1. technology and computing
2. consumer electronics
3. telephones
4. mobile phones

Leading Transitions- Building the Capabilities
of Local Community Leaders and Enhancing the
Skills Set of Community Based Organisations.
A Training Manual for Community Facilitators
Acknowledgement
PCP sincerely thanks the European Union for funding this project with co-funding
from Bread for the World (BfdW). We also extend our sincere gratitude to the
following villages, groups, organisations and individuals for their continuous
support towards this project:
The villages of;
-Naboutini
-Tawake
-Wainigadru
-Wainiika
-Makolei
-Vuya
-Nadivakarua
-BuaLomanikoro
-Raranibulubulu
-Waikisi
-Nubu
-Nubunikavula
-Naduri
-Lomaloma
-Saivou
-Nayarailagi
- Cakaudrove Provincial Council
- Bua Provincial Council
- Macuata Provincial Council
- Commissioner Northern’s Office
- Integrated Human Resource Development Programme
- Northern Development Programme
-femLINKPACIFIC
- Peaceworks and Evolveris
- Citizen’s Constitutional Forum
- Adi Vasulevu Chute (former PCP-North Project Manager)
- Irene Lemon
- Rebecca Spence
- Paulo Bale
- Leonie Smiley
- Dr. Michael O’Loughlin
For more information contact:
The Pacific Centre for Peacebuilding
Project funded by the European Union
SUVA
P.O.Box 18167, Suva, Fiji
Phone : (679) 3310208/ 3310209
Fax
: (679) 3310250
LABASA
P.O.Box 3955, Labasa
Phone : 8816005
Fax
: 8816006
Email
: [email protected]
Website: www.pcpfiji.org
Facebook: www.facebook.com/pcpfiji
August, 2013 Pacific Centre for Peacebuilding.
Leading Transitions- Building the Capabilities
of Local Community Leaders and Enhancing the
Skills Set of Community Based Organisations.
A Training Manual for
Community Facilitators
Project funded by the European Union
The Pacific Centre for Peacebuilding (PCP) with the support from the
European Union and Brot fur die Welt presents a summary of the work
undertaken in 16 communities with emerging community leaders, including
women and youths in Vanua Levu from October 2012 until October 2013.
1
Foreword
With funding from European Union and co-funding from Bread for the World (BfdW)
the Pacific Centre for Peacebuilding was able to successfully implement the Leading
Transitions- Building the Capabilities of Local emerging Leaders and Enhancing the Skills
Set of Community Based Organisations Project.
This Facilitators training manual is the final product of a journey of learning’s and
challenges that PCP has had the privilege of undertaking together with the 96
trained community facilitators. They are emerging leaders from the 16 villages in
Vanua Levu :
Naboutini Village, Tawake Village, Wainigadru village, Wainiika village, Makolei
Village, Vuya Village, Nadivakarua village, Waikisi Village, Nubu Village, Nubunikavula
village, Naduri village, Lomaloma Village, Saivou village, Nayarailagi village.
We are indebted to the Chiefs and Elders of these villages, and the families for their
support and permission to enable this project to occur. We are also grateful to the
support provided from the Commissioner Northern’s office, Cakaudrove Provincial
Council Office, Macuata Provincial Council Office, and the Bua Provincial Council
Office.
The topics covered in this manual include leadership, good governance,
communication skills, community development plans and conflict resolution.The
content was created from a series of capacity building trainings, monitoring visits and
interviews with the participants and key community leaders facilitated by PCP. This is
PCP’s first training manual to be published in our contribution to raising awareness
and sharing skills and knowledge on Peacebuilding and Conflict Transformation in
Fiji and the Pacific.
Project funded by the European Union
It is our hope that this manual together with the trainings provided to the Community
Facilitators and participants will be well utilised to deal with issues and conflicts non
violently, to strengthen social cohesion, and increase the ability and opportunities
for equal participation of women, youth and men in social , economic and political
life in Fiji.
Koila Costello- Olsson
Executive Director
Pacific Centre for Peacebuilding
2
Introduction
The Pacific Centre for Peacebuilding (PCP) works with peacebuilders in the Pacific
to transform, reduce and prevent conflict. Our vision is to create a just, peaceful and
sustainable Pacific and actively promote gender justice through inclusive decisionmaking, empowerment and participation.
Founded in 2007, PCP has an office in Suva with 12 staff and in Labasa with 4 staff
(refer to last page for organizational structure). Since its inception, PCP has been
working tirelessly at the micro, meso and macro levels in Fiji and does this via the
following programmes and projects:
Work in the area of: Good
governance,
leadership,
mediation, conflict resolution,
effective communication and
sustainable livelihoods
Target group: 16 communities in
Vanua Levu: Seaqaqa (4), Bua (4),
Cakaudrove (4), and Labasa (4)
Objectives of the programme:
Build greater social cohesion
through enhancing skills in
dialogue, community participative
planning, and leadership for good
governance and conflict resolution,
thus
enabling
communities
to contribute more effectively
to the peaceful conciliation
of stakeholder interests and
enhance the prospects for equal
participation of men and women
in social, economic and political
life.
3. Women’s Peacebuilding
Leadership Programme –
Regional Project
Target group: Women’s and youth
groups
Work in the area of: Conflict
analysis,
prevention
and
transformation, trauma healing.
Objectives of the programme: To
promote group decision-making
processes that are sensitive to
gender and cultural differences,
and enable equal representation
and participation of multiethnic
women in their community’s
development, as well as the qual
distribution of development
benefits across ethnicities. To
improve women’s knowledge
and skills on ways to analyse
and resolve conflict situations
that arise in their communities
To continue to assist women’s
Target group: 20 regional
women (aged between 25 and
40) who have worked in the area
of peacebuilding in Autonomous
Region of Bougainville, Fiji, Papua
New Guinea, Solomon Islands and
West Papua undertake a three-year
Graduate Certificate programme
in collaboration with the Centre for
Justice and Peace Building (CJP)
in Eastern Mennonite University
(EMU) in the USA. The programme
targets women peacebuilding
practitioners in these countries
who are recognized in their
Project funded by the European Union
1.Leading
Transitions:
Building the Capacities of
Local Community Leaders
and enhancing the Skills
Set of Community Based
Organizations – North
Project
groups to identify and undertake
activities that can contribute to
their families and community’s
livelihoods, food security and
economic security.
2. Women
and
Youth
Sustainable Livelihoods
Programme
–
North
Project
Work in the area of: Sustainable
Livelihoods
and
Conflict
Resolution
3
Project funded by the European Union
community
as
possessing
leadership
potential
and
dedication to their community.
Objectives of the programme:
20 Pacific women lead the
design,
development,
and
implementation of peacebuilding
projects and processes at
community,
national
and
regional levels. The programme
will inculcate knowledge of
peacebuilding
theory
and
practical skills in the learners and
provide guiding frameworks,
theories, and other peace and
conflict management tools to
enhance their peacebuilding
efforts within the Pacific.
4. Restorative Justice
Work in the area of: Restorative
Justice
Target group: Fiji Correctional
Services Rehabilitation Team,
Fiji Police Force, prison inmates,
survivors and their communities
Objectives of the programme:
To educate officers on restorative
justice concept and processes
and to engage them in creating
restorative justice awareness
for inmates. To educate and
encourage survivors on the
importance of meeting offenders
through a restorative justice
dialogue process. To educate
survivors and offenders families
and communities on restorative
justice processes. To select and
train key community leaders
from survivors and offenders
4
communities to provide ongoing
support for victims and those
affected by violence
5. Government and CSO
Dialogues
Work in the area of: Public
participation,
constitutional
development,
dialogue,
negotiation and mediation
Target group: Senior government
officials, key civil society leaders
(includes a range of sectors such
as political parties, trade unions,
human rights and faith-based
organizations).
Objectives of the programme:
To create spaces for public
participation
and
improve
popular consultation processes.
Additionally, to train our target
groups to better understand the
importance of dialogue.
Background of the Project
In 2012 the Pacific Centre for
Peacebuilding
began
work
in
Vanua Levu by identifying sixteen
(16) communities for its Leading
Transitions- Building the Capabilities of
Local Emerging Leaders and Enhancing
the Skills Set of Community Based
Organizations’ Project. Through a
series of scoping, familiarization, and
follow up visits, the 16 communities
were confirmed and 100 emerging
community leaders, including men,
women and youths were identified.
Funded by the European Instrument
for Democracy and Human Rights
(EIDHR) and co-financed by Brot fur die
Welt (BfdW), the overall objective of
the program was to build greater social
cohesion between the 16 participating
communities in the three provinces
of the North, particularly focusing on
women, youth, emergent community
leaders and multi- racial groups. It
was targeted to enable communities
to contribute more effectively to the
peaceful conciliation of stakeholder
interests and enhance the prospects for
equal participation of men and women
in social, economic and political life.
The project also aimed at improving
the situation of the participating
communities, its traditional leaders, the
existing village/settlement social and
service groups; support the formation
of new multiracial women’s and youth
groups and the training of the 100
people as community facilitators.
Using peacebuilding framework and
methodologies, PCP conducted a series
of training workshops throughout
Vanua Levu for the identified 100
emerging community leaders offering
the necessary skills to enable work in
villages and settlements on issues such
as conflict management, participatory
planning and consultation skills.
The trainings were divided into two
cycles. Cycle one looked at thematic
areas of Effective Communication,
5
Leadership and Good Governance.
Cycle two focused on Mediation,
Conflict Resolving methods and
Community Development approaches.
These were conducted four times per
cycle to cater for the 16 communities
that were divided into four groups of
four villages.
At the end of the trainings, the last
of which was conducted in mid-July,
96 out of the 100 were confirmed
community
facilitators,
receiving
certificates upon completion of the
trainings.
Follow-up evaluation and monitoring
at and after the trainings found
that these community facilitators
are implementing these skills and
knowledge at the community level.
Project funded by the European Union
Some of these communities had
already
established
partnership
with PCP through its International
Women’s Development Agency (IWDA)
Sustainable Livelihood program, while
others were identified upon their
requests to be part of such a project.
Naboutini, Tawake, Wainiika and
Wainigadru villages were chosen from
Cakaudrove province;BuaLomanikoro,
Vuya, Makolei and Nadivakarua fromBua
Province;Nubu, Raranibulubulu, Waikisi
and Nubunikavulafrom the Labasa
district and Naduri, Lomaloma, Saivou
and Nayarailagi villagesfrom Macuata
Province.
Vanua Levu Villages Profiles
BUA PROVINCE
NADIVAKARUA
MAKOLEI
VUYA
BUA LOMANIKORO
Total Population
126
400
504
368
Total Household
25
57
120
56
Tokatoka
3
5
3
8
Mataqali
6
5
6
8
Source of income
• Yaqona farming
• Copra farming
• Occasional logging
• Yaqona farming
• Dalo farming
• Handicraft
• Yaqona farming
• Copra farming
• Root crop farming
•
•
•
•
Health
Health Namalata
nursing station- 5 km
away
Police station
Fishing
Yaqona farming
Copra farming
Root crop farming
Nabouwalu Hospital- 7
km away
Nabouwalu Hospital- 10
km away
Health centre located
within the vicinity
Nabouwalu which is
really far away
Nabouwalu Police
Station- 7 km away.
Nabouwalu Police
Station-10 km away.
Nabouwalu Police
Station-
School
• Ratu Emeri School
and Kubulau Schoolboth 5km away
• Solevu Secondary
School- 80 km away
• Immaculate
Conception Primary
School
• Immaculate
Conception Collegeboth half a km away
• Immaculate
Conception Primary
and College- 2.5 km
away
• Vuya District School
10 km away
• Bua District School
and Bua Primary
School. Naikavaki
Secondary School
all within walking
distances
Transport
Gravel roads. Mode
of transportation is
normally by bus
and carrier, which is
often affected by the
bad road conditions
Gravel roads. Mode of
transportation- normally
by bus, which is often
affected by bad road
conditions. There are
also RSL vehicles for hire
Gravel roads. Mode of
transportation is
normally by bus,
which is often affected
by the bad road
conditions.
Gravel roads. Mode of
transportation is
normally by bus, which
is often affected by
the bad road conditions.
There are also RSL
vehicles for hire
Communication
The most common
mode of
communication within
the area is by mobile
phones through TFL,
INNK, Vodafone and
Digicel
The most common
mode of
communication within
the area is by mobile
phones through TFL,
INNK, and Vodafone.
Mass media- access to
television networks that
have a wide coverage
like Fiji One, Sky and
FBC Television
The most common
mode of
communication within
the area is by mobile
phones through TFL,
INNK, Vodafone and
Digicel
The most common
mode of
communication within
the area is by mobile
phones through INNK,
and Vodafone
Project funded by the European Union
SERVICES
6
CAKAUDROVE PROVINCE
WAINIGADRU
WAINIIKA
TAWAKE
NABOUTINI
Total Population
138
112
143
421
Total Household
24
24
34
57
Tokatoka
2
3
1
4
Mataqali
1
2
1
1
Source of income
•
•
•
•
•
Yaqona farming
Copra farming
Beach-de-mer
Fishing
Foodstalls along the
roadside
• Yaqona farming
• Copra farming
• Beach-de-mer
•
•
•
•
•
Yaqona farming
Copra farming
Beach-de-mer
Handicraft
Fishing
• Yaqona farming
• Copra farming
• Handicraft
SERVICES
• Tawake health centre
situated within the
village
• Saqani Health Centre
11 km away
• Tawake Health Centre
15km away from the
village.
• Wainikoro Health
Centre- 45 km away
from village
Police station
Wainikoro Police Post 45 Wainikoro Police Post 45 Wainikoro Police Post 45 Saqani Police Post 11
km away
km away
km away
km away
School
• Tawake District
School- 2 hours walk.
• Volivoli Primary
School
• Nadogo High School45 km away
• Wainiika District
School
• Saqani High School50 km away
• Tawake Primary
School
• High school
education- Labasa
• Volivoli Primary
School- 7 km away
• Saqani High
School-11 km away
Transport
• Gravel road- mode
of transportation
is normally by bus,
which is often
affected by the bad
road conditions.
• Boat services to
coastal villages
• Gravel road- mode
of transportation
is normally by bus,
which is often
affected by the bad
road conditions.
• Boat services to
coastal villages
• Gravel road- mode
of transportation
is normally by bus,
which is often
affected by the bad
road conditions.
• Boat services to
coastal villages
• Gravel road- mode
of transportation
is normally by bus,
which is often
affected by the bad
road conditions.
• Boat services to
coastal villages
Communication
The most common
mode of
communication within
the area is by mobile
phones through TFL,
INNK, Vodafone, Digicel,
and radio
The most common
mode of
communication within
the area is by mobile
phones through TFL,
INNK, Vodafone, Digicel,
and radio
The most common
mode of
communication within
the area is by mobile
phones through INNK,
Vodafone and radio
The most common
mode of
communication within
the area is by mobile
phones through TFL,
INNK, Vodafone, Digicel,
and radio
7
Project funded by the European Union
• Tawake Health Centre
which is 12 km on
foot and 12 km boat
ride
Health
MACUATA PROVINCE, SEAQAQA
NADURI
SAIVOU
LOMALOMA
NAIYARALAGI
Total Population
450
120
197
103
Total Household
43
18
55
24
Tokatoka
3
3
2
1
Mataqali
1
5
6
4
• Yaqona farming
• Cash Crop Farming
• Vegetables (weekend
vendors)
• Cash crop farming
• Occasional sugarcane
labourers
• Soap making and
virgin oil by women
Source of income
•
•
•
•
Farming
Fishing
Sea Weed
Yaqona and crop
farming, but not on
a commercial scale
because of the soil
condition
• Yaqona farming
• Cash crop farming
• Pineapple farming
Project funded by the European Union
SERVICES
Health
Health Naduri Health
Centre situated within
the village.
Most services are
accessible at Seaqaqa
which 9 km away from
the village.
Health Centre is
accessible at Seaqaqa
town, which is 30 km
away.
Dreketi Health Centre
which is 14km away.
Police station
There needs to be a
police post to service
the area and the villages
within the district of
Naduri.
Police service can be
accessed at Seaqaqa
with the toll free lines
used at times of need.
Seaqaqa Police Station
and the use of toll free
lines i.e. 917 and 919.
Seaqaqa Police Station
and the use of toll free
lines i.e. 917 and 919.
School
• Naduri Primary
School
• Nabala Junior
Secondary School.
• Narailagi Primary
School that is 4 km
away from the village.
• Seaqaqa town for
high education
located 9km away.
• Vudurosoqa Primary
School- 30km away
• Seaqaqa Indian
School- 30km away.
• Batirilagi Primary
School- 12km away.
• Seaqaqa Central
College – for
secondary education.
Transport
Gravel roads. Mode
of transportation is
normally by bus
and carrier, which is
often affected by the
bad road conditions
Gravel roads. Mode of
transportation- normally
by bus, which is often
affected by bad road
conditions. There are
also RSL vehicles for
hire.
Gravel roads. Mode of
transportation is
normally by bus,
which is often affected
by the bad road
conditions.
Gravel roads. Mode of
transportation is
normally by bus, which
is often affected by
the bad road conditions.
There are also RSL
vehicles for hire.
Communication
• The most
• The most
• The most
common mode of
common mode of
common mode of
communication
communication
communication
within the area is
within the area is
within the area is
by mobile phones
by mobile phones
by mobile phones
through TFL, INNK,
through TFL, INNK,
through TFL, INNK,
Vodafone and Digicel.
Vodafone and Digicel.
Vodafone and Digicel.
• Mass media- access to • Mass media- access to • Mass media- access
television networks
television networks
to television
that has a wide
that has a wide
networks that has a
coverage like Fiji
coverage like Fiji
wide coverage like
One, Sky and FBC
One, Sky and FBC
Fiji One, Sky and
Television.
Television.
FBC Television and
internet connection
to those who have
computer access.
8
• The most
common mode of
communication
within the area is
by mobile phones
through TFL, INNK,
Vodafone and Digicel.
• Mass media- access to
television networks
that has a wide
coverage like Fiji
One, Sky and FBC
Television.
MACUATA PROVINCE, LABASA
NUBU
NUBUNIKAVULA
WAIKISI
RARANIBULUBULU
Total Population
107
86
33
109
Total Household
27
24
7
28
Tokatoka
5
4
0
2
Mataqali
2
3
1
0
Source of income
• Sugar cane farming
• Root crop farming
• Root crop farming
• Yaqona farming
• Yaqona farming
• Root crop farming
• Banana farming.
• Land Leases
• Fishing
• Sugarcane labourers
Health
Wainikoro Health
Centre- 15km away.
Labasa Hospital- 15km
away
Labasa Hospital- 10km
away
Coqeloa Dispensary
-2.5km away.
Labasa Hospital- 7km
away
Police station
Wainikoro Police Post15km away.
Labasa Police Station
Labasa Police Station
Labasa Police Station
School
• Nadogo Secondary
School- 15km away.
• Korotari Primary
School.
• Vunimoli Secondary
School.
• Korotari Primary
School.
• Vunimoli Secondary
School.
• Coqeloa Primary
School
• Naleba Secondary
School.
Transport
Gravel road, mode
of transportation is
normally by bus, which
is often disrupted by the
bad road conditions.
Gravel roads. Public
transport (bus) services,
which is often disrupted
by the bad road
conditions.
Gravel road. Public
transport (bus) services,
which is often disrupted
by bad road conditions.
Gravel road. Public
transport (bus) services,
which is often disrupted
by bad roads and
having to hire carriers in
such cases.
Communication
• The most
• The most
• The most
• The most
common mode of
common mode of
common mode of
common mode of
communication
communication in
communication in
communication in
within the area is
the area is by mobile
the area is by mobile
the area is by mobile
by mobile phones
phones through TFL,
phones through TFL,
phones through TFL,
through TFL, INNK,
INKK, Vodafone and
INKK, Vodafone and
INKK, Vodafone and
Vodafone and Digicel.
Digicel.
Digicel.
Digicel.
• Mass media- access to • Mass media- access to • Mass media- access to • Mass media- access to
television networks
television networks
television networks
television networks
that has a wide
that has a wide
that has a wide
that has a wide
coverage like Fiji
coverage like Fiji
coverage like Fiji
coverage like Fiji
One, Sky and FBC
One, Sky and FBC
One, Sky and FBC
One, Sky and FBC
Television.
Television.
Television.
Television.
Project funded by the European Union
SERVICES
9
Stories of Success
Towards a peaceful and sustainable Makolei
Seven kilometres off Nabouwalu, Bua,
sits Makolei village, a testament to
PCP’s work. The village is one of the
participating communities of PCP’s
Leading Transitions project and have
been hosts of the two trainings that
took place in Bua.
Project funded by the European Union
After the first cycle of training, which
looked at the topics of Effective
Communication,
Leadership
and
Good Governance in November, 2012,
a village meeting was held for the
participants to share their learning’s
from the training. Subsequently,
another meeting was called for and
serious discussions were made for
changes in leadership in the village,
which included the Turaga Ni Koro
(village headman), the youth leader
and the store supervisor.
The village store was established
in 2007 to cater for Makolei and
its neighbouring villages because
travelling to Nabouwalu was long and
costly. After five years in operation the
store experienced financial difficulties
leading to a loss. After almost a year
of closure, the Makolei Youth group
opted to resume the store operation
to be part of their Scheme and was
granted. (The Makolei Youth Scheme
is made up of young men and women
from the village that looks after the
village projects, which are the village
store and the village farm).
With the help of the village grant, the
youths led by Maria Teresia, resumed
business following a three month
probation period. Maria is one of the
participants in the Leading Transitions
training and has been managing the
village store since its resumption in
November, 2012. She says the training
has been of great help towards her
responsibilities in the village, the youth
scheme and especially in handling
finances daily at the village store.
For the 23 year old, her involvement
meant a good platform to practise the
skills and knowledge she acquired from
the training. “This all happened after
the first cycle of training, which meant
I can put what I have learnt to good
use. Handling money daily is quite a
challenge and I am grateful because of
that training, I am being responsible,
transparent and accountable with the
work that I do”, she shared.
Former Turaga Ni Koro (village
headman) Lusio Vulai said the decision
was not made to undermine anyone,
but to make use of the talents and
skills that the youths have. “Moreover
these trainings by PCP have taught
us a lot about leadership and equal
participation, and we are giving our
youths a chance at it” he adds. Mr. Vulai
held the village headman post for three
years from 2007-2010 which now is
held by his 27 year old son Likorio Vulai.
Having a village headman in his midtwenties is something one will not
normally see in an I-Taukei community.
For Likorio, the past nine months has
been about handling village matters
with support from his father, the
chief, village elders and the villagers.
According to him, the role came with
its challenges but he is grateful for the
support he is getting from his villagers.
“At first my peers taunted me about
being the village headman, but I
worked hard anyway. I have been
trying to live by one of the teachings of
the training and that is, a good leader
sets the example, listens and feels for
his people”, he said.
Today his peers support and respect
him and will always be seen with him.
He works closely with the youths in
ensuring that the village farm is taken
*The Turaga Ni Koro (village headman) plays an important role in an I-Taukei community. Being the focal point of contact he/she is appointed by the villagers and usually holds the post until the next elections which normally occurs every two years (this may vary in other I-Taukei communities). Akin to a mayor or town administrator
the Turaga Ni Koro is responsible for providing leadership and guidance and ensuring the well-being of his/her community.
10
Inside the Makolei village store which is under the Youth Scheme as well as the village farm (left).
The Youth Scheme also caters for a
high number of school dropouts who
are together making an effort to make
their village a better place to live in.
Gains from the sale of the farm
produce buys fuel for the generator
that supplies electricity to the village
and also serves as contingency funds.
Through this Makolei Youth Scheme,
villagers do not have to stress about
emergencies or having to fundraise for
village functions, for the farm supplies
in cash or kind.
Sulio Bulinadi, a clergy, shared that
ever since the training the villagers
seem to be getting along. He adds
that even the youths are hardly seen
loitering around the village. “These
trainings have impacted us indirectly
as well because from what I can see it is
not only the participants that seem to
benefit, it’s the whole village”.
For 52 year old Vitalina De, the
peacebuilding methodologies have
been of great help to her role as a
marriage counsellor. She leads a group
of marriage advisors called Marriage
Encounter, that counsel couples,
families as well as attempt to solve
their conflicts.
11
Vitalina says she is more confident in
helping her village become a peaceful
and loving place.“We have our own
ways of handling conflicts but your
trainings have opened our eyes us to
more ways of building and maintaining
peace and unity in a community”, she
says of PCP.
The village of Makolei is not only
sharing the teachings from the training
but also implementing it at the
community’s best interest. The village
have plans to construct a fuel station to
supply fuel to the district of Solevu and
the youths have been raising funds to
improve the village hall condition, that
is, to install proper water pipes at the
hall and to tile its floor.
Project funded by the European Union
care of. In the farm scheme, the youths
are divided into groups of five and are
assigned a farm per group. These are
individuals’ farms that they work on
in the weekdays while the village farm
work fall on the weekends and involves
all the youths, females included. “We
encourage them to strive through
whatever hardships they may face to
attain a better life for themselves”.
Raranibulubulu village unravels deep-seated issue
The village of Raranibulubulu has had
a complete revamp since the Pacific
Centre for Peacebuilding conducted
a workshop in the village earlier this
year. Located outside Labasa town,
the village hosted PCP’s first training
for the Labasa District. The workshop
held in May, 2013, focused on Effective
Communication, Good Governance
and Effective Leadership.
It was after this particular training that
the participants had a meeting and
decided to talk about a deep-rooted
issue that has been in existence for
more than a decade in Raranibulubulu
which is the distribution of lease
money.
Project funded by the European Union
The lease money is paid to the three
clans of the village for the land leased
by cane farmers in Labasa. . Every three
months, the lease money is made
available and has been one of the
sources of income to the village for the
past 20 years. The money is handled by
the Board of Trustees, made up of the
three clan leaders, who then distributes
it to the villagers.
According to 23 year old Seruwaia
Bukasega, one of the participants of
the training, there was no visibility of
how much money they were given
nor were they aware of the amount
each clan was entitled to. “Growing up,
I was exposed to this conflict. People
would complain about getting less
than another or nothing at all almost
every three months and yet no one
did anything about it”. She added that
the clan members residing outside the
village have also raised questions about
not being included in the distribution.
make changes to the way the money
was distributed.
Village headman, 36 year old Ananaiasa
Tuinaqalau said the issue was an
existing one and usually ‘came to life’
every time the lease money was to be
distributed. “It was always there but
never solved”. Asked as to why this was,
he said, the villagers seemed to have
accepted the situation given the long
period of time it had been affecting
them.
These discussions have led to the
distribution practise being changed.
The current practise is, each clan has
a bank account and their share of the
lease money is directly deposited into
the account. This way the villagers/
clan members know how much money
they are given and how much they are
entitled to.
The young group of participants with
the assistance of the former Turaga
ni Koro, Waqa Tumuri, and Methodist
Minister,
Joeli
Vosawale
(also
participants at the training) intervened
in an attempt to resolve a conflict long
overdue. Having learnt the principles
of good governance, leadership and
communication skills from the first
cycle of training, the participants raised
the issue to the village council stressing
the need to resolve the issue.
Seruwaia said the training had
enlightened them to be conscious of
the issues affecting them and that it
also gave them courage speak up.
Having raised the issue to the council,
a village meeting was arranged
opening up discussions regarding the
distribution and handling of the lease
money. This also proved an opportune
time for the participants of the training
to talk about what they had learnt
relating to the matter at hand and
more. The council was also able to
hear firsthand the plight of the clans
opening up further discussions to
12
And like Makolei village (mentioned
earlier),
Raranibulubulu
decided
to make changes to some of its
leadership roles offering two posts
to the participants of PCP’s training.
Current Turaga ni Koro, Mr Tuinaqalau
was appointed to the post in May while
Seruwaia Bukasega leads the Youth
group after the villagers agreed in a
village meeting to the changes.
Former Turaga ni Koro, Mr Tumuri
said he does not regret handing over
the head role to his son, after seeing
the progress in the village since his
appointment. “The youth group is
active now after two years of dormancy,
the image of the village is improving
and we were able to resolve our lease
money issue. “
For Mr Tuinaqalau the training was a
‘wake-up call’ for besides managing to
solve a deep-rooted issue, it also got
them thinking and working to improve
things around the village.
An epitome of great leadership: Anasitasia Vasemaca
To Vasemaca, her appointment was
not a surprise because she had been
assisting the former Turaga ni Koro,
Usaia Sobu, prior to her appointment
but, being the first headwoman in her
village and the second of her kind in
Vanua Levu motivates her to be a role
model to the women.
For Vasemaca, education has no limits
thus she attends workshops whenever
she can. Because of this enthusiasm,
she with five other villagers from
Saivou were identified to be part of
PCP’s Leading Transitions- Building
the Capabilities of Local Emerging
Leaders and Enhancing the skills set
of Community Based Organizations’
project.
She commends PCP for enhancing her
skills and knowledge of leadership and
in trying to develop better leaders for
a better Fiji. Upon returning to Saivou
after both trainings, Vasemaca and
her fellow participants shared their
learning to the villagers in a village
meeting. The leader often stresses at
the trainings and in her village that
‘nothing is going to happen unless you
do something about it’.
She adds that the training has
empowered her to do more for her
village. She has been hard at work
tapping doors of stakeholders and
government departments trying to
secure funding to aid their village and
organisations’ project plans.
Meanwhile
being
passionate
about education has led the village
headwoman to form a committee
that looks after the well-being of their
students. The students’ movement
in the village are monitored and no
...being the first
headwoman in
her village and the
second of her kind
in Vanua Levu
motivates her to be
a role model to the
women.
student is to be seen loitering after
6pm. “They are seen off to the bus to
school and are waited for when they
return by a security officer from the
committee”
According to her the initiative has
paid off as students are attaining good
grades in school compared to the time
when the initiative was not in place.
During village meetings, the leaders
of various groups present a monthly
report on the group’s activities. This
way, the groups are monitored to
13
Saivou village headwoman, Anasitasia
Vasemaca
ensure that the groups are progressing.
Besides the women, men and youth
committees, there are religious,
development
and
kindergarten
committees in the village.
Anasitasia said her duty as a village
head-woman is challenging but she is
grateful to the women and villagers of
Saivou for their support.
Project funded by the European Union
Imagine a village head-woman in
an i-Taukei community. It is unusual
to come by because only men have
been known to hold this post. Outside
Seaqaqa Town is Saivou Village, which
has been for the past two years, led
by 55 year old single mom, Anasitasia
Vasemaca.
Excerpts from participants about the project:
“This training has had a huge
impact on my role as a village
headman. After sharing the
learning from the first training, our
villagers are now showing up to
our village meetings, participating
in discussions rather than being
silent at all times, listens when
I speak, and are now more
cooperative when village works
are called for. Young headmen are
hard to come by in most I-Taukei
communities and it has been
very challenging, but thanks to
PCP and these trainings and the
support from home I have been
managing well thus far”.
Project funded by the European Union
“Before I attended this leadership
training, it was difficult to look
after my youth group…and
because we are all in the same
age group they never took me
seriously. Now I am sharing what
I have learnt and things are
starting to change, my members
are now showing respect and are
more cooperative”.
Tupeni Valewale, 33
Village Headman- Naboutini.
“This training has not only aided
me in my village headman role, but
also at home, as a husband and a
father”.
Bonefasio Driti, 45
Village Headman- Wainigadru
“Our villages now have the
chance to improve leadership
and community development
through means of communication,
mediation, and conflict resolution,
thanks to PCP”.
Seruwaia Bukasega, 24.
Raranibulubulu Youth Club
President
Mareta Sili Balemaiwasa, 22
Vuya Youth Club President
14
Excerpts from key community leaders (observers) of
participating communities about the project:
“Our youths (most of whom
attended the training) have
improved their performance and
presentation during village and
group meetings”
Watisoni Bola,
Turaga ni Koro, Vuya
“The participants (community
facilitators) are leading selfmanagement processes to improve
their families and communities”
LusioVulai, 54
former Makolei village
headman
“The community facilitators are
involving themselves in dialogues
to solve differences within the
community”
Lorima Matemosi, 40
Naduri- village headman
Project funded by the European Union
Isaia Sobu, 67
Saivou village, Church Elder
“The youths are more vocal now
that their confidence has been
boosted, all due to this training”
“The youths now value tradition
and virtues at both personal and
community level”
Ratu EpeliKatonivualiku, 47
Church elder
15
Training Modules:
The following training modules were developed by the PCP staff for this particular project. The development of the modules
involved research of the topics, edition to fit into local context and the finalisation of the draft which were then tested in mock
sessions. The researching of the topics mostly evolved around related ideologies in Fiji and the Pacific. In the mock sessions, the
curriculum was tested and then finalised for facilitation in the communities. These modules were edited as the training commenced
according to feedback from the communities. This was to ensure that it coincided with the local traditional context and that any
trained community facilitator can facilitate it in their respective groups and communities. There are six thematic areas that this
project looks at and are as follows;
Topic: EFFECTIVE COMMUNICATION
Duration: One Day
Project funded by the European Union
Learning Objective:
At the end of this session, participants will:
• Develop, learn and practice better communication skills
• Identify ways of communication
• List challenges faced in communication
• Practice active listening skills and assertive speaking skills
• Explore the nature of culture and communication styles.
Key Messages:
Methodology and Duration:
People send messages or “speak” both verbally
through the tone of our voice and the words that
we choose, and nonverbally through the ways we
hold our bodies, the direction of our eyes and the
expression on our face. People receive messages
or “listen” both verbally and nonverbally. Research
shows that people communicate much more
through nonverbal ways than through words.
This means we must pay special attention to the
messages we send to others through our facial
expressions, body posture and eye movement.
Facilitator to focus on 2 questions for introduction:
What is Communication and how do we communicate? Participants to
give responses and these are to be plotted on flipchart.
Activity: 1
Facilitator gives a scenario to three or more volunteers where they will
act on it non-verbally. Facilitator asks the whole group to observe how
the volunteers are communicating and asks the following questions:
1. What were some forms of non-verbal communication visible?
2. What may be the messages the communicators was trying to
convey?
3. How do you know it?
4. What could be the whole story they were acting on?
Facilitator then hands over to volunteers to explain the message/story and
also their role in it. Facilitator summarizes with the messages transmitted
from our body showing the group the actual eye communications, body
movements, body posture etc. and encourage participants to contribute.
Facilitator stresses that these does not define the best out of the rest
rather it is the different ways we receive and give messages because we
are unique from each other.
(Duration: 30mins)
Words/content
Participants in this category focus on the words from the other person.
The entire message is in the words/content itself. How they receive and
give a message is also depended on the words said. The use of words is
very important for them, they can chose to communicate or close up if
the words/content doesn’t fit them.
16
Key Messages:
Methodology and Duration:
Tone
Participants in this category are sensitive to the tone of the discussion or
communication. How they receive and give messages is focused on the
tone. Their options to communicate lies on the tone of the conversation.
Talk harshly and you will trigger them, talk politely and you will win them.
Body Language
Participants in this category observe the body language and the messages
transmitted from it. They are very attentive also to the unspoken words
but showed through the body in different movements. Facilitator gives 5
minutes for participants to reflect with the following questions.
1. In a communication process which of the areas do you focus on?
2. In groups of 5 participants to identify which of the area they focus on
and why? Get the participants to share. (Group sharing).
Once this is done, facilitator discusses how people communicate using
the (60/30/10) percentage. 60% of people focus on body language, 30 %
focus on tone, 10% of people focus on content
Participants are asked to identify which percentage category they would
fall under and why this is so. When all have shared, facilitator concludes
that we should include body language as a very important transmitter
of unspoken messages. And that when communicating, it’s important to
keep the 60/30/10 % formula in mind. (Duration: 30 mins)
Listening is a skill. Few people listen well. Active
listening is a way of helping people feel they are
heard when they are speaking. When the people
feel heard, they are less likely to repeat themselves,
yell or shout, or be very angry. The opposite of
active listening is defensive listening, where your
responses show you do not (want to) understand
what the person is trying to tell you and you do not
care much for them.
Active listening skills include the following skills:
• Clarifying or summarizing the emotion and
content of the speaker’s message to you.
• Asking people to say more about their
experiences or feelings in a way that shows your
interest in what you say.
• Acknowledging a person when you agree with
what they are saying.
Facilitator to get participants into groups to brainstorm for 15mins and
answer the two questions:
1. What is listening? 2. What is active listening?
Facilitator to summarize the discussions
Participants to brainstorm on causes of communication breakdown Community level (Group Presentation)
Facilitator to then use Chinese Whisper Activity. All participants to sit in a
circle of two groups, facilitator to then whisper one statement to one of
the participants. The participant is to whisper and pass the message on
until it reaches the last person. Each person can only whisper the message
ONCE. Reconfirm the message and see if there were any changes.
Facilitator asks participants to relay the original message to the whole
group. Facilitator to observe very closely the attitude while doing the
exercise, timing, reactions during and after the exercise (blaming,
joking), eye contact, body posture and how they pass the information
around.
Facilitator will analyse the above and relate it to passive listening, which
results in conflicts in the communities/relationships.
After analysis facilitator to encourage and inspire participants that
communication is a skill which one can learn and be a better person and
redo the exercise.
Again analyse with participants how they maintained the message
without twisting it and discussion.
Introduce the three skills below and relate it to the Chinese Whisper. (Duration: 1 ½ hrs)
17
Project funded by the European Union
Active Listening:
Key Messages:
Methodology and Duration:
Clarifying focuses on the issues- Communication
What is Clarifying?
• Helps the listener understand the issue
• Keeps the person focused on their story
• The Person knows you’re interested
• Encourages the person to disclose
• Guides the listener to effectively respond to the
issue
Methodology and Duration:
Facilitator asks participants to share their understanding of the following:
• What is Clarifying?
• Why do we need to clarify? Facilitators to define using the example
below.
Example: Speaker A and Speaker Bg set the scene.
So this what you saying……..? Help me understand what you mean…..?
Facilitator divides participants into pairs and asks them to do the exercise
and an open discussion to follow:
Agspeaks Bglistens and Clarifying
Aglistens and Clarifying Bg speaks
(Duration: 15mins)
Diplomatic Speaking:
Diplomatic Speaking: Facilitator to share key messages (15mins)
-Is speaking about difficult things in a way that:
• Will make others hear you.
• Will not make other people close their ears and
become defensive.
• Identifies your own needs without offending
others.
Diplomatic speaking uses “I” or “WE” language and
rather that pointing a finger or blaming others,
one speaks for themselves. For example, “I feel
upset when you are late for our meeting because
it means that I am not able to get home in time to
cook dinner for my family” is diplomatic whereas
“You are always late” is accusatory.
“My Voice”/ Na Domoqu
Project funded by the European Union
Collages are a way of communication through
pictures and words. It is a form of art use to
communicate key messages.
Facilitator to ensure that there are materials available, construction
paper for each participants, magazines, glue sticks, scissors, markers*,
pens*, pencils* (optional*)
Tell participants that the theme of the collage is “Noqu Domo”/“My Voice”
Instruct participants that they can go through magazines and select
images and words that relate to the themes. Encourage people to trust
their first reaction – if an image jumps out at them, tear it out and try to
work with it. They can cut out words, phrases or headlines and add them
to the collage. It’s recommended that people have a pile of magazine
clippings before they start to lay out the collage.
Once participants have their pile of clippings, they can then start to tear
or cut the images and play around with placing them on the construction
paper. They can create background textures, turn images
At the end, post collages around the room and have a gallery walk where
everyone can walk around and see what’s been done. Each participant
or volunteers can speak about the key messages. *This exercise can be
done individually or as groups depending on time factor.
(Duration: 1 hour)
18
Topic:
LEADERSHIP
Duration: One Day
Learning Objectives:
At the end of this session, participants will:
• Define leadership and the qualities of leadership
• Develop, learn and practice better leadership skills.
Key Messages:
Methodology and Duration:
Leadership is “organizing a group of people to achieve a common goal”. The leader
may or may not have any formal authority. Students of leadership have produced
theories involving traits, situational interaction, function, behaviour, power, vision
and values, charisma, and intelligence, among others. Somebody whom people
follow: somebody who guides or directs others. Leadership is a process by which
a person influences others to accomplish an objective and directs the group in a
way that makes it more cohesive and coherent.
Facilitator to ask for 8 volunteers to
participate in the Tangling Knots activity.
To do this exercise participants have to
hold hands in a circle and intertwine
themselves within the circle without
breaking it. Two volunteers to untangle
the knot and the rest of participants to
observe (The activity is to demonstrate
what leadership is about)
Open Discussion –definition of Leadership
Group work – Group to discuss existing
types of leadership, Group to report back
to the larger group.
Energizer (Annex 1)
(Duration: 1 ½ hours)
Principles of Leadership
1. Know yourself and seek self-improvement - In order to know yourself,
you have to understand your- be, know, and do, attributes. Seeking selfimprovement means continually strengthening your attributes. This can be
accomplished through self-study, formal classes, reflection, and interacting
with others.
2. Be proficient - As a leader, you must know your job and have a solid familiarity
with your members ‘ tasks.
3. Seek responsibility and take responsibility for your actions - Search for ways
to guide your community/group to new heights. And when things go wrong,
they always do sooner or later — do not blame others. Analyse the situation,
take corrective action, and move on to the next challenge.
4. Make sound and timely decisions - Use good problem solving, decision
making, and planning tools.
5. Set the example - Be a good role model. They must not only hear what they
are expected to do, but also see it done
6. Know your people and look out for their well-being.
7. Keep your members/group informed - Know how to communicate with not
only them, but also seniors and other key people.
8. Develop a sense of responsibility in your people. Help to develop good
character traits that will help them carry out their responsibilities.
9. Ensure that tasks are understood, supervised, and accomplished Communication is the key to this responsibility.
10. Work as a TEAM –Together Everyone Achieves More.
11. Use the full capabilities of your members/people - By developing a team
spirit, to its fullest capabilities.
19
Open Discussion
Group Activity – Number participants
into groups of 4 -5 and discuss on what is
their understanding of leadership styles?
Group reports back to the larger group.
Energizer (Duration: 2 ½ hours)
Project funded by the European Union
There is an impression that not all leaders are born but all are developed, for
leadership is more about who you are than what you do. The greatest principle
ever discovered which underlines all religion, psychology and philosophy, is, “You
become what you think about most of the time”.
Therefore leadership is similar to an in-built vessel within a person’s personality or
character that is a waiting to be developed. A person’s ability to develop his or her
qualities to effective leadership is important since it determines the kind of leader
the person would be. Leaders are primarily self-made and self -develop.
Key Messages:
Methodology and Duration:
Qualities of leadership
Open Discussion
Group Activity – Number participants
into groups of 4 -5 and discuss on what is
their understanding of leadership styles?
Group reports back to the larger group.
Energizer (Duration: 2 ½ hours)
1.VISION:
Leaders have vision and this makes them to be clear and exciting, in term of
coming up with ideas of where they are and where they are going.
2.COURAGE:
Means that you are willing to take risk in the achievement of goals with no
assurance of success. Shows that the future belongs to risk – takers not the
security –seekers. The Ultimate challenge or test to courage in leadership is
how well you perform in a crisis.
3. INTEGRITY :
Leadership requires HONESTY in everything they do both internally and
externally. This speaks of TRUSTWORTHINESS
4. HUMILITY: Leaders have the security and self-confidence to recognise the values
of others.
The best leaders are those who are strong and decisive but also humble. Being
humble does not mean that you are weak or unsure but rather depicts that
you have self-confidence and self-awareness to recognise the value of others
without feeling threatened.Humility gets results and is a major hall mark of
humble leader because they continually strive to get better for they never
stop learning.
5.FORESIGHT: Leaders have the ability to look into the Future and anticipate/
speculate what might occur
Excellent Leaders are good strategic thinkers who projects forward covering
all aspects of operation. Such leaders look ahead with anticipation and have
some accuracy based on what is happening today.
Project funded by the European Union
6.FOCUS: The ability to focus personal and resources in the most important areas is
essential to Leadership.
Leaders focus on the needs of the followers (Organisation, Village council,
Youth groups) and on what must be achieved by themselves and their
followers. They are intensely solution oriented, and not BLAME ORIENTED.
They focus on the future on the opportunity and actions of tomorrow rather
than the problems and difficulties of the past (yesterday). These leaders do
not COMPLAIN or CRITICIZE but rather remain positive and focused on their
goals and those of the organisation, community.
7. COOPERATION: The ability to work well with others is essential for effective
leadership
Leaders’ having the ability to get everyone working together is essential to
success.They are liked and respected by everyone around them. They go
out of their way to get along with key people that the team depends on and
understands that people are their VALUABLE ASSET.
8. COMMUNICATION: Leaders are the best communicator.
Leaders track, Follow up, listen and feel for the followers.
Leaders know themselves. They know who they are and what they want and
make better decisions. Set clearer priorities by developing complete clarity about
yourself and your situation, you will think and act more efficiently and accomplish
greater results in everything you do.
20
Topic:
GOOD GOVERNANCE
Duration: One Day
Learning Objectives:
At the end of this session, participants will:
• Develop understanding on the concept of Good Governance.
• Explain the 8 principles of Good Governance and its importance in the area of leadership.
• Identify challenges in ensuring Good Governance practices in communities.
• Practice skills of Good Governance through role plays
Key Messages:
Methodology and Duration:
Good Governance:
Probing Questions for Discussion. Participants are
divided into 8 groups. Each group has a GG principle to
discuss before facilitator gives the definition with the
whole group.
What is Good Governance?
Good Governance involves principles that are used in the process
of implementing decisions. The use of Good Governance principles
can decrease corruption and misuse of resources and ensure the
views of the minorities and the most vulnerable are included.
Good Governance practices can enable responsible and responsive
governments and organizations. They help leaders make the right
decisions with most effective outcomes.
Actors in Governance
There are various actors in governance including government
ministers, Department, civil servants, political parties, civil society,
urban rich and poor, rural rich and poor, religious groups, traditional
groups and international and regional bodies.
Good governance can be exercised on the following levels:
• Family • Community • Government – local and national • Regional
and International
8 Good Governance Principles
Responsive
Institutions and processes should try to serve all stakeholders
within a reasonable timeframe.
Accountable
Public officials must be answerable for government behaviour, and
be responsive.
21
Group Questions:
Responsive
• Share a development that was responsive in your area.
• What was the development about?
• When was it planned?
• When was it completed?
• How did you feel when the development was/wasn’t
completed on time?
Accountable
• Why is important for us to be accountable for our
actions and the decisions we make?
• Is it part of our culture for our leaders to be held
accountable and Why?
• What is our responsibility if there is no accountability
shown?
Transparent
• Why is it required for us to more transparent with what
we do?
• Is it part of our culture for our leaders to be transparent?
• What makes it difficult for us to demand transparency
from our leaders?
• What is our responsibility as citizens/community
members if transparency is not practiced?
Effective and Efficient
• Reflect on a development in your community
• What was the development?
• Who and how was the development identified?
• Did it serve/responded to your needs?
• How does it make you feel?
Project funded by the European Union
What is Governance?
Governance means the process of decision making and the process
by which decisions are implemented. (or not implemented)
Governance focuses on the formal as well as informal structures set
in place to arrive at the implemented decision.
Key Messages:
Methodology and Duration:
Effective and Efficient
Processes and institutions need to produce results that meet the
needs of society, while making the best use of resources.
Inclusive
• Reflect on a development in your community
• Who identified the need to have a development?
• Who were all involved in the decision making?
• What was the process followed?
• At the end were all voices heard/ all participated in the
process?
• What was the outcome?
Transparent
Information needs to be made available to the general public for
clarity on government decisions. Transparency can help inhibit
corruption.
Follows the Rule of Law
There needs to be fair legal frameworks that are enforced
impartially, fully protecting Human Rights and rights of minorities.
Equitable and Inclusive
People should not feel excluded from the mainstream of society
and everyone should have opportunities to improve their wellbeing.
Participatory
Citizens both men and women, need to be involved in the
development process. People need to participate so that the
government can make informed choices.
Consensus Oriented
Different interests and viewpoints need to be mediated to
reach a broad consensus on what is in the best interest of whole
community.
(Adapted from the Citizen’s Constitutional Forum- Good Governance
brochure)
Follows the Rule of Law
• What do you understand by this word?
• What are some community systems/strategies in place
to highlight the importance of the Rule of Law?
• What law is usually broken in the community and
Why?
• What is our community contribution so that the Rule
of Law is respected all the time in our communities?
Participatory
• Identify a development in your community where all
participated?
• What were the roles designation for the men, women
and youths?
• What was the outcome of the development?
Consensus Oriented
• Reflect on a decision made by your group/family
• How did you managed to agree as a group on a
decision?
• What process was followed?(Duration: 2hours)
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Activity 2:Role Plays Non Verbal
Facilitator introduces 5 Steps to Change. Scenarios where
Good Governance is not practiced are given to the
participants. For this exercise participants are to be given
a scenario and non-verbally they are to portray the five
steps taken to address this. For example, to get to install a
water tank in your village what are the steps you will take
to get this done. The same is to be done for this activity
but linking it to the Good Governance principles
• What are the 5 effective steps discussed by the group
that will address the problem
• Facilitator facilitates the process and encourages group discussion
• Summarizes the two concepts and link it to Leadership
(Duration: 30 mins)
22
Topic:
CONFLICT RESOLUTION
Duration: One Day
Learning Objectives:
At the end of each of this session, participants will:
• Share their experiences of conflict and ways of solving these conflicts
• Define the terms “conflict, conflict resolution, peace and peacebuilding”
• Identify individual styles of conflict management
• Apply the five steps in conflict resolution
Key Messages:
Methodology and Duration:
Personal experiences: Causes of conflict and ways of resolving these.
In groups, participants are given 30 minutes to
share their experiences of conflicts and how they
solved these. They are to choose one example from
the sharing and explain this to the bigger group.
Definitions of key terms
What is Conflict?
Conflict is a struggle over values and claims to scarce status, power and
resources (Coser, 1956, pg 8). “It’s not our differences that divide us, it’s
our judgments about each other that do” (Margaret J. Wheatley)
In every society there are bound to be differences of opinion on allimportant matters. The differences can be due to personal and collective
reasons. Conflict results when people are competing for scarce material
and non-material products. Conflict is not necessarily negative and can
be a stimulus for positive change. What is critical is that the conflict does
not become violent.
Types of Conflict
Intra-personal: conflicts occurring within a person. E.g. clashes in beliefs
for instance traditional beliefs and modern beliefs
Inter – personal: Conflict between two or more people e.g. husband and
wife issues
Intra Group: Conflict within certain groups, whether it is a religious,
ethnic or identity group e.g. Catholic vs. Methodist beliefs
Inter group: conflicts occurring between large organized social or identity
groups e.g. Macuata Province member villagers’ vs.Bua Province member
villagers.
23
Facilitator to acknowledge the ways that they have
been resolving conflicts, ask also what has worked
well in their methods of doing this and why. As
participants are sharing the facilitator is to note the
methods on a flipchart and to then ask questions
or add to the discussion.
(Duration: 1 hour)
Participants to be given a copy of the Personal
Conflict Style Inventory (Ron Craybill, Conflict
Transformation and Restorative Justice Manual)
(Annex 1).Each participant is to fill out the test.
Facilitator then asks each participant to go to a
designated spot in the room where prepared signs
of styles are pasted.
Facilitator then invites any participant to share their
responses and their styles. Facilitator emphasises
that in order to work together it’s important that
you understand your own conflict management
style as well as your colleagues. (Duration: 1 hr 15 mins)
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Conflict occurs when people experience tension in their relationships
with others. People in conflict perceive that others are making it difficult
or impossible for them meet their human needs
Conflict is sometimes caused by miss-communication and poor listening
skills, but mostly it is more often about other issues like it values or
beliefs.
Key Messages:
Methodology and Duration:
• What is conflict resolution? Addresses and resolves deep rooted
sources of conflict. Uses a problem solving methodology in order to
identify option for addressing the sources of conflict.
• What is peace? Peace is a state of personal and social health
and wholeness. This includes personal well-being, rights and just
relationships and structures. (ECREA, pg 150). Peace is an ongoing
process to transform violence. (Working with Conflict, 2011, pg 11)
• What is peacebuilding? Creates the capacity within communities to
meet all forms of human needs and rights. PB is the responsibility of
everyone. (ECREA, pg 150)
Peacebuilding seeks to prevent, reduce, transform, and help people
recover from violence of all forms, even structural violence that has not
yet led to massive civil unrest. At the same time, it empowers people to
foster relationships at all levels that sustain them and their environment.
(Schirch, 2004, pg 9)
Stages of Conflict:
Facilitator introduces the stages of conflict using
Simon Fisher diagram (Working with Conflict,
pg 5) to explain. Participants to use one example
from the morning session on personal sharing to
indentify which stage the conflict is at
The Facilitator mentions that it is important that
you understand what stage the conflict is to be
able to determine what type of intervention.
Facilitator then introduces types of conflict: latent,
surface and open.(Duration: 1 hour)
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It is important that you understand what stage the conflict is to be able
to determine what type of intervention.
Latent Conflict: refers to social tensions, differences and disagreement
between two or more parties which are hidden. A latent conflict can lead
to an open conflict
Surface Conflict: shallow and no roots and maybe only a
misunderstanding of goals that can be addressed by means of improved
communication.
Open Conflict refers to deep-rooted and visible and may require actions
that address both the root causes and the visible effects.
If the conflict is open conflict then it makes it possible to use conflict
resolution methods or tools.
24
Key Messages:
Methodology and Duration:
Steps of Resolving Conflict
1. Understand the conflict
Facilitator uses the Onion Model and the Position
vs Interests diagram to explain issues, positions,
interests and needs.
The onion model
POSITION – a statement of demands
framed as solutions to an issue.
• Often involves incomplete
information, hidden
ISSUE – a
subject or
problem
that is under
discussion to
be resolved.
INTERESTS – a concern or need that
suggests what is important to a
person about an issue
• Lies beneath the rhetoric positions
• Are broader than positions
• Encompasses the parties’ needs,
concerns, and hopes
• Arise from substantive, procedural or
emotional factors
Each group is then asked to present their ideas.
After all the presentations, the Facilitator needs to
have a prepared flipchart that identifies clearly and
correctly the conflict, the positions, interests and
needs.
Facilitator ends session by wrapping up on a
flowchart of the 5 steps of resolving conflict. (Duration: 1 hour).
Position vs. Interests
Interests play an important role in better understanding conflict. Often,
groups waste time “bargaining over positions.” Instead of explaining
what the interests of their position are, they argue about their “bottom
line.” This is not a useful way to negotiate, because it forces groups to
stick to one narrow position. Once they are fixed in a particular position,
it will be uncomfortable for them to abandon it. They may spend more
effort on “saving face” than on actually finding a suitable resolution. It is
usually more helpful to explore the group’s interests, and then see what
positions suit such interests.
2. Communicate with the opposition
Now that you have thought through your own interests and those of the
other party, you can begin to communicate directly with your opposition.
Here are some tips for productive talks:
• Listen. Their opinions are important to you, because their opinions
are the source of your conflict. If something is important to them,
you need to recognize this. Recognizing does not mean agreeing, of
course!
• Let everyone participate who wants to. People who participate will
have a stake in a resolution. They will want to find a good compromise.
25
Project funded by the European Union
© Community Mediation Centre, Harrisonburg, Va. Used by permission.
Key Messages:
Methodology and Duration:
• Talk about your strong emotions. Let the other side let off steam.
• Don’t, however, react to emotional outbursts! Try an apology instead
of yelling back. Apologizing is not costly, and is often a rewarding
technique.
• Be an active listener. Rephrase what you’re hearing as a question: “Let
me see if I’m following you. You’re saying that... Have I got that right?”
You can still be firm when you’re listening.
• Speak about yourself, not the other party. In the textbook example,
you might say, “I feel angry to know that my children are reading this
old-fashioned textbook,” rather than, “How could you choose such a
racist book?”
• Be concrete, but flexible. Speak about your interests, not about your
position.
• Avoid early judgments. Keep asking questions and gathering
information.
• Don’t tell the opposition, “It’s up to you to solve your problems.” Work
to find a solution for everyone.
• Find a way to make their decision easy. Try to find a way for them to
take your position without looking weak, but don’t call it a way for
them to “save face.” Egos are important in negotiations!
3. Brainstorm Possible Resolutions
• Now that you know what the interests of both parties are, and how
to better communicate with the opposition, you can start thinking
about solutions.
• Look at all of the interests you have listed, for you and for your
opponents, and look for common interests. Often both parties share
many interests -- for example, both groups may want stability and
public respect.
• Before you hold a brainstorming meeting, think carefully about how
you’ll set up the meeting.
Project funded by the European Union
• Write a clear purpose statement for the meeting. Try to choose a small
group of 5-8 people total. Hold the meeting in a different environment
from your usual setting.
• Make sure the setting is an informal one where people feel comfortable
and safe.
• Find an unbiased facilitator, someone who can structure the meeting
without sharing his or her own feelings about the conflict.
4. Choose the best resolution
• After the meeting, you will need to decide which resolution is best.
• Review your brainstorming ideas.
• Star the best ideas - these are what you will work with during the
conflict resolution process.
• Set a time to discuss them and determine which idea is the best.
The goal here is to use both groups’ skills and resources to get the best
result for everyone. Which resolution gives both groups the MOST? That
resolution is probably the best one.
26
Key Messages:
Methodology and Duration:
Project funded by the European Union
5. Explore alternatives
• There may be times when, despite your hard work and good will, you
cannot find an acceptable resolution to your conflict.
• You need to think about this possibility before you begin negotiations.
At what point will you decide to walk away from negotiations?
• What are your alternatives if you cannot reach an agreement with
your opponent?
• It is important that you brainstorm your alternatives to resolution
early on in the negotiation process, and that you always have your
best alternative somewhere in the back of your mind.
• As you consider possible agreements with your opponent, compare
them to this “best” alternative. If you don’t know what the alternative
is, you’ll be negotiating without all the necessary information! • I n
order to come up with an alternative, start by brainstorming. Then,
consider the pros and cons of each alternative.
• Think about which alternative is realistic and practical. Also think
about how you can make it even better.
• At the same time, don’t forget to put yourself in the shoes of your
opposition. What alternatives might they have? Why might they
choose them? What can you do to make your choice better than their
alternative?
27
Topic:
MEDIATION
Duration: One Day
Learning Objectives:
Project funded by the European Union
At the end of each of this session, participants will:
• Define Mediation
• Examine the responsibilities of a mediator
• Identify situations where mediation can and cannot be used
• Outline the process of mediation
Key Messages:
Methodology and Duration:
What is Mediation?
• Mediation is a voluntary, interest-based process – generally
confidential.
• It is guided by an impartial third party that help the other
parties
• An informal dispute settlement process run by a trained
third party, called a mediator. Mediation is intended to
bring two parties together to clear up misunderstandings,
find out concerns, and reach a resolution.
As you are brainstorming and choosing a good resolution,
you may want to use a third party mediator. This is a person
who is not from your group or your opponent’s group, but
whom you both trust to be fair. Your mediator can help both
sides agree upon a standard by which you’ll judge your
resolution. Standards are a way to measure your agreement.
They include expert opinions, law, precedent (the way things
have been done in the past), and accepted principles.
Facilitator to ask the following questions before going through
the objectives of mediation. In addition facilitator should take
notes of the responses of participants as he/she will make
reference to it as we go through the presentation:
• How many are familiar with the word mediation? Is there a
term in your language for “mediation”?
• Were there some here who have been part of a mediation
process?
• What was the issue?
• What was the process followed?
• Was the mediator part of the issue or not?
• Did it address your issues?
• Was everybody happy for the outcome?
Participants are given an exercise “The Last 15 Cows” (Annex 2).
After the exercise, the facilitator will ask debriefing questions:
1. Who was the mediator?
2. Was it obvious who the mediator was? If yes, why and if no,
explain?
(Duration: 1 hour)
Key principles of Mediation
• Confidentiality
• Neutrality
• Equity
• Voluntariness
• Self –determination/Free will
Facilitator to explain and ask for any feedback from participants
Responsibilities of a Mediator:
Mediator’s role is not to give advice, does not judge nor
demonstrate favouritism or preference. They neither give
personal opinions nor advocate or promote a solution
Facilitator to explain and ask for any feedback from participants
Mediation is needed when:
• When there is tense relationship that will continue
• There are communication problem
• The presence of the third party can change the dynamics
between the parties in a positive way
• The Parties are both willing to seek a solution or minimally,
re-evaluate their positions
• There is need for confidentiality
• Parties need to retain control over the process.
Facilitator to explain and ask for any feedback from participants
28
Key Messages:
Methodology and Duration:
Mediation is not the best option when:
• All parties are not represented
• There is lack of commitment to participate in good faith
• When there is power imbalance is too great
• When transparency is required.
Facilitator to explain and ask for any feedback from participants
Mediation Process
• Introduction of parties and mediator
• Introduction of the process
• Presentation by each party about the conflict from each
perspective
• The mediator clarifies and summarise the issues, interest
and needs
• The mediator stimulate the parties to formulate options
that will address the issues of concern
• The mediator helps the parties analyse each options
• The mediator develops a written agreement based on
parties’ choice and decision
Facilitator to explain and ask for any feedback from participants
Project funded by the European Union
In Summary:
In conflict resolution, the best solution is what’s best for
both sides. Of course, that’s not always possible to find,
but you should use all your resources to solve your conflict
as smoothly as you can. Mediation is a one of the ways of
finding solutions to a conflict with the help of a third party.
29
COMMUNITY DEVELOPMENT- SOCIAL EDUCATIONAL AND ENVIRONMENTAL
DEVELOPMENT (SEED)
Topic:
Duration: One Day
Learning Objectives:
At the end of this session, participants will be able to:
• Identify Community Development Approaches
• Undertake Steps to Project Planning
• Draw up Social Educational and Environmental Development Plans
Key Messages:
Methodology and Duration:
A Community Development Approach
Community Developments happens when people come together to take action
around common issues. Community development approaches recognise that the
power of the community rests with the people of the community and not just with
its leaders. It is a process that builds on existing strengths of the community and
involves local people in designing and making changes, and learning from it. The
most important outcome of the community development is better quality of life.
• Community developments:
• Is a long – term process
• Is started and supported by community members
• Involves information sharing and good planning
• Benefits the community and its residents
• Is supported by many community organizations and groups
• Creates local ownership, shared solution and responsibility, and strong networks.
Before
discussing
community
development approach, participant to
take 5 minutes with a partner and talk
about their community. The pair to
finish each statement with a few words
or a simple picture and talk to each
other about what comes to mind.
• Something about my community
that I am PROUD OF is…
• A STRENTGTH OR QUALITY of my
community is….
• A FEAR I have about my
community…..
• My WISH or HOPE about this for the
future would be………
(Duration: 1 hour)
Community Developments is often used when discussing community economic
developments, the process of bringing more business and investment into a
community. Community developments can also refer to any PROJECTS or program
that works to improve community.
Project funded by the European Union
Social Educational and Environmental Development (SEED)
It is a Community Project designed to reduce or eliminate community problems and
achieve community goals. This approach to promoting self- sufficiency encourages
communities to shift away from programs that results in dependency on services
and move towards PROJECTS that increase community and individual productivity
through Community Development.
30
Key Messages:
Methodology and Duration:
What is a Project
A project is a set of related activities which, when completed will achieve a defined
objectives. This objectives should be achieved:
• Within a given time period,
• With a given budget
By Village Activity – Describe a project/s
that your community currently does?
Participants to pick one of the identified
projects and answer the following
questions?
• Why was it important and what was
the purpose?
• Why was this project chosen instead
of another?
• How were decision made?
• What resources (people, money,
materials etc) needed?
• What was the project expected to
do?
• Was the project successful or not?
• What issues came up during the
project?
• What made it good?
• Is there anything that frustrates you
about it?
• How could the project have been
different or made better?
What you like and what frustrates you
are useful to think about when you are
getting ready to plan a project. These
things will have a lot to do with how
well your projects go.
Participants to fill in project experience
worksheet (Annex 3) after answering the
above.
(Duration 2hours)
Types of Projects
Types of Projects
Description and objectives
Income Generating Projects
The objectives of the project is to make
profit
Example: Vuya Poultry Farm
Social infra-Structure Projects
The Objectives of the project is to assist a
certain group within the community
Example :Makolei Youth Scheme Project
Natural Resources Management
Projects
The objectives of the project is to improve
natural resource management
Example: Nadivakarua Re-Forestation
Project
Why is it important to plan a project
• Think ahead and prepare for the future
• Clarify goals and developed a vision
• Identify issues that will need to be addressed
• Choose between options
• Consider whether project is possible
• Make the best use of resources
• Motivate community
• Assign resources and responsibilities
• Achieve the best results
Project planning also helps us to eliminate: Poor project designed, Overambitious
projects, Unsustainable projects, Undefined problems, Unstructured project work plan.
 A shared vision

Effective Leadership
 A shared sense of commitment to
the issues
 Enough resources
 A realistic picture of the current
situation
 Community Support
 A process that includes others
 A sense of team work
 The time to work through planning
stage
 A plan that builds on the past
accomplishment and efforts
 A way to evaluate -work
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Project funded by the European Union
Project Planning Success Factors
Projects are more likely to be successful when people have:
Key Messages:
Methodology and Duration:
Steps to Project planning
Village Group Work.
1.Each Participant to use drawings,
magazine cuttings or words to
describe this ideal future.
• What is it like?
• What projects are happening?
• What else you can see, hear, feel,
touch, taste
2.Participants from the same villages
to share their work with others
• What the same?
• What the difference?
(Duration 30 mins)
Step one - Create a Vision
A community vision describes what is hoped for and valued in the community it
is an ideal picture for the future. Some people and organization have a vision of a
better future and they use it as a guide for what they do.
Some people might think that imagining better future is foolish and not very
practical. It may feel a bit foolish a first but a vision is practical because it guides you
and helps you on the right path while you create a plan.
Step two : Current Situation
Now that you’ve had a chance to imagine the future let’s think about your community
today (the current situation) we will carry out community map Community assets
to help us understand the current situation around projects in your community.
Community Map
A community map gives you a picture of some of the supports and resources that
exists in your community. It can include things like:
Groups, Organisation, Services and
Business
People, their gifts, attitude and beliefs
Culture and tradition
Events and Activities
The land and location of special places
Pressures from the outside
Hots ports or area for big change
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Community Assets
Assets are the good things people or communities already have.
32
Village Group Work
• Participants to think about all the
resources in their community
• Draw a map on flip chart(Facilitator
to give example)
• Write down all the resources in your
community that could potentially
support your project.
(Duration: 30mins)
Participants to take a few minutes
to make a list of the assets in their
community. Assets can be people,
attitudes, activities,
Organization, groups or things that help
to make their community a healthier,
happier place to live. Participants to
write down what each assets has to
offer to the community project
Participants to fill in the assets chat
(Annex 4)
(Duration: 40 mins)
Key Messages:
Methodology and Duration:
Steps 3 &4 :State Your Goal and Establish Objectives
If you think of the community vision as a place you want to live in someday, then a
project goal is one of many possible pathways to get there.
Village Group Work
Facilitator to ask:
1.What are your ideas for projects?
Participant should have some good
ideas for vision and current situation.
Participants to take a few minutes to
discuss their ideas.
Writing the goal and objectives can be very tricky. Your project goal is a broad
statement about the purpose of the project. A project goal is supported by up to
three objectives.
Objectives describe the ways in which you will carry out your project goal. You will
be able to use these objectives throughout your project to see how well you are
doing in reaching your project goal.
Participants to pick one that their
community could do.
• How does the project make use of
the assets in the community?
• What could get in the way of doing
this project?
• How much additional support will
require?
• How easy will it be to do this project
Step 5 Develop a Work – SEED Plan
A work plan gives details about each activity for each of the objectives. Your projects
may have one, two or three objectives. And each objective has one or more activities.
Village Group Work
Participants to fill in the plan worksheet
and answer the following questions to
help them to develop a work plan for
their community project.
• What resources will you need?
(trainings, equipment )
• What activities have you planned?
• What is the timeline for each of the
activity? (How long?)
• What is the product of each
activity?(something tangible)
• Who is responsible for the activity?
(Turaga ni Koro/Marama ni Yavusa)
• What is the result for each objective?
(what you expect at the end of the
project)
(2 Hours)
Step 6 –Implement the plan
There will be a number of things to pay attention to as you implement(carry out)
your project like:
• Keeping your project group strong
• Keeping track of how the project going
• Negotiating and working through conflicts.
Participants to handover SEED plan to
facilitators
(30 mins)
(Adapted from: Voluntary Action, Wakefield District www.vawd.org.uk-newgroupguide
stostartingupprojectplanning)
33
Project funded by the European Union
Participants to fill in the Project Goal
and Objective Worksheet (Annex 5)
(Duration: 1 hour)
Conclusion
Through the Leading Transitions- Building the Capabilities of Local Emerging Leaders and Enhancing the skills set of Community Based
Organizations’ project, PCP facilitated peacebuilding and conflict resolution trainings aimed at building greater social cohesion
between the 16 participating communities in the North.
The trainings focused on thematic areas aimed to offer the necessary skills to enable work in villages and settlements on issues
such as conflict management, participatory planning and consultation skills.
As a result, 96 out of 100 identified emerging community leaders, including women and youths have been empowered to practice
and share the same in their respective community groups or villages. Majority of these community facilitators are group or
community leaders in their respective villages who have or are in the process of implementing these trainings through sharing of
the knowledge and skills acquired.
Some of this sharing has resulted in the change of leadership for some communities, which were reached unanimously. Meanwhile
others are implementing projects for community development. The project also allowed communities to meet with stakeholders
such as Integrated Human Resources Development Programme and establish networks with other communities.
The communities and community facilitators commended PCP for the ongoing support provided and allowing them an opportunity
to make a difference in their lives and communities.
****
Project funded by the European Union
This manual will guide the community facilitators to implement the same trainings in the groups or village that they lead or
represent. The manual is designed by PCP but was edited according to the feedback and suggestions from these communities
while implementing the training.
34
Appendix
Annex 1:
Personal Conflict Style Inventory – Ron Kraybill
Please Note: The reflection this inventory can create is more important and more reliable than the number the tally sheet yield.
There are no “right” or “Wrong” answers nor have we “standardized” this instrument. Some takers agree with the results; others
disagree. Whether you like the result or not, you should rely on them for an accurate picture of yourself only after further self
–scrutiny and discussion with others. The inventory is merely a tool to enable these larger tasks.
Instructions: Consider your response in situations where you wish to differ from those of another person. Note that statement
A-J deal with your initial response to disagreement; statements K-Tdeal with your response after the disagreement has gotten
stronger. If you find it easier, you may choose one particular conflict setting and use it as a background for all questions. Circle
one number on the line below each statement.
When I first discover that differences exits…
A. I make sure that all the views are out in the open and treated with equal consideration, even if there seems to be substantial
disagreement.
Not at all characteristic ←1 2 3 4 5 6 →Very characteristic
B. I devote more attention to making sure others understand the logic and benefits of my position than I do to pleasing
them.
Not at all characteristic ←1 2 3 4 5 6 →Very characteristic
C. I make my needs known, but tone them down a bit and look for solution somewhere in the middle.
Not at all characteristic ←1 2 3 4 5 6 →Very characteristic
D. I pull back from discussion for a time to avoid tension.
Not at all characteristic ←1 2 3 4 5 6 →Very characteristic
E. I devote more attention to feelings of others than to my personal goals.
Not at all characteristic ←1 2 3 4 5 6 →Very characteristic
F. I make sure my agenda doesn’t get in the way of our relationship.
Not at all characteristic ←1 2 3 4 5 6 →Very characteristic
G. In actively explain my ideas and just as actively take steps to understand others.
Not at all characteristic ←1 2 3 4 5 6 →Very characteristic
H. I am more concerned with goals I believe to be important than with how others feel about things.
Not at all characteristic ←1 2 3 4 5 6 →Very characteristic
I decide the differences aren’t worth worrying about.
Not at all characteristic ←1 2 3 4 5 6 →Very characteristic
J. I give up some points in exchange for others.
Not at all characteristic ←1 2 3 4 5 6 →Very characteristic
If differences persist and feelings escalate …
K. I enter more actively into discussion and hold out for ways to meet the needs of others as well as my own.
Not at all characteristic ←1 2 3 4 5 6 →Very characteristic
L. I put forth greater effort to make sure that the truth as I see is recognized and less on pleasing others.
Not at all characteristic ←1 2 3 4 5 6 →Very characteristic
M. I try to be reasonable by not asking for my full preferences, but I make sure I get some of what I want.
Not at all characteristic ←1 2 3 4 5 6 →Very characteristic
N. I don’t push for things to be done my way, and I pull back somewhat from the demands of others.
Not at all characteristic ←1 2 3 4 5 6 →Very characteristic
35
Project funded by the European Union
I.
O. I set aside my own preferences and become more concerned with keeping the relationship comfortable.
Not at all characteristic ←1 2 3 4 5 6 →Very characteristic
P. I interact less with others and look for ways to find a safe distance.
Not at all characteristic ←1 2 3 4 5 6 →Very characteristic
Q. I do what needs to be done and hope we can mend feelings later.
Not at all characteristic ←1 2 3 4 5 6 →Very characteristic
R. I do what necessary to soothe the others is feeling.
Not at all characteristic ←1 2 3 4 5 6 →Very characteristic
S. I pay close attention to the desires of others but remain firm that they need to pay equal attention to my desires.
Not at all characteristic ←1 2 3 4 5 6 →Very characteristic
T. I press for moderation and compromise so we can make a decision and move on with things.
Not at all characteristic ←1 2 3 4 5 6 →Very characteristic
When you are finished, write the number from each item to the tally sheet. For example on item B, if you select number 1,
write “1” on the line designated for B on the tally sheet. Then add the numbers’ 1+H 4 =5 calm. Write the number you circled
for each situation besides the corresponding letter. Add each of the 10 columns of the tally chart, writing the total of each in
the empty box just below the double line
A___
K___
B___
L___
C___
M___
D___
N___
E___
O___
G___
S___
H___
Q___
J___
T____
I___
P___
F___
R___
Calm
Storm
Calm
Storm
Calm
Storm
Calm
Storm
Calm
Storm
Collaborating
Forcing
Compromising
Avoiding
Accommodating
Now list your scores and the style names in order from the highest score to the lowest in both the calm and storm columns
below
Calm
Storm
Response when issues/conflicts first arise
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Score
Response after the issues/conflicts have been unresolved
and have unresolved and have grown in intensity
Style
Score
Style
Interpreting the score
This exercise gives you two sets of score for each of the five approaches to conflict. Calm scores apply to your response when
disagreement first arises. Storm scores apply to your response if things are not easily resolved and emotions get stronger. The
higher your score in a given style, the more likely you are to use the style in responding to conflict. The highest score in each of
the columns indicates a “preferred” or primary style. If two or more styles have the same score, they are equally “preferred”. The
second highest scores indicates ones “backup” style if the number is relatively close to the highest score. A fairly even score
across all of the style indicates a “flat profile”. Persons with a flat profile tend to be able to choose easily among the various
responses to conflict.
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Annex 2
The Last 15 Cows (Courtesy of Janet Murdock)
MR.MANGO
You own a fur coat factory. In recent weeks you have been experiencing a problem. The hides you ordered months ago
have not arrived and you just received several requests for coats. You have to get some skins immediately. A farmer recently
announced an auction of 15 cows. Yesterday you talked to him to offer a price for the cows before the auction. He informed
you that another person had made the same offer. He will meet both of you at the same time tomorrow. He did not say who
the other person was and you are afraid he might be from the newly opened leather factory in the city. You’re not sure you
want to reveal who you are or why you want the cows. You need at least 10 cows to fulfil orders. You are willing to buy 15 cows,
keep 10 and offer five to the other guy, so long as you get 10 hides. However, you prefer to have all the cows.
MR GUAVA
You own a butcher shop. You have a problem because the meat order you placed weeks ago has not arrived and you have
several large orders to fill. You need some meat immediately.
A farmer recently announced an auction of 15 cows. Yesterday you talked to the farmer to provide a price for cows before
the auction. He informed you that another person had made the same offer and wants to meet both of you at the same time
tomorrow. He did not say who the other person was, but you suspect it is the owner of the new butcher shop in town. You’re
not sure you want to reveal who you are or why you want the cows. You need 10 cows to fill the orders. You are willing to buy
the 15 cows, keep 10 even give the other five up free. However, you prefer to have all the cows.
MR. AVACADO
You are a farmer who, due to financial difficulties, has to auction 15 cows. Two people are interested in buying cows before
the auction takes place. They have made offers of equal value. You agreed to meet both men at the same time tomorrow to
discuss the matter.
Annex 3- Project Experience Worksheet
What was frustrating?
How could it be better?
Example
The project had clear goal.
Example
Those who did not agree kept quite
Example
People speak up when they do not agree
Project funded by the European Union
What went well?
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Annex 4- Assets Chart
Who are and what are the assets?
What do they have to offer for your community project?
Organisation
Group
Business
People
Attitudes
Are there any people, groups or organisation in your community assets worksheet that might be interested in working
with you and your towards your community projects.
Who are they? Why might they be interested? What interest goal might you have in common? What possible risks (things
you could lose) might you face in working with them? What are some of the benefits (things that help you) of working
with them?
Annex 5 - Project Goal and Objectives Worksheet
Project Goal:
Objectives:
1.
2.
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3.
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Annex 6 - Leading Transitions - Social Educational and Environmental Development (SEED) Plan
VILLAGE:
DISTRICT:
PROVINCE:
PROJECT NAME:
GOAL:
1.
2.
3.
Resources:
Activities and Timeline:
Products:
Who is Responsible:
Results:
Project funded by the European Union
OBJECTIVES:
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Annex 7 - Energiser exercises
1. Swimming with sharks- Get 3 volunteers to play shark and the rest of the participants to ‘swim’ around. When
the facilitator calls out- shark, participants to find sanctuary in islands formed by two participants holding hands
above their heads while the ‘sharks’ run after them. Whoever caught is out of the game.
2. Weather massages- In circle participants face each other’s backs then listens to facilitator tell a story with weather
patterns indicated. Participants to use those patterns and massage accordingly. Weather patterns are thunder,
storm, lightning, rain, drizzle, and sunshine.
3. Number steps- Get the participants to form a line and when a number is called, they are to move accordingly. #1front step, #2 -back step, #3- left step, #4- right step, other numbers are duds.
4. Fruit salad- Watermelon (2x), papaya (2x), guavas and banana (2x), fruit salad. Participants sing and dance to the
song. (Sung like nursery rhyme ‘Brother Peter’)
5. Samson, Delilah and the Lion- Criterion: Only Samson can kill the Lion, only Delilah can kill Samson and only the
Lion can kill Delilah. Divide participants into two groups to from two lines and face each other. Actions are shown
facilitator indicating Samson, Delilah and the Lion. Participants in their groups to decide whom to imitate, Samson,
Delilah or the Lion. When facilitator gives the signal, the two groups face each other with their actions. Winner is
picked according to criterion.
6. Clap of love, Ariba and Aribana- clapping rhythms
7. Alert alive awake enthusiastic song- I’m Alert, Alive, Awake, Enthusiastic (2x). I’m Alert, Alive, Awake. I’m Awake,
Alive, Alert. I’m Alert, Alive, Awake, Enthusiastic. Participants sing and perform the song.
Project funded by the European Union
8. Country symbols- Facilitator calls out a number of countries and participants are to act out scenes that the country
is famous for. For example, USA- Statue of Liberty, Australia- Kangaroos, Fiji- rugby, etc.
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PCP Organisational Structure
BOARD
Director
Koila Costello Olsson
Executive Assistant
Lita Stolz
Finance Consultant
Geoffrey N
Projects Support
Officer
Louchrisha Hussain
Programme Manager
Michelle Reddy
Assist Finance &
Admin Officer (Suva)
Jiulia Sisikakala
Research Officer
Team Leader
Menka Goundan
Assist Finance
& Admin Officer
(Labasa)
Ashmita Roshan
Facilitator
Team Leader - Suva
Priscilla Singh
WLP Project Officer
Team Leader
Vani Catanasiga
Facilitator - Suva
Veni Cakau
Facilitator - Suva
Usaia Moli
Supervisor North –
Labasa
Sindhu Prasad
Facilitator - Labasa
Tevita Tokalauvere
Communications
Support Officer Labasa
Grace Fox
Project funded by the European Union
Finance Officer
Team Leader
Ekta Singh
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Project funded by the European Union
Community Profiles
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Project funded by the European Union
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Project funded by the European Union