: Points to Consider When Forming a Group Reference #4: Case Study #7: Achievements of the Organization
S TEPS
Part A 1. Invite four participants to come to the front of the training hall to take part in a game. 2. Place a glass of water on a small stool in front of the four participants. Ask them to lift the glass of water using only their index finger. If the four are not successful in lifting the glass, suggest that they try to work together. If they still are not successful ask all four to use their index fingers at the same time to lift the glass. 3. The rest of the participants should observe the game. 4. Ask participants what this demonstration shows about the advantages of working as a group. Are there other advantages to working as a group? Write responses on flip chart.
Picture 2: The Strength of the Group
Part B 1. Show Picture 1: Group Dynamics and Picture 2: The Strength of the Group, and discuss how these pictures relate to the importance of group in terms of strength and unity 2. Form two or more groups. Each group is to discuss essential points for group formation, and to present these in plenary. (See Reference #3: Points to Consider When Forming a Group.) 3. Discuss the following questions: How does gender influence group formation? For example, why would women-only, dalit-only, men-only, and ethnic groups form? What are the organizational practices in forming groups? How can you improve gender balance in your organization? Emphasize the importance of gender balance in groups for community development. Part C (optional use as and when needed) Read aloud, or ask one of the participants to read aloud the Case Study, Achievements of the Organization (Reference #4). Then, discuss the questions from the case study. (See note under Tips for Facilitators.)
C LOSURE
Summarize that groups are often more effective than individuals in accomplishing tasks. Emphasize the importance of gender balance in groups for community development.
Tips for Facilitators Check whether or not points offered by participants emphasize the composition of group members from a gender perspective. Part B of this sub-activity focuses on factors to be considered in group formation. The next sub-activity (#1.3) also deals with this topic. Facilitators can choose just one of these activities, or can include both depending on the needs of the group. The case study on Achievements of the Organization may or may not be relevant to this activity, depending on the discussion and circumstances. The facilitator should use it as and when needed.
Sub-Activity #1.3: Group Membership

OBJECTIVE
Participants will be able to describe some of t e things to consider when deciding whom to ask to h participate in the group.
KEY Q UESTION
What are some of the things that should be considered when determining group membership?
TIME
1 to 1 hours
METHODOLOGY
Group work, reports and discussions in plenary

PREPARATION
In this activity, participants will form small groups. Each group will have a cause or a purpose. To prepare for this, select causes for up to four groups, and prepare a sign for each group, e.g., Advocacy Group for Womens Rights.(See examples of groups under facilitator tips.) Prepare set of questions (see step #2 below) to be given to each group.
MATERIALS
Flipchart paper, markers, masking tape, Reference #3: Points to Consider When Forming a Group
S TEPS
1. Note that previous activities and discussions (e.g., the water glass demonstration) have shown that it is important for the members of a group to be able to work together to achieve a common goal. In this activity we will be looking at some things that should be considered when forming a group. 2. Divide participants into small groups. Each small group has a purpose or cause and would like to invite others to join the group. Each group is to discuss the following questions in relation to the purpose of the group. What kinds of people would you ask to join your group? Would you include both men and women? Would you include a variety of classes, castes and ethnic groups? How large would you try to make your group? Would it be important for members of your group to live nearby? 3. Allow groups about 30 minutes to discuss questions and develop their answers and reasons. Then call groups into plenary and ask a spokesperson from each group to report. Encourage the other participants to ask questions.
C LOSURE
Indicate that when forming a group, and inviting new members to join, there are many things to consider: the motivation and interests of potential class, caste and ethnic group members size of the group gender geographic location Tips for Facilitators This sub-activity deals with a topic similar to that covered in Part B of sub-activity #1.2. Facilitators should use their judgment in deciding whether one sub-activity is sufficient, or whether participants would benefit from both. The facilitator should choose topics for the purpose groups that are suitable for the participants and the
geographic area in which they live and work. Examples of groups might be:

GROUP 1: GROUP 2: GROUP 3: GROUP 4:
Advocacy Group for the Rights of Women An Internal Support Group for Widows A group that wishes to build a new well for the community A grass-roots savings and credit group.
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Sub-Activity #1.4: The Stages of Group Development

OBJECTIVE
Participants will be able to explain the stages of group development.

KEY Q UESTION
What stages does a group go through from its formation to maturity?

TIME
1 to 1 hours
METHODOLOGY
Facilitator-led discussion, picture interpretation, small group work, presentations and discussion in plenary
PREPARATION
In preparation, facilitator should become familiar with the stages of group development described in Reference #5: Stages of Group Development. If appropriate for the level of the group, this sheet can be prepared as a handout.
MATERIALS
Flipchart paper, markers, Picture 3: Growth of Groups, Reference #5: Stages of Group Development
S TEPS
Part A: Tree Picture 1. Explain to participants that just as a tree goes through various cycles in its lifetime, so does a group. Show participants Picture 3: Growth of Groups and relate the stages of tree growth to the development of a group. In the beginning the tree takes root and begins to sprout. It goes through various stages of growth until it reaches maturity. Similarly, a group goes through various stages of growth on its way to maturity.
Picture 3: Growth of Groups

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Part B: Analyzing Group Development 1. Give an overview of the stages of group development from Reference #5: Development Stages of Group
2. Split participants into four groups to discuss the following questions: What stage of development applies to your group or organization? How are women and men currently integrated into your organization? Who holds leadership positions? Who is involved in decision-making? Do some people dominate others, or are power structures equitable? Does your view of your group change when you use a gender lens (See the Gender Awareness Module, Activity #2)? What action can you take to assist your group, and to encourage the group to function smoothly? 3. Allow groups about 30 minutes to discuss these questions. Then ask a spokesperson from each group to present the group work in plenary. 4. Discuss and then present additional points, which are not covered by the participants.
C LOSURE
Highlight that a group should keep enough flexibility, creativity and strength so that the group can sustain even in a complex environment. Summarize the crucial aspects, which have to be considered for group development and emphasize the relationship between the topic and the name of the training itself.
Tips for Facilitators The facilitator should explain that the life cycle of a human or plant is different from the life cycle of a group. Though death is certain in a human life cycle, a group does not necessarily die if group members focus on effective group dynamics, and make adjustments that prevent the group falling into mourning.
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Activity Set #2: Leadership

Effective leadership is an important component of a strong organization. This set of activities enables participants to explore the concept of leadership. Sub-activities include: 2.1 2.2 What is a Leader? Viewing Leadership Styles through a Gender Lens
Picture 4: Leadership
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Sub-Activity #2.1: What is a Leader?

OBJECTIVE
Participants will be able to define leadership and describe the qualities of a good leader.
KEY Q UESTIONS
What is a leader? Why is a leader needed? What are the characteristics or qualities of a good leader?
TIME
45 minutes
METHODOLOGY
Discussion
PREPARATION
Prepare three cards (one for each leadership style) with a description of the style on the card.
MATERIALS
Meta cards, markers, Reference #6: Leadership

S TEPS
Part A: Leadership Defined 1. Divide participants into groups of about five. The task of each group is to: select a leader for the group discuss and be prepared to present in plenary how and why they selected that person as their leader 2. Allow about 15 minutes for the group work, then assemble in plenary and have a spokesperson from each group describe how they selected their leader, and why they selected that person. 3. As groups make presentations, list points on flipchart paper. 4. After all groups have presented, ask participants if they can suggest a definition for the term leadership. 5. Share the definition in Reference #6: Leadership. Part B: Gender and Leadership 1. Lead discussion by asking the following questions: In practice, who performs leadership roles? What are the qualities of good leadership? What is the status of women and disadvantaged people in decision-making levels and leadership roles? How can leadership roles be shared equally among men and women? What conditions are necessary for leadership roles to be more equitable?
C LOSURE
Summarize the qualities of a good leader. Emphasize the need for gender sensitivity. Note the importance of increasing the participation of women and other disadvantaged groups in decision-making. Tips for Facilitators In some parts of Nepal, the word leader implies male leader. In other places, the term has negative connotations. Facilitators should select the word appropriate to the local context, so as not to suggest that only men can be leaders, or that leadership is a negative concept.
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Sub-Activity #2.2: Viewing Leadership Styles through a Gender Lens

OBJECTIVE
Participants will prepare a gender lens that can be used to assess the gender-sensitivity of leaders and leadership styles.
KEY Q UESTION
What are the characteristics of gender-sensitive leadership?

TIME
1 to 1 1/2 hours
METHODOLOGY
Group work, discussion and role play, analysis using a gender lens
PREPARATION
Prepare three cards one for each leadership style, with a description of the style on the card. (See leadership styles in Reference #6: Leadership.)
MATERIALS
Meta cards describing leadership styles, flipchart paper, markers, masking tape, checklist of gendersensitive leadership, Reference #6: Leadership.
S TEPS
Part A: Preparing a Gender Lens 1. Inform participants that the objective of the activity is to prepare a gender lens that can be used to analyze leaders and leadership styles. 2. Divide participants into groups of about five persons. Each group is to prepare four questions for inclusion in the gender lens. The group should chose one person to present the questions in plenary. 3. Allow about 15 minutes for the groups to develop their questions. Then have them return to plenary. 4. Ask the first group to read one of their questions. Write it on flipchart paper. Then have the second group give another question and add it to the list. Have the groups take turns adding new questions until there are no new questions. There should be about five or six questions in total, but there may be more, depending on the group. (See example below.) 5. Review the questions with the participants and explain that they will be using this lens to analyze leadership styles. Part B: Analyzing Leadership Styles Through a Gender Lens 1. Describe the three leadership styles summarized in Reference #6. Give examples. 2. Form three groups. Each group is assigned one leadership style, and is to develop a role play for a scenario such as the following: THE GOAL OF YOUR GROUP IS TO HELP FAMILIES IN YOUR DISTRICT EARN MORE INCOME THROUGH MICRO-CREDIT PROGRAMS. IDENTIFY A GROUP LEADER, AND DEVELOP A ROLE PLAY IN WHICH YOUR GROUP DEVELOPS A PLAN FOR A MICRO-CREDIT PROGRAM. 3. Allow groups 15 to 30 minutes to develop their role-plays. 4. Call groups into plenary. Indicate that as each group carries out its role-play, the observers will use the gender lens developed in Part A to assess the leadership style. 5. Have groups present in the following order: 1) autocratic leadership; 2) laissez-faire leadership;
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3) democratic participatory leadership. 6. After each role-play, discuss the leadership style using the gender lens that participants previously developed in Part A.
C LOSURE
Summarize the topic emphasizing the importance of democratic, participatory and gender sensitive leadership. Emphasize the need to have both men and women in positions of leadership so that equality is demonstrated.
Example of Gender Lens for Assessing Leadership

Did the leader show respect for the members of the group? Did he or she respect both men and women? Were group members involved in making the plans? Were both men and women involved? Was the leader able to motivate the members of the group? Did he or she motivate both women and men? Did the leader show sensitivity to gender issues related to the group objective (e.g. helping families earn more income)?
Tips for Facilitators In Part B, step #1, the facilitator should give examples of leadership styles from the community. The role-play scenario described above is an example only. Facilitators may develop other scenarios, depending on the group, situation, etc. During the discussion and analysis, bring out both the positive and negative aspects of leadership styles.
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Activity Set #3: Motivation

Motivation is an important aspect of group dynamics. This set of activities establishes the importance of motivation, and provides some motivating techniques. Sub-activities include: 3.1 3.2 Importance of Motivation Techniques of Motivation
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Sub-Activity #3.1: The Importance of Motivation

OBJECTIVE
Participants will be able to describe the importance of motivation.

KEY Q UESTION
Why is motivation important?

TIME
1 hour
METHODOLOGY
Game, questions and answers, discussion

PREPARATION
Decide on the prize to be used, and make sure it is on hand. On a sheet of flipchart paper list the purposes of motivation from Reference #7. Do not display until the end of the activity.
MATERIALS
Flipchart papers, markers, prize, Reference #7: Motivation

S TEPS
Part A 1. Divide participants into four groups. Ask each group to select a leader. 2. Take the four leaders out of the training hall, and explain to them that they are to go back to their group and collect as many items as they can from the members of their group, by any possible means. They will have a set amount of time (e.g., 10 to 15 minutes). The items can be anything purses, paper, pens, jewellery, etc. 3. Return to the training hall. The leaders will then collect items from the members of their group, by any possible means, without revealing the objective of the game. 4. When the time is up, give the signal to stop. 5. Ask a volunteer from each group to count the number of items collected by the leader. Declare a winner and provide the prize. 6. Compare the number of it ems collected by the different leaders. Discuss why some leaders collected more than others. Part B 1. Again, ask the participants to split into four groups. This time, explain the rules to the group. Also, indicate that the group that collects the most it ems in the allotted time will win a prize. 2. Give a signal to begin. 3. When time is up, give the signal to stop, and ask a volunteer from each group to count the number of items collected. 4. Declare the winner based on who collected the most items, and provide the prize. 5. Discuss why some groups collected more than others. What was it that motivated the members of each group to give items to the leader? (Was it the prize? Was it the desire to be the winner? Was it good organizational skills of the leader? Were the participants self-motivated? Etc.) 6. Relate the activity to the importance of motivation, and the differences between directed and selfmotivated groups.
C LOSURE
Summarize the points raised by participants about motivation, and re-state the importance of motivation. Display the previously prepared flipchart paper listing purposes of motivation. Reference #7: Motivation
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Tips for Facilitators The facilitator may wish to write the purposes listed in Reference #7 on flipchart paper before the activity. This activity can also serve as an energizer.
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Sub-Activity #3.2: Techniques of Motivation

OBJECTIVE
Participants will be able to describe the various techniques of motivation that increase participation in a group.
KEY Q UESTION
How can group members be motivated to actively participate in a group?

TIME
45 minutes
METHODOLOGY
Open discussion, questions and answers, brainstorming

PREPARATION
In preparatio n for this activity, the facilitator should become familiar with Reference #7. Prepare list of motivators.
MATERIALS
Meta cards, markers, flipchart paper, Reference #7: Motivation
Picture 5: Motivation
S TEPS
1. Ask the participants to think of activities that they perform well in their everyday lives. them to think of the factors that motivate them to perform these activities well. 2. As the participants respond, write the motivating factors on flipchart paper.
Then ask
3. Show the chart of motivators and summarize these for participants. Incorporate other motivators that were identified by participants in step 2. Show Picture 5: Motivation and explain that the woman receiving an award is motivated by the recognition she is receiving. 4. Divide participants into three or four small groups. Each group is to discuss the following questions: Why is it that many women and marginalized people do not participate in development projects? How could we motivate them to actively participate in projects? How can we provide conditions that will make their participation possible?
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5. Allow about 30 minutes for small group discussion. Then call groups into plenary. 6. In plenary, ask the three questions one at a time, and have one person from each group respond. Write responses on flipchart paper.
C LOSURE
Summarize the topic including how women and marginalized people can be motivated to participate in institution and community development activities. Tips for Facilitators The list of examples of motivators in Reference #7 is not exhaustive. Many different things motivate people, and participants may identify a wide variety of motivating factors. During training, warm-up exercises or energizers can help to motivate participants to continue. A warmup exercise at the end of the session can also motivate participants.
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Activity Set #4: Communication

Effective communication within a group, and between a group and external organizations and people, is important. This set of activities introduces the topic of communication through the following sub activities: 4.1 4.2 4.3 4.4 The Importance of Good Communication The Communication Process Communications within Organizations Communication Skills
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Sub-Activity #4.1: The Importance of Good Communication

OBJECTIVE
Participants will be able to explain why communication is important.

KEY Q UESTION
Why is communication important?

TIME
1 hour
METHODOLOGY
Communication demonstration, presentation and discussion

PREPARATION
Select a short paragraph. If necessary, write the paragraph out.

MATERIALS
Flipchart paper, markers, masking tape

S TEPS
1. Invite four participants to vo lunteer for an activity. Take the four out of the training hall. Explain that one volunteer is to read a short paragraph, and then share the main points with the second volunteer, without looking at the written paragraph itself. This should be done out of earshot of the other two participants. Then, have the second participant verbally tell the third, and the third tell the fourth, without the others hearing. 2. In the meantime, in plenary, ask a volunteer to read the paragraph aloud to the rest of the participants. 3. Bring the four volunteers back to plenary, and ask each to describe, in turn, the message they heard. 4. Discuss whether the original message reached each volunteer. If the message changed, why did this happen? 5. Ask the participants Why it is important to be able to communicate well? and What might be the consequences of poor communication? Write points on flipchart paper.
C LOSURE
Review the importance of good communication. Tips for Facilitators If participants have low literacy skills, the facilitator should read the paragraphs to the first volunteer, and to the plenary.
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Sub-Activity #4.2: The Communication Process

OBJECTIVE
Participants will be able to describe the process of communication.

KEY Q UESTION
How does communication take place?

TIME
45 minutes
METHODOLOGY
Picture interpretation, facilitator -led discussion

PREPARATION
Write definition of communication on flipchart paper or meta card, and display in training room. Prepare figure for discussion.
MATERIALS
Flipchart paper, markers, masking tape, Reference #8: The Communication Process
S TEPS
1. Display figure (see Figure 1: The Communication Process) showing communication process or steps. 2. Describe steps outlined in the picture (e.g., sender, message, means, receiver, message interpretation, feedback to sender)
1. The sender has a message to communicate
2. The sender prepares the message:
3. The sender sends the message via an appropriate mechanism.
4. The receiver receives the message
5. The receiver interprets the message.
The receiver acknowledges receipt of the message
Comment [Ron1]: Anne: WE NEED A DIFFERENT PICURE THAN THE ONE THAT WAS IN THE FORMER VERSION.
Figure 1: The Communication Process

C LOSURE
Note that communication is both the sending of a message, and the receipt and understanding of that message. If a sender sends a message, but it is not understood, it is not communication. Tips for Facilitators Communication is the transference of meaning from one individual to another, and the understanding of meaning. It can be formal or informal, as well as, verbal or non-verbal.
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Sub-Activity #4.3: Communications within Organizations

OBJECTIVE
Participants will be able to recognize types of communication within an organization, identify barriers to communication, and describe how to overcome these.
KEY Q UESTION
What are the main types of communication within an organization? What are the barriers to communication? How might these be overcome?
TIME
1 1/2 2 hours
METHODOLOGY
Facilitator-led discussion, group work and presentation, discussion in plenary

PREPARATION
Assemble materials Prepare diagram showing levels of communication from the least intense to the most intense. (See Figure 2: The Communication Continuum)
MATERIALS
Flipchart paper, markers, notepads or paper and pens for pairs to make notes Reference #9: Communication within an Organization
S TEPS
Part A: Formal and Informal Communication 1. Explain that in all organizations there is both formal and informal communication. Provide descriptions and definitions of each. (Reference #9: Communication within an Organization) 2. Ask participants for examples of times in their organization when they used formal communication and times when they used informal communication. What is the main form of communicatio n in their organization? Are there advantages and disadvantages to each? Part B: Barriers to Communication 1. Divide participants (women and men) into pairs or small groups. Each pair or group is to: identify communication barriers examine these from a gender perspective explore/discuss ways to overcome each barrier. 2. In plenary, ask one pair to name one barrier they identified, and the ways of overcoming that barrier. Have the pairs take turns responding, until no new barriers or ways of overcoming these are identified. Part C: Depth of Communication and Trust 1. Note that one of the barriers to effective communication can be lack of trust among members of the organization or its staff. This is particularly applicable if the organization is in the early stages of development (See Sub-Activity #1.4). 2. Show and explain diagram showing levels of communication from the least intense to the most intense. Building trust is an important component of organizational growth. (See Reference #10: Barriers to Effective Communication)
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1. Casual Conversation
2. Facts, personal comments judgments
3. 4. no Sharing begins Sharing Feelings to develop on a and Emotions or cautious basis
5. Complete Openness
Least Intense
High Level of Trust
Figure 2: The Communication Continuum

(Continuum showing levels of communication from the Least Intense to the Most Intense)
C LOSURE
Emphasize that if communication is not clear, confusion may arise. If there are barriers to communication, it is important for the organization to work to overcome these. Effective communication is needed so that members of the organization and employees understand the organizations objectives, their roles in the organization, feel they are able to contribute, and feel they belong.
Tips for Facilitators The exercise should be adapted for the literacy level of participants. If appropriate, each pair or small group should make notes for their presentation in plenary.
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Sub-Activity #4.4: Communication Skills

OBJECTIVE
Participants will be able to describe communication skills, and will understand the importance of welldeveloped communication skills for effective communication.
KEY Q UESTION
What skills are required for good communication? Why are well-developed communication skills important?
TIME
1 hour
METHODOLOGY
Letter writing or telephone call, brainstorming, group discussion and presentation

PREPARATION
Prepare a large picture of a hand with the 5 Cs of good communication (Picture 6: The 5 C's of Communication)
MATERIALS
Flipchart paper, markers, meta cards, Picture 6

S TEPS
Part A: Characteristics of Good Communication 1. Request that participants write a short letter from their organization to someone in Kathmandu, requesting that they send an item to the organization. 2. Ask participants to read their letters aloud in plenary. 3. Ask the group whether the information is complete and clear. 4. Discuss how we communicate effectively. communication? What are the basic characteristics of good
5. Explain the elements of good communication by showing Picture 6: The 5 C's of Communication .
Picture 6: The 5 C's of Communication

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C LOSURE
Ask the participants to do a self-evaluation of their communication skills in terms of the five Cs (clear, correct, concise, complete, convincing), and to set personal goals for improving areas in which they might be weak. Tips for Facilitators The exercise should be adapted for the literacy level of participants.
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Activity Set #5: Conflict

Conflict occurs within all organizations. It is an important element of an organizations development (see stages of development), and can serve as a means to build organizational capacity, and to generate creative ideas. This set of activities contains two sub-activities: 5.1 5.2 Organizational Conflict Analyzing Organizational Conflict Through a Gender Lens
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Sub-Activity #5.1: Organizational Conflict

OBJECTIVE
Participants will be able to describe the causes of organizational conflict, and identify various ways of managing conflict.
KEY Q UESTION
What are the causes of conflict within groups or organizations? How can conflict be managed?
TIME
1 to 1 1/2 hours
METHODOLOGY
Brainstorming, group work, discussion in plenary

PREPARATION
Write on flipchart paper or meta cards the questions that are to be answered by each group.
MATERIALS
Flipchart paper, markers, note pads and pens for groups Reference #11: Conflict
S TEPS
Part A: Causes of Conflict 1. Introduce the topic and explain how conflict arises. 2. Ask participants to recall and think about a conflict between men and women from their real life experiences. What were the reasons or root causes of this conflict? 3. As participants respond, note reasons or causes on flipchart paper. Part B: Organizational Conflict 1. Divide parti ipants into small groups of about five. Participants in each group should be from the c same organization or NGO. Ask each group to identify a conflict that has arisen in their organization, or in another organization that they know about. Each group should consider the following questions: Who were the parties to the conflict? (men/women; manager/staff; the organization/its clients, etc.) What was the reason for the conflict? What form did the conflict take? How was the conflict managed and resolved? (e.g., avoiding, accommodating, dominating, compromising, and collaborating.) 2. Allow groups 15 to 30 minutes. Then call to plenary. 3. Ask one spokesperson from each group to describe their example of conflict, responding to the four questions. Encourage participants to ask questions. Ask participants if there are other ways in which the conflict might have been managed. 4. Discuss with participants whether organizational conflict is inevitable. What can an organization do to reduce negative conflict?
C LOSURE
Review, or ask a participant to review, the main causes of organizational conflict and the most effective ways of dealing with organizational conflict.
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Sub-Activity #5.2: Analyzing Organizational Conflict Through A Gender Lens

OBJECTIVE
Participants will be able to analyze organizational conflict through a gender lens.

KEY Q UESTION
How can organizational conflict be analyzed using a gender lens?

TIME
1 to 2 hours
METHODOLOGY
Group work, discussion in plenary, case study

PREPARATION
Photocopy case study for participants

MATERIALS
Flipchart paper, markers, Reference #12: Case Study Organizational Conflict in the Community Development Centre
S TEPS
Comment [Ron2]: Anne: (TO BE DEVELOPED)
Part A: Developing the Gender Lens 1. Inform participants that the objective of the activity is to prepare a gender lens that can be used to analyze organizational conflict. 2. Divide participants into groups of about five persons. Each group is to prepare four questions for inclusion in the gender lens. The group should chose one person to present the questions in plenary. 3. Allow about 15 minutes for the groups to develop their questions. Then have the groups return to plenary. 4. Ask the first group to read one of their questions. Write it on flipchart paper. Then have the second group give another question and add it to the list. Have the groups take turns adding new questions until there are no new questions. There should be about five or six questions in total, but there may be more, depending on the group. 5. Review the questions with the participants and explain that they will be using this lens to analyze organizational conflict in a case study. Part B: Case Study 1. Divide participants into small groups. 2. Distribute the case study. Have one person in each group read the case study aloud. 3. Ask each group to review the case study using the gender lens they have developed. At the end of the allotted time, call groups to plenary. 4. Discuss gender lens questions one at a time, having a spokesperson from each group present their response. Encourage participants to ask questions and discuss ideas.
C LOSURE
Comment [Ron3]: Anne: WE NEED TO GET A CASE STUDY THAT IS RELEVANT TO GROUP OR ORGANIZATION CONFLICT. THE CURRENT STUDY (THE HEALER AND T HE WITCH) IS A SOCIAL CONFLICT, NOT AN ORGANIZATIONAL ONE.
Review the key findings from the case study, and the usefulness of the gender lens to analyze the case study and other organizational conflicts. Tips for Facilitators Adjust the steps to suit the literacy level of the participants. For example, if literacy levels are low the case study should be read aloud by the facilitator before breaking into small groups.
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SECTION 3: REFERENCE MATERIALS

Reference #1: Characteristics of a Group
To be considered a group, an entity must include at least the following elements: a) People, rather than things, b) Size, i.e., two or more persons, c) Purpose members have a common goal or purpose d) Interdependence, i.e., members interact and come together to pursue the goal of the group
Group Purpose
At the core of a group is its specific purpose, goal or task. Groups may be formed for a variety of these purposes, for example: To carry out community development programs To develop leadership capabilities of local leaders To enhance the capabilities of group members to do something Examples: Concern or Problem ENVIRONMENT Soil erosion is decreasing the amount of land available for production. HEALTH Lack of accessible, potable water in village EDUCATION Low literacy levels COMMUNITY DEVELOPMENT Violence against women Lack of women leaders WAR AND CONFLICT Increasing numbers of widows and orphans that cannot sustain themselves Possible Purpose of a Group To educate community members on ways to reduce erosion To reduce erosion through activities such as tree planting, bund building, etc. To build a well and drainage system in the village To provide literacy training to men and women in the community
To advocate for womens rights To develop leadership capabilities of local women To form savings and credit groups for widows
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Reference #2: Why is a Group Needed?

Groups are often more effective than individuals in accomplishing tasks, devising innovative solutions to problems and achieving goals. Some of the reasons for this are: Collectively, a group possesses more talent, skills and ideas than an individual. The individual talents of group members can be more fully used in a group than if the individual acts independently. There is strength in unity -- people who join together to achieve something are often more successful than individuals pursuing the same end. Well functioning groups also provide opportunities for individual members to grow, increase their capabilities, become self-reliant and achieve their individual goals. Some of the reasons for this are: Individuals can participate in activities and achievements well beyond their individual potential. Individuals can learn from other group members and from the activities of the group. Through the sharing of responsibilities and accountabilities, individuals can gain self-esteem, feel less stress, and acquire greater motivation. Following are some examples of responses given by workshop participants to the question, why is a group needed? To accomplish tasks that an individual may not able to accomplish alone, through collective efforts. To strengthen through unity by including women and disadvantaged people. To encourage a feeling of cohesiveness among group members, enhancing the capabilities of group members. To develop the leadership qualities of local leaders by initiating community development programs and the change process at a local level. To expand and consolidate groups for advocacy on women's rights, creating capable and equitable societies. To help members become self-reliant. To increase participation of members at all levels. To organize, utilize and exploit ideas of group members. To inculcate saving habits, and to increase savings funds.
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Reference #3: Points to Consider When Forming a Group

Who should be invited to join the group?
Common Goals. A group should consist of individuals who are committed and dedicated to fulfilling a common purpose or goal. Common Interests. Try to learn about members and potential members interests. Similar interests and a strong understanding of each other help to promote solid group composition. If members interests are ignored, a group may not achieve its goals. Motivation. Only those who are motivated and interested in becoming members of the group should be asked to join. No one should be forced to join this does not benefit the group and may be detrimental.
Should the group be homogenous or mixed?

There are rich, poor, middle class, and different ethnic groups within communities. Whether to include a range of classes and ethnic groups will depend on the goals of the group and on practical considerations. There can be advantages to mixed groups. For example the group may benefit from a wide perspective of the population. However, if too many members are from rich and elite communities, they may prevail in the decision-making processes over members who come from poor, marginal and ethnic communities.
What consideration should be given to gender balance?

Careful consideration should be given to the gender balance of a group. The gender composition of the group is important, both for the internal workings of the group (group dynamics), and for achieving the community development goals of the group. When forming a gender-balanced group, the group should strive for things such as equal participation in decision-making structures and processes, equal opportunities, and equal access to information.
How big should the group be?

A large group size can be unmanageable. In such circumstances, disputes occur over even small issues and concerns. On the other hand, it can be difficult for all members to meet frequently, and resources may be insufficient and inadequate to manage groups and programs. The ideal group size has to be considered.
What consideration should be given to the size of the area from which members are drawn?
Distance and isolation needs to be considered when inviting someone to become a member of a group. If individuals are very spread out, there is little chance they will contribute effectively to the group. Frequent meetings are impossible in such cases. Groups consisting of individuals living in nearby villages or who come from the same location or village are usually more effective. The advantage is that they can meet and share frequently.
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Reference #4: Case Study #7: Achievements of the Organization

Prepared by Manju Thapa Magar My Dear Friend, Namaskar. I am writing about our organization in the Rupandehi District. Today, our lives are changed because we have an organization devoted to women's issues. I would like to share our achievements and knowledge with you. In the initial phase, it was very challenging to establish our organization. We faced many difficulties. Village leaders threatened us, "Women are going to be leaders? Their problems will now be solved like magic. Ha, ha, ha! Really, we felt discouraged and disempowered. But we sisters kept our patience. We identified specific areas of work, such as, domestic violence and the trafficking of girls. Our first step was to divide our roles and responsibilities. Accordingly, we kept a watch on newcomers that we suspected of trafficking girls, and on houses where there was often violence. In one instance, we found a girl's trafficker. One woman kept up a discussion with him tactfully, while another woman went to the police, and from this incident, we developed a positive relationship with the police who now support our work. We supported women who were being violated by their drunken husbands. Gradually, the community became supportive of our work, leading us to feel encouraged. We have developed our own mission statement, and have established objectives and activities for our work on equality issues. We have also initiated a savings and credit program, as well as a program for generating income. We conduct regular meetings, record the minutes of those meetings, practice participatory decision-making processes, and maintain a transparent accounting system. Our agenda focuses on how our group can be functional and sustainable. Although we are not highly educated, we review our programs by identifying weaknesses and planning solutions. Because of our success, others view us very positively, and we are feeling confident as a result. We address social development and women's issues, and men are now eager to work with us. We have both female and male members working together on such issues as domestic violence and the trafficking of girls. We have found that it has been easy to work together. To my colleagues, I say that we do not have to be restricted only to household chores. We must take the initiative and work for ourselves. We know the issues that women are facing, and we know that we have the solutions. We must establish contact with the various district stakeholders and, with them, develop future plans and strategies. We are all committed to continue learning from this process. At last, dear friend, we want to share the knowledge of our achievements with you. We also ask that you share your knowledge with us so that we might continually improve our practices. We may be at a distance from each other physically, but we can still learn from and share with each other. With best regards, Yours Sincerely, Seema
Questions for Discussion:

1. 2. 3. 4. 5. 6. 7. Who threatened Seema's organization and why? Why does Seema feel it is important to share her organization's achievements? What types of work were done by her organization? What systems have you found in her organization to review and monitor the program? Are there other systems of monitoring and reviewing that they could be doing? What were the causes for the achievements of her organization? What kind of future plans and linkages do you think this group can pursue?
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Reference #5: Stages of Group Development

The main characteristic of a group is that it is always dynamic and passes through different stages. Thus we can say that the stages of group development are sequential and developmental. Moreover, a group can move ahead through the stages of group development only if its members are willing to grow. Demonstrating group cohesiveness and harmony in each stage also determines group performance and its growth and maturity. Each member of the group must be prepared to contribute and give up something at each stage in order to make the group move to the next stage. Groups who have started directly from the performing stage are more likely to become ineffective and may not work in a sustained manner. Therefore to avoid such situation, issues and concerns pertaining to group dynamics must be resolved in each stage before the group can move on. If the group is not able to resolve such issues and concerns at each stage the group members will become less enthusiastic on group function or conflict may grow within the group members thus resulting in the dysfunction and dis integration of the group.
Stages of Group Development

Stage of Group What happens in this Stage? Development 1. Formation Stage Members meet each other and (Forming) start to build rapport. Friendship, mutual trust and understanding not yet developed. Members speak less and show more formality with group members in the fear of exposing information to each other. The group often depends on group leader and/or development workers. Members are enthusiastic about knowing how the group works, and how it is generated. 2. Conflict Stage Minor conflict appears on ideas (Storming) and personal relations among members. There is internal competition for leadership or to influence the group. Internal factions appear, bringing with it increased conflict. Members show and share personal anger, frustration, and dissatisfaction. Members come to know each other's position and level. Participation is not equal -- some members are completely silent while others dominate. What Needs to be Done
Group members must start to think seriously about their roles and responsibilities. Members need to be clear about what the group intends to do. Collect each member's views, expectations, interest and opinions. Develop common objectives based on members' expectations and suggestions.
Clarify roles and responsibilities of each member. Find out appropriate ways to resolve minor issues and concerns. Encourage members who are committed and dedicated. Acknowledge issues of gender that may divide the group.
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Stage of Group What happens in this Stage? Development 3. Consolidation Minor tussles and conflicts end. Stage (Norming) Members interact with one another on their perceptions and vision for the organization. Cooperation increases and feelings of collectiveness and unity develop. Organization develops constitution, vision, working strategies, and policy guidelines Members are clear on their roles, responsibilities, and positions. Members who cannot fit themselves into the constitution, vision, and policy guidelines leave the group. Gender guidelines are not yet clear but the group acknowledges it as an issue. 4. Mature Stage (Performing)
What Needs to be Done
Groups are well organized and work independently and collectively. Groups identify solutions to problems themselves, and work accordingly. Results of group activities are seen. Work performance and productivity are increased. There is flexibility in the roles and tasks of members Self-reliance is increased and dependency on others is decreased. The need for the guidance of group leader or development worker decreases. Policy on gender is in place and a process of addressing gender issues is clearly in practice.
Discuss and deepen the understanding on goals, objectives and guiding principles and make them concrete. Formulate policy and procedures of the group and clarify roles and responsibilities of members, including gender policies and procedures. Encourage members to comply with policy and procedures. Encourage members to develop their action plan and if problems are encountered resolve them through mutual discussion and understanding. Enhance capacity on group management. Encourage and promote creative behaviour. Regularly review and assess performance and adjust procedures as required. Initiate and explore new programs and options to resolve problems. Maintain group feeling and collectiveness. Develop human resources as required. Inculcate habits of self-criticism and self-realization. Enhance performance levels. Regularly review gender policies and issues to ensure policy is effective and implemented.
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Reference #6: Leadership

Definition of Leadership
Leaders are people who guide others to achieve certain goals. Leadership is this process, i.e., guiding, influencing and steering the actions of individuals or groups toward the achievement of specific goals. The Beijing Platform for Action (1995) emphasizes that decision-making and leadership should include both women and men in equal numbers.
Leadership Styles
A leadership style is the way that a leader influences followers. Three general styles are: autocratic leadership participatory, democratic leadership laissez-faire leadership Autocratic Leadership. An autocratic leader has complete authority and decision-making power. He or she issues orders without consultation. There is no participation by others in the decision-making process - members simply do as they are told. Members depend upon the leader, and may be unaware of the organizational goals. Autocratic leaders make plans and design programs on their own. Autocratic leadership can be quite efficient in the short-run, but it often leads to low morale, poor relationships and a lack of a sense of ownership among members. Laissez -Faire Leadership. This is often described as no leadership because there is an absence of direct leadership. A laissez-faire leader delegates decision-making completely to the members and makes them responsible for their own motivation, guidance and control. This type of leadership is rarely effective. Democratic, Participatory Leadership. A participatory leader consults members before making decisions. All male and female members are included in the decision-making process. This style of leadership is based on the premise that the goals of the organization can only be achieved if members are committed to the organization, and that this commit ment can only be ensured by active participation. Through participation, members feel ownership of the organization. Therefore, followers also feel ownership towards the organization. Democratic leadership often leads to high morale and friendly relationships among members, as well as between members and the group leader.
Qualities of Good Leadership

A good leader should possess the following qualities : A leader should be gender sensitive. A leader should act with self-confidence, avoid anger, take decisions on a rational and informed basis, and also be able to admit weaknesses. A leader should be willing to delegate responsibility. A leader should have an understanding of human behaviour; that is, s/he should know people, and understand their needs, sentiments, and emotions. A leader should be able to utilize his or her power. A leader should respect and accommodate the needs of others, including gender needs. A leader should be able to motivate others toward the attainment of the organizational goals. A leader should have personal motivation; that is, the enthusiasm to complete a task. A leader should have good communication skills. A leader should be able to manage conflicts that might arise within the organization.
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Reference #7: Motivation

Motivation includes desires, wants, drives, motives, incentives and attractions to do something. Motivation is an inner state that drives someone to do something.
Purpose of Motivation
The purpose of motivation is to create conditions where people are willing to work with initiative, interest and enthusiasm, and with a sense of responsibility, loyalty and discipline, so that the goals of an organization are achieved effectively. Motivation is one of the most important factors for managing human resources within family, groups, or organizations. Reasons to understand motivation include: o To ensure active participation o For social development o To maximize utilization of human capacity o To build self-reliant development o To build accountability for successful performance o To be inclusive
Motivational Techniques
What is it that motivates individuals to work with initiative and enthusiasm in pursuit of a common goal? There is no simple or single answer to this question, as different things motivate different people. Some people are motivated by money or other material rewards, some are motivated by the recognition and praise of others, some are entirely self-motivated by individual standards and goals they have set, some are motivated by the fear of failure, and so on. People may be highly motivated if they are actively involved in activities, such as problem analyses, program design, implementation, etc. Equality in a group, as well as trust and safety, are important pre-requisites to motivation. Examples of motivators include: Rewards money prizes recognition and respect from others praise love and friendship Job/Work Motivators assignments that are interesting and sufficiently challenging being given opportunities to learn and gain skills being recognized and respected by colleagues Internal Motivators desire and belief that one can improve ones life (setting and reaching individual goals) self-satisfaction from meeting individual goals self-satisfaction for work well done self-satisfaction from working with others self-respect Negative Motivators fear of failure threat of punishment threats of withdrawal of recognition and respect
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Reference #8: The Communication Process

1. The sender has a message to communicate 2. The sender prepares the message: 3. The sender sends the message via an appropriate mechanism. 4. The receiver receives the message 5. The receiver interprets the message.
6. The receiver acknowledges receipt of the message
The Communication Process

1. The sender has a message to communicate. The message may be a specific thought, an idea, a question, an answer to a question, a feeling about something, and so on. 2. The sender prepares the message. Sometimes this is called coding the message. This simply means that the sender puts the message in the form of words (these may be oral or written), or gestures (e.g., sign language, body language). 3. The sender sends the message using one of a variety of communication mechanisms, e.g., face-toface speech or gestures, telephone, letter, e-mail, and so on. 4. The receiver receives the message. Ideally, this is an exact copy of the message that the sender has sent, assuming that no distortions occur (e.g., poor telephone lines). 5. The receiver interprets and brings his or her own understanding to the message that was sent. Sometimes this is called decoding the message. 6. The receiver acknowledges receipt of the message.
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Reference #9: Communication within an Organization

Effective communication within an organization is an important aspect of motivating employees. Effective communication is needed so that members of the organization and employees understand the organizations objectives, their roles in the organization, feel they are able to contribute, and feel they belong. Within an organization, communications can be either formal or informal.
Formal Communication
Formal communications are part of the organized communication system, and relate to the operations of the organization. Many organizations have a formal communication system that indicates who will report to whom, who will inform whom about what, the form in which messages will be sent (e.g., written, oral), how messages will be stored (e.g., filing system) and so on.
Informal Communications
Informal communications are casual and based on social interactions among people who work and live together. Informal communications are not bound by organizational policy. Informal communications can both help and hinder formal communications. Information can be passed on quickly through informal channels, bypassing layers of hierarchy. But, informal communication has a greater chance of being distorted, so it can also hinder formal communication.
Reference #10: Barriers to Effective Communication

There are many things that can interfere with the communication process. Barriers to good communication can be physical, cultural, social or personal. They are often interrelated. Examples of barriers include:
Physical barriers
Physical barriers include geographic barriers such as distance, weather disturbances, and mountain ranges.
Problems with Communication Infrastructure

Sometimes there are weaknesses or problems with the mechanisms that are used for communication, e.g. poor telephone lines computer systems being down poor postal services
Organizational Barriers
Communications can be impeded by complex organizational structures, complex communication systems, conflict, different personal goals or ambitions, and lack of cooperation within organizations.
Socio-Economic and Personal Barriers

Communications can be impeded when the people involved come from different social classes, castes, econom ic situations, language groups, educational levels, occupations, and geographic locations. Communications are also influenced by peoples attitudes to one another, perceptions about one another, their personal ambitions, and ideological beliefs. For exam ple, individuals who dislike each other or are hostile to one another may have difficulty communicating.
Gender
In many situations women are less able to communicate than men. Women are less empowered and participate less in decision-making processes. They are less confident than men about speaking out,
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asking for information, and expressing their views. As a result women are not always able to communicate fully and contribute equally in an organization.
Communication Skills
Lack of communication skills can present a barrier to effective communication. Poor speaking, writing and listening skills can impede effective communication.
Trust
One of the barriers to communication is lack of trust. When people first meet and dont know each other well, they are often cautious about disclosing too much information. As they get to know each other and develop trust, their communications become more open.
1. Casual Conversation
2. Facts, personal comments judgments
3. 4. no Sharing Begins Sharing Feelings to Develop on a and Emotions or Cautious Basis
5. Complete Openness
Least Intense
High Level of Trust
The
Continuum
of
Communication
Showing Levels of Communication from the Least Intense to the Most Intense
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Reference #11: Conflict

Why Conflicts Arise
People have their own values and opinions that they consider important. Conflicts arise when these values and opinions are confronted by opposing values and opinions. Conflicts may arise between individual people, between groups of people, within organizations and between organizations. Conflict is not necessarily negative. Conflict can be a means to build institutional capacity, and to generate creative ideas. Tension from well-managed conflict can lead to change. In fact, conflict, or tension, is an essential component of change. For a gender-sensitive organization to move forward, change is necessary. However, if conflict is not properly managed, it can create harmful events. Some main causes of organizational conflict are: Lack of resources Difference of opinion / individual difference Lack of respect for others ideas Personal egos of organizational members Personal ambitions and goals Gender discrimination Poor communication systems within the organization Failure of the organization to meet its intended goals Pressure on members of the organization by their relatives or families
Conflict Management
There are many ways of managing conflict. Some of these are: 1. Avoiding. A person avoids the conflict or does not want to face the conflict. 2. Accommodating. The conflicting parties express their opinions, but do not change these. Ultimately, a situation of win and lose will occur between the conflicting parties. 3. Dominating. The conflicting parties attempt to dominate each other. 4. Compromising. One or both parties to the conflict compromise, i.e. change their position. In this case, both parties may win, or both may lose. 5. Collaborating. The parties to the conflict collaborate to arrive at a mutually agreeable solution.
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Reference #12: Case Study Organizational Conflict in the Community Development Centre
The Community Development Centre is an NGO established several years ago in one of the far east districts of Nepal by a community leader from a high caste. Its objective is to improve the socioeconomic situation of poor and marginalized women, men and children in rural communities. Until about a year and a half ago, the organization ran smoothly with a good working environment. Members respected one another, shared a strong organizational vision and held a sense of responsibility to meet that vision. Members and staff were committed and energetic. However, gradually over the past year, the organization has lost its good spirits and working environment. Now regular meetings among the members and staff are not held, and the chairperson only meets with a few of his special friends/relatives in the organization. He discusses organizational matters and program issues with them, and does not share information with others. Members are not aware of decisions taken or the activities of the NGO. When members provide feedback or ideas, they are ignored and made to feel their contribution is not important. Women feel that they are not able to contribute ideas because the meetings are held at times when they cannot attend. When invitations are received by the NGO for outside meetings or trainings, the chairperson and his relatives are the only ones able to participate. The Chair and his friends have taken control of the NGO, and hold all the rights and responsibilities. Consequently, the members feeling of ownership and commitment to the organization has declined. The Chair was in the process of negotiating a contract for delivery of a community development program with an INGO when the INGO team leader learned about the internal conflicts and lack of commitment within the NGO. Then, the INGO stopped the negotiations and the NGO lost the contract. This made the members feel even less motivated to volunteer for work in the NGO, and the organization nearly disintegrated. Finally the Chair became aware of the depth of the problem in the organization and tried to take action. Discussion 1. What was the reason for the conflict? 2. What form did the conflict take? 3. Review the case study using a gender lens.
Comment [Ron4]: Anne: WE NEED A CASE STUDY ON ORGANIZATINAL CONFLICT
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SECTION 4: DISPLAY P ICTURES

Display Picture #1: Group Dynamics
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Display Picture #2: Strength of the Group
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Display Picture #3: Growth of Groups
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Display Picture #4: Leadership
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Display Picture #5: Motivation
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Display Picture #6: The 5 Cs of Communication

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TRAINING PACKAGE # 1

Interpersonal Growth and Gender in Groups

About the Group Dynamics Module

CNGO TRAINING PACKAGES

Training Package #1 Interpersonal Growth and Gender in Groups

Training Package #2 Gender-Friendly Organizational Development

Training Package #3 Gender-Responsive Community Development

Training Package #4 Training of Trainers

Modules 1. Gender Awareness 2. Group Dynamics 3. Gender and Development

Modules 1. Organizational Development 2. Organizational Systems 3. Resource Mobilization

Modules 1. Gender in Project Planning 2. Participatory Rapid Appraisal 3. Gender-Sensitive Linkages

Group Dynamics Module

Group Dynamics Module

Group Dynamics Module

SECTION 1: BACKGROUND INFORMATION

Objectives of the Training Module

Group Dynamics Module

SECTION 2: PARTICIPATORY ACTIVITIES

Picture 1: Group Dynamics

Group Dynamics Module

Sub-Activity #1.1: Characteristics of a Group

What is a group? Why do groups form?

Brainstorming and discussion, group work and discussion in plenary.

Group Dynamics Module

Group Dynamics Module

Sub-Activity #1.2: The Importance of Groups

Participants will be able to describe the advantages of working in a group.

What are the advantages of forming a group to achieve a goal?

Assemble materials (e.g., glass of water)

Picture 2: The Strength of the Group

Group Dynamics Module

Group Dynamics Module

Sub-Activity #1.3: Group Membership

Group work, reports and discussions in plenary

Group Dynamics Module

GROUP 1: GROUP 2: GROUP 3: GROUP 4:

Group Dynamics Module

Sub-Activity #1.4: The Stages of Group Development

Participants will be able to explain the stages of group development.

What stages does a group go through from its formation to maturity?

Picture 3: Growth of Groups

Group Dynamics Module

Group Dynamics Module

Activity Set #2: Leadership

Group Dynamics Module

Sub-Activity #2.1: What is a Leader?

Meta cards, markers, Reference #6: Leadership

Group Dynamics Module

Sub-Activity #2.2: Viewing Leadership Styles through a Gender Lens

What are the characteristics of gender-sensitive leadership?

Group Dynamics Module

Example of Gender Lens for Assessing Leadership

Group Dynamics Module

Activity Set #3: Motivation

Group Dynamics Module

Sub-Activity #3.1: The Importance of Motivation

Participants will be able to describe the importance of motivation.

Why is motivation important?

Game, questions and answers, discussion

Flipchart papers, markers, prize, Reference #7: Motivation

Group Dynamics Module

Group Dynamics Module

Sub-Activity #3.2: Techniques of Motivation