Project Leaders Guide

© 2007 MKFC Stockholm College

The Project Leader’s Guide

TheProject Leader’sGuide

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contents

activity 1 – preparing to check the progress of our project

activity 2 – tasks of men and women in the community

activity 3 – how diseases spread

activity 4 – how

• community meeting

• two or three people talking together

• a visit to the school

• improving latrines at the school

• teachers teaching children to use latrines

activity 5 – steps in community planning for the prevention of diarrhoeal disease

activity 6 – choosing sanitation improvements

activity 7– choosing improved hygiene behaviours

activity 8 – planning for new facilities and behaviour change

activity 9 – planning for change

activity 10 – planning who does what

this guide is based on material from unicef.

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purpose• toestablishaprocedure

forcheckingprogressofourproject

• todecidehowoftencheckiiingshouldbedoneandwhoshouldberesponsibleforthis

• tosetdatefortheevaluiiationactivity,whichwilltakeplacewiththewidercommunityatsomepointinthefuture

Tool: monitoring (checking) chart

materials• paper,pens,orwhateveris

availablefordrawing• sanitationoptiondrawii

ingsofthefacilitiesthatcommunitywouldliketohave(optional)

what to do 1. Iftherehasbeenabreakbetweenthisactivityandtheprevious

one,startwithagroupdiscussiontoreviewwhatwaslearnedordecidedatthepreviousmeeting.

2. Havetheparticipantsworktogetherinonegroup.Showthedrawiiingswhichrepresenttheirgoals.

3. Haveamonitoringchartready.4. Askthepersonswhowereselectedtomanagespecifictasks(these

werechosenduringthePlanningwhodoeswhatactivity)tofaciliiitatetheactivity,usingthefollowingwords:“I would like those of you who were selected during the Planning who does what activity to lead the group in this activity. You will be helping the group to fill in those parts of the chart which can fill in at this stage, and to agree on how it can continue to carry out this checking process in the future.”“Stick the drawings which represent your goals on the left-hand side of the chart. Continue to fill in the rest of the chart.”

5. Afterthecharthasbeenfilledin,facilitateagroupdiscussionon:• howtomeasuretheprogressbeingmade• howoftenprogressshouldbemeasured• whoshouldberesponsibleformeasuringprogress• howtoinvolveothermembersofthecommunityinchecking

progressandtheachievementofprojectgoals.6. Askthegrouptosetadatefortheprojectevaluation.7. Facilitateadiscussionwiththegrouponwhatithaslearneddurii

ingtheactivity,whatitlikedandwhatitdidnotlikeaboutthisactivity.

8. Endthesessionwithaparty,celebration,prayerorotheractivitytocelebratethegroup’sachievements.

activity 1 – preparing to check the progress of our project

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purpose• toraiseawarenessand

understandingofwhichhouseholdandcommunitytasksaredonebywomenandwhicharedonebymen

• toidentifywhetheranychangeintaskallocationwouldbedesirableandposiisible

Tool: gender role analysis

materials

• 3separatelargedrawingsof;aman,awoman,andamanandawomantogether

• 12ormoretaskdrawings• pensandpapers

what to do1. Iftherehasbeenabreakbetweenthisactivityandtheprevious


2. Asktheparticipantstoformgroupsof5i8people.3. Usingthefollowingwords,askthegrouptocarryouttheactivity:

“Each group will be given a drawing of a man, a woman and a man and woman (a couple) together, and a set of drawings showing different tasks. Discuss in your group who would normally do this task. When you agree, put the task drawing underneath the drawing of the man, woman or couple based on what you decide. The drawing of the man and woman together means that both sexes perform the task.”

4. letthegroupsworkontheirownanddiscusstheirfindings.Theycandrawandaddothertasks.Youshouldprovidethemwithblankpaperforthispurpose.

5. Oncetheactivityhasbeencompleted,askeachgrouptopresentitsselectiontotherestoftheparticipants,explainitschoiceandansweranyquestions.

6. Facilitateagroupdiscussionon:• whodoeswhattasks• theworkloadsofmenandwomen• howdifferencesinworkloadsmightaffecttaskallocationforoverii

comingdiarrhoealdisease• theadvantagesanddisadvantagesofchangingtasksdonebymen

andwomen• thepotentialforchangingthetasksdonebymenorwomen7. Askthegrouptoidentifyroleswhichcouldbechangedormodiii

fiedinordertoimprovesanitationandhygiene,andrecordtheseconclusionsforuseinmonitoring(checking)lateron.

8. Facilitateadiscussionwiththegrouponwhatithaslearnedduriiingthisactivity,whatitlikedandwhatitdidnotlikeabouttheactivity.

activity 2 – tasks of men and women in the community

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Notes1. Duringthisactivitymensometimesthatdrawingsoftheirusual

taskshavenotbeenincludedintheset.Thisisbecausethesetfoiicusesmostlyontasksrelatedtodomesticandcommunityhygieneandsanitation,andinmostsocitiesthesetasksfalltowoman.Ifthishappens,askthementomakedrawingsoftaskstheyperform,toaddtotheactivity.

2. Thegroupmaydecidethatthreedrawings(man,woman,andbothtogether)arenotenoughandchoosetoadddrawingsofboysandgirls.Thisisfine,buttheanalysisshouldfocusongenderandnotage.

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purpose• tohelpparticipants

discoverandanalysehowdiarrhoealdiseasecanbespreadthroughtheenviiironment

Tool: transmission routes

materials• largesheetsof

newsprint(paper)• colouredpensormarker

pens• stickytape



2. Asktheparticipantstoformgroupsof5i8people.3. Giveeachgroupasetofmaterialsandthetaskusingthesewords:

“One drawing shows a person defecating openly (use local term)/an inade--quate latrine (choose which ever is appropriate for the community). Another shows a person’s mouth. (Show the drawings.)...” Pleaseusetherestofthedrawingstotryandcreateadiagramshowingthedifferentwaysinwhichfaecalmatter(useanapproiipriatelocaldescription)mightcomeincontactwiththeperson.Youcandrawarrowsbetweenthedifferentdrawingstoshowthewaysthatthismighthappen.

activity 3 –how diseases spread

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4. Whenthegroupshavemadetheirdiagrams,askeachgrouptoshowandexplainitsdiagramtotheothergroups.Letitrespondtoanyquestionsraisedbytheothergroups.

5. Discussthesimilaritiesanddifferencesbetweenthevariousdiagrams.

6. Nowfacilitateadiscussiontohelpthegroupusethisnwknowledgetoexamineitsownsituation.Discussandidentify:

• thetransmissionroutesinthecommunity• theproblemareasandhygienebehavioursthat

areputtingpeopleatriskofinfectionIfpossible,askaparticipanttorecordtheprobiilemareasinthegroup’scommunityastheyarediscussed.

7. Facilitateadiscussionwiththegrouponwhatithaslearnedduringthisactivity,whatitlikedandwhatitdidnotlikeaboutthisactivity.

Notes1. Someparticipantsmayatfirstbeshockedatthe

contentofthisactivity.Theremaybesomedisbeiiliefthatfaecescanbetransmittedtothemouth.Thebestwaytodealwiththissituationistogetthegroupworkingtogetherasquicklyasposiisible.Thoseparticipantswhoaremorereceptivethanotherswillhelpthedisbelieverstobecomemoreinvolved.

2. Donotbeconcernedifeachgroupdoesnotideniitifyallthefaecalioralroutesorifitsdiagramsdonotlooklikethe“Fidiagram”(…).Itisenoughifithasidentifiedsomeoftheroutes.Theroutesmustneverthelessbeclearlydefinedinordertobeusefulinfutureactivities.Othergroupmemiibersmayidentifyadditional,differentroutes.Thesecanbediscussedandamorecompletedrawingformed.

3. Donotpromptordirectthegroupswhentheyaretryingtocreatetheirdiagrams.

4. Ifthegroupaswholedoesnotmanagetoclearlyidentifythetransmissionsroutes,trytofindoutwhy.Itmaybeusefultoholdagroupdiscussiontoevaluatetheactivity,whichcanbethenbetriedasecondtime.

5. Thisactivitycanbeadaptedforusewheninvesiitigatingotherdiseasessuchasintestinalworms,schistosomiasis,guineaiwormdiseaseanddeniiguefever.

Note:Someofthesamedrawingsusedforthreeipilesortingcanbeusedinthisactivity.Youcouldreiiducethenumberofdrawingsrequiredbychoosiiingtherelevantonesfromthethreeipilesortingsetandenlargingthemonaphotocopierbeforeyoucolourthem.Youcancolourthelargeronesandcutthemoutasovals.Thismeansyouwouldthenonlyneedtocreatenewdrawingsforthescenesyoudon’talreadyhave.Drawingsnotusedinanotheractivityarelistedfirstandmarked*.

Example drawings• coveredfood• afencedwatersource• animalsinafencedpen• apersonburyingrubbish• apersoncollectingchildren’sfaecesfromthe

yard• flyandinsectspray• storingwaterincoveredcontainers• ashoe• apersonwashingachild’shands• boilingwater• washinghandswithsoap• cookingorreheatingfood• dishesonatableordryingrack• apersonusingadipperorcuptogetwaterfor

drinkingfromlargewatercontainer• alatrine

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Tool: Gender role analysisSizeofdrawings:A4orlarger

Number and type of drawings• 3separatelargedrawingsof:aman,awoman,

andamanandwomantogether• includedrawingsofaboy,agirlandaboyand

girltogetherifthecommunitywantsthis.Reiimember,though,thatthisactivityfocusesongender,noage

• 12ormoretaskdrawings• thedrawingsshouldbeofdailyhouseholdand

communitytasksthatrelatetowaterandhyiigieneactivitiesaswellasothercommunityandhouseholdtasks.Makethedrawingsshowingeitheramanorawomandoingallthetasks.Thegenderofthepersonisnotimportant.Itisthetaskthatshouldbeemphasized.Onewaytoemiiphasizethetaskistoshowonlythehands,armsorbody,orthepersonperformingthetaskinsuchawaythatthegenderofthepersonisnotobvious.Drawingsnotusedinotheractivitiesarelistedfirstandmarked*.

Example drawings• washingclothes• cleaningababyafterdefecation• showingchildrenhowtousealatrine• feedingchildren• makingthewallsforlatrine/toilet• disposingofhouseholdrubbish• diggingalatrinepit• collectingthebuildingmaterialsfora

latrine/toilet• cleaninguptheinsideofthehouse• byingsoap• replacingsoapwhenitrunsout• agriculturaltasks(variousdifferentones)• apersonatwork(varioustypesofjobs)• collectingorcarryingwood• tendinganimals• washingorbathingchildren• showingchildrenhowtowashtheirhands• feedingchildren• preparingmeals• washingdishes• cleaninguparoundtheoutsideofthehouse• fetchingwater

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Tool: Sanitation optionsSizeofdrawings:A4

Numberandtypeofdrawings• from2to10drawings,dependingonoptions

practisedoravailable• drawingsshouldbeofdifferenthumanexcreta

disposalmethodspractisedinoravailabletothecommunity,bothhygienicandunhygienic.Youwillneedtohavedrawingswhichshowarangeofoptionsfromthemostbasicformofexcretadisposal(perhapsopendefecation)tobetteropiitions.Thebetteroptionsmustbeaffordableandavailabletothecommunityorethnicgroup.

Note: Thesedrawingscanalsobemadefordifferentwatercollectionandtransportmethods(“wateroptions”).Makesurethatyourdrawingsreflectthelocalsituationandthediseasebeingadiidressed.

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Tool: Barriers chart

materialsAsheetofflipichartpaperornewsprintapproximately40''(100cm)by27''(65cm).Drawthechartasperexampleontheright;coloursorsymiibolsmaybeusedinsteadofwords.

Tool: Monitoring chart

materialsAsheetofflipichartpaperornewsprintapproximately40''(100cm)by27''(65cm).Drawthechartasperexampletotheright;coloursorsymbolsmaybeusedinsteadofwords

Note:Iflargesheetofpaperarenotavailable,thefacilitatorcanmakeachartusingcardsfortheheadingsandstringortapetomarkoutthechartsections.Orelse,achartcanbecreatedonthefloor,usiiingstickstomarkoutthechartsections.

activity 4 –how• community meeting• two or three people talking together• a visit to the school• improving latrines at the school• teachers teaching children to use latrines

A barriers chart

A monitoring chart

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Selecting Options• choosingsanitationimprovements• choosingimprovedhygienebehaviours• takingtimeforquestions»» Sanitationoptions»» Threeipilesorting»» Questionbox

Planning for new facilities and behaviour change• planningforchange• planningwhodoeswhat• identifyingwhatmightgowrong»» planningposters»» planningposters»» problembox

Selecting options

This step has three activities

1. Choosingsanitationimprovementshelpsthegrouptoassessthoecommunity’ssanitationsituationanddecideonthechangesitwantstomake.

2. Choosingimprovedhygienebehaviourshelpsthegrouptodecidewhichhygienebehavioursitwantstoworkonwiththecommuiinity.

3. Takingtimeforquestionsgivesgroupmembersachancetoaskquestionsandobtainfeedbackfromfellowparticipants,thusiniicreasingtheconfidenceandselfrelianceofthegroup.

Bytheendofthisstep,thegroupwillhavemadeaninformedchoiceaboutthechangestofacilitiesandhygienebehavioursitwantstomake.

activity 5 – steps in community planning for the prevention of diarrhoeal disease

Selecting options

1. Choosing sanitation improvements2. Choosing improved hygiene behaviors3. Taking time for questions

1. Sanitation options 2. Three-pile sorting3. Question box

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purposeTohelpparticipants:• describethecommunity’s

sanitationsituation• identifyanoptionoropii

tionsforimprovingsanitaiition

• discoverthatimproveiimentscanbemadestepibyistep

Tool: Sanitation options

materials• pens• largeisizedpapertowhich

drawingscanbeattached(optional)

• stickytape



2. Asktheparticipantstoformgroupsof5i8people.3. Givethegrouptask,usingthesewords:

“Each group will receive a set of sanitation options. Look at the options and arrange them as a ’ladder’, starting with the one you consider worst at the bottom and ending with the one you consider best at the top.”

4. Giveeachgroupanidenticalsetofdrawings.5. Itmaybeusefultohavesomepaperandpenssothatparticipants

candrawanymethodswhichtheywanttoincludebutwhicharenotinthesetofdrawings.

activity 6 – choosing sanitation improvements

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6. Givethegroupsabout20minutestomaketheladders.Thenvisiteachgroupandgiveitthenexttask.“Now decide where the community is at present time and where you would like it to be one year from now. Discuss the advantages and difficulties that you might meet in trying to move to different steps on the ladder.”

7. Whenthegroupshavecompletedthistask,askeachonetoexiiplainitssanitationladdertotheotherpartipants.

8. Afterrhepresentations,encourageagroupdiscussioncovering:• thesimilaritiesanddifferencesinthewaytheoptionshave

beenarrangedassteps• thesimilaritiesanddifferencesintermsofwherethegroups

haveplacedthecommunitynowandinthefuture• theoptionsthathavebeenidentifiedasbestforthecommuii

nity• theadvantagesofeachoption• thedifficultiesorobstaclesthatwouldmakemovingupthe

ladderdifficult• howthesedecisionswerereached• whatinformationthegroupthinksitmightneedtobeableto

compareoptionsmoreeffectively.9. Encouragethegrouptoagreeononesanitationladder.10 .Explaintothegroupthatthenextactivitywillhelpittodevelop

aplantogetfromwhereitisnowtosituationorsituationsitwouldliketomovetointhefuture.

11. Facilitateadiscussionwiththegrouponwhatithaslearnedduriiingthisactivity,whatitlikedandwhatitdidnotlikeaboutthisactivity.

CollectinginformationItisagoodideaatthistimeforthegrouptoquantifythecommuniiity’scurrentsanitationsituation.Thisissothatrealisticgoalscanbeset.Hetoolsthatcanbeusedforthisinclude:• communitymaptolocateandspecifythetypesandnumberof

sanitationfacilities• pocketchartsothatthegroupcangiveinformationaboutindiii

vidualorfamilyuseofdifferenttypesoffacilities• acommunitycensus.

Alltheconclusionsshouldberecordedforuseinfutureactivitieswhichwillincludedevelopmentofamonitoringchart.

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Notes1. beforeyoubeginthisactivityitwouldbehelpfultohaveinformaii

tionon:ithedesignprinciplesofdifferentsanitationoptions• theeffectivinessofdifferentoptions• themaintenanceandongoingservicingrequirementsofeach

typeofoption• thecostsofdifferentsanitationoptions• thecosts(timeandmoney)ofoperationandmaintenance• thesubsidiesavailable• thedurabilityofthestructureandthesustainabilityofeach

system.2. Thesanitationladdershowsthatimprovementscanbemadestep

bystep.Theideathatthecommunitycanprogressuptheladderatdifferntratescanbeveryappealingtogroups.Theyrealizethatchangescanbemadeovertime,atapacethatisappropriateandmanageableforthem.Whengroupsdiscoverthis,itcaninspirethemtobecomemoreinvolved.

3. Whenselectingsanitationoptionsitisimportanttoconsidertheamountofwatereachoptionwouldrequire.Theriskofcontamiiinatingtheenvironmentandexistingwatersourcesmustalsobeconsidered.Makesuretheparticipantsdiscusstheseissues.

4. Someoptionsareequallygood.Thustwooptionscanbeplacedsidebyside–thatis,theladderscanhave“branches”.Theideaofprogressionandchoosingforthefutureismorethantheshapeoftheladder.

Other type of laddersThisactivitycanalsobeusedtodealwithotherquestionsandotherproblems.Forinstancethesanitationladdercanbeadaptedtomakeawaterladder.Theactivitywouldbeconductedinthesamewayasdeiiscribedforsanitationoptions,butusingdrawingsshowingdifferentwateroptionsforimprovingthequality,quantityandaccessofwatersupply.Theoptionsshownwouldneedtorangefromthemostsimpletothemorecomplex.Additionally,drawingsofunsafeorunprotectedwatercollectionwouldhavetobeincludedsincesomecommunitieswouldbestartingfromthisstep.However,watersupplyoptionstendtobefewer,sowaterladderislikelytohavefewersteps.Sometimes,infact,onlytwosituationsapply:thecurrenttraditionalwatersourceandanalternativeorimprovedwatersupply.

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purposeTohelpthegroupidentifyhygienebehavioursthatit:• wantstochange• wantstoencourageand

reinforce• wantstointroduceinto

thecommunity

Tool: three-pilesorting drawings



2. Asktheparticipantstoformgroupsof5i8people.3. Givethegroupsthetaskusingthesewords:

“Choose from the three-pile sorting drawings one or more hygiene behav--iours that you agree on as being healthy and which you would like to en--courage, and one or more that you agree on as being unhealthy and which you would like to discourage.”

4. Givethegroups10i20minutestoselecttheirhygienebehaviours.Thenaskeachgrouptoexplainitsselectiontotheotherparticiiipants.

5. Facilitateagroupdiscussionaimedat:• reachinganagreementaboutwhichgoodandbadbehaviours

arethemostimportanttoworkon• howtoinfluencethecommunityto:

activity 7–choosing improved hygiene behaviours

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• usegoodpracticesallthetime• acceptnewbehaviours• stopbadpractices.

6. Atthispointitmaybeimportanttoknowhowcommontheseiilectedbehavioursareinthecommunity.Thisinformationcouldbeusedforsettingspecificgoals.Thetoolsthatcanbeusedtoobtainthisinformationare:pocketchartand/oracommunitysurvey.

Belowisanexampleofhowapocketchartcanbeusedtomeasurethemostcommontypesofbehaviourinthecommunityinrelaiitiontohandwashingafterdefecation.

Setupapocketchartwiththerowacrossthetopshowiiingthefollowingoptionsforhandwashingafterdefecation:wateronly,soapandwater,dirtorash,andnothing.Theverticalcolumncouldshow:man,womanandchild.Participantsthenusetwotokensofdifferentcolourand/orshape;onetoindicatetheoptionsusuallyused,andanothertoindicatetheoptionssometimesused.

Sample pocket chart for hand--washing options.7. Havethegrouprecord

itsconclusions,whichwillbeneededlaterintheprocessforuseinotheractivities,includiiingdevelopmentofamonitoring(checking)chart.

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8. Facilitateadiscussionwiththegrouponwhatithaslearnedduriiingtheactivity,whatitlikedandwhatitdidnotlikeabouttheactivity.

Notes1. Pastexperiencehasshownthatprogrammeswhichinclude

changesbothinhygienebehavioursandinfacilitiesaremoreeffectiveincontrollingdiarrhoealdiseasethanthosewhichonlyincludechangestofacilities.Thereisoftenatendencytoconceniitratemoreonphysicalfacilities,sothisactivityaimstomakesurethathygienebehavioursarenotoverlooked.

2. Howtointroducenewhygienebehavioursand/orreinforceexistiiingoneswllbeaddressed…

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This step has three activities1. Planningforchangehelpsthegroupplantheactionstepsfor

implementingthesolutionsithasdecidedon.2. Planningwhodoeswhathelpsthegrouptoassignresponsibilii

ityforeachactionstep.3. Identifyingwhatmightgowrongenablesthegrouptoforesee

possibleproblemsandplanwaystoovercomethem.

activity 8 – planning for new facilities and behaviour change

Planning for new facilities and be--havioral change

1. Planning for change2. Planning who does what3. Identifying what might go wrong

1. Planning posters2. Planning posters3. Problem box

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purposetoenableparticipantstodevelopaplantoimplementchangesinsanitationandhygienebehaviours

Tool: planning posters

materials• the“now”and“future”

sanitationoptions• stickytape• pensandpaper



2. Putthesanitationoptiondrawings(ordrawingsrepresentingotheroptions)onthewall.

3. Asktheparticipantstoworkingroupsof5i8persons.Givetheparticipantsthetaskusingthesewords:“Do you agree that this (point to the sanitation option(s) that the group considers represent their current situation) is a common situation in the community? And do you agree that this (point to the group’s preferred ’future’ option) would be a desirable future situation? Let’s now work out what needs to be done to move from the present situation to where you want to be. To do this we need to develop a plan ’fill in the gap’. To help you do this, each group will be given a set of planning posters showing some of the steps that might be needed. Each group should look at the planning posters and arrange them in the order it thinks would bring about the desired change most effectively. Use the blank paper to draw any additional steps that you would like to include.”

4. Giveeachgroupanidenticalsetof“now”and“future”drawingsandplanningposters.

5. Givethegroupabout30.45minutestoworkoutitsarrangeiimentsofsteps,andthenaskeachgrouptoexplainitsplantotheotherparticipants.Eachgroupshouldbepreparedtoansweranyspecificquestionswhichmightarise,altoughamoregeneraldiscussionordebateshouldbelimiteduntileachgrouphashadachancetopresentitswork.

activity 9 – planning for change

“Now” and “Future” sanitation options and planning posters

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6. Afterthepresentations,encourageagroupdiscussionaimedatreachinganagreementonacommonplan.Thediscussionshouldcover:• thesimilaritiesamonganddifferencesbetweenthestepschoii

senbyeachgroup,andtheirorder• whatdifficultiestheymightcomeacrossintryingtocarryout

thesesteps• whatresourcestheymightneedtocarryoutthesesteps• theamountoftimenecessarytocarryouttheplan

7. Facilitateadiscussionwiththegrouponwhatithaslearnedduriiingthisactivity,whatitlikedandwhatitdidnotlikeabouttheactivity.

Notes1. The“now”and“future”drawingsmayrefertochangesinbothfaii

cilitiesandbehaviourasidentifiedbythegroupusingthesanitaiitionoptionsandthreeipilesortingtools.

2. Bepreparedtodothisplanningactivityforallthechangesthegroupwantstointroduce.Rememberthepurposeoftheactivityistosimplifytheplanningprocess.

Onegroupmayfinditeasiertomakeoneplanforchangestofaciliiities,oneforimprovingmaintenanceofexistingsystemsandathirdforbehaviouralchange.Anothermaybeabletolookatthethreetogether.Thereisnoonewayorrightplan.Yourroleistohelpthegroupsimplifytheprocesssothatitbecomesmanageable.

3. Don’tworryifthegroupisnotwillingtomakeaplantointroiiduceallthechangesithasidentified.Itisenoughatthistimethatiswillingtoplantointroducesomeofthechanges.Oncethesehavebeenintroducedsuccesfully,theresultswillinspirethegrouptokeeponwithitsworkandplanforfutherchanges.Asmallerplanwhichgroupmembersarehighlycommittedtoismorelikelytobesuccessfulthanalarger,lesswellisupportedplan.

4. Theoriginalcommunitymapcanbeusedtohelpthegroupthinkabouttheimpactofthechangesitisplanningtointroduce.

5. Discussionmayalreadyhavetakenplaceorquestionsmayhavebeenraisedaboutwhoshouldhaveresponsibiltyfordoingcertainpartsoftheplan.Planningwhodoeswhat,thenextactivity,helpsgroupstoassignresponsibiltyfortaskseffectivelysothatthetasksaredoneproperlyandontime.

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purpose• tohelpidentifywhowill

takeresponsibilityforcarryingoutthestepsintheplan

• tosetatimeframeforimplementingtheplan

Tool: the planning posters agreed at the previous ses--sion

materialspiecesofpaperorcardforwritingdownnames



2. Puttheplanningposters–whichthegroupagreedrepresentedthestepsinitsplan–uponthewall,inonestraightrow,intheorderthatthegroupagreedto.

3. Givethegroupthetaskusingthesewords:“These planning posters (point to them) show the steps that you decided are required to put your plan into action. Now you need to decide who should carry out each of these steps. Discuss together each step and the type of personal qualities and skills needed to carry it out. Decide who should

activity 10 – planning who does what

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carry out each step. When you have decided who will be responsible and for what, write the names on pieces of paper or card. Write men’s names in one colour and women’s names in another. Then stick each piece of paper or card beneath the corresponding planning posters.”

4. ReferringtoearlierdiscussionandtheconclusionsreachedduriiingTasksofmenandwomeninthecommunity,invitethegrouptoreviewthetaskallocationintermsoftheimpactonmenandtheimpactonwomen,andtomakeanyadjustmentsatthistimeifitwishes.

5. Whenthetaskshavebeenallocated,askthegrouptodiscussandagreeonwhowillcoordinatethecarryingoutofthestepsintheplan.Writethenameornamesofthecoordinatorsabovetheplaniiningposters.

6. Invitetheselectedpersonorpersonstocoordinatetherestofthemeeting.Thiswillcoverdevelopingatimeframeforcompletingeachpartoftheplan.

7. Askthegrouptodiscussandagreeontheamountoftimeeachstepwilltaketocomplete.Recordthisinformationabovetheplanningposters.

8. Facilitateadiscussionon:• theimportanceofseeingthatthingsarebeingdoneontime• howthegroupcancheckthatpeoplearedoingwhattheyare

responsiblefor• whatthegroupcandoiftasksarenotcarriedout.

9. Facilitateadiscussionwiththegrouponwhatithaslearnedduriiingtheactivity,whatitlikedandwhatitdidnotlikeabouttheactivity.

Notes1. Donotbesurprised,if,duringthistaskallocation,morestepsare

addedtotheplan.Oncepeoplebecomeawaretheyaregoingtohavetodosomethingthemselves,theywillstarttothinkmorecarefullyaboutwhatitmighttaketodoit.

2. Ifthegroupisreluctanttoacceptresponsibilityitselfandalloiicatesmostofthetaskstooutsiders,itwillneedtoconsider:• whyitisnotpreparedtotakeresponsibilityfortasks• whetheritreallybelievesthathygienebehaviourorsanitation

isaproblemand,ifso,whetherthisplanwillhelpitovercomethisproblem

• whyrepresentativesoftheseexternalgroupshavenotbeenincludedasparticipants

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• howexternalrepresentativescouldbeiniivitedtojointhegroup

• whethertheseexternalrepresentativeswouldbecommittedtocarryingoutaplantheydidnothelptodevelop

• whetherthisplanwillworkonthebasisofthistaskallocation.

3. Decidingwhoshoulddowhatcanbeverytimeiconsuming.Thisactivitymayhavetobecarriedoutoveraseriesofsessionstoensureadequatediscussiontime.Apocketchartcanbeuseiifulforchoosingpeopleforthetasks.Createapocketchartasfollows:• Putdrawingsofeachdifferenttaskinthe

spacesofthehorizontalrowacrossthetopofthechart.

• Putdrawings,namesorsomeothermeansofidentifyingthepossiblecandidatesinthespacesinthecolumnontheleftihandsideofthechart.

• Giveeachvoteronetokenforeachtask.• Showthegrouphowitmustplacethetoken

foreachtaskinthepocketinthecolumnbelowthedrawingofthetask,intherowthatrepresentsthepersonitthinksisbestqualifiedtocarryitout.

Thisactivitycouldbeprecededbyadiscussion

ofthepossiblequalitiesthatonemightlookforinthepersonselectedtoperformaparticulartask.

4. Thereisnorightwayforthegrouptoallocatetasks.Youshouldkeepinmindthelocalpraciiticesusuallyusedforassigningtaskstopeople.Selectionsshouldnotbebasedsolelyonfavouriiitismorpopularity.

Youcouldsuggesttothegroupthatittakesintoaccountthepersonalqualitiesandskillsdefinedbythegroupasnecessarytocompletethetask.Youcouldalsosuggestthatthoseseiilectedshouldbeaskedwhethertheythinkthattheyaretherightpeopleforthetaskstheyhavebeenassigned.

Encouragethegrouptoachieveacrossisectionofthecommunity(intermsofage,ethnicbackiiground,religion,education,andothercharaciiteristics)whenmakingtheirselection.

5. Helpthegroupbyremindingitthatmakingplansforactivitiessuchashealtheducationsesiisions,whichwillbenecessaryifthecommunityistobeencouragedtochangehygienebehaviiiours,isjustasimportantasmakingplansforphysicalchanges,suchasbuildingnewlatrines.

6. Don’tworryifthegroup,havingcompletedthePlanningwhodoeswhatforoneplan,thenwantstoleavetheotherplansuntillater.Itisenoughiftheplanninghasbeencarriedoutcompletelyfromstarttofinishforoneofthechangesthegroupwantstointroduce.Hopefuliily,ifoneplancanbeintroducedsuccessfully,thiswillinspirethegrouptocontinuewithitswork.Also,thegroupwillhavedevelopedtheskillsnecessarytofollowlaterplansthrough.

7. Askthegrouptodisplaytheplanningposters,includingthenamesofpeopleresponsibleforeachstep,inapublicplaceinthecommunity.Thiswillhelptokeepeveryoneinformedofwhatishappening.

Education

Project Leaders Guide