PA Handbook2016
PA Handbook2016
PA Handbook2016
COURSE HANDBOOK
Contents
1. Introduction
3. What is PLA?
4. Principles of PLA
5. Process
7. PLA Tools
8. Further Reading
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1. Introduction
This handbook is designed to support you whilst you are the 'Introduction to
Participatory Learning and Action (PLA)' training course. It includes information
about what PLA is; a summary of commonly used ‘tools’, and further reading.
I really hope you enjoy the course, meet some new friends and learn some skills that
you will find useful in improving the quality of life in your neighbourhood.
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2. The Origins of Participatory Learning and Action
To ensure that people were not excluded from participation, it developed a number
of methods and techniques that avoided writing wherever possible, relying instead
on the tools of such as pictures, physical objects and group memory.
In the last 15 to 20 years the use of PLA techniques has become increasingly
popular in the northern hemisphere, including the UK. It has been adopted as a way
of allowing local people to assess and appraise their own communities, and to
identify their own solutions to a range of issues within local communities.
In the North East PLA has been used to look at a wide range of issues including
drugs, crime, barriers to employment, sexual health, community facilities, graffiti,
financial exclusion, and education.
It can be used by any organisation or agency that spends public money, and wants
to know about what local people, service users or community groups really think
about their services and/or their neighbourhood, and what the priority issues are in
those neighbourhoods. In turn, any resident who wants to improve the quality of life
where they live, in economic, social or environmental terms, could encourage those
agencies to train and involve them in that process.
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3. What is PLA?
PLA uses a wide range of methods and techniques, and can thus adapt to which
group is being consulted, or to which issue is being addressed. It is a creative
learning process, which equips local people with the skills and confidence to work as
an equal Partner with agencies, service providers and other stakeholders. It can be
particularly effective in breaking down barriers between community representatives
and professionals, and promoting a shared understanding of each other’s priorities
and constraints.
It can be differentiated from more conventional research methods on the basis it;
It is also underpinned by a clear philosophy and set of principles, and these are set
out on page 6.
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4. Principles of PLA
As mentioned in the introduction, PLA is not an exact science, and precisely how
and what is delivered as PLA will vary from place to place. However, PLA is based
on a general philosophy of participation and ongoing involvement of all stakeholders,
particularly residents. In turn this philosophy is underpinned by a set of principles
which we think apply to PLA and which help distinguish it from other forms of
consultation.
As such, we believe any true form of PLA will adhere to the following principles;
It relies on conversations, and dialogue, rather than people just ticking boxes
It allows Participants to get involved in a wide variety of ways
(ii) It is inclusive
Agencies and service providers are key partners, but it is the residents/stroke
community that should drive the process
When the agencies have gone, the community is left to carry on the work
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(v) It will be action oriented
If substantive actions are not one of the PLA outcomes, that improve the
quality of life for the local communities, the process has failed
An ideal PLA key outcome would be an Action Plan of projects identified and
verified by the community, with a commitment form key stakeholders to
deliver
3. Don’t dominate
6. Don’t rush
9. Be flexible
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5. Process
A robust process of Participatory Learning and Action will usually involve at least 4
distinct phases;
In PLA research is carried out by members of the local community. In many PLA
projects the process begins with the delivery of PLA training to local residents, to
equip them with the knowledge and confidence to undertake the community based
research. The courses can vary in length from one day to 6 months, the more in
depth the training the greater the level of consultation that the community
researchers will be able to carry out. A section of the training will invariably be ‘on
the job’ with participants ‘learning by doing’, going out into the community and using
a range of PLA techniques, on the general public, or on specific parts of the
community. Indeed, this is one of the great advantages to PLA, i.e. the training
process is actually part of the research process.
Once residents are trained, they then go out into the community to undertake the
research, using the methods learned on the course. During this time support will
usually be on offer from the PLA trainers, and/or agency staff.
The next stage is to collate, analyse and assemble the data collected into a format
that can be presented to stakeholders (as part of the verification stage - see below).
This can be done in a variety of ways, but the outcome needs to be a report or draft
plan which brings out and highlights the main issues and problems, together with
priorities and potential solutions.
(iii) Verification
Once the initial findings have been collated and analysed, the resultant report or
draft plan needs to be verified. This is the process whereby the main findings are
presented and fed back to stakeholders, including key organisations, agencies and
the local community. This is to ensure that whatever projects or plans finally emerge,
the represent, as accurately as possible, the needs and aspirations of all sectors of
the community, and have the support of key partner agencies (e.g. service
providers).
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(iv) Collective Action.
Once the verification process has been completed, the final stage will involve the
development of a programme of action, or actions, to address the issues that have
emerged from the research and Planning stages. Given the philosophy and
principles underpinning PLA it is really important that this action is done with the
community, rather than to the community. The inclusive, highly participatory nature
of PLA, and the involvement of residents from day 1, through the training) should
allow for residents to stay involved as plans and actions get implemented.
This section sets out the main strengths, and some of the weaknesses of PLA in
comparison with other forms of engagement and consultation.
Strengths
It is inclusive
It empowers the community as Part of the process
It can reach out to all sectors of the community, including the ‘hard to reach’
It is flexible and adaptable-e.g. different tools, can be chosen to suit specific
circumstances
It builds up capacity within the community, and leaves a legacy
It can produce qualitative or quantitative information, and hard or soft data
Weaknesses
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7. PLA Tools
This section sets out all the various tools that can be used as Part of a PLA
approach to research and consultation. They have been Placed into groups,
depending on which stage of the process you are at;
A. Early stages
B. Analysis
C. Prioritisation and action Planning
A. Early stages
i) Mapping
Mapping can be used as an engaging and fun way to convey understanding and
awareness of an area. It is a great introductory tool to generate initial data and is will
attract people and create discussion. The map can use craft materials to make it 3-
D.
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ii) Timeline
A timeline is a good way to encourage Participants to reflect upon their lives or upon
the history of an area. It can be used as a way of introducing people in a group,
although it can take a long time! Trends (highs and lows) can then be added to the
line. The creator(s) of the timeline can explain the key features and issues raised to
the facilitator, with the focus of attention on the drawing.
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iii) Graffiti Wall
A graffiti wall allows individuals to write or draw their comments and suggestions:
these can then be and analysed (clustered, themed and prioritised) to generate
group discussion.
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iv) Appreciation Line
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B. Analysis (good tools to start to analyse an issue)
i) H-form
An H-form considers both the positives and negatives of an issue, before focusing on
possible solutions to the negative aspects. While individuals usually write or draw
their views, the format allows for group discussion and further detail to be brought
out.
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ii) Spider Diagram
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iii) Force-field Analysis
Force-field Analysis considers both the positives and negatives of an issue, before
focusing on possible solutions to the negative aspects and ideas. The distance from
the centre line shows how good or bad the issue is, the fatness of the arrow can be
used to denote the importance of the issue. While individuals usually write or draw
their views, the format allows for group discussion and further detail to be brought
out.
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iv) Causal Impact Diagram
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C. Prioritisation (good tools for prioritising and action Planning)
i) Bean Counter
A Bean Counter prioritises suggestions and comments made by the group. Each
Participant uses a specific number of dots to vote for their priorities from a list
generated from their previous comments.
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ii) Criteria Ranking Matrix
A Criteria Ranking Matrix helps Participants prioritise from lists or options identified
through other tools during earlier exercises in the Participatory process. After
identifying things which they want to rank or prioritise, normally by using one of the
earlier tools, Participants have to come up with criteria by which all of the options can
be ranked.
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iii) Pair-wise Ranking
Pair-wise Ranking can be used to make a final choice, especially if only one action
needs to be found. Participants choose between the options on the matrix. This can
either be done by group consensus (especially if the group is an odd number!) or
individual voting.
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(iv) Impact Ranking
Impact ranking helps participants to judge between the difficulties of doing something
again the impact. This can be a very helpful first step when trying to prioritise
projects.
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Semi-structured interviewing
Semi-structured interviews are, in effect, the cornerstone for all other PLA
techniques. Nearly all PLA methods and techniques require an ability to interview, or
communicate with, members of the community. As such it is vital that PLA
practitioners learn, refine and practice these skills.
Do Don’t
-Introduce yourself -Misrepresent your purpose,
-Show respect -Rush,
-Choose an acceptable time -Force an interview on someone
-Sit at the same level -Reject hospitality,
Remember to use the tools only as part of a project that is underpinned by the
principles of PLA, and is part of process, i.e. programme of consultation and
engagement.
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8. Further Reading
Publications
Pretty, J., Guijt, I., and Scoones, I. (1995) Participatory Learning and Action - a
Trainer’s Guide. International Institute for Environment and Development.
Save the Children Publication (2002) Participation - Spice it Up! Practical tools for
engaging children and young people in Planning and consultations.
Buhaenko, H., Butler, V., Flower, C., and Smith, S. (2004) What men and women
want: a practical guide to gender and Participation. Copy available from
http://www.oxfam.org.uk/resources/ukpoverty/resources.html
Caldwell, C., McCann, G, and Flower, C. (2003) Have you been PLA-d? Using
Participatory Learning and Action to shape local services. Oxfam, Glasgow. Copy
available from: http://www.oxfam.org.uk/resources/ukpoverty/resources.html
Jones, P. S., Awate, E. and Zgambo, G. (2004) Making Waves in Walsall: Learning
from the success of the Walsall Participatory Learning and Action Network. Copy
available from: http://www.oxfam.org.uk/resources/ukpoverty/resources.html
Journals
Participatory learning and action, mainly in the developing world, available via:
http://www.ids.ac.uk/ids/PLArticip/index.html
Web Links
http://www.participationworks.org.uk
http://participationcompass.org
http://www.participatorymethods.org
http://www.communityplanningtoolkit.org
http://www.planningforreal.org.uk
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http://www.neweconomics.org/publications/entry/community-empowerment-
discussion-toolkit
http://www.neweconomics.org/publications/entry/participation-works
http://www.savethechildren.org.uk/resources/online-library/diy-toolkit-improving-your-
community-%E2%80%94-getting-children-and-young-people
http://www.manchester.gov.uk/downloads/download/172/community_engagement_to
olkit
http://www.involve.org.uk/wp-content/uploads/2011/03/People-and-Participation.pdf
http://www.carnegieuktrust.org.uk/publications/2010/power---a-practical-guide-for-
facilitating-social-
Roger Newton
35 Queenswood Grove
York
YO24 4PW
t: (01904) 703929
m: 07875 124590
e: roger@3ps.org.uk
w: http://www.3ps.org.uk/
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