peacebuilding training for somali women€¦ · trainers interested in building peacebuilding...

EDUCATION | INDEPENDENT MEDIA | CIVIL SOCIETY DEVELOPMENT

W W W . I R E X . O R G

Uniting Communities to Mitigate Conflict (UCMC)

Peacebuilding Training for

Somali Women

FACILITATOR’S TRAINING MANUAL

Developed for the Uniting Communities for Mitigation of Conflict

in Somalia and Somaliland

Facilitator’s Training Manual UCMC – Somalia and Somaliland

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TABLE OF CONTENTS IREX VOLUNTEER

INSTRUCTOR’S GUIDE AND TRAINING MANUAL OVERVIEW .......................................3

DAY 1 ........................................................................................................................................6

GENERAL INTRODUCTION TO THE TRAINING..............................................................1

TRAINING MODULE: ..........................................................................................................8

CONCEPTS OF CONFLICT AND PEACEBUILDING-AND- ..............................................8

WHAT MAKES A PEACEMAKER? LEADERSHIP IN PEACEMAKING ...........................8

DAY 2 ...................................................................................................................................... 22

TRAINING MODULE: ........................................................................................................ 22

WHAT MAKES A PEACEMAKER? EFFECTIVE COMMUNICATION SKILLS IN

PEACEMAKING.................................................................................................................. 22

DAY 3 ...................................................................................................................................... 29

TRAINING MODULE: ........................................................................................................ 29

WHAT MAKES A PEACEMAKER? TEAMWORK AND TEAM BUILDING .................. 29

ATTACHMENT 1.1 ................................................................................................................. 40

ATTACHMENT 1.2 ................................................................................................................. 44

ATTACHMENT 1.3 ................................................................................................................. 45

ATTACHMENT 1.4 ................................................................................................................. 46

ATTACHMENT 3.1 ................................................................................................................. 47

ATTACHMENT 3.2 ................................................................................................................. 48


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INSTRUCTOR’S GUIDE AND TRAINING MANUAL OVERVIEW ABOUT THIS MODULE This manual is intended for those trainers delivering the three-day peacebuilding trainings for women participants in the Uniting Communities to Mitigate Conflict program implemented in Somalia and Somaliland. It is designed to be delivered by one facilitator or trainer with logistical assistance from at least one other person (for equipment set up, distributing handouts, etc.). The training manual is accompanied by a Participant Training Manual which contains exercises that correspond with the training activities within this manual. ABOUT THIS TRAINING This training manual is intended to provide clear steps and guidelines to trainers and non-trainers interested in building peacebuilding skills of women in Somalia and Somaliland. It was developed to empower women to become peacemakers by building their leadership, communication, and teamwork skills. The training agenda can be scaled down in terms of participant numbers (more participatory small group activities, for example), or scaled up to meet the needs of a more experienced group of participants. The training can also be modified and adjusted to similar participant groups outside of the UCMC program. Target Audience: The target audience for this training comprises of women participants of the USAID-funded and IREX administered Uniting Communities to Mitigate Conflict Program in Somalia and Somaliland. Background in peacebuilding skills will vary based on the communities in which this training will be delivered, thus, the Facilitator must adjust the curriculum based on the needs of the particular audience. Sustainable peace requires the full participation of women at all the stages of the peace process, yet women have been largely excluded from many efforts to develop and implement fresh, workable solutions to conflict. Living and working close to the roots of conflict, they are well-positioned to provide insight into activities leading up to conflict and to reflect on those that have occurred in the hopes of adverting them in the future. Women can also play a critical role in mobilizing their communities to engage in peacemaking as well as serving a bridge across clan and sub clan groups. This training is designed to strengthen leadership; communication and teamwork as cornerstone skills while providing opportunities for reflection on Somali conflicts and how these skills can be used to avert, mitigate and/or end conflict. Estimated Length of Training: The included training material is approximately 20 hours long and can be administered over a 3 day period.


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Objectives: By the end of this training, participants will be able to: � To define conflict and understand how to apply conflict analysis tools � To understand the role of peacemakers and name qualities and skills that are required for

effective and positive leadership � To assess own leadership qualities and identity areas for improvement � To learn skills needed for effective communication with their target audience � To understand what “team” and “teamwork” mean, including developing trust when working

in a group and practicing cooperation skills � To learn about the how women in Somalia and Somaliland have empowered themselves � To discuss and analyze gender roles in Somali society � To consider the dynamics of clan-related conflict � To use peacebuilding skills---leadership, communication, teamwork, and empowerment

skills--- to negotiate through a problem � To apply the above in designing and implementing strategies to promote peaceful

approaches to clan-related conflict Methodology: While methodology will vary among each individual training unit, the training as a whole will include:

• Facilitator presentation

• Structured exercises

• Small group discussion and presentation • Problem simulations

Equipment and Supplies:

• Flipchart and markers • Participant Handbook; One copy per participant

• Photocopies of Training Manual Attachments; one for each participant

• Writing Utensils

• Other materials required by individual trainer (e.g., for an initial icebreaker or energizer)


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TIPS FOR CONSIDERATION Before administering this training, the Facilitator should: � Review the material in the instructor’s guide and become closely familiar with it. � Analyze the target audience and its needs, and adjust the training content in the instructor’s

guide. � Keep in mind that indicated times are approximate and will vary depending on the

participants’ level of familiarity with training content material, as well as adjustments necessary for the specific audience.

During the training, the Facilitator should: � Emphasize that training sessions builds on the information covered in previous sessions.

Consequently, participants need to make sure they attend all sessions, are on time for all sessions, and actively participate in all exercises.

� Seek to engage the audience into the learning process throughout the training sessions. In

addition to the worksheets that are an attachment to this manual, the Facilitator should look for opportunities to ask participants additional questions about their experience with a particular topic. The participants may add relevant examples and case studies to supplement the training material. If it seems that the audience is new to a given topic, the Facilitator should cover the material at a slower pace and make sure that everyone understands the material presented. Throughout the training, the Facilitator should ask the participants if the material presented is clear and of anyone has any questions.

� Give the participants ample time to ask questions at the end of each session. If the

Facilitator is unable to answer a participant’s question during the training, she should write down the question and assure the participants that she will find the answer.


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DAY 1

GENERAL INTRODUCTION TO THE TRAINING

Objectives 1. To understand the objectives of the 3-day training

2. To go over the training agenda 3. To understand all of the components of the training

Time 40 minutes (Day 1)

Session I Opening

Time 10 minutes

Additional Materials Trait cards - the cards should be pre-made by the Facilitator and reflect the characteristics of the group (some of the traits could include: over 150 cm in height, strong, friendly, creative, loyal, talkative, competitive,, coorperative, has three brothers, etc.).

Directions The Facilitator should welcome the participants to the training and recite the following directions to the participants:

Welcome to the personality exchange. You will be asked to trade trait cards that will be momentarily passed out to you. The traits that are written on the cards must match you. The rules for this game are as followed:

1. Write your name on your card as soon as you receive it. 2. You must trade your card with someone else. If the new trait

applies to you as well, write your name on the back too. 3. Trade again. Your goal is to end up with a trait that applies to

you and to have written your name on more slips than others. 4. You have to stop when I call out “exchange closed!” 5. You may stop trading before the exchange is closed.

Remember your goal is to end up with a trait that applies to you and to have written your name on more cards than others.

Once the directions have been read, the Facilitator should pass around the cards – the trait on the card must match the participant. Once the cards are passed around, the Facilitator should start the activity.

Once the exchange is closed, the Facilitator should ask all the participants to place the cards on the table, with the side containing participants’ names up. The Facilitator should ask the participants to take turns saying their names and ask the participants to raise their hands if a trader’s name appears on their trait’s list. Tell participants that this training will spend a significant


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amount of time exploring our personal traits as the foundation of leadership, and how we can cultivate those traits which make us stronger leaders and more effective peacebuilders.

Session II Introduction to the Training Time 30 minutes Additional Materials Flipchart

Prepared training objectives on flipchart (see Opening 1.1) Prepared training agenda on flipchart (see Opening 1.2) Prepared golden rules on flipchart (see Opening 1.3) Self-Evaluation copies for all participants (see Attachment 1.1)

Directions The Facilitator should pass out copies of the self-evaluation to all

participants and ask them to take five minutes to fill it out. Once participants are finished, they should hand the evaluations to the Facilitator. Tell participants that these evaluations are anonymous.

Starting the training, the Facilitator should ask the participants why they think they are participating in training on peacebuilding skills, and specifically as participants in the Uniting Communities to Mitigate Conflict (UCMC) program. The group should discuss what type of skills are “peacebuilding skills” and how developing these skills will contribute to meeting the goals of the program. The discussion should not take more than five minutes.

The Facilitator should ask participants about their expectations for

the training, and the Facilitator should write them on a flipchart. This activity should take no more than five minutes.

The Facilitator should review the expectations expressed by

participants and unveil the objectives for the training. The Facilitator should read all of the objectives and tell participants that these will be revisited at the end of the training to make sure that all have been met. This activity should take three minutes.

Next, the Facilitator should present the training agenda for the first

day of the training and refer participants to Opening 1.2, where the agenda for the training is written. This should take five minutes.

Finally, the Facilitator should present the Golden Rules written on

the flipchart, read them, and ask participants whether they would like to add any other rules. The Facilitator should record additions and tell participants that these rules will guide group interaction for the duration of the training. This activity should take four minutes.


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TRAINING MODULE:

CONCEPTS OF CONFLICT AND PEACEBUILDING-AND-

WHAT MAKES A PEACEMAKER? LEADERSHIP IN PEACEMAKING

Objectives 1. To define conflict, understand its attributes and learn about styles to

manage conflict 2. Learn about and peacebuilding and name qualities and skills

required in a peacemaker 3. To assess own peacemaking qualities and identify areas for

improvement 4. To design strategies to enhance peacemaking skills

Time approximately 6 hours (Day 1)

Session I The Concept of Conflict Time 100 minutes (including 2 exercises); include a break during this

long session period Additional Materials Prepared Conflict Definition (see below) on flipchart; Also

included as insert ‘Definition 1.4’ in workbook Prepared Attributes of Conflict (see below) on flipchart Prepared Conflict management styles outlined on flipchart (see below) Make sure participants have the workbooks as inserts - exercises 1.5 and 1.6 will be used

Directions The Facilitator should begin a discussion presenting a definition of

conflict, insights into the nature of conflict and conflict management styles. Tell participants to look at Definition 1.4 in their workbook.

Definition of Conflict Conflict is a process that occurs between two or more persons (groups, organizations, states) when they have different points of views, different goals, different needs and values and they fight over limited resources to address them. Attributes of Conflict 1. Conflict is natural part of life Whenever two or more people are gathered there is conflict or potential conflict.


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More than that, an existence free of conflict would be very boring. People seek conflict in their lives

2. Conflict is neither good nor bad The way we solve conflicts or the outcomes of conflicts can be good or bad. We should not eliminate conflicts, but we should know how to have lively controversies. Instead of deadly quarrels, how to create constructive conflicts and avoid destructive ones. 3. Constructive conflicts have many positive outcomes. People’s interest and curiosity are stimulated. People grow; establish their group and personal identities, by testing and assessing one’s self processes

4. Destructive Conflicts are violent and have negative outcomes Parties go beyond seeking to achieve their goals peacefully and try to dominate and destroy each other Destructive conflicts have a tendency to expand and escalate

Exercise 1: Conflict tree Purpose: to learn more about root causes, core issues and effects of conflicts. Material: flipcharts and markers, conflict tree diagram included in the participant work books as Exercise 1.5 Time: 30 minutes Facilitator discusses the difference between a root cause, a core issue and an effect of a conflict, giving a Somali example of a conflict which incorporates all three aspects. Participants are divided into groups. Each group is asked to select a conflict in Somalia that they are familiar with. The Facilitator may want to provide a list of examples on the flipchart. The Facilitator will ask participants to turn to Exercise 1.5 in the participant workbook and ask them in groups to discuss the questions and in groups decide upon the answers. Remind the participants that questions may have more than one answer so to please list all the answers that the groups come up with. Provide 10 minutes for the participants to discuss. Regroup and have each group present their answers for the entire group to discuss. The Facilitator should then review different conflict management styles and in what scenarios each should and can be used.


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Conflict management styles Conflict Management Styles are influenced by personality, family, traditions, and education. Conflict Management Styles are a combination of two variables: • The approach you use to fight for your interests • The manner in which you take in considering other’s interests Five combinations of these two variables determine five conflict management styles: Competitive style If you have this style you focus on your interests while neglecting the others interests. You are ready to win at all costs. Relationships are not as important for you as achieving your goal. Means are not important for you--just achieving your goal. You may attack the other person with criticism, put-downs, name-calling or violence. Accommodating style This is an opposite style to the competitive style-- you focus on achieving the other’s goal and totally neglect your own goal, Relations with the other party are more important them winning, you seek an agreement at almost any cost. Offering concessions in order to Preserve (or create) a good relationship with the other side. Avoiding style If you have this style you focus less on goals as well as on relations. You avoid or pretend the conflict does not exist even if you will not achieve your goals or will damage your relations with the other party. Compromise style If you have this style you win something from what you wanted and give-up something else, by dividing and sharing. Of course, you have limits of how much you are willing to give away. Collaborative cooperative style Cooperative style involves full and open communication you are attentive to the other, you are waiting to respond, and you make helpful suggestions. It is the most difficult and time consuming approach but has the best results. Each style is effective in specific situations: Competitive style is better to use: •In emergency situations when quick, decisive actions are needed


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•When you have the main responsibility/expertise to solve the problems or unpopular change is needed to be implemented. Accommodating Style is better used when: •The relations to be preserved are more important than achieving your goal •The issue is more important to the other person than to you •You use it as a strategy of losing a battle but hoping to win the war. •You ask yourself “what will happen if I do not do anything?”… and if the answer is nothing then it probably is worth avoiding the conflict. •You consider that you will lose more by confrontation than by avoidance or the issue at stake is minor •You decide to postpone the conflict because you want to gain time in order to collect more information, or to be better prepared for the conflict situation, or to let hot emotions to cool down Compromise Style is better used when: • Both parts have equal power • You want to achieve temporary settlements in complex matters • It is an intermediary step towards a more sustainable agreement developed through cooperation •There is a lack of resources such as time, energy or other material resources that are limited and the problem to be solved is important and urgent Cooperative Style is better used when: •It is important to preserve important objectives without compromising and at the same time maintaining relations • It is important to get to the roots of unresolved problems that may have been lingering for long time • When there is a complex issue, involving many interests and many parties

BREAK 15 Minutes

Conflict Analysis Tools The Facilitator should begin the discussion by asking, “What is conflict analysis?” writing down responses from the participants on a flipchart. After all responses are given, the Facilitator should provide the following below definition on the flip chart and discuss any differences in the definitions. Definition: “A process of examining and understanding the reality of a conflict situation from a variety of perspectives” The Facilitator should then present the following information:


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Conflict analysis is not a onetime exercise. It must be an on-going process. As the situation is developing one can adapt the actions to changing factors, dynamics and circumstances

Why do we conduct conflict analysis? To understand the background and history of situations as well as current events To identify all the relevant groups involved not just the main groups and the obvious ones. To understand the perspectives of all groups To understand how they relate to one another To identify factors and trends those underpin conflicts. To understand positions, interests and needs of actors To understand the dynamics of conflicts To understand the relationships Things to think about in conflict analysis: In conflict analysis, one must look at the general context:

• Historical, political and cultural context

• History of the stakeholders’ relationships Create a timeline to understand the context

• Include the key events in the history of stakeholders’ relationships

• Include past historical events that are still retold in the stories and legends of each stakeholder.

• Use sources from each stakeholder group (written, oral, internet) to ensure you have all the important historical perspectives

• Ask whether there are any histories of cooperative or peaceful relationships… and get the details

Perceptions

• Our perceptions of conflict guided by our worldviews

• We filter what we see and experience to correspond with our existing worldview

• We retain information that is consistent with our current way of viewing the world

• We perceive what we want to perceive


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The Facilitator should tell the participants that after covering what conflict analysis is, they will next conduct a conflict analysis by further mapping the Somali conflict that they had discussed and worked on in groups in the last exercise. Explain that a conflict map is a visual representation of a conflict. If more explanation is needed the facilitator can draw examples on the flip chart. For Reference, examples for the facilitator are included in Attachment 1.2 of this training manual. Also included in Exercise 1.6 in the Participant Handbook is a list of things to think about when mapping a conflict.

Exercise 2 Conflict Mapping

The Facilitator will then ask participants to break up into the same groups they had in the last exercise to discuss the same Somali conflict that they had chosen earlier. The Facilitator will ask participants to further analyze and map conflict actors to better understand conflict dynamics and share different participants’ perceptions of the conflict. Each group should be provided with a large blank sheet from the flip chart. Facilitator will ask participants to also map the following:

• Good relations • Tensions • Past related conflicts • Influences • Alliances

The Facilitator will reconvene the groups and ask each to present. After each presents the Facilitator will ask what was different the second time around assessing the conflict. Were there any aspects of conflict that other groups covered that were not covered in the mapping of your conflict? The Facilitator will then mention to participants that the training will now turn towards discussions of how the key skills of Leadership, Effective Communication and Teamwork are essential skills in a Peacemaker. The discussions of these skills over the next three days will look at issues of applying these skills to peacemaking and evaluating your strengths and areas for improvement.


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Session II WHAT MAKES A PEACEMAKER? LEADERSHIP IN

PEACEMAKING Time: 60 minutes Energizer Tropical rain Purpose: Energizer and highlight conflict dynamics Materials: None Time: 5-10 minutes Ask participants to stand in a circle.

Ask them to copy the actions of only the person on their right, regardless of what you the trainer are doing. Begin by rubbing your hands together. Ensure the person to your right follows your action, followed by the next person until everyone is rubbing her or his hands together. Move from rubbing your hands to clicking your fingers until everyone in the circle is clicking fingers. Then progress to clapping your hands, followed by slapping your thighs and finally stamping your feet. The whole circle should do the same. To end the storm, follow the same in reverse. The last round ends in silence.

Discussion: The sounds and dynamics of a rainstorm are very similar to conflict. Like thunderstorms, conflicts begin quietly and slowly gain momentum and energy as they build and recede slowly to the distance.

Exercise 3 Birthdays

The entire exercise is estimated to take 30 minutes. The Facilitator should break up the participants into two groups for an exercise and state the following directions:

1. Each group will select one leader. 2. Each group’s challenge is to get all members of the group in

calendar order of their birthdays quicker than the competing group.

3. Only the leader is allowed to speak; all other members of the group must remain silent.


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4. Once the leader of a group determines that all members are in calendar order of their birthdays, she will let the Facilitator know by saying “Done!”

Once a group leader calls out “Done!”, the Facilitator should ask the group members to call out their birthdays to determine whether they have successfully completed the task. If so, the Facilitator will give the winning group of participants their prizes. This activity should take ten minutes The Facilitator should instruct participants to return to their seats and ask the following questions to stimulate discussion: 1. How did your leader help you achieve your goal? 2. Did your leader give you directions that helped your group? If

so, what were they? 3. What was challenging in achieving your goal? The Facilitator writes down the answers on a flipchart in order to reinforce the definition of leadership, to be presented momentarily. The Facilitator should ask participants how they define leadership and write it out on a piece of paper. After a couple of responses, the Facilitator should reveal the answer (the pre-written definition on the flipchart), ask one of the participants to read the answer, and ask whether the participants have any questions or comments. The Facilitator should ask the participants to come up with two to three examples of successful leadership that reflects the definition and record this in workbook section 1.7. If the participants are struggling to come up with examples, the Facilitator can ask a few probing questions: 1. Think about your family – do you observe successful

leadership in your family? 2. Think about your school – did you see successful leadership in

that setting? The participants should share their examples with a partner. This example sharing should take 15 minutes. The Facilitator should continue this discussion until it’s clear that the participants understand the definition and all of their questions have been addressed.


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Discussion on Leadership in Peacebuilding Time 30 minutes Additional Materials None Directions The Facilitator should ask the participants to reflect on the last

Birthdays exercise and answer the following questions (this activity shouldn’t take more than ten minutes):

1. What leadership qualities helped your group succeed? 2. What other qualities would have been helpful in that situation?

The Facilitator should move this discussion to more general terms, and should ask the following questions to guide the discussion: 1. What qualities/traits does a leader possess? 2. What’s the difference between a boss and a leader? 3. Are you born a leader or is that something that can be

learned? 4. What makes you want to follow someone’s lead? The Facilitator should ask each participant to think about a female leader in her own community that fits within the framework of the discussion and write a paragraph on what makes this person a leader. Ask the participants if this person has shown leadership qualities in resolving a conflict peace explain. The participants can take up to five minutes to reflect and write this out and write about a female leader and should write their paragraphs in exercise 1.8 in their workbook. Once the participants are finished, the Facilitator should ask the participants to read their paragraphs to a neighbor. The Facilitator should ask two to three participants to share their examples with the group. This should take no more than ten minutes. The Facilitator should sum up the discussion by highlighting important themes that came out of the discussion and transition into introducing the characteristics of a leader.

The Facilitator should refer to exercise 1.9 in the workbook and ask for volunteers to read a paragraph at a time. The entire activity should take no more 25 minutes. Once the section on trust is read, the Facilitator should stimulate a discussion by asking the following:


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1. Why do ethics matter in a leader? Can you think of an example of a leader that didn’t have good intentions and ethics? Was he/she still affective?

2. What skills are leaders born with and what skills can they learn? What leadership skills do you think you’ve learned in your lifetime?

3. What other traits are important to a leader (in addition to the ones we’ve covered)?

Once the discussion ends, the Facilitator should ask the participants to read the section on strong and positive character and start a discussion. The Facilitators can ask some questions to stimulate a discussion: Why is strength of character important? How does a leader express her character? When the discussion ends, the Facilitator should ask volunteers to read the last section on taking risks and stimulate a discussion with the following questions: 1. Why is it important for a leader to be able to take risks? 2. Can you think of a situation that someone would have leaving

even if it was a difficult one? 3. How can taking risks be less frightening? (The Facilitator

should guide the participants to understand the following: make smaller changes and often – with practice, risk-taking will get easier.)

The Facilitator should close the session by repeating the main characteristics of a leader.

LUNCH 60 minutes


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Session III Female Leadership Time 60 minutes Additional Materials None Directions The Facilitator should introduce this section by reminding the

participants of the UCMC program objectives: to develop modern female peacemakers who can provide leadership to resolve conflicts. The Facilitator should ask the participants to think about what type of peacemaking roles women can take on in their community, their country, and around the world. This discussion should last no more than fifteen minutes. The Facilitator should discuss potential obstacles that women may face, such as societal, organizational, personal-level obstacles.

The Facilitator should ask the participants to break into pairs and talk about possible strategies to address the three types of obstacles in the Somali context. The pairs should discuss this issue for 15 minutes and then return to the large group and share what they discussed. Once the discussion ends, the Facilitator should conclude with the following questions: 1. Would you be willing to run in national or local elections? Why

or why not? 2. Where are Somali women playing a leadership role in the

society? How can this be expanded?

Session IV Developing Own Leadership Time 40 minutes Additional Materials None Directions Before beginning the session, the Facilitator should ask

participants to stand in a circle. The Facilitator should ask each participant to share one new thing she learned in the morning session. This should be a quick refresher exercise and should take only ten minutes.

Once the participants return to their seats, the Facilitator passes

out attachment 1.3 from the attachments section of this manual– strategies to improve own leadership abilities. The Facilitator should ask for a volunteer to read each step, after each the group should discuss the strategies.


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Once all six steps are discussed, the Facilitator should tell the participants to keep these strategies in mind as they will be asked to develop a specific plan to develop their own leadership at the end of the training.

Session V Self-Evaluation: Are You a Leader? Time 35 minutes Additional Materials Scoring sheet for the leadership test (see Attachment 1.4) –

enough copies for participants Directions The Facilitator should introduce this section by telling the

participants that after they had familiarized themselves with the qualities that are desired in a leader, they will now have the opportunity to analyze their own leadership. The Facilitator should ask the participants to raise their hands if they consider themselves leaders. This should stimulate a discussion. If not many raise their hands, the following questions should be asked (this should take about 15 minutes):

1. Do any of you help to take care of family members? 2. Do you participate in any social groups or the community? 3. When you see a problem, do you speak up and try to find a

solution? 4. Do your friends come to you for advice when they have

problems? After the discussion ends, the Facilitator should ask whether the

participants were surprised that there were so many leadership opportunities in everyday life. If the participants are surprised, the Facilitator should ask why. The Facilitator should convey that leadership isn’t always expressed through grandiose gestures. Transitioning, the Facilitator should remind the participants that not all leaders are naturally-born and that some people require more work on the developing and enhancing leadership qualities than others, but that all of the participants in the room are either already leaders or have great potential to become leaders in their communities and their future work place.

The Facilitator should refer participants to Exercise 1.10 in their

workbooks and allow them ten minutes to complete the questionnaire. The Facilitator should tell the participants that the questionnaire is simply for their own self-assessment and that they should try to be reflective and answer the questions honestly.

Once the group completes the questionnaire, the Facilitator

should ask all of the participants to add up their numbers. The Facilitator should then pass out the copies of the leadership


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scoring sheet (Attachment 1.4 of this training manual) and read the description that reflects the score (this should take no more than ten minutes). The Facilitator should not ask the participants to share their score, but rather say the following:

“No matter what your score is, your commitment, desire, and determination are the biggest indicators of you ability to become a leader. Use this assessment to help you to determine what skills and abilities you can continue to improve (strengths) and what skills and abilities you need to develop (opportunities for growth).”

Session VI Action Plan for Leadership Time 50 minutes Additional Materials None Directions The Facilitator should tell the participants that this section

culminates the knowledge they gained in this part of the training and that they should create a plan to improve their already existing skills and identify opportunities to practice their leadership. This should take two minutes.

The Facilitator should ask the participants to reflect by answering the following questions in their workbook (Exercise 1.11): What are your strengths? How will you be able to apply your strengths to improving your community and strengthening community relations? What are your opportunities for growth? The Facilitator should ask the participants to think back to the questionnaire that they had filled out in the previous section. This should take 15 minutes. Once the group is finished, the Facilitator should ask the participants to develop a leadership action plan and should explain the directions for completing the action plan. The group should go over the format together (Exercise 1.12 of the workbook) and the Facilitator should ask all questions before the participants proceed.

The Facilitator should answer the participants to come up with an example of an activity that they could plan. Some examples could be holding a book discussion, tutoring a high school student, among others.


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The Facilitator should encourage the participants to challenge themselves but also think about how everyday activities can be turned into leadership opportunities. Once all questions are answered, the Facilitator should ask the participants to take 30 minutes and think of three activities that they can accomplish within the next two months and fill out the action plan in Leadership 2.10.

Once the participants are finished, the Facilitator should ask for volunteers to share some of their plans to enhance their leadership. The discussion should take 15 minutes. The Facilitator should encourage the participants to follow through with their action plans.

Session VII Closing Time 20 minutes Additional Materials None Directions The Facilitator should tell the participants that they will repeat the

same exercise they worked on at the start of the training – aligning in order of birthdays. The Facilitator should make sure that the groups are not identical to the original groups and that the leaders of the groups should also be different. As a refresher, the Facilitator should read the following directions:

1. Each group will select one leader. 2. Each group’s challenge is to get all members of the group in

calendar order of their birthdays quicker than the competing group.

3. Only the leader is allowed to speak; all other members of the group must remain silent.

4. Once the leader of a group determines that all members are in calendar order of their birthdays, she will let the Facilitator know by saying “Done!”

5. Please, think about all of the leadership skills and techniques you learned about today and try to apply them.

Once the activity ends, the Facilitator should ask both teams to reflect and state what techniques worked and how doing the exercise the second time around was different from the first time.

Logistics and Agenda for Day 2 should be reviewed at this point.


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DAY 2

TRAINING MODULE: WHAT MAKES A PEACEMAKER? EFFECTIVE COMMUNICATION SKILLS IN PEACEMAKING Objectives 1. To learn skills needed for effective communication

2. To learn how to effectively communicate with your target audience

3. To understand the concept of a three point presentation and practice its development and delivery

Time 6 hours 50 minutes

Session I Opening Time 15 minutes Additional Materials Prepared agenda for Day 2 on flipchart

Prepared day objectives on flipchart (see Day 2: Training Objectives in Participant Workbook)

Directions The Facilitator should welcome the group back to the second day

of training.The Facilitator should ask the participants to quickly summarize what they learned about leadership during the first day of training. This should take no more than two minutes.

Once discussion ends, the Facilitator should tell participants that

they will be learning about communication during this section and ask participants why they think communication is an important aspect of Peacebuilding.

The Facilitator should go over objectives for the communication portion of the training and answer the participants’ questions. The Facilitator should then read through the agenda for the communication portion of the training.

Session II Effective Communication Time 45 minutes Additional Materials None Directions The Facilitator should ask the participants what communication is

and how they communicate with others. The Facilitator should ask the following probing questions:


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1. Do we only communicate with words? 2. Why is listening important to communication? 3. How does Somali body language communicate? Can you give

examples? 4. Can a person give contradictory communication clues at the

same time? Can you give examples? 5. Is communication is different depending upon who you are

communicating with? Give some examples. This discussion should take ten minutes. To summarize, the Facilitator should emphasize that communication comprises of more than just words and encompasses body language, gestures, and listening abilities.

The Facilitator should divide the participants into pairs and ask them to share with each other one time in their lives where they thought that they communicated well in a difficult situation and a time in their lives where they know that they could have communicated more clearly and effectively. The Facilitator should give the groups five minutes for discussion. Once the participants return to the group, the Facilitator should ask a few volunteers to share what they discussed in pairs and talk about it with the whole group. The discussion should take ten minutes.

Once discussion ends, Facilitator should point participants to the five principles of communication in Exercise 2.1 in the Participant workbook. The Facilitator should ask for volunteers to read each category. After each category, Facilitator should ask participants to discuss the principles. This should take 20 minutes.

Session III Understanding Yourself

Time 30 minutes

Additional Materials None

Directions The Facilitator should have participants turn to exercise 2.2 and read the following directions:

Please look at this worksheet. I would like you to think about what makes YOU and how you identify yourself. Your name should go in the middle circle and all of your identities should go in the circles around it. For example, you may identify yourself as a Somali, as a female, as a member of a certain clan, etc.

The Facilitator should give participants ten minutes to fill out their identity graphs. Once they are finished, they should divide into pairs and discuss their identities with their partner. During the discussion, the pairs should talk about how their identities affect how they communicate.


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Once the pairs have finished discussing amongst themselves, the Facilitator should instruct all the participants to return to the larger group. Then, the Facilitator should stimulate a discussion by asking the following questions (this should take 15 minutes): 1. What insights do you have about yourself after this exercise? 2. Do your identities and life experiences affect how you view

others? 3. How will your biases affect your interaction with others? How

can you make sure that these biases aren’t interfering with the way you communicate?

4. How is learning about your identities going to affect your participation in this program?

The Facilitator should close the session with the idea that we all view life through the filter of our experiences and it is important to be aware of our biases so we can improve our communication with others.

Session IV Interpersonal Skills Time 40 minutes Additional Materials None Directions The Facilitator should ask participants to turn to Exercise 2.3 in

their workbook and take ten minutes to complete it.

Once participants are finished, the Facilitator should divide them up in groups of four and read the following directions: Please share your stories with your group. However, when you read them, please take out ALL PRONOUNS (such as I, me, and my) while sharing your stories. If a speaker accidentally uses a pronoun, those who are listening should make sure to point that out to her (by lightly tapping the table or raising a hand). The activity should take about ten minutes. Once all participants are finished, the Facilitator should ask a volunteer from each group to summarize what happened in their group when members shared their “objective” versions of their stories. The Facilitator should ask the following questions to stimulate a discussion: 1. Is it challenging to speak of personal experiences from an

objective point of view? 2. What are the benefits of speaking objectively? 3. In which situations could you use the skill of being objective?


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The Facilitator should refer the participants to Exercise 2.4 in their workbooks and ask for volunteers to read the text. After each point is read, the Facilitator should ask the participants to reflect on the above exercise and discuss how they could have used the pointers in Exercise 2.4 to improve the outcome of the stories they had written about. This should take 20 minutes.

BREAK 15 minutes

Session V Using your Voice and Language Time 40 minutes Additional Materials Three recent one-page Somali newspaper articles (make

copies for participants – see exercise below) Directions The Facilitator should ask the participants to turn to Exercise 2.5

in the workbook and ask for volunteers to read the sections on using your voice and using your language. The Facilitator should stimulate a discussion after each bullet point is read, by suggesting the following (this should take 15 minutes):

1. Ask a volunteer to read one of the bullet points in a monotone

voice and then ask her to add some feeling or voice modulation to it. Then ask the other participants to talk about the differences they noticed as audience members.

2. Ask a volunteer to read one of the bullet points very quickly without pausing. Then ask the participants to discuss why it’s important to pause.

Once the discussion ends, the Facilitator should divide the participants in groups of three and distribute the prepared articles. The Facilitator should instruct each person to read their article quietly first and mark any important statements in preparation of reading these articles to their teammates. Once everyone has read her article, the teammates will read their assigned articles using their voice and language to effectively communicate the news story. This should take 20 minutes. Once all the participants have read, the Facilitator should ask the participants to come back as a group and discuss any difficulties and successes they had as presenters and as listeners. The discussion should take five minutes.


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Session VI Skills for Effective Presentation Time 45 minutes Additional Materials None Directions Have participants turn to Exercise 2.6 in the participant handbook

and ask participants to read it on their own (this should take five minutes). Once everyone is done reading, the Facilitator should ask participants to share what on the skill list was new to them and which skills they’ve employed before when delivering presentations. The discussion should last ten minutes. The Facilitator should ask participants to think of a topic for a one-minute presentation, which they will deliver. They should prepare for five minutes, and then break into group of four and present their topics to each other using the skills for giving effective presentations. After each presentation, group members should tell each presenter what they did well and things they could improve upon when presenting. This activity should take 30 minutes.

LUNCH 60 minutes

Session VII What Influences the Audience? Time 30 minutes Additional Materials None Directions The Facilitator should ask participants to turn to Exercise 2.7 in

the participant workbook. Facilitator should tell the participants that a presenter makes an impression on her audience even before saying the first word, and should go through the five things listed in Exercise 2.7. The Facilitator should ask for a volunteer to read them out loud. Then, the Facilitator should ask the participants to take one minute to think about which of these are things that we can control and which are things that we cannot.

Facilitator should stimulate a discussion with the following:

1. What are some of the assumptions an audience can make about a presenter based on his or her gender, and age?

2. What types of assumptions do others make about you (as women)?

3. How can you balance these assumptions? This exercise should last 15 minutes.

Once the discussion ends, the Facilitator should say the following:


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Your ownership of your own personal space goes hand in hand with confidence and posture. You should take ownership of the front of the room when you are speaking and in filling the space to increase your authority.

You should speak with energy and passion. This means that you

should get your whole body involved in the delivery. When you are passionate about your topic, it’s easy for the audience to become fully engaged. The Facilitator should then transition by saying that while trying to convey confidence and be assertive, presenters should be careful of being aggressive. The Facilitator should ask the participants what the difference is between assertion and aggression. Once the question is answered, the Facilitator should ask the participants to look at Exercise 2.8 and discuss why aggression would be negative for setting up a community project and why assertiveness would be positive. This should take ten minutes.

Session VIII Developing a Three Point Presentation Time 70 minutes (should be adjusted if there are more groups

in the session activity) Additional Materials None Directions The Facilitator should introduce the idea of a three-point

presentation: A three point presentation is one of the most effective approaching

to developing a presentation. The concept is simple: the presenter chooses a topic, picks three things that she wants to tell her audience about it, and uses examples of illustrate it.

Please always remember that a simple approach to a presentation

is always more effective! The Facilitator should refer the participants to Exercise 2.9 and ask everyone to take a turn reading each of the steps to develop an effective presentation. As a brainstorming tool, the participants should use Exercise 2.10 in the participant workbook to develop their ideas and presentation. Once all of the steps have been read, the Facilitator should ask if anyone has questions. This should take 15 minutes. The Facilitator should divide up the participants in groups of three and ask them to develop a three point presentation within their group. The teams should also use the flipchart and markers in case they need a visual aid to help their presentation. The


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Facilitator should remind the team that they should use all the communication skills that they learned about today. The participants should have 30 minutes to prepare their presentations. Once the groups have prepared their presentations, the teams should take turns presenting to the rest of the participants. After each presentation, the Facilitator should ask the rest of the participants to comment on (1) what the group did well and (2) what the group can work on in the future. The presentations should take ten minutes per group, presentation and discussion included (30 minutes for this activity is approximated in this instructor’s guide and curriculum). Once all the groups are finished, the Facilitator should ask the participants to reflect on the presentation they just gave and answer the following questions on Attachment 2.11 in the participant workbook.

Session IX Closing Time 15 minutes Additional Materials A small ball for tossing Directions The Facilitator should go over the training objectives to conclude

the day’s training. The Facilitator should ask the participants to form a circle and ask

them to throw a ball to each other. When a participant receives a ball, she must say something that she learned during the training before throwing the ball to the next participant. The game will go on until all of the answers have been exhausted.

The Facilitator should thank participants for their participation in

the training and go over the logistics for Day 3 of the training.


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DAY 3

TRAINING MODULE: WHAT MAKES A PEACEMAKER? TEAMWORK AND TEAM BUILDING Objectives 1. To understand what the terms “team” and “teamwork” mean

2. To learn how to develop trust when working in a group 3. To understand the importance of compromise in teamwork in

adverting or mitigating conflict 4. To practice and develop cooperation skills

Time 6 hours 25 minutes

Session I Opening Time 30 minutes Additional Materials Bowl with candy – 4 different types

Key code for the candy (see Attachment 3.1 of this manual) Directions The Facilitator should ask whether there are any questions in from

the day before.

The Facilitator should recite the following directions to the participants:

You have just taken a job as a candy tester in the candy confessions factory. What makes this candy different from other candy is that each flavor is associated with a fact about you. Your job is to select and “test” one type of candy from a bowl that will circulate among all testers. 1. Choose one candy from the bowl without looking. In a

moment, I will let you know what each candy means, and thus, indicating what information you have to share.

2. Once the code has been revealed you will take turns sharing one thing about yourself that we don’t know.

The Facilitator should ask for everyone to take turns and answer the question that was associated with the candy they chose. Once everyone has revealed facts about themselves, the Facilitator should ask the participants to name new things they learned about their fellow training participants.


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Session II Introduction to the Training Time 20 minutes Additional materials Prepared agenda for Day 3 put on a flipchart. Prepared objectives written on a flipchart

Directions The Facilitator should ask for a volunteer to read the story in

Exercise 3.1. The Facilitator should stimulate a discussion by asking the following questions:

1. What were your impressions of the story? 2. What was the moral of the story? 3. Why is teamwork important to this story? 4. Based on the story, do you think it’s more valuable to work as

a team than to work alone? 5. What is the application of this story to conflict? What is the

application of this story to clan-related conflict? Once the discussion ends, the Facilitator should share the agenda and objectives for the teamwork training.

Session III Definition of Team and Teamwork Time 55 minutes Additional Materials Flipchart Directions The Facilitator should divide the participants into groups of three,

ask them to describe what characteristics they associate with the word “team” and write those characteristics in Exercise 3.2 of their participant workbook. After five minutes, the Facilitator should ask each group to come up with a definition of a team. The Facilitator should guide the groups to reach a definition similar to the following (this should take 15 minutes):

A team is a group of people who are united to achieve a common goal that is too large in scope to be achieved by a single individual – or at least not efficiently achieved. Within a team, each member has a role to fulfill, and the roles are interdependent. What makes a team is the focus on a common task or goal. If there is no task, there is no team.

The entire group of participants should agree on the same definition and write it down on a piece of paper. Facilitator should ask the small groups to brainstorm words that are associated with the word “teamwork.” They should continue to write down their ideas on a sheet of paper. After five minutes, the Facilitator should ask each group to come up with a definition of


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“teamwork.” Again, Facilitator should guide participants to the following definition (this should take 15 minutes): Teamwork is action – it’s something people do. It can be demonstrated either in a group or in a team. Like teams, it requires a common focus or goal. People do it because they share a goal, mission, or vision. The Facilitator should also ask the participants what kinds of actions can be labeled as “teamwork.” The Facilitator can use the following as a guide for examples:

1. Providing assistance to others when they need it. 2. Acknowledging the efforts of others. 3. Sharing expertise with others. 4. Providing positive, constructive feedback to others in an effort

to improve processes or outcomes. 5. Listening to feedback offered by others and adjusting behavior

accordingly.

The Facilitator should divide the flipchart into two columns and label one column “successful” and the other “unsuccessful.” The Facilitator should ask participants to describe characteristics of successful teams. Facilitator should write down the characteristics that the participants mention. The Facilitator should use the following as a guide for characteristics of successful teams: Good listening Strong leadership Effective communication and feedback Equal division of responsibilities Willingness to collaborate Well-defined goal/common task

Then, Facilitator should ask participants to name characteristics of unsuccessful teams, using the following as a guide:

Bad communication

Bad listening Weak leadership Group apathy Poor understanding of goals Unequal distribution of workload

The Facilitator should then ask participants to talk about why they think teamwork is important to their participation in the program. This discussion should take up to ten minutes.

BREAK 15 minutes


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Session IV Building Trust Time 45 minutes Additional Materials Flipchart Directions The Facilitator should tell participants that in this session they will

be discussing trust among members of a team.

The Facilitator should ask participants for definitions of trust and then provide the following definition: “Trust: The belief and confidence that others will do what they say, say what they mean, and represent themselves honestly at all times. Then, the Facilitator should instruct the participants to write the definition of trust using their own words or through an example. Then, the Facilitator should ask a volunteer to share what she wrote. (This should take five minutes.)

Next, the Facilitator should ask for a volunteer to read the definition of environment. Then, the Facilitator should ask the participants to write down three factors in the environment right now. Facilitator should encourage participants to list both physical and behavioral factors. After participants have written down three factors in the current environment, Facilitator should ask a volunteer to share what she wrote. (This should take five minutes.) The Facilitator should divide participants into four groups and give each group one flipchart page and a marker. Facilitator should ask each group to post its flipchart page on a wall (in a row) and instruct them to label their flipchart page as follows:

Group 1: Things that Create Trust within a Group Group 2: Things that Destroy Trust within a Group Group 3: Environment Factors that Help Build Trust within Group Group 4: Environment Factors that Prevent Trust from Forming within a Group

The Facilitator should instruct each group to select a scribe who will write ideas on the flipchart page. The Facilitator should tell the participants that they have five minutes for brainstorming behaviors and activities related to their assigned flipchart. Then, Facilitator should instruct groups to move to the set of flipchart pages directly to their left. Teams will have two minutes to add their ideas to the lists that have already been started.


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The Facilitator should call time after two minutes and have teams move again to their left. Teams will cycle until they have visited all the flipchart pages and have returned to their original ones. The Facilitator should give the teams 2 minutes to review their original lists and then instruct them to return to their seats. The Facilitator and participants should review all the lists as a group and invite discussion on specific items. The Facilitator should encourage participants to describe specific examples of how a particular behavior builds trust, helps create a positive team environment, or destroys an environment. The Facilitator should also make sure that participants link trust-builder behaviors to the behaviors associated with creating a positive climate. The participants should be encouraged to recognize the relationship between those behaviors and factors. Additionally, the Facilitator should ask the following questions: 1. Whom or which types of people do you trust the most? Why? 2. Let’s revisit the Leadership training -- Should you trust

leaders? Why or why not? 3. Does your trust of people have anything to do with gender?

Do you have an easier time trusting men or women? 4. Why do you think it’s important to build trust when addressing

conflict?

Session V Compromise, Conflict Avoidance, and Reconciliation Time 45 minutes Additional Materials None Directions The Facilitator should read and/or write down the definition of

compromise: “Compromise is when both parties give up something they want in

order to get something else they want more. Neither side gets everything they want but they make concessions to reach an agreement that is satisfactory to both sides.”

The Facilitator should ask participants to restate the definition in their own words to make sure they understand the definition. (This should take five minutes.)

Next, the Facilitator should ask the participants to write down an example of when they or someone they knew compromised in a situation. After five minutes, Facilitator should ask for volunteers to share their examples of compromise. Then, Facilitator should ask the following question for discussion:


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Why do you think compromise is important for teamwork?

After five minutes, the Facilitator should ask the participants Why and when do you think it’s useful to avoid conflict? Once the discussion ends, the Facilitator should provide (writing down on the board) the following tips for conflict resolution:

15 TIPS FOR CONFLICT RESOLUTION 1. Negotiate. Remain calm. Try not to overreact to difficult situations. By remaining calm it will be more likely that others will consider your viewpoint. 2. Avoid ultimatums. 3. If one loses, both lose. Establish common ground rules. You may even want to ask your partner-in-conflict to read and discuss these rules with you. When parties accept positive common ground rules for managing a conflict, resolution becomes much more likely. 4. Say what you really mean (do not use generalities)! Be specific about what is bothering you. Vague complaints are hard to work on. Don’t generalize. Avoid words, such as “never” or “always.” Such generalizations are usually inaccurate and will heighten tensions. Don’t stockpile. Storing up lots of grievances and hurt feelings over time is counterproductive. It’s almost impossible to deal with numerous old problems for which interpretations may differ. Try to deal with problems as they arise. 5. Avoid accusations and attacks. Accusations will cause others to defend themselves. Instead, talk about how someone’s actions made you feel. 6. Own your own feelings first ("I" statements). Express feelings in words, not actions. Telling someone directly and honestly how you feel can be a very powerful form of communication. 7. Always check out your perceptions.


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Avoid “make believe.” Exaggerating or inventing a complaint – or your feelings about it – will prevent the real issues from surfacing. Stick with the facts and your honest feelings. 8. State your wishes and requests clearly and directly. 9. Repeat the message you think you received.

10. Refuse to fight dirty (name-calling, threats, etc.). Attacking areas of personal sensitivity creates an atmosphere of distrust, anger, and vulnerability. 11. Resist giving the silent treatment. Avoid clamming up. When one person becomes silent and stops responding to the other, frustration and anger can result. Positive results can only be attained with two-way communication. 12. Focus on the issue and focus on the present. Deal with only one issue at a time. Don’t introduce other topics until each is fully discussed. This avoids the “kitchen sink” effect where people throw in all their complaints while not allowing anything to be resolved. 13. Take a short break. If you start to feel so angry or upset that you feel you may lose control, take a break and do something to help you feel steadier – take a walk, do some deep breathing, do the dishes – whatever works for you. 14. Use humor and comic relief, when possible 15. Always look for closure. The Facilitator should review the tips with the participants and ask participants if they can provide any examples of experiences where these tips were used and conflict was averted or situations where one or more of these tips were not used, but if they did conflict could have been averted.


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Session VI Defining a Vision for a Peaceful Somalia Time 45 minutes Materials needed None Exercise Defining and mapping of peace

The Facilitator should begin by mentioning that this session will focus on pillars of peace and how they relate to the Somali context. It will comprise of two group exercises. The Facilitator should write the following message on a flip chart:

“Peace is the most import factor for the survival of every society.

To question or inquire about it helps to define it. The discussions that follow will be centered on the concept of pillars of peace and working as a group to identify why Somalia does not have these pillars. In order to envision a peace Somalia, ask the participants to define and express the meaning of peace as they possible see it. This activity requires group work.”

Directions: The Facilitator will ask participants to turn to Exercise 3.3 in their workbook. The Facilitator will break up the participants into small groups to discuss what is happening in each of the following pictures, and ask them sort them into the following categories: a. pictures that show peace

b. pictures that show conflict

c. pictures that show both

d. not sure

Facilitator will then lead a discussion asking the following: a. How did you classify each picture?

b. Explain the difference between peace and conflict

In the second session’s activity the participants will discuss the crucial aspects to sustaining peace—pillars of peace. The Facilitator will explain what is meant by a pillar of peace Ask the participants their views on the pillars that uphold and/or are central to peace in Somalia and then facilitate the discussion of the following concepts beginning by outlining the responses on the board and leading a discussion of those responses. Below is an example model for the discussion.


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Session VII Training Evaluation Time 15 minutes Additional Materials Copies of the self-assessment for the participants (see

Attachment 3.2 in this manual) Envelope for the completed evaluations Directions The Facilitator should tell participants that it’s very important to get

their feedback on the training and should pass out copies of the self-assessment, as well as training evaluation to the participants.

Facilitator should tell the participants that the evaluations are

anonymous and instruct them to place completed evaluations into the envelope. Facilitator should tell participants that they have 15 minutes to complete both evaluations.

Session VIII Closing and Reflection Time 20 minutes Additional Materials None Directions Facilitator should ask participants to divide up in pairs and should

read the following instructions: Each one of you will take turns falling into your partner’s arms

while the other one will have to catch you. Before starting falling back, please clasp your hands and put them in front of your chest. This is very important because it’s going to prevent you from flapping your arms around and hitting your partner. Before practicing the fall, you and your partner should discuss the best strategies for catching the falling person. You can put out one of your knees to have good stability and make sure that you have your arms out to catch your partner. Please make sure that each partner falls at least twice.


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While participants are practicing, Facilitator should walk around and help them. The activity should take 15 minuutes. Once everyone has had a chance to practice the fall, Facilitator should invite participants to reflect on the activity: 1. What was easy?

2. What was challenging?

3. What would have happened if you were asked to do this

activity at the start of this program?

4. Did you use anything you learned in the past three days?

After discussion ends, Facilitator should congratulate participants on completing the training and ask them to give themselves a round of applause.


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ATTACHMENT 1.1 Region: __________ / Gender: __________ / Age: __________

SELF-EVALUATION Please respond to the statements below using the following scale:

Str

on

gly

D

isa

gre

e

Ne

utr

al

Str

on

gly

A

gre

e

I d

on

’t k

no

w

a. I understand what peacemaking means 1 2 3 4 5 6 7 �

b. I understand what skills are exhibited by a person who is a peacemaker

1 2 3 4 5 6 7 �

c. I can easily identify my own leadership qualities

1 2 3 4 5 6 7 �

d. I know what I need to work on in order to increase my leadership abilities

1 2 3 4 5 6 7 �

e. I understand how to effectively communicate with others

1 2 3 4 5 6 7 �

f. I am aware of my communication strengths

1 2 3 4 5 6 7 �

g. I am aware of my communication weaknesses

1 2 3 4 5 6 7 �

h. I can easily put together a professional presentation

1 2 3 4 5 6 7 �

i. I know how to relate to people when I am speaking

1 2 3 4 5 6 7 �

j. I can name at least three qualities of a team

1 2 3 4 5 6 7 �


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k. I feel confident that I can resolve conflicts that I encounter

1 2 3 4 5 6 7 �

l. I am aware of gender differences in my community

1 2 3 4 5 6 7 �

m. I am proud of being a woman

1 2 3 4 5 6 7 �

n. I feel confident that I can lead a small project in and with my community

1 2 3 4 5 6 7 �

Useful Somewhat useful Not useful

o. How useful is the question,

“what is your clan”? 1 2 3 4 5 6 7

p. Please indicate your impression of each word below:

Positive Neutral Negative

Clan 1 2 3 4 5 6 7

Clannism 1 2 3 4 5 6 7

Power sharing 1 2 3 4 5 6 7

Conflict 1 2 3 4 5 6 7

Peace 1 2 3 4 5 6 7

Negotiation 1 2 3 4 5 6 7

Violence 1 2 3 4 5 6 7

Aggression 1 2 3 4 5 6 7

Compromise 1 2 3 4 5 6 7

Cooperation 1 2 3 4 5 6 7


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q. Imagine that your clan has a dispute with another clan on resources. Who is in a position to

initiate a message of peaceful resolution of the conflict? (Circle any that apply)

Clan elders chiefs youth women third party mediator

r. Imagine that your clan is starting a conflict with another clan. You oppose this conflict and

support a peaceful resolution to the conflict. What is the likelihood that you will take action to

advocate against the conflict?

1 2 3 4 5 6 7

Likely Somewhat likely Unlikely

s. What are some actions that can be taken to advocate a peaceful resolution to the conflict? List all that come to your mind.

t.Clan X and Clan Y have a long history of conflict. Suppose a camel-keeper of Clan X came to a well with his camels to drink water and another camel-keeper of Clan Y happened to bring his camels at the same time to the same well. The camel-keepers begin to quarrel about whose camels may drink from the well that day. The argument quickly escalates and the clans are soon facing off against each other over the issue. How would you resolve this situation?


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True Somewhat true Not true u. Clan differences inevitably lead to conflict.

1 2 3 4 5 6 7

v. Clan conflict persists because majority clans treat minority clans badly.

1 2 3 4 5 6 7

w. Clan conflict persists because leaders perpetuate conflict for their own ends.

1 2 3 4 5 6 7

x. Clan conflict persists because of land disputes.

1 2 3 4 5 6 7

y. Clan conflict persists because of tradition.

1 2 3 4 5 6 7

z. Clan conflict persists because it is a fact of life.

1 2 3 4 5 6 7

aa. Clan conflict persists because of cycles of violence.

1 2 3 4 5 6 7

bb. Clan conflict persists because it is inevitable.

1 2 3 4 5 6 7

cc. Clan conflict persists because outsiders manipulate the conflict.

1 2 3 4 5 6 7

dd. Clan conflict persists because of power struggles.

1 2 3 4 5 6 7

ee. Clan conflict persists because of dowry disputes.

1 2 3 4 5 6 7

ff. Clan conflict persists because of ancient hatreds.

1 2 3 4 5 6 7

gg. Clan conflict persists because of access to resources.

1 2 3 4 5 6 7


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ATTACHMENT 1.2

Examples of Conflict Maps

Party A

Party D

Party C

Party B

Part

y E Party F

Where

are

Where

are


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ATTACHMENT 1.3

STRATEGIES TO IMPROVE OWN LEADERSHIP ABILITIES

1. Listen hard: When others are talking and especially expressing their

concerns, hear them out. You could convey empathy, suggest alternatives and create harmony within the team or give advice to an individual. GREAT LEADERS ARE GREAT LISTENERS!

2. Connect: Take complete responsibility for how you are heard. Always

rephrase your message to make it sound positive. Effective communication is very important.

3. Be a people’s person: An integral part of developing leadership skills is to

learn to respect others’ capabilities. Let others make decisions on certain issues. Trust them with their work; don’t be a watchdog and too controlling.

4. Lead by example: Others must believe in your integrity and that you really

mean what you say. Be prepared to act as you tell others to act. 5. Share leadership: Share tasks with others and capitalize on others’

individual strengths. You become a better leader by involving more people in the leadership process.

6. Evaluate your success in relation to others: Your prime responsibility is to

ensure success and development of others. Focus on building their skills as this will enhance motivation and team performance. Remember, their success is yours too!


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ATTACHMENT 1.4

LEADERSHIP QUESTIONNAIRE – SCORING SHEET

A score of ninety or higher indicates that a person has a natural tendency to be a leader and a perceived ability to perform the tasks required of a leader. They naturally seek out roles that would require them to work as leaders. Others most are very likely to gravitate towards this individual.

A score of seventy to ninety indicates that a person strives to be a leader. This individual is comfortable in groups, is able to make group decisions, and is constantly working on enhancing her leadership skills.

A score of fifty to seventy indicates that a person has exhibited some leadership qualities and can work on improving and enhancing skills that are necessary to a leader.

A score of fifty or less indicators a general dislike of wanting to become a leader. This individual would rather follow others than lead.


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ATTACHMENT 3.1

KEY CODE TO CANDY GAME

Before starting the game, the Facilitator should assign one of these sets of questions to each type of candy:

Candy 1: Have you ever been on a team before? If so, what kind? Candy 2: Would you rather be a team leader or a team player? Why? Candy 3: If you were to lead any kind of team, what kind would it be? Candy 4: What do you hope to get out of the teamwork training?


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ATTACHMENT 3.2

TRAINING EVALUATION

SECTION I In this section, please evaluate each portion of the training:

Str

on

gly

D

isa

gre

e

Ne

utr

al

Str

on

gly

A

gre

e

I d

on

’t k

no

w

a. The training goals and objectives were clearly stated

1 2 3 4 5 6 7 �

b. The training objectives were met during the training

1 2 3 4 5 6 7 �

c. My expectations for the training were met

1 2 3 4 5 6 7 �

d. The simulation at the end of the training linked all of the themes

1 2 3 4 5 6 7 �

e. The training material was new to me

1 2 3 4 5 6 7 �

f. Group activities helped me in understanding the training material

1 2 3 4 5 6 7 �


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Please state the most useful aspect of the training: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Please state the least useful aspect of the training: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Please comment on how skills and knowledge from this program will help you as a Peacemaker in dealing with conflicts: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Please comment on what you would want changed in this training: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Please add any other comments in regards to the training: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Facilitator Evaluation

Please respond to the statements about the Facilitator using the scale below:

S

tro

ng

ly

Dis

ag

ree

Ne

utr

al

Str

on

gly

A

gre

e

I d

on

’t k

no

w

a. The Facilitator promoted my learning during the training

1 2 3 4 5 6 7 �

b. The Facilitator used visual tools effectively during the training

1 2 3 4 5 6 7 �

c. The Facilitator clearly described directions and rules during the training

1 2 3 4 5 6 7 �

d. The Facilitator promoted discussion and critical thinking during the training

1 2 3 4 5 6 7 �

e. The Facilitator answered questions during the training

1 2 3 4 5 6 7 �

f. The Facilitator encouraged input from all participants of the training

1 2 3 4 5 6 7 �

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