Training Module - · PDF fileTrainers’ Manual: Promoting Women’s Political Leadership and Livelihoods Page 1 Training Module Women’s Political Leadership and Livelihoods

Trainers’ Manual: Promoting Women’s Political Leadership and Livelihoods Page 1

Training Module

Women’s Political Leadership and Livelihoods

Contents

1. Overview 2. Understanding Livelihoods 3. Module 1: Agriculture 4. Module 2: Horticulture 5. Module 3: Animal Husbandry 6. Module 4: Fisheries 7. Module 5: NTFP 8. Module 6: Non-farm Enterprises 9. Module 7: Health and Sanitation 10. Module 8: Food and Nutrition 11. Module 9: Child Rights and Education 12. Module 10: Inclusive Development Planning 13. Module 11: Leadership


Overview

Promoting Women’s Political Leadership and Livelihoods

There is a clear felt need to orient and build capacities of PRIs’ Elected Representatives in general

and Elected Women Representatives (EWRs) in particular to assume the leadership roles expected of

them and guide their villages to a more prosperous future. Furthermore, since economic planning

forms an important agenda of the Gram Sabha, the capacity building of the EWRs would also include

livelihoods and key social issues such as health, nutrition and education.

In this light, the National Institute for Rural Development (NIRD), Ministry of Panchayati Raj and UN

Women have come together to design a module for a 10-day livelihoods training programme for

EWRs.

Training of Trainers’ Programme

This programme is designed as a residential course spread over 10 days and is proposed to be an

intensive rigorous orientation of trainers, who in turn, would orient their state's project district-

training teams and also the EWRs of the pilot districts. This programme would snowball into a series

of well-designed training courses for trainers and EWRs of project states, with a view to instil in

them understanding of Gender and PRIs, building their knowledge and skills for Gender

Mainstreaming in Local Governance, through acquiring Gender Responsive Leadership attributes.

The programme is structured around ten modules – 6 around livelihoods; 3 around social aspects and 1 around planning, leadership and way forward:

Livelihoods

Livelihoods Mapping

1. Agriculture

2. Horticulture

3. Animal Husbandry

4. Fisheries

5. NTFP

6. Rural Enterprises

Social

7. Health and Sanitation

8. Food and Nutrition

9. Child Rights and Education

Generic

10. Leadership

11. Inclusive Development

Planning

How to use this Manual

This Training Manual is premised on offering basic appreciation of the livelihoods, social and

planning domains to the elected representatives and interventions that help them and the

community.

The training methodology in the programme shall be essentially participatory and interactive,

combining various methods like - small presentations followed by discussion, brainstorming,

experience sharing, group work, role plays, simulation games and exercises, case studies, training

films, pre-and post-training questionnaires, diagramming, mapping, collage-making, action planning

and yoga and meditation for stress management-as a cross-cutting methodology for inculcating a

positive mental attitude. The role of the trainers is to facilitate the process of learning through

building on existing knowledge, skills and behaviour of the participants, rather than to teach or

preach.


The module provides an outline of each session. It guides the trainers on which topics need to be

covered in each session and the materials required. Keeping this broad framework in mind, the

trainers would contextualize the content to the local setting.

Some Do's and Don’ts for Trainers

The trainer team is expected to use this manual as a ready reference outline for preparing for theme

based sessions. The trainer team is expected to prepare their own power point presentations,

flipcharts or other audio-visual support aids based on the content in each topic. The trainer team is

expected to contextualize the methodology indicated and the content delineated in each session, as

per local needs/time-spills. The trainer team is expected to ensure gender-friendly behaviour,

seating arrangement and proactive encouragement to mainstream participation of EWRs. Also, the

trainer team is expected to exercise tactful handling of dominators - not allowing them to

monopolize discussions and drawing in the shy and inhibited to participate with more ease and

confidence.

Before every session, the trainer team is expected to keep all handouts to be distributed ready,

along with all training media and material required for effective conduct of the session. During the

session, the trainer team is expected to demonstrate good inter-team communication skills, by way

of working in smooth coordination i.e. if one member is the key facilitator for a session, then other

team members are facilitating the discussion and recording of emerging views. They are to create

the 'music orchestra effect' of leading a session through team work to its desired outcomes. At no

stage, they are to engage in conflict or contradictions of each other's views. After every session, the

trainer/trainer team is expected to review the effectiveness of the session through quick on the spot

feedback of the participants, both verbal and non-verbal, elicit views of the trainer team members

on what worked well, what could be improved and what went wrong, which requires rectification in

future.

The “mantra” for trainers for effective training is to know and prepare well for the subject/training

to be delivered, facilitate learning through interactive processes, build confidence of participants

through effective inter-personal communication and analyse the strengths and weaknesses of every

session/training conducted for continuous striving for excellence.

Conducting the Training Programme

Complete session plans suggested are included in the manual for adoption by the facilitator(s).

The training duration can be 10 days, may be in 2 phases [phase 1: livelihoods modules; phase

2: social modules, but in quick succession], based on the local context and situation and the

profile of the participants. The duration, phasing and sequence may be contextualized

accordingly.

Typically, the programme begins with registration of the participants followed by formal

inauguration.

Then, the facilitator(s) takes charge of the programme with the conduct of Pre-training Test.

The broad sequence thereafter –

o Introduction of trainers and participants in a participatory way

o Presentation of expectations consolidated from pooling up expectations from pre-

training test and how the programme would meet most of these

o Introduction and overview of the entire programme, overall session plan and indicative

schedule


Then, the conduct of module-wise training (as discussed in the manual herein) follows.

A recapitulation (recap) session marks the end of the programme each day, followed by

watching some relevant videos, films etc. During recap session, the participants reflect on the

entire day’s programme and the learning there from.

Ice-breakers, Energizers and warm-up activities are taken up in between/during the sessions,

as per the need

From the day 2, there is a half-an hour yoga practice (stress management) in the morning

(0600-0630 hours)

Participants’ reflection on the report of the previous day, presented by groups of the

participants, begins the day’s training

On the final day of the training, the training program ends with –

o A session that captures the consolidated learning through the participants’ reflection of

the sessions, highlights, insights and processes. Then, the consolidated summary of the

programme is presented and discussed;

o A session of questions, mutual clarifications and facilitators’ clarifications;

o A session that discusses the participants’ future action plans for them personally, for

their institutions and for their areas and next steps;

o A session that seeks the participants’ feedback, comments and feelings on the entire

programme;

o A session that seeks end-of-the-training (post-training) status; and

o Formal valediction.


Indicative Schedule

Day Time (hrs) Session Phase 1 Day 1 0930-1000 Registration 1000-1030 Inaugural 1100-1200 Introduction of participants; Introduction of Programme and Overview 1200-1330 Understanding Livelihoods and Livelihoods Mapping in State/District 1400-1745 Module I: Agriculture 1745-1815 Recap and Learning of the Day 1830-2000 Videos/Skits/Role Plays

Day 2 0600-0630 Practice: Yoga 0900-0930 Recap: Previous Day Report 0930-1745 Module I: Agriculture/ Module II: Horticulture 1745-1815 Recap and Learning of the Day 1830-2000 Module XI Session 1: Decision-making

Day 3 0600-0630 Practice: Yoga 0900-0930 Recap: Previous Day Report 0930-1545 Module III: Animal Husbandry 1600-1745 Module XI Session 2: Confidence and Leadership 1745-1815 Recap and Learning of the Day 1830-2000 Videos/Skits/Role Plays

Day 4 0600-0630 Practice: Yoga 0900-0930 Recap: Previous Day Report 0930-1745 Module IV: Fisheries/Module V: NTFP 1745-1815 Recap and Learning of the Day 1830-2000 Videos/Skits/Role Plays

Day 5 0600-0630 Practice: Yoga 0900-0930 Recap: Previous Day Report 0930-1745 Module V: NTFP/Module VI: Rural Enterprises 1745-1815 Recap and Learning of the Day 1830-2000 Module XI Session 3: Conflict Resolution and Negotiation

Day 6 0600-0630 Practice: Yoga 0700-2000 Field Visit

Day 7 0600-0630 Practice: Yoga 0900-1030 Recap: Previous Days’ Report and Fieldwork Report 1030-1200 Module VI: Rural Enterprises 1200-1545 Draft Livelihoods Plan for the area 1545-1745 Consolidated Learning from Phase 1; Discussion on Phase 2 and interim action plan

Phase 2

Day 8 0900-1030 Recap: Previous Phase 1 1030-1815 Module VII: Health and Sanitation/Module VIII: Food and Nutrition 1815-1845 Recap and Learning of the Day 1830-2000 Videos/Skits/Role Plays

Day 9 0600-0630 Practice: Yoga 0900-0930 Recap: Previous Day Report 0930-1745 Module IX: Child Rights and Education/Module X: Planning 1745-1815 Recap and Learning of the Day 1830-2000 Videos/Skits/Role Plays

Day 10 0600-0630 Practice: Yoga 0900-0930 Recap: Previous Day Report 0930-1130 Module X: Planning/Consolidation and Way Forward 1130-1300 Consolidated Learning/Recap and Summary 1400-1500 Action Plan and Next Steps; Take Aways 1500-1530 Post-training Status 1545-1615 Wrap-up/Concluding Session


Understanding Livelihoods (1.5 hours)

Ssn. Ssn. Title Subtopics Outcome Methodology Material Resource

Persons

1 Understanding

Livelihoods

(45 min)

• Livelihood? • Livelihoods Framework – Income,

Expenditure, Employment, Risks; Capitals

• Trends, Principles and Practices

Enhanced

appreciation

of livelihoods

Interactive

discussion,

exercises,

presentations

Handouts Livelihoods

Professional

s; staff of

NRLM; SIRDs

2 Mapping

Livelihoods

(45 min)

• Understanding Livelihoods situation • Livelihoods Analysis • Mapping Livelihoods Situation in an

Area

Improved

understanding

of current

reality of

livelihoods in

the area

Group work,

presentations

and discussions

Handouts,

mapping

tools

-as above-


Note- Understanding Livelihoods

Livelihoods framework helps in simplifying the livelihood portfolio of a household/community and

identifying the resources, contexts and gaps that help the household pursue the livelihoods. This

framework is presented below.

Livelihoods have four characteristics: income, expenditure (money, time and energy), employment

and risk.

A household earns income in various forms and through various means. Usually, the

income of the household depends on the set of knowledge-skills-resources it has. Further,

the income of the household need not necessarily be in the form of wages, it can come in

the form of produce/goods and services as well that may meet the needs of the household

and/or could be converted into monetary income.

A household has to spend on basic needs such as food, clothing, shelter and water as well

as other needs as education, health, transport & entertainment. Some expenses such as

marriages and organising other social gatherings though not recurring are considered while

analysing the expenditure of a household. Like income, expenditure also is not always in

monetary terms. The payment to meet the expenditure can be through the produce/goods

and services. Further, time and energy are also spent.

Employment refers to the time or number of days a household is engaged in some activity

or the other tin the portfolio of livelihoods of the household. The employment depends

upon its skill-set, resources available and the ecological and environmental context.

Risks are the vulnerabilities the household has to face in pursuit of its livelihoods. Risks are

present in every livelihood activity but the degrees of risk vary. These vulnerabilities are

accentuated by the environment, technological, financial contexts of the household. The

impact of the risks on the household depends on the risk-mitigating strategies adopted by

the household. For instance, even a minor illness can send a poor household into disarray

as it lacks access to qualitative health care. Further, the local ecological context and lack of

health insurance augments the impact of the illness on the household.

Livelihoods of a household depend on resources or capitals which can be broadly classified into six

categories - natural, physical, social, human, financial & spiritual.

Natural capital refers to natural resources available to the household to carry about a

particular livelihood. This would include land, water, forest, air, etc.


Physical capital comprises of man-made physical structures such as roads, buildings and

also machines and appliances that aid humans in their work.

Social capital entails the support one receives due to kinship/relationship with other

individuals and institutions in society.

Human capital essentially consists of the skills, knowledge, abilities and aptitude possessed

by a person.

Financial capital enables a household to obtain goods and also aids production

(investment). There are two components of financial capital- stock (the amount of financial

capital available with the household at any given point of time) & flow (the financial capital

the household earns).

Lastly, spiritual capital refers to the quest present in the household to seek better living

conditions. This drive is essential for the other capitals to be tapped fully.

The livelihoods, a household pursues, are influenced by the availability and accessibility to these

capitals, the variety of capitals at its disposal and also its ability to tap these capitals to its advantage.

Further, these capitals as well as the households exist in a context that affects the availability,

accessibility and use of the capitals. The context allows certain activities and prohibits certain

activities despite the presence of required capitals. Though the context is a unified whole, for the

purpose of analysis, the context is understood in four inter-related spheres - Environmental and

Ecological Context, Techno-economic, Distribution and Investment & Expenditure Contexts.

The environmental and ecological context refers to the larger environmental and social

context the household exists in.

The techno-economic context is the technical know-how available with the household to

tap the capitals effectively.

The distribution pattern of resources, infrastructure, wealth, knowledge, etc. in a society

also affects the livelihood choices of a household.

The investment and expenditure patterns of the household affect its livelihoods.

Investment in production, health, food, education, insurance, employment is relevant in

this context. The investment may not yield immediate results but may aid the households

in pursuing or sustaining its livelihoods in the long run.

When livelihoods are thus understood, it is easier to identify the grey areas in the livelihoods being

pursued by the household and plan interventions accordingly. These, then, could be consolidated

upwards for making policy decisions and interventions on one hand and launching major programs.

Some of the tools that can be used for mapping understanding and analysing the livelihoods

situation include-

1. Social map (includes stocks of animals, fish, trees, etc.)

2. Resource map (resource status, local raw materials)

3. Livelihoods map

4. Income and Expenditure analysis

5. Traded-in and Traded-out analysis

6. Value Chain Analysis

7. Market (Local Opportunities) analysis (local markets, shops & haats)

8. 24-hours analysis

9. 365-days analysis

10. Seasonality analysis (work, credit, disease, cropping calendar and festival)


11. Migration analysis

12. Credit analysis

13. Health analysis

14. Education analysis

15. Vulnerability analysis

16. Institutional analysis (CBOs, SHGs, Cooperatives, etc.)

17. Farming system analysis

18. Environment analysis

19. Cultural analysis

20. Technology analysis


Module 1: Agriculture (7 hours)

Ssn.

Num

SSn. Ssn.

Title

Subtopics Outcome Methodology Material Resource

Persons

1 Farming

Practices

(60 min)

• Land Use Practices, Farming System • Rain fed Farming, • Irrigated farming, • Organic Farming, • mixed cropping, • seasons of crops • Schemes • Integrated farming system (inclusion of

livestock)

Increased

understandin

g of farming

practices

Lectures and

discussion

Interactive group

work

Handout

s

Agricultural

Experts

2 Rain fed

Farming

and

Irrigated

farming

(120 min)

• Difference between rainfed and irrigated farming

• Selection of crops • Multiple cropping • Irrigation- suitable amount for the crop • Providing proper drainage • Gypsum application to overcome alkalinity • Use of modern agriculture tools • Best Practices • Crop insurance for risk mitigation • Weather-based insurance • Schemes

Increased

understandin

g of rainfed

farming

Lectures and

discussion

Case studies

Films and

documentaries

Handout

s

Agricultural

Experts

Successful

Farmers

4 Organic

Farming

(60 min)

• Improvement in soil quality- Improvement of structure and texture by increasing the organic matter content through addition of green manures, farm yard manure, compost and vermicompost

• Bringing soil pH to neutrality by liming acid soils with less than pH 7

• Application of nutrients as per soil test values for a particular crop

• Crop Selection • Better quality produce • Employment generation • Higher income- premium price • Application of organic manures • Incorporation of microbes to improve soil

fertility • Integrated Pesticide management • Integrated nutrient management • Use of biofertilizer • Use of biopesticide • Trapping of pests- use of Pheromones and

trap crops (marigold) • Following crop rotation • Organic certification of produce to fetch

higher price

Increased

understandin

g of organic

farming

Lectures and

discussion

Case studies

Films and

documentaries

Handout

s

Agricultural

Experts

Successful

Farmers and

buyers

5 Watershe

d

Managem

ent

(60 min)

• Soil and water conservation, vegetative cover, structures, crop cultivation

• water harvesting • watershed activities • water management • Water conservation • Summer ploughing to improve water

retention

Increased

understandin

g of

watershed

management

Lectures and

discussion

Interactive group

work

Case studies

Handout

s

Watershed

experts


• NRM

7 Post-

harvest

(60 min)

• Storage • Milling • Packing • Marketing • Collective Marketing

Increased

understandin

g of post

harvesting

Lectures and

discussion

Case studies

Films and

documentaries

Handout

s

Films

Agricultural

Experts

Successful

Farmers

8 Schemes

(60 min)

• National Food Security Mission (NFSM) • Rainfed Area Development Programme

(RADP) • Integrated Oilseeds, Oil Palm, Pulses and

Maize Development (ISOPOM

• National Project on Management of Soil Health (NPMSH)

• RashtriyaKrishiVikasYojana (RKVY) • Convergence- NREGA, JFM, • Integrated Watersheds

Increased

awareness

ofschemes

Lectures and

discussion

Success stories

Handout

s

Advertis

ements

Line Dept

Experts

•


Module 2: Horticulture (4 hours)

Ssn. Ssn. Title Subtopics Outcome Methodology Material Resource Person

1 Horticulture

practices

(30 min)

• Vegetable cropping • Orchards • Floriculture • Nurseries • Precision farming • Polly housing

Increased

understandin

g of the

various

horticulture

practices

Lecture cum

discussion

Interactive session

Handouts Horticulture

experts

Vegetable growers

2 Vegetable

(40 min)

• Kharif & Rabi Vegetables • Perennial tree vegetables • Harvesting & Marketing • High yielding varieties • Kitchen Gardening • Perennial tree vegetables • Economics • Convergence

Enhanced

knowledge of

improved

varieties of

vegetables

Lecture cum

discussion

Interactive session

Handouts • Horticulture experts

• Vegetable growers

3 Orchards

(40 min)

• Selection of suitable fruit crop based on soil condition & water availability

• Layout & planting techniques • Care of young orchards & inter

cropping • Manures & fertilization &

irrigation • Plant protection, training,

pruning & harvesting • In-situ grafting for drought prone

area • Economics • Convergence

Enhanced

knowledge of

crop selection

Lecture cum

discussion

Interactive

sessionSuccess

Stories

Flip charts

Handouts

• Horticulture Experts

• Fruit growers

4 Cash Crops

(40 min)

• Choice of cash crops available in local area

• Selection of improved & high yielding varieties

• Floriculture and ornamental crops

• Problems & prospects of growing cash crops

• Post-harvest technology & Marketing

• Economics • Convergence • Export potential of cash crops

Increased

awareness

onavailability

of cash crops

in their

areaand

Marketing

Lecture cum discussion Interactive session Success Stories

Flip charts

Handouts

• Horticulture Experts

• Successful farmers

5 Schemes for

Horticulture

(30 min)

• National Horticultural Mission (NHM)

• NABARD • RKVY & State schemes • Schemes of other banks and

small scale enterprises

Increased

awareness

aboutscheme

s

• Lecture • Interactive

Discussion • Advertisements

Handouts Resource person

from institutions

and banks


6 Nurseries

(30 min)

Types of nursery production,

Raising of seedlings of annuals fruit crops, ornamental crops, pot plants

Production of lawn grasses

Methods of propagation

Increased

knowledge

aboutvarious

aspects of

nursery

production &

tissue culture

• Lecture • Interactive

Discussion • Success Stories • Case Studies

Flip charts

Handouts

Successful farmers

and nursery

Experts

7 Benefits of

Horticulture

(30 min)

Horticulture as a source of high income

Increased

motivation to

take up

horticulture

as livelihood

options

• Q&A • Discussion

Hand out

Horticulture

Experts


Module 3: Animal Husbandry (5 hours)

Ssn. Ssn. Title Subtopics Outcome Methodology Material Resource Person

1 Livelihoods

based on

Animal

Husbandry

(30 min)

List livelihoods based on animal husbandry

Dairying

Small Ruminants

Poultry

Understanding

of Livestock as

livelihoods and

food security

Interactive

discussion,

presentations

Handouts/

Material

Animal Husbandry

department staff

2 Dairying

(120 min)

Value chain- understanding the chain from production to consumption

Breeding- selection of animal breed

Animal Housing- specifications & practices

Veterinary care- Artificial insemination, De-worming, vaccination, general health practices, and doorstep facilities on Gopal Mitra model

Feed & Fodder- Balance feeding, preparation of concentrate mixture, production & conservation of fodder, and feeding specifications

Marketing

Insurance and insurance mutuals

Value addition

Dairy cooperatives- About cooperatives, milk procurement quality & marketing

Schemes

Enhanced

knowledge and

information on

best practices

in dairying and

cooperative

management

Interactive

discussion,

participatory value

chain analysis

Handouts,

photos,

videos,

case

studies

Dairy Experts, Best

practitioners,

buyers

3 Small

Ruminants

(Sheep &

goat)

(75 min)

Value chain- understanding the chain from production to consumption

Breeding- selection of animal breed and protection of native breed

Animal Housing- specifications & practices

Veterinary care- Deworming, dipping, vaccination, general health practices, and doorstep

facilities on Jivan Mitra model (AP)

Feed & Fodder- feeding specifications, maintenance of grazing lands

Marketing

Collecitve Marketing

Products- meat, leather

Wool production- quality,

Enhanced

knowledge and

information on

best practices

in goat and

sheep rearing

Interactive

discussion,

participatory value

chain analysis

Handouts,

photos,

videos,

case

studies

Experts, Best

practitioners,

buyers


shearing practices marketing


4 Poultry

(75 min)

Value-chain- understanding the chain from production to consumption

Breeding- selection of breed (layer/broiler)

breeds of backyard poultry

mini-poultry,

Housing- specifications & practices

Veterinary care- De-worming, vaccination, general health practices,

hatcheries

Feed - specifications, preparation

Contract farming with poultry companies

Marketing- eggs and birds

Processing

Collective marketing


Enhanced

knowledge on

poultry

practices and

contract

farming

Interactive

discussion,

participatory value

chain analysis

Handouts,

photos,

videos,

case

studies

Experts, Best

practitioners,

buyers


Module 4: Fisheries (4.5 hours)

Ssn. Ssn. Title Subtopics Outcome Methodology Material Resource

Persons

1 Categories in

Fisheries

(60 min)

Coastal/marine fisheries

Brackish water

Sweet water fisheries

inland (tanks, ponds) fisheries

Cage culture

river fisheries

reservoir fisheries,

aquaculture

Improved

understanding of the

different categories of

fisheries and fishing

practices

Interactive

discussion

Handouts Fishery experts,

Department

staff

2. Coastal

fishing

(45 min)

Value chain

Crops

Fishlings

Boats, catamarans, nets

Diseases

Linkages

Marketing

Schemes-

Enhanced

Understanding of the

practices and issues in

coastal fishing

Interactive

discussion,

participatory

value chain

analysis

Handouts,

photos,

videos,

case

studies

Fishery experts,

Department

staff, Expert

fishermen,

fisheries

contractor

3. Inland

capture &

culture

fisheries

(60 min)

Value chain

Crops

Fishlings

Boats

Diseases

Linkages

Marketing

Schemes

River and reservoir fisheries

Enhanced

Understanding of the


inland fishing

Interactive

discussion,

participatory

value chain

analysis

Photos,

videos,

handouts,

case

studies

Fishery experts,

Department

staff, Expert

fishermen,

fisheries

contractor

4. Aquaculture

(45 min)

Value chain

Diseases

Linkages

Marketing

Schemes

Improved

understanding of the


aquaculture

Interactive

discussion,

participatory

value chain

analysis

Photos,

videos,

handouts,

case

studies

Fishery experts,

Department

staff, Expert

fishermen,

fisheries

contractor

5. Fish

processing

and

marketing

(90 min)

Cold Storage

Processing

Dry fish

Fish stalls

Fish products

Appreciating the need

for cold storage, and

opportunities in

processing fish

Interactive

discussions

Handouts,

case

studies

Fishery experts,

Department

staff, Expert

fishermen,

fisheries

contractor


Module 5: Non-Timbre Forest Produce (NTFP) (5 hours)

Ssn. Ssn. Title Sub-topics Outcome Methodology Material Resource Person

1 Livelihoods

Based on

Forests

(NTFP/Minor

Forest

Produce

(MFP))

(60 min)

List of NTFP available

Key NTFP

Uses of NTFP- Food, nutrition & health, fuel wood, other local uses, income generation

NTFP products in the market

Forest rights

Better understanding

of the NTFP and

issues in accessing

them

Interactive

discussion

Handouts Department staff,

best

practitioners,

experts

2 NTFP value

chain

(150 min)

Regeneration

Pre-collection

Tools for collection

Sustainable Collection practices

Drying and storage

Local value addition

Marketing

Collective marketing- Tribal Development Cooperative Corporations, TRIFED, Monopoly, Forest Development Corporation

Minimum Support Prices

Examples- Honey, Lac, Gum, Mahua, Sal, Tendu, etc.

Better understanding

of the NTFP value

chain and value

chains of various

NTFP

Interactive

discussion,

participatory

value chain

analysis

Handouts,

videos,

photos,

case

studies

Department staff,

best

practitioners,

experts

3. Medicinal

herbs and

medicinal and

aromatic

plants

(90 min)

Regeneration

Production

Harvesting

Post-harvesting

Marketing

Local health traditions

Enhanced

understanding the

importance of NTFP in

addressing health

Interactive

discussion

Handouts,

videos,

photos,

case

Department staff,

best

practitioners,

experts


Module 6: Non-Farm Enterprises (5.5 hours)

Ssn. Ssn. Title Sub topics Outcome Methodology Material Resource Persons

1 Understanding non-farm enterprises (90min)

List enterprises

Products and services for local consumption and products and services for market

Traditional non-farm enterprises- andloom, Handicraft, Pottery, Carpentry, Jewellery,

Increased knowledge on non-farm and traditional enterprises

Interactive discussions

Handouts Government department staff

2 Opportunities in non-farm Enterprises (two sessions) (120 min)

Imitation Jewellery

Embroidery

Agarbatti

Candle making

Screen Printing

Soft Toys

Paper Envelope

Home utility utensils

Food Processing

Rural Tourism- accommodation, family stays, heritage, guides, local arts, crafts and traditions, cuisine

Increased knowledge about information about gainful employment in diverse Rural enterprises.

Interactive discussions, participatory mapping

Photos, videos, handouts

Skill development experts, government department representatives, best practitioners

3 Non-farm Enterprises (60 min)

Business Planning

Products & services

Technical skills

Credit

Economic aspects

Registration & Licenses

Linkages (Forward and backward)

Insurance

Accounts, Taxes

Customer Service

Schemes

Equipped with basic know how of operation of Rural Enterprises

Interactive discussions, case studies

Photos, videos, handouts, case studies

Best practitioners,

4. Non-farm Collective Enterprises (60 min)

Business Planning

Products and Services

Production

Credit

Linkages

Registration and Licenses

Member benefits

Marketing

Information

dissemination

Auditing

Group and collective efforts

Leadership

Sustainability

Increased understanding of forming and running collective enterprises

Interactive discussions, participatory mapping

Photos, videos, handouts

Skill development experts, government department representatives, best practitioners



Module 7: Health and Sanitation (4.5 hours)

Sl.

No

Ssn. Title Subtopics Outcome Methodology Material Resource

Person

1 Village health

and sanitation

scenario

(50 min)

Health issues of children, adolescents, pregnant and lactating women, elders and migrants;

At risk groups of malnutrition/disease.

Female foeticide

Enhanced knowledge about health/nutrition/water/sanitation situation affecting women and children, the health , drinking water and sanitation programmes.

Group

discussions

Group

Presentations

Handout

Notes

Visualization

in

Participatory

Programs

(VIPP) cards,

flip charts

Medical

doctor and

other

paramedical

staff like LHV/

ANM , AWW,

ASHA

2 Preventive and

control

measures

(Health )

(90 min)

Maternal health services

Neonatal health services

Child health services -immunization schedule

National rural health mission , malaria, tuberculosis ,

female foeticide;

Schemes

village health and nutrition Days

ASHA

Increased awareness about the health and nutrition related services available Enhanced knowledge about the role of PRIs , Gram Sabha in successful delivery of health services .

Participatory methods. Group discussions Group Presentations

Handout Notes Flipcharts

Medical

doctor and

other

paramedical

staff like LHV/

ANM , AWW,

ASHA ,

Mobile nutrition van of department of Nutrition

3 Preventive and

control

measures

(water &

sanitation )

(60 min)

Water and sanitation services - use of toilet; potable water

Water - quality monitoring and type of drinking water

Nirmal Gram Puraskar

Enhanced knowledge about the preventive and control measures related to water and sanitation facilities

Participatory methods. Group discussions Group Presentations


Officials ,

doctors ,

sanitary

inspectors ,

social activist

involved in the

water and

sanitation ,

surpunch of

nirmal gram

4. Village health and sanitation committee. (60 min)

water and sanitation committee

General guidelines for organizing NHD

Maternal health services

Neonatal health services

Child health services

Water and sanitation services

Anganwadi

Increased awareness about the role of Village Health and Sanitation Committee in prevention of disabilities, reduction of MMR, IMR and under nutrition in children 0 to 6 years and improve health of pregnant and nursing mothers, adolescent girls .

Participatory methods. -Group discussions - Group Presentations


Medical

doctor and

other

paramedical

staff like LHV/

ANM , AWW,

ASHA ,

chairperson /

member of

VHSC


Handout: Female Foeticide It is defined as aborting a female foetus after sex determination test or pre-natal diagnostic test, which may include ultra-sonography, foetoscopy, placental tissue, sampling, amniocentesis etc. Consequences of Female Foeticide

Given the lower value placed on women in Indian society, prenatal sex determination with the intention of preventing female births

The pregnant woman, though often equally anxious to have a boy, is frequently pressurized to undergo such procedures

Many women suffer from psychological trauma as a result of forcibly undergoing repeated abortions

In rural areas, as the number of marriageable women declines, men would tend to marry younger women, leading to a rise in fertility rates and thus a high rate of population growth

The abduction of girls is an associated phenomenon

More women are likely to be exploited as sex workers. Increases in molestations and rape are an obvious result

Prevention of Sex Determination

In 1994, Parliament passed the Pre- conception and Pre-natal Diagnostic Techniques (Prohibition of Sex Selection) Act with the aim of preventing female foeticide

Contravening the provisions of the Act can lead to a fine of Rs 10,000 and up to three years imprisonment for a first offence, with greater fines and longer terms of imprisonment for repeat offenders

Preventing Female Foeticide

Move away from religious teachings and the advocacy of a scientific, rational, and humanist approach

The empowerment of women and a strengthening of women’s rights through campaigning against practices such as dowry, and ensuring strict implementation of existing legislation.

Ensuring the development of and access to good health care services

Inculcating a strong ethical code of conduct among medical professionals, beginning with their training as undergraduates

Simple methods of complaint registration, accessible to the poorest and most vulnerable women

Wide pollicisation in the media of the scale and seriousness of the practice. NGOs should take a key role in educating the public on this matter

Regular assessment of indicators of status of women in society, such as sex ratio, and female mortality, literacy, and economic participation

It is only by a combination of monitoring, education campaigns, and effective legal implementation that the deep-seated attitudes and practices against women and girls can be eroded

http://www.iheu.org/glossary/term/257

http://www.iheu.org/glossary/term/251


Module 8: Food and Nutrition (4 hours)

SSn. Ssn. Title Subtopics Outcome Methodology Material Resource

Person

1 Food Groups

& Balance Diet

(75 min)

Protein,

carbohydrates ( calories)

vitamins & minerals,

food available locally

Increased

awareness about

the importance

of food and

nutrition

available locally

Lecture cum

discussion ,

question

answer

Handouts

Charts and

posters

Faculty of

home

science,

doctors ,

mobile van

of nutrition

department

, CDPOs,

PO(ICDS)

2 Nutritional

deficiency

disorders

(75 min)

Disorders due to deficiency of Vitamin A, Iron, Iodine, Calcium B-Complex

Increased

awareness anout

nutritional

deficiency

disorders

Lecture cum

discussion ,

question

answer

Visual aids

on

symptoms

of various

deficiency

diseases

Doctors ,

nutrition

specialist ,

CDPOs,

PO(ICDS)

3 Food security

and nutritional

status

(90 min)

Catering of food supplements through AWC.

Mid Day Meal in schools

PDS (rice, wheat, oil, pulses, double fortified salt) , food security .

Grain Banks and manufacturing of supplementary food through women's organisation

Role of gram Sabha

Kitchen Gardens

Increased

awareness about

the MDM,PDS

and food

security for

improvement of

nutritional status

of the

population.

Lecture cum

discussion ,

question

answer. case

study

Charts and

posters

CDPOs,

PO(ICDS),

school

teacher ,

officials

involved in

PDS


Module 9: Child Rights and Universalisaton of Primary

Education (3 hours) Ssn Ssn. Title Subtopics

Outcome Methodology Material Resource

Person

1 Child Rights

Education and

Social

Mobilization

(60 min)

Child Rights and Law;

Village-level organizations related to child development

Panchayat and Child Rights

Village Education Committee

Appreciating the

role of Gram

Sabha in

mobilization of

community for

protection of

child rights and

universalisation

of PE

Role play ,

lecture cum

discussion ,

experience

sharing

Flip

charts

Handouts

, case

studies

School

teacher,

village

secretary,

Sarpanch

2. Universalisati

of Primary

Education

(60 min)

Right to Education and Universalisation of Primary Education

Role of Gram Panchyat and Gram Sabha in universalisaiton of Primary education

Serva Siksha Abhiyan (SSA)

sucessful case studies

Appreciating the

role of Gram

Sabha

universalization

Primary

education

Role plays ,

interactive

discussions ,

experience

sharing

Flip

charts

Handouts

, case

studies

School

teacher,

village

secretary,

Sarpanch

3.

Child Labour

(60 min)

About Child Labour

Role of Gram Panchayat / Gram Sabha and local institution

Successful case studies mobilization of communities for abolition of Child Labour

Enhanced the

knowledge

about the role of

Gram Panchyat /

Gram Sabha in

abolition of child

labour

Case studies,

Role plays,

Experience

sharing

Flip

charts

Handouts

, case

studies

School

teacher, ,

Sarpanch,

NGO

representa

tives

involved in

child

labour

abolition


Module 10: Inclusive Development Planning (6 hours)

Inclusive Development Plans move towards a community vision from the current reality, using two

sets of ladders - development programs and local organizations. Therefore, the module discusses

development programmes and partnerships with local organizations with focus on the role of EWRs

of PRIs in these and goes onto train women leaders in preliminary tools of planning and budgeting.

Session Session Ssn. Title Sub-Topics Outcomes Methodology Material Resource Persons

1 Development Programmes and the role of PRIs (90 min)

Major development programmes and the role of PRIs in increasing women’s participation o SSA o RTE o ICDS o NRHM o IAY o MGNREGA o NRLM o Total Sanitation

Campaign (including Drinking Water)

Understanding ways of accessing major development programmes and the specific role of PRIs in these.

Role play

Interactive Discussion

Inputs through charts and Presentations

Plain charts and Markers

2 Partnership with Local Organizations (LOs) and SHGs

(90 min)

List of LOs and people’s participation for development

Constraints to effective interface with LOs and strategies to overcome constraints

Benefits of convergence

Appreciation of the value of working with LOs and evolve necessary action steps.

Group discussions Caselet/Case study


Plain charts, Markers

Gangadevipally case study/ Nirmal Gram puraskar village case study

Successful PRI women leader

3 Inclusive Development Planning (180 min)

Village level planning and Budgeting in PRIs

Visioning

Livelihoods Action Plans

Social Action Plans

Plans for programmes

Partnerships

Community participation in implementation and monitoring

Knowledge about the village panchayat planning and budgeting

Small Group discussions


Flip Charts, markers


Handout: Role of PRIs in various development programmes: Guiding

Framework

# Scheme/ Program

Envisaged role of PRIs

1 SSA

1. Location of school and construction of school building should be the function of village level panchayats through the Gram Sabha.

2. Ensure girls attend school regularly 3. Nutritional programmes may be entirely managed by village level panchayats with

the help of Gram Sabhas. Zilla Parishads should arrange for linkages in respect of supply of food grains and its transportation along with quality.

2 RTE 1. Regular monitoring of the functioning of the school- weekly, if not daily visits to the school, discussion over the functioning with the teachers, ensuring participation of the PRI members during some of the SMC meetings if necessary

2. Regular tab on the attendance of children with special focus on girls. Identifying children who are irregular and jointly applying moral pressure on parents to send their children and evolve alternative arrangements after child domestic/child goat-herders etc return to school. Identify incoming families into the village and ensure the enrolment of these migrant children.

3. Regular tab of the infrastructure and other requirements of the school and adding their voice to the demands of the SMC. Tapping into the PRI funds for strengthening the school. Use of NREGA funds for plantation around the school/levelling off the ground to form a playground etc.

4. Issue of education raised in the Gram Sabha- both in terms of addressing village-wide issues, passage of school development plans, monitoring the performance of children, addressing issues of discrimination etc.

5. Provide local leadership and moral support to the issue of education for all.

3 ICDS 1. The village level panchayats with the help of Gram Sabha should select the Anganwadi worker and helper.

2. Gram Sabha should help in identification of beneficiary households (children and lactating mothers).

3. Arranging accommodation within the village, providing necessary assistance to anganwadi worker for cooking food where necessary, mobilising target group households to seek assistance of the programme, verifying whether the benefits are reaching the children and the pregnant / lactating mothers as the case may be.

4. Village panchayat should promote inter-sectoral linkages particularly between health and nutrition programme and sorting out problems, if any in the implementation of the programme.

5. The panchayat should also see that the ICDS centres operate regularly and necessary equipments like weighing machines are available and in working order.

6. It should monitor whether food supplements are being received in time and should seek assistance of block panchayat / zilla parishads in arranging them in time so that there are no interruptions in services.

7. It may also explore if community contribution can come in this regard to maintain continuity and in fact should promote such efforts.

8. Ensure timely supply of food supplements / equipments, review the implementation of the schemes, and promote inter-sectoral linkages particularly between health and nutrition.

9. With regard to Food and Nutrition Board, the village level panchayat with the help of Gram Sabha should arrange and organise awareness camps, especially for women.

10. It should also promote nutrition awareness in their public contact programmes as well as through the local anganwadi centres and health sub centres.

4 NRHM 1. States to indicate in their MoUs the commitment for devolution of funds, functionaries and programmes for health, to PRIs.

2. The District Health Mission to be led by the Zilla Parishad. The DHM will control, guide and manage all public health institutions in the district, Sub-centres, PHCs and CHCs.


3. ASHAs would be selected by and be accountable to the Village Panchayat. 4. The Village Health and Sanitation Committee of the Panchayat would prepare the

Village Health Plan, and promote intersectoral integration with the help of Gram Panchayat

5. Each sub-centre will have an Untied Fund for local action. This Fund will be deposited in a joint Bank Account of the ANM & Sarpanch and operated by the ANM, in consultation with the Village Health Committee.

6. PRI involvement in Rogi Kalyan Samitis for good hospital management. 7. Provision of training to members of PRIs with inclusion of EWRs. 8. Making available health related gender disaggregate databases to all stakeholders,

including Panchayats at all levels.

5 IAY Selection of women beneficiaries is based on the permanent IAY waitlists wherever these have been prepared or from the BPL list with the poorest being selected on priority. The panchayat play a vital role in identification of BPL families

6. MGNREGA 1. The Gram Sabha should identify and recommend works with ative participation of women. The Gram Panchayat will consolidate and send the recommendations of Gram Sabha to the Programme Officer.

2. It is responsible for planning of works, registering those households, which are entitled to get work.

3. Issuing job cards, allocating employment, executing 50 per cent of the works, and monitoring the implementation of the scheme at the village level.

4. All these activities are to be done in consultation with the Gram Sabha. 5. In view of the complexities and sheer volume of work, the implementation of the

NREGA assigns a considerable organisational responsibility at the level of the Gram Panchayat.

6. The Gram Panchayat/Programme Officer should send letters to the applicants informing them where and when to report for work. A public notice displayed at the Gram Panchayat and at the Programme Officer's block office, should provide information on the date, place of employment and the names of those provided employment.

7. NRLM 1. Identification and mobilization of poor and vulnerable women headed households into SHGs, with priority being given to the SC and ST households especially primitive tribal groups, poorest of the poor households, women headed households and households engaged in declining occupations.

2. Facilitating formation of federation of SHGs at the village/gram panchayat level or block level and providing basic facilities for the effective functioning of such federations in terms of providing accommodation for federation office etc., giving priority to the demands of the SHGs, especially women SHGs and their federations in the annual plans/activities of the PRIs by making suitable financial allocations for women.

3. Leasing out panchayat resources such as fishing ponds/tanks, common property resources, market yards, buildings and other properties to the SHGs and their federations for proper management and maintenance.

4. Entrusting responsibility for collection of panchayat revenues including house property tax to the SHGs for a small fee; and

5. Entrusting management and maintenance of select civic amenities and execution of civil works to the SHGs/federation.

8. Total Sanitation campaign

1. PRIs will carry out the social mobilization for the construction of toilets and also maintain the clean environment by way of safe disposal of wastes.

2. Community Complexes constructed under the TSC will be maintained by the Panchayats/Voluntary Organisations/Charitable Trusts.

3. Panchayats can also contribute from their own resources for School Sanitation over and above the prescribed amount.

4. PRIs will act as the custodian of the assets such as the Community Complexes, environmental components, drainage etc. constructed under the TSC.

5. Panchayats can also open and operate the Production Centres/Rural Sanitary Marts.


Handout: Local Organizations

Indicative List

Level Local Organizations (Community-based/owned) Committees

Village level

SHGs GP Standing Committees

Village Organization General Administration Committee

User groups Women, children and social welfare Committee

Vana Samrakshana Samithis (VSS)/Forest Protection Groups

Health, education and environment Committee

Farmers Groups Government Estate Committee

Fixed Labour Groups (FLG) Village Defence Committee

Labour Groups ( LGs) in Watersheds Infrastructure Committee

Youth Groups Development Committee

Children’s Groups Other committees

Elders’ Groups Conflict Resolving and streetlights committee

Adolescent Girls Groups Prohibition Committee

Disabled Groups Clean and Green Committee

Gram Sabha Craft Persons Coordination Committee

Activity based organizations Civil Supplies Committee

Gender Based organizations –Mahila Mandals Loans Recovery Committee

Unions – landless agriculture labours Farmers development Committee

Workers’ unions/associations Women’s Problem Resolving Committee

Cooperatives, Village level Federations Women’s Development Committee

Youth Committee

Internal Audit Committee

Plastic Control Committee Maintenance committee

Forest Protection Committee

Block Level

Mandala Samakhya/Block Federation (Association of Clusters/VOs)

Mandal Parishad/Block Panchayat

Community managed resource centres Panchayat Standing Committees District level

District Samakhya/Federation Zilla Parishad

NGOs and Government Organizations ZP Standing Committees


Handout: Local Organizations and their governing structure

Organization/ Institution

Governance Structure

User Group

The basic building blocks of watershed programme operating on a principle of sustainability. The User groups are formed of all such landowners who are personally cultivating the land & households, which are cultivating land on a tenancy, oral or written, in a contiguous patch of 100 acres in a micro-watershed of an IWMP watershed.

There shall not be more than 20 members in each UG.

Each UG will elect a group leader for the UG to represent the UG in the watershed committee, provided no UG member will serve as Group Leader for a period of more than 12 months. The leadership of the group would be rotated such that every member would get a chance to lead the group. Preference should be given to active women to become the User Group leader wherever possible.

Vana Samrakshana Samithis (VSS) or Forest Management Groups

The Joint Forest Management (JFM) programme envisages Constitution of Vana Samrakshana Samithies (VSS) has certain rights, duties and responsibilities as specified in JFM GO 173.

Every household living in the hamlets / villages / cluster of villages, particularly those depending on forest for the daily needs, would have the option of becoming a Member of Samithi. However, all Scheduled Caste / Scheduled Tribe members of the hamlets / villages / cluster of villages would become members of Samithi automatically. Any two adult members could represent the household and out of them, one must be a woman.

The members of VSS shall elect a 15 member Managing Committee out of which at least five members shall be women.

The Members of VSS, individually and collectively shall be responsible to:

1. Ensure protection of forest against encroachment, grazing, fires and thefts of forest produce

2. Carry out development of forests in accordance with the approved Joint Forest Management Plan.

3. Make other villagers aware of the importance of forests.

Farmers groups (FGs)

The Objectives of FGs are:

To function as an interface between the agri-extension system and farmers for transfer of technology, sharing of market information, etc.

To become self-reliant social groups for carrying out developmental activities through their own resources and efforts; and also for developing linkages with credit institutions as well as other development departments.

To interact and exchange ideas on scientific agriculture.

To take up, in addition to social activities, various developmental activities like soil testing camps, animal health camps etc.

To formulate an optimal, resource-based and market-driven farmers strategy.

Formation of FGs

FGs formed with small, marginal and tenant farmers (men and women). Likewise, existing groups of men and women also considered as FGs


Features of the Groups

Farmers Groups formed on the basis of similarity in socio-economic status, social affinity and neighbourhood. Other factors like similarity in enterprise, contiguity in location of land in a component area, etc. need not necessarily be given primary consideration

The optimum number of farmers in a group will be 15.

One family represented by only one member in a particular group

Each Farmers Group selected a convener and co-convener who shall jointly operate the bank amount.

Farmers Groups promoted through credit and thrift activity, as being practiced in case of existing SHGs

Fixed Labour Groups

Under MGNREGA programme the registered SC, ST Labours and other labours are forming as Fixed Labour Groups (FLGs).

Eligibility:

The present living place/area of all labourers can become part of the area FLGs only.

Laborers (SC/ST) who had worked at least 10 days during 2009-10, 2010-11 are eligible to get membership in FLG.

Labourers (other than SC, ST) who had worked at least 20 days during 2009-10, 2010-11 are eligible to get membership in FLG.

Size of FLG:

Members are not less than 10 and not more than 20 in an FLG. If already in existing fixed labour group size is more than 20, should minimize it to 20 members.

Muster roll is a base for to form FLGs.

Labour groups These labour groups are in Watershed project areas only.

Labour groups are formed with – people who depend on daily wage for their livelihood.

Purpose:

To provide work for to get regular wage and income for their family.

To protect and sustain the natural resources for to get regular livelihoods in their villages without migrating to other places.

Size of the group:

10-15 members in One labour group

For each group representatives are there for to lead the group.

Eligibility:

Depended on daily Labour work

Registered under MGNREGA programme to get work.

Youth groups Youth Groups are formed with women and men between 18 yrs-35 yrs age.

Size: 10-15 members in one youth group.

They work for their village development.

Disabled Groups In a village with all the disabled persons organized a group called disabled group. As like SHGs this group also works.

This group can get financial linkages from Village organizations if they took membership in the VO.


Handout: Role of Various Local Organizations1 in Development of Gangadevipally

Drinking Water Committee

Before 1993 the village faced severe water scarcity. Under the aegis, guidance and support of Balavikasa the villagers were formed into 18 groups and leaders were elected from each group thus a water committee is formed in the village. The committee consists of another 6 co-opted members. The village President is made as an Ex-Officio Chairman of Water Committee.

The Collective efforts of the Committee and villagers made possible contribution of money and labor to build two over head tanks of 1,00,000 liters capacity within five years. There are 244 individual tap connections in the village. Recognizing the successful performance of the water committee TATA Projects have donated a water purification Plant in 2004. These two resources are providing sufficient water to the entire village.

Rules and regulations for water supply:

• Lifetime Membership fee for individual tap connection is decided by the Committee. No monthly rentals/ fee are charged.

• There is no public tap in the village. The tenants and temporarily residing families with no tap connection can collect water from neighbouring families and pay an amount of Rs. 50 per month to the Water Committee.

• Sufficient water is available from 6- 10 am every day.

• On Celebrations and Functions the families have to pay Rs. 50 for required water.

• To maintain uniform distribution of water each tap connection is restricted with 1/2” diameter pipe and minimum 4 feet height from the distribution pipe line

• To control the water wastage every connection must have a regulating tap.

• Water supply is disconnected if any family is found watering the plants directly from tap, overflowing from the tubs, and water stagnation at the tap surroundings or on/off regulator is not fixed. The families have to pay a penalty of Rs. 100 for reconnection. Until the penalty is paid, neighbours are not allowed to give water.

Stipulations for safe drinking water supply through water purification project

• Every family in the village is provided safe drinking water of 20 liters per day on payment of Rs. 300 per annum (which is less than a Rupee per day)

• Additional can of water is supplied at Rs. 2.

• Each family must ensure that the cans are sufficiently cleaned

Added services by the water committee of the revenues generated through water tank and purification projects, the committee allocated an approximate amount of Rs. 13 lakhs for different development activities as shown in the table under economic dimension section.

Health Committee

The village does not have a health clinic. Therefore, the villagers organized a health committee with local RMP doctors, Auxiliary Nurse Midwife (ANM), Anganwadi Teacher, Aya and Health worker. This committee basically looks into the awareness creation among the community on different preventive measures, and provide consultation, first aid and referring to PHCs or any appropriate hospitals. They also accompany the pregnant women for safe delivery at maternity hospitals and assist them for eligible benefits from government and other sources. Motivate and mobilize the patients for 104- Service’s monthly medial camp in the village.

Achievements of the committee from 2000:

• 100% survival of new born babies and their inoculation and immunization

• 100% couples limit to only two children and undergo sterilization

• 100% children below 5 years are given regular vaccinations

1 Including various committees


• 100% pregnant women are ensured the supply of nutritious food and required treatment

Education Committee

A 9 member Committee is organized with an objective of improving the literacy rate in the village and effective functioning of the government school.

The government school in the village though is upgraded to 10th standard in the year 2009 -10 has achieved 93% result in the first batch itself, which the highest among the government schools of Gessukonda mandal. All the telugu medium students from the village are pursuing their education in the village itself due to the committed efforts of the education committee.

Achievements by the committee:

• 100% adult literacy

• Procured sufficient infrastructure from government and donors and upgraded the school from primary school to high school

• Procured funds from Bala Vikasa, LIC, Lions club, Gram Panchayat etc for furniture

• 100% enrolment of eligible children in schools since 2000

• Improved the confidence among the parents on government school

Gram Panchayat Sanitation Committee

The Gram Panchayat committee looks after the drainage system by regular maintenance, the committee educated and enforced the construction of ISL by all the families (with the support of government and Bala Vikasa) 100% usage of the toilets was also enforced to the villagers. The Gram Panchayat as decided in the Gram Sabha went on to impose a penalty of Rs 500 for open Defecation.

Achievements -

• 190 families are connected on payment of life membership. No monthly charges.

• The committee has a surplus fund of Rs. 51,893/- which is revolved in the form of loans to the members, the interest generated is used for maintenance.

Dispute Resolving and Street Lights Maintenance Committee

A committee was formed to facilitate in resolving the disputes that arises among the villagers. Due to the efforts of this committee not even a single FIR was registered in the police station in the past 15 years.

The same committee looks after the street lights. In 1975 there were only 3 streetlights in the village but now the number rose to 60. The committee educates the consumers on the moral, ethical aspects of heinous practices of power theft and also on the importance regular bill payments.

Women Problems Resolving Committee

This Committee was elected by the leaders of the women Self-help Groups and Women Ward Members. The purpose of the committee is to eradicate domestic violence. They extend emotional counselling to the disputing couples and in-laws and persuade them to live with peace, harmony, love and respect one another.

Farmers Development Committee

This committee initiates to create awareness among the farmers to adopt appropriate practices, technologies etc for sustainable agriculture. The following are the achievements:

• Organized the farmers in to Raithu Vikasa Sangam and fostered the habit of regular savings

• Identified potential crops for higher incomes and increased the vegetable cultivation from 25 acres 150 acres

• Organize regular motivation camps inviting resource persons from agriculture department, NGOs etc.

• Promoting organic cultivation

• Tank desolation for water conservation

• Planning for more number of water conservation measures

Youth Committee


The committee encourages the youth to participate in community development activities of the village. The youth committee takes responsibility in organizing the village festivals and functions. They also monitor the proper functioning of village library.

Loans Recovery Committee This committee endeavours for credit and advances to farmers, women etc form banks and other institutions for different income generating activities. The committee motivates the borrowers and ensures 100% timely loan repayment to the lenders. They cultivate the habit of commitment and discipline among the villagers.

Committee to minimize the use of Plastics and Polythene to bring awareness on the hazards of the indiscriminate use of plastic and its by-products, an all Women Member committee is formed in 2010. Villagers are educated not to litter them but keep them in identified bins and send it for recycling.

Clean and Green Committee

This committee looks after maintenance of clean and green in the village. The following are the achievements:

• Take up avenue plantation and also ensure 100% survival by entrusting the responsibility to individual families. .

• Denial of purified water to the families that are negligent in maintaining greenery and in cleaning the slots allocated to them on the streets.

Mothers’ Committee

This committee monitors effective distribution of nutritious food supply to mother and children from ICDS. The mothers are provided counselling on better upbringing of their children.

Civil Supplies Committee

This Committee ensures that no fraud or corruption takes place in supply of food and other essential commodities through the ration shops on subsidized rates. The disputes arising between the dealer and the villagers are settled by the committee.

Chaitanya Shikshana Committee

A special committee is formed with active leaders in the village to explain the progress of the village to the visitors from Government departments, Gram panchayats, Media, NGOs etc. from India and abroad. The committee charges Rs. 1,600 per visit from the visitors. The village is receiving an average 2 visits a week.

Prohibition Committee

To improve the peace, harmony and prosperity of the village a special committee was organized in the village to ban the sale and consumption of alcohol. Though there was tough resistance from the local producer, sellers and consumers, the committee affected complete ban. This alcohol free situation is the first victory of the villagers which encouraged them to come together and identify the issues and problems and work in tandem to find solutions and implementation.

Gramaykya Sangham

This is a federation of all the self-help groups in the village. It is constituted with the leaders of different groups in the village. The committee coordinates and monitors the functioning of all the SHGs in the village and procures available benefits to the members from banks and different government departments.

Social Audit Committee

To ensure transparency and accountability among different committees in the village a special committee is formed to audit all the financial transactions from time to time.

Craftpersons’ Coordination Committee

This committee ensures that there is a good cooperation and just payments between the service providing occupational groups such as blacksmith, carpenter, barber, dhobi etc. and the general public.


Handout: Visioning

Taking advantage of the tendency of people at grassroots level to combine the vision with practical suggestions on what should be done; special attention could be paid to more closely correlate the service gaps with human development shortfalls.

Visioning at a lower level can also highlight local level priorities in concrete and practical terms and link them to local institutions, such as Primary Health Centers (PHCs), schools etc., which are accountable regarding those priorities.

Each district is unique in its own way and conscious efforts are required to identify and optimize relative strengths and advantages.

1. Stakeholder participation in envisioning: Vision must be formulated through intensive participation of stakeholders. It is especially important to ensure participation of women in general and those from the disadvantaged sections in particular. Women should be encouraged to actively reflect upon their issues and problems

2. A careful blend of prescriptions and suggestions may be resorted to while forwarding the vision framework from one level of decision-making to another

3. As the visioning exercise is carried through local governments, care should be taken not to lose the main thread. For example, if certain lead sectors are identified during the district visioning exercise then the visions at lower levels should ideally be in the direction of further detailing of those sectors, rather than emerging with altogether different priorities

4. Visioning for special needs and priorities: special need of dealing with issues relating to HIV/AIDS, domestic violence, prevention of discriminatory practices, prevention of child labour etc., which require intervention from local governments

5. Envisioning at the intermediate and village or ward levels: As the visioning exercise proceeds closer to the grassroots, it tends to telescope into the practical planning process

6. Preparing a 5-15-year perspective plan: The development of such a long-term perspective is very useful, because it steps beyond the four corners of implementation and looks at the far horizon

Building a vision for basic human development indicators would essentially cover health, education, women and child welfare, social justice and availability of basic minimum services

The vision for the production sector would correspond to the lead sector vision 7. Ideally, the perspective vision development should be undertaken by each local government.

For instance, each local government could propose that they will achieve the levels specified for each such aspect within a particular period of time (e.g. 90% literacy within two years, 100% immunization within one year, coverage of 90% habitations by a clean drinking water facility within one year, etc.)

8. Focus on sustainability in the vision: This would mean that aspects that are related to sustainability would need to be considered separately and addressed

9. Some of the important aspects that need to be part of the envisioning process are:

Preparing a vision plan for disaster management

Sustainable use of natural resources, particularly of water sources, forest wealth, soil conservation, biodiversity etc.

Sustainability of initiatives on improving livelihood opportunities, which include concentrating on the employment perspective


Vision Diagram


Handout: Planning and Budgeting at Panchayat level

Visioning

Vision must be formulated through intensive participation of stakeholders. It is especially important to ensure participation of women in general and those from the disadvantaged sections in particular

Visioning at a lower level should highlight local level priorities in concrete and practical terms and link them to local institutions, such as Primary Health Centers (PHCs), schools etc. which are accountable regarding those priorities

Preparing a 5-15 year perspective plan

Focus on sustainability in the vision

Responsive Planning and Budgeting in PRIs

Gram Panchayat has the primary responsibility of planning for economic development and social justice. In order to enable GPs to do so, Schedule 11 of the Constitution has listed 29 items. Any GP plan requires budget (resources) to achieve the targets fixed in the plan in all sectors. Budget tells about the planned/committed expenditure and the possible revenue generation from various sources. Once budget proposals are passed in Gram Sabha, it becomes the handbook for expenditure for one complete financial year.

Steps of Planning

Situation analysis

(i) Sectoral situation analysis for major sectors like: o Education o Health and Family Welfare o Food and Nutrition Security o Natural Resource Management and water security o Livelihoods o Energy o Infrastructure that includes: Housing and road

(ii) Analyzing the current status of women and marginalized sections of the village in each sectoral areas mentioned above

(iii) Funding available under various current central and state schemes and programmes

(iv) Finally the stocktaking exercise must answer few key questions such as: o what are the key development sectors o within sectors what are the strengths and challenges o what are the opportunities exist to address challenges

Developing sector and gender specific vision for development

Each GP is unique in its own way and conscious efforts are required to identify and optimise relative strengths and advantages. Identifying needs and priorities of the ward and village emerge from a rigorous visioning exercise, based on key questions such as: (a) Where do we want to see the village in next 5-15 years (b) Can that be achieved in next 5-15 years (c) Why do we want to achieve a certain level in subjects specified in goals (d) What changes will be required to achieve the stated goals and objectives (e) What kind of resources and efforts will be required to achieve these goals and objectives

Activity What to be done Responsibility Target Audience


Resource Mapping or Resource Calculation

Mapping resources coming from outside sources and institutions

Mapping Internal Resources such as income from taxes, cess, fees etc.

Visioning

o Process of sharing the sector wise stock taking

o Identification of Lead Sectors for development

o Analyzing each lead sector with ‘gender lens’ to identify specific needs of women and men

o Examining resources for potential lead sector

o 5-15 year vision/ year perspective plan

o Presentation of Vision and

Perspective Plan

Standing Committees and officials of GP Standing Committees and officials of GP Standing Committees

and officials of GP

GP Members and Gram Sabha GP Members and

Gram Sabha

Budget Preparation

At the level of Gram Panchayats the process of budget depends on o Tentative knowledge of sources of receipts and o Proposed expenditure in next plan and financial year

Majority of the Gram Panchayats have following sources of receipts: o Receipts from own sources such as tax, cess on tax, fees and user charges o Receipts from Centrally Sponsored schemes o Receipts from state sponsored schemes o Receipts on the basis of State Finance Commission’s recommendations and o Receipts through Central Finance Commission

Calculating receipts of Gram Panchayat is critical for stocktaking, visioning and preparing perspective plan and budget. The resources envelop presents the capacity of the institutions in terms of financial and other resources.

Step What to be done

Responsibility Target Audience

Example

Receipts Calculation of Receipts

Concerned Panchayat and Block level Panchayat

Gram Sabha and Panchayat Members

Panchayat will calculate its own receipts and CBOs such forest committee, health committee etc. will also inform GP about tentative flow of resources to GP for next financial year

There may be different types of resources that need to be mapped. It is important to remember that calculation of resources envelop does not mean calculating resources flowing to the Panchayat from centre or state or from any other agency. Resource mapping is much more than mapping the availability of funds.

Mapping External Resources: External Resources are basically coming from different known sources such as: (a) Central government funds (b) State government funds (c) Bank credit (d) Private sector funds


After identification of sources, of external funds, it is necessary to identify who spends resources under each source. The Panchayat should - (a) First identify and calculate resources spent by the institutions itself (b) Map the fund spend by institution working in the geographical and administrative

jurisdiction of the Panchayat (c) The exercise of mapping resources need to calculate the amount flowing to the area through

banks, CBOs, NGOs and other institutions

Mapping Internal Resources: Panchayats are institutions of local governance and they have their own sources of revenue mobilisation. These include - (a) Taxes imposed by Panchayat (b) Fees charged for providing services (c) User charges (d) Cess and Penalties (e) Royalty or share of royalty received from state government

It is important to calculate average annual receipts from all such sources. The internal sources provide untied funds and hence ensure the autonomy of the Panchayat. It is important to mention that the resource mapping should jointly be done by Panchayat and other institutions operating in the area. It is important for the Panchayat to - (a) Organise a meeting at Panchayat level to share the idea and importance of participatory

and gender based planning with all important stakeholders (b) Define the role of all institutions in the process of planning (c) Identify the tier-wise linkages of all institutions including line departments and banks

Taking stock of all funding streams and schemes: A census must be taken of all budget heads under which funds flow to the Panchayat. No single document contains all the basic information for budget analysis.

Breaking up scheme information planning unit-wise: The Panchayat should put together the budget, by culling out and listing its budget allocation for the year from each scheme/source -

Statement of budget allocations for each planning unit

Planning unit name and description

Financial year

A: Funds being credited to Panchayat account and directly spent by them

B: Funds being credited to other institutions below the Panchayat, but functioning in the same area

C: Funds being spent in the Panchayat jurisdiction by outside agencies, such as missions, line departments etc.

Scheme Allocation Scheme Allocation Scheme Allocation

1. 1. 1.

2. 2. 2.

3. 3. 3. Columns B and C are particularly relevant for Panchayats

Planning unit name and description XY Gram Panchayat Financial Year

A: Funds credited to Panchayats account and directly spent by it

B: Funds being credited to other institutions below the Panchayat, but functioning in the same area

C: Funds being spent in the Panchayat jurisdiction by outside agencies, such as missions, line departments etc.

Scheme Allocation Scheme Allocation Scheme Allocation

MGNREGS SSA (managed by VEC)

Electricity board/ distribution companies

Twelfth Finance Commission

Mid-day Meals Programme (managed by VEC)

State irrigation department, CADA


State Finance Commission

NRHM (Managed by Village Health Committee)

WCD, ICDS/ Anganwadi

Own revenues

Watershed Committee/ User Group

Public Health Engineering/PHED

NRLM/SHGs PMGSY Note 1: There are 3 kinds of inflows – funds directly into GP’s account and spent by it; funds credited to institutions working in the GP; and funds spent by outside agencies in a GP like NGOs. Note 2: Similarly planning and budgeting at Block level is done by consolidating all the GP plans and District level planning and budgeting is done by consolidating all the Block plans.

Based on this budget availability, community level planning in ward Sabha and consolidation of habitation/ward plans into village level plan in Gram Sabha emerges. These village plans would be developed into technical and financial proposals of GP for implementation.

Implementation

Implementation of development plans should be done by Gram Panchayat. If it is not possible then

take help of local organizations prevailing in the village. If these two are not able to do then one can

opt for private contractors.

Monitoring and Evaluation

Monitoring should be done by the Gram Panchayat to check whether the development process is going on in accordance to the plan or not

Social Audit: Auditing the progress of development plan and approval by Gram Sabha Evaluation of the outcome as per plan should be done by Gram Panchayat. Here they look at the

achievement and utilization of allocated budget.


Handout: Budget and Special Groups

Budget for SC and ST: Government of India adopted a new policy to ensure budgetary allocations to SC and ST from 1975 onwards which is followed by all state governments as well. Every rupee, of budget is divided into three components namely SC, ST and General. This division is made on the basis of share of population of SC and ST to total population. Thus, all the schemes of state and centre follow this pattern. This provision is made to ensure that financial resources reach to all section of society.

Gender Budget: A process of gender budget is adopted, both at the level of the Centre and the State, to ensure that both men and women get their due share in budgetary allocation as well as in expenditure of resources through various schemes and programmes. Governments have categorized all the schemes into two categories, which are:

Schemes where 100 percent allocation is for women e.g. Janani Suraksha Yojna (JSY)

Schemes where minimum 33 percent allocation is for women e.g. MGNREGA, IAY

How to Use Special Budgetary Provisions: The budgetary allocation for SC, ST and provisions of Gender budget will remain on paper unless it is used right from the planning to implementation. During the process of finalizing guidelines for decentralized district planning government of India made it clear that the local governments should also follow this pattern of budget, which is closely linked planning, and implementation.

Planning: It needs special care because budgetary division related to SC and ST together with gender budget is linked with including issues and problems of SC, ST and women in overall planning process. It is important to use following matrix while initiating planning -

Process of Inclusive Planning

Sectors for Planning

Dimensions of Planning

Issues of SC Community

Issues of ST Community

Issues of Minorities

Issues of Other Communities

Common

Issues

Issues Specific

to women

Common

Issues

Issues specific

to women

Common

Issues

Issues specific

to women

Common

Issues

Issues specific

to women

Education

Health and Nutrition

Livelihood

Management of Natural Resources

Infrastructure

Energy

Rights and Entitlements

The matrix presented in above table makes space and provision for identifying specific issues of SC, ST, minority and other communities separately. It also makes separate space for identifying and planning issues pertaining to each of the communities.

Allocation of Budget for issues identified: Once issues are identified class wise and within class gender wise, then it is important for the Gram Panchayat or any other planning unit to allocate resources accordingly. One way of doing it is to -

Calculate tentative availability of resources and share of gender budget under each schemes for each social group and Share this information with Elected members of each social group

Encourage the social groups and women SHGs to plan on the basis of resources calculated for each group and Integrate plan of different social groups into village plan

Allocate resources on the basis of comprehensive plan prepared by ensuring the participation of all groups

Communicate back to all social groups about possibility of budget availability in next financial year

After Planning it is important to develop a mechanism of monitoring there process of plan implementation.


Visioning: What can be done by PRIs?

Sectors What can be done by PRIs Education 1. Ensure 100% attendance of school going children in the village

2. Provide facility of education up to HSC for girls in the village 3. Partnership with private schools to provide qualitative

education to the children 4. Motivate parents of poor children to allow their children to go

to school

Health 1. Ensure availability of public health center at village level 2. Ensure regular check up of pregnant women and provide them

required supplements 3. Availability of a hospital for emergency situation

Sanitation and Drinking Water

1. Awareness among people about cleanliness and its benefits 2. Construction of public latrines in SC/ST colonies 3. Provide subsidy for construction of toilet in every house of the

village 4. Supply of drinking water from a community owned tank at

village level

Livelihoods 1. Promote collective farming among small and marginal farmers 2. Develop dairy and poultry sector 3. Ensure accessibility of credit at the time of requirement 4. Forming SHGs and Farmers co-operative for sustainable

livelihood

Infrastructure 1. Construction of water tank at village level to conserve rain water and fishing

2. Construction of the village roads 3. Construction of community hall for villagers 4. Opening a library for villagers 5. Watershed development for irrigation of agricultural Land


Module 11: Leadership (5 hours + 5 hours) Session Ssn. Title Sub-Topics Expected Outcomes Methodology Material Resource

Persons

1 Decision-making (90 min)

Dynamics of decision-making.

Women in decision- making.

Increased awareness of strategies to increase participation of women in decision- making in the household and in local governance.

Interactive discussion;

Experience sharing;

Game (Win As Much As You Can Win).

Handouts

Flip Charts

Posters

Markers

2 Self-confidence and Leadership (90 min)

Self-confidence/ Self-esteem

Effective Public Speaking

Good Leadership traits/styles

Leading a Group

Stress Management

Increased ablility to speak with confidence; develop leadership skills and take decisions; to articulate their views and deliver speech in the public.

Warm up exercises

Games

Brainstorming

Discussions

Role play

Q –A sessions

Demonstration

Practice

Charts

Handouts

Note books

Pencils

Brown Sheets

Marker Pens

Pinup Boards

3 Conflict management, Problem solving Negotiation and Persuasion

(90 min)

Conflict Management, Problem Solving, Negotiation and Persuasion

Increased ability to handle conflict with ease and negotiate effectively for problem solving, to describe the steps for effective community mobilization and networking.

Warm up exercises

Games

Brainstorming

Discussions

Role play

Q –A sessions

Video demo

Charts

Handouts

Note books

Pencils

Brown Sheets

Marker Pens

Pinup Boards

Daily Exercises/Yoga

Practice Demonstration

Practice

Note: This module is to be distributed on all the five days. Stress Management (Yoga) practice is on all days.


Handout: Steps for Decision-making

The most difficult and critical step in the decision-making process is to identify and clarify the problem or issue. Without proper attention paid to this step, boards may come up with a solution that fails to address the etiology of the problem.

The classic decision-making cycle looks like this:

The following is a list of healthy ways one can take better control on their life.

Improve your self-confidence. Believing in yourself is an important aspect on making decisions as you are able to feel confident that you are making the appropriate decisions

Analyze the situation you are dealing with so that you can make a decision

Know what you want to accomplish and what steps need to be taken to get things done

Do not worry so much about the end results as the most important thing is that you tried your best

Avoid over thinking or rationalizing and not doing things as it will keep you from even giving it a try

After making a decision, try acting out on it as soon as you can to avoid changing your mind or doubting yourself

Avoid leaving what can be done today for tomorrow as it might not ever come

Do not be afraid to make a quick decision as it does not necessarily mean it is irresponsible or will not work out. When you know, what you want there should never be any doubts

Consider all alternatives before making a final decision to assure you are doing the best thing possible for your situation

Avoid letting others make decisions for you as this can be crippling and keep you from being comfortable enough to make your own decisions. It is all right if you want to take others opinions into consideration

Avoid the blame game or guilt trip with yourself. Once you have made a decision, stick by it because you feel you made the right choice. This can also impact your ability to make decisions in the future

Try to always be realistic about the situation that you are presented with even if it means recognizing your faults

Ask for opinions from people you can trust as this can help you make a decision you are not sure about

Think before acting out on a decision. Remember to only act on a decision that has been finalized

If necessary, brainstorm so that you can evaluate the situation and decide

Provide Inputs and

Outside Knowledge


Handout: Way to develop Self-confidence

What is Self-Confidence?

Self- confidence is an inner state or feeling that may be demonstrated in posture (e.g. hesitant steps

vs. brisk walking), Voice (e.g. quivering vs. flowing), facial expression (e.g. worried frown or shaky

smiles vs. interested alert expression) and gestures (e.g. unnecessary hand movements vs. dignified

and purposeful body language).

Fig.1: The Ways to Improve Self-confidence

High aspiration

Developing Skills

Setting optimum Goals

Good Public speaking skills

Effective Communication skills

Interest to learn skills

Good Negotiating skills

Team spirit and Networking skills

Acquiring experience Avoiding Frustration

Good performance

Common behaviours associated with self-confidence

Having faith in oneself Doing things that one believes in and being responsive to others concerns Willing to take risk and not being hesitant to handle new situations Admitting one’s mistakes and be willing to learn from them Accepting compliments warmly from others Believing in living life to the fullest

Balanced Self-confidence/Correct Projection of Self

Self-confidence is about balance. At one extreme, we have people with low self-confidence.

At the other end, we have people who may be over-confident.

If you are under-confident/low self-confident, you will avoid taking risks and stretching

yourself; and you might not try at all. And if you are over-confident, you may take on too

much risk, stretch yourself beyond your capabilities, and crash badly. You may also find that

you are so optimistic that you do not try hard enough to truly succeed.

Getting this right is a matter of having the right amount of confidence, founded in reality and

on your true ability. With the right amount of self-confidence, you will take informed risks,

stretch yourself (but not beyond your abilities) and try hard.


Good Leadership

Styles of leadership Traits/Skills

Autocratic - focused on the task; hard on

followers; there is little or no allowance

for co-operation or collaboration.

Laissez-faire - allows participants

perform at their will and pace; s/he does

not exercise any control but values only

the relationship with others.

Detached - neither concerned about the

task nor the relationships.

Democratic – seeks consensus for

decision-making and implements the

majority decision.

Responsible Team Leader - encourages

the team to reach goals effectively, while

strengthening the bonds among the

members. S/he changes the methods of

leading based on the situation and

context. Also, s/he is high on mentoring

followers into future leaders.

Good communicator

Realistic and have transparency in operations

Fight worries/issues rather than people

Sensitive to the needs of women and other

vulnerable

Understand problems

Avoid hasty judgements

Good listener

An optimistic outlook

Innovative & creative

Planning based on people’s needs

Effective organization of functional activities

Identifying correct person for a job

Facilitate team work

Coordination of activities

Transparency and accountability

Networking skills

Public speaking skills

Ability to employ multiple leadership styles

based on the need and the context

Leading a Group

Take Initiative

Talk to each members individually and understand the motives

Set a goal which motivate most of them to participate

Brainstorm with group members to plan the activities to achieve the goal

Treat everyone equally, delegate responsibilities

Stress Management

Leaders often feel stress. Women leaders are particularly vulnerable because they often carry heavy workloads both at workplace and at home also.

Use the following "stress busters" whenever you feel your stress level rising- o Be present. Live in the moment. Worrying about the past or future is not productive.

When you concentrate on the present, you do have time for stressful fretting. o Grow, or let go. When you are criticized, do not take it personally. Analyze it. o Is the same repeat criticism being repeated? If so, perhaps it is valid and points out an

area that needs work. If not, and if you believe the criticism is unjust, let it go. You can't change some people's minds if they choose to be unfair.

o Do your personal best and don't compare your performance with others o Trust yourself and your abilities o Don't let tensions build up inside until you feel like bursting. Get another person's

opinion to help you put the situation in perspective o Meditate and Practice Yoga


Handout: Conflict Management

What is a conflict?

A conflict is the expression of disagreement between individuals or groups that differ in attitudes, beliefs, values or needs, through which the parties involved perceive a threat to their needs, interests or concerns. It can also originate from past rivalries and personality differences. Other causes of conflict include trying to negotiate before the timing is right or at a time before the needed information is available.

A conflict has the following components:

It is a situation in which people perceive a threat to their well-being

A conflict is caused by the differences and clash of personalities, attitudes, values and needs.

A conflict arises when people try to make others change their actions

Participants in conflict tend to respond on the basis of their perceptions of the situation, rather than an objective review of it

It is also important to understand the underlying differences that distinguish the concepts of conflict prevention, conflict management and conflict resolution.

1. Conflict Prevention implies anticipation of a possible conflict and taking measures beforehand to ensure that the conflict does not arise.

2. Conflict Management means limitation or mitigation of a conflict, without necessarily solving it, so that the work-process is not disrupted.

3. Conflict Resolution means eliminating the conflict by arriving at a mutually beneficial outcome. In other words, conflict resolution refers to the resolution of the underlying causes of conflict and mutual acceptance of each of the contending parties.

Conflict Resolution

STYLE CHARACTERISTIC BEHAVIOUR USER JUSTIFICATION Avoidance Non-confrontational. Ignores

or passes over issues. Denies issues are a problem.

Differences too minor or too great to resolve. Attempts might damage relationships or create even greater problems.

Accommodating Agreeable, non-assertive behavior. Cooperative even at the expense of personal goals

Not worth risking damage to relationships or general disharmony.

Compete: Win/Lose Confrontational, assertive and aggressive. Must win at any cost.

Survival of the fittest. Must prove superiority. Most ethically or professionally, correct.

Compromising Importance for all parties to achieve basic goals and maintain good relationships. Aggressive but cooperative.

No one person or idea is perfect. There is more than one good way to do anything. You must give to get.

Problem Solving or Collaborating

Needs of both parties are legitimate and important. High respect for mutual support. Assertive and cooperative.

When parties will openly discuss issues, a mutually beneficial solution can be found without anyone making a major concession.

Conflict Resolution Skills

Occasionally as a leader, you will be in a position where you will need to deal with conflict between two or more people. When that occurs, you will need some skills/knowledge to deal with it effectively. Below are a few simple ideas -

Do not take sides

Do not allow yourself to become emotionally involved


Assume from the beginning that all participants have legitimate positions

Listen quietly no matter how unreasonable or violent the remarks are

Judging is not your task, so avoid “I’m right, you’re wrong”

Allow all expression and emotions to be voiced without any interference or negative

reaction on the listener’s part

Listen with all your senses to understand whether a person is really conveying one message

but meaning to convey something else

Avoid interrupting or arguing

Remember the importance of individual differences

Be wary of telling your own personal experiences— listen instead

Being told “everyone feels that way” makes it seem that you think this “immediate and

crucial catastrophic predicament” is rather common and insignificant

Be aware of your biases and/or prejudices in relating to groups or individuals whose

personalities may clash with your own

If the participants can’t possibly talk with each other, have they talked separately with you?

Don’t be afraid to clarify a point

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