{"id":68,"date":"2009-03-06T14:37:39","date_gmt":"2009-03-06T21:37:39","guid":{"rendered":"http:\/\/www.aboutlistening.com\/wordpress-files\/?page_id=68"},"modified":"2009-03-06T16:22:52","modified_gmt":"2009-03-06T23:22:52","slug":"mali-trip-report","status":"publish","type":"page","link":"https:\/\/aboutlistening.com\/wordpress-files\/writings\/services\/mali-trip-report","title":{"rendered":"Mali Trip Report – May 7-19, 2000"},"content":{"rendered":"

By Jeff Goebel<\/strong><\/p>\n

Introduction<\/h3>\n

This trip report focuses on the primary purpose of my involvement, which is to provide conflict resolution skills to Sustainable Agriculture and Natural Resources Management – West Africa (SANREM-WA) participants in order to facilitate the objectives of SANREM-WA.\u00a0 The report is written in the context of what I did, why I did what I did, and what I observed as a result.\u00a0 These are the objectives for this trip.<\/p>\n

Objectives for SANREM-WA Training and Community-Based Research Mission (3-18 May 2000)<\/span><\/p>\n

    \n
  1. Natural Resource Management Advisory Committee (NRMAC) members trained in Holistic Management (HM) addressing:<\/span>\n
      \n
    1. the incentives for converging individual interests\/practices with holistic goals within the context of the four eco-system functions;<\/li>\n
    2. how management tools affect the condition of the grazing and soil resources;<\/li>\n
    3. techniques for testing decisions concerning management tools; and<\/li>\n
    4. techniques for monitoring the progression of resources overtime.<\/li>\n<\/ol>\n<\/li>\n
    5. The HM training should lead to the establishment of two collaboratively identified research activities:\n
        \n
      1. collaborators should include villagers, NRMAC members, and US and Malian researchers<\/li>\n
      2. one integrated activity should target improved pasture management;<\/li>\n
      3. the other should target improved soil fertility on croplands.<\/li>\n<\/ol>\n<\/li>\n
      4. Each research activity should:\n
          \n
        1. have the commitment of villagers to conduct routine monitoring based on their defined interest in the intervention;<\/li>\n
        2. furnish empirically verifiable observations for scientific analysis in order to determine how to replicate successes or mitigate failures.<\/li>\n<\/ol>\n<\/li>\n
        3. NRMAC members trained in conflict resolution <\/span><\/li>\n<\/ol>\n

          Setting the Stage<\/h3>\n

          We arrived in Madiama at 9:00 am on Friday.\u00a0 I spent the weekend preparing for my workshop.\u00a0 We were able to make workshop arrangements with the village leaders prior to the weekend.<\/p>\n

          In this report, the key activities and questions are written in capitalized, bold print<\/span><\/strong>.\u00a0 There are two modules, or units of training, presented in this workshop.\u00a0 These two modules are 1) the Introduction to Conflict Resolution<\/em> and 2) the Managing Scarcity Conflicts<\/em>.\u00a0 I teach ten conflict resolution modules I utilize to help people successfully confront and resolve conflicts of various kinds and settings.<\/p>\n

          Prior to making this trip, based on what I learned during my earlier trip in November about SANREM-WA and the Madiama Commune, I decided either to teach the Managing Change<\/em> module or the Managing Sc<\/em>arcity module.\u00a0 Since this project is introducing the concepts of change, I saw a valuable opportunity for the Managing Change<\/em> module.<\/p>\n

          However, given the real and perceived poverty of West Africa and the Madiama Commune and the fact the region is at a time of scarcity in May due to the end of the dry season, I decided the Managing Scarcity<\/em> module was most appropriate for this trip.<\/p>\n

          I also decided to review the work from last November since it had been seven months and I would probably have some new participants.\u00a0 I chose to make this review of even greater value by confronting the real conflict facing the committee of integrating what the members are learning through the SANREM-WA education program into the commune.<\/p>\n

          Every action I take in a workshop is done with purpose.\u00a0 I begin my workshops with getting personal clarity as to the desired outcomes of the work I am involved with.\u00a0 An important purpose of my work is to effectively transfer conflict resolution skills to the participants.<\/p>\n

          One of the actions I use to do this is to select a facilitator from the group to co-facilitate with me.\u00a0 This action demonstrates that they can do this work, and through my coaching, actually do a very high quality performance as a facilitator.\u00a0 During this workshop, I changed facilitators each morning.\u00a0 I usually choose participants who seem to demonstrate a lower stature within the community.<\/p>\n

          May 15: review of Conflict resolution process<\/span><\/span><\/em><\/strong><\/p>\n

          There was a very positive reception to my presence in the commune.\u00a0 We met in a courtyard of an empty home, under the shade of a great tree.\u00a0 The temperatures got up to 115 degrees Fahrenheit.\u00a0 We arrived about 9:00 am.\u00a0 I have learned to be very adaptable in my work, and this is no exception.\u00a0 There were few chairs set up and participants slowly arrived, with some new faces.<\/p>\n

          I was pleased to see the new CARE-Mali representative and the Madiama Mali Volunteer, who spoke English fairly well and could translate my English to Bambara and French.\u00a0 The additional interpreter was good.\u00a0 I wanted Sam to be a participant through this workshop.\u00a0 Diversity adds richness to this work and Sam\u2019s perspective within the small group activities will help break paradigms that have created the conditions existing in the Madiama commune.\u00a0 Also, the interpreter actually teaches what I teach so this further transfers the knowledge to the commune.<\/p>\n

          Module 1 \u2013 Introduction to Conflict Resolution\u00a0 (See Mali Report \u2013 Purposeful Learning<\/a>)<\/h3>\n

          Step 1: the grounding<\/h2>\n

          We began the day as always, with a grounding.\u00a0\u00a0\u00a0 These were the four questions I asked:<\/p>\n

          \u201cintroduce yourself and your relationship to SANREM?\u201d<\/span><\/strong><\/p>\n

          \u201cHow have you used what you experienced in the november workshop?\u201d<\/span><\/strong><\/p>\n

          \u201cWhat are your expectations of this Workshop?\u201d<\/span><\/strong><\/p>\n

          \u201cTell us how you feel about being here\u201d<\/span><\/strong><\/p>\n

          I was pleased to learn that the committee saw evidence in the commune of the benefits of the November workshop.\u00a0 They gave several examples of evidence of how this knowledge has been incorporated.\u00a0 As one member said, they have learned to get along as a group of villages.\u00a0 They also said they were hungry for more learning of what I had to offer.<\/p>\n

          step 2: the greeting circle<\/h2>\n

          I often use the greeting circle to foster a sense of equity among participants and to make \u201cpeace\u201d for many participants.\u00a0 Most groups and individuals have numerous unresolved conflicts that are confronted during the greeting circle.\u00a0 This often leads to discomfort among participants and usually a relief to have greeted everyone personally.\u00a0 The dynamics of the workshop become more closely knit following the greeting circle.\u00a0 The purpose of the following Adaptive Learning Process is to surface the feelings of discomfort and to turn the experience into an opportunity to learn how to effectively resolve the situation we are confronting.<\/p>\n

          step 3: an adaptive learning process<\/h2>\n

          how do you feel about The greeting circle?<\/span><\/strong><\/p>\n

          what did you learn from it that will make you successful?<\/span><\/strong><\/p>\n

          This group really seems to enjoy the greeting circle.\u00a0 I learned an interesting twist on explaining the purpose of the greeting circle from this group during my November 1999 training.\u00a0 They said the greeting circle builds friendships before confronting conflicts.\u00a0 As friends, the conflict can be placed in the middle and objectively look at how to resolve the issue.<\/p>\n

          An interesting conflict arose from the greeting circle on day two, late in the day with the new people who were attending the second day of training.\u00a0 The villagers spoke only in Bambara and instructed the interpreters not to let Sam and I know what they were discussing.\u00a0 They wanted to resolve the issue by consensus on their own.\u00a0 They decided to break for prayer and lunch.\u00a0 The atmosphere was very strangely quiet toward Sam and I.<\/p>\n

          As we finished lunch, I asked if the group wanted to get started again or to quit the workshop.\u00a0 I was aware by their behavior that something from my training had disturbed them.\u00a0 They discussed the question of continuing or quitting and decided to continue.\u00a0 We were then told that the greeting circle with men and women was uncomfortable for them.<\/p>\n

          I apologized, not meaning to be disrespectful of their culture.\u00a0 I again reinforced that I would do some things different for them to get different results.\u00a0 However, they would need to decide what to incorporate into their culture and what to not incorporate.<\/p>\n

          A village leader spoke up after I apologized and said I had no reason to apologize.\u00a0 They said they wanted me to give them everything I had to offer them.\u00a0 They would decide what to use and not use.\u00a0 I felt a great level of respect and desire to learn what I had to offer.<\/p>\n

          I usually began each morning with a greeting circle.\u00a0 On the morning of day three, given the challenge I just mentioned and a short time frame, I decided to skip the greeting circle and move right into the day\u2019s activities.\u00a0 A village leader stopped me and asked if I would do the greeting circle.\u00a0 I said if they wanted to, I would.\u00a0 I asked him to lead the greeting circle, which he gladly did and they greeted each other as we had done each time I have worked with them.\u00a0 I was impressed!<\/p>\n

          step 4: worst\/best\/possibility<\/h2>\n

          what are the worst possible outcomes of the workshop?<\/span><\/strong><\/p>\n

          what are the best possible outcomes of the workshop?<\/span><\/strong><\/p>\n

          These activities allow the group to learn about worst \/ best outcomes as a natural human process and also gets the group focused on creating a successful workshop.\u00a0 I demonstrate an acceptance of their worst possible outcomes, acknowledge that these worst possible outcomes are possibilitities and not fact, then get them to focus on fostering their best possible outcomes.<\/p>\n

          STEP 5: a process for coping with conflict<\/h2>\n

          I chose the conflict of integrating the SANREM education program into the commune, beyond the committee members, because of the concerns I learned of during the grounding.\u00a0 This seemed to be a good choice as the committee members seemed to discover new ways to confront the issues they are facing with expanding the understanding of the education program into the commune.\u00a0 These questions are how I modified the basic conflict resolution process to confront the situation of integrating the SANREM education program into the commune.<\/p>\n

          what is the situation to integrate the sanrem education throughout the villages?\u00a0 how do you feel about it?<\/span><\/strong><\/p>\n

          what are my worst outcomes of confronting\/not confronting the issues associated with integrating the sanrem education throughout the villages?<\/span><\/strong><\/p>\n

          what are my best outcomes of confronting and successfully resolving the issues associated with integrating the sanrem education throughout the villages?<\/span><\/strong><\/p>\n

          what beliefs\/ behaviors\/ strategies\/ actions will foster the best outcomes?<\/span><\/strong><\/p>\n

          The participants brought out a lot of good information about this situation and discovered new ways to integrate the information into their communities.<\/p>\n

          STEP 6: ADAPTIVE LEARNING<\/span><\/h2>\n

          I end each day of my workshops with Adaptive Learning.\u00a0 This is a powerful time to reinforce the learning from the day, to express the general hopes and concerns of participants, and gives me insights into what I need to do during the coming workshop days.\u00a0 This is a powerful exercise.\u00a0 I also use this process in most meetings I participate in as it brings a powerful close to a meeting, thus reinforcing the purpose and value of the meeting.<\/p>\n

          May 16 & 17: Managing scarcity conflicts<\/h3>\n

          I focused the learning for the next two days on Managing Scarcity Conflicts.\u00a0 As a result of the work from the previous day, the group size doubled.\u00a0 I was impressed with the selection of the additional participants, selecting individuals who would further the efforts of bringing this education into the Madiama Commune.<\/p>\n

          There were only enough \u201cextra\u201d funds to pay per diem to the additional participants for day two.\u00a0 I made an offer for the additional people to return for day three, however, there wouldn\u2019t be funds to cover their per diem.\u00a0 Surprisingly, a number of people returned for the final day, without being paid.\u00a0 They were desiring the learning.<\/p>\n

          module 2 – managing scarcity conflicts<\/h3>\n

          This module introduces the participant to the skills, attitudes and understanding needed to manage behaviors and conflicts that result from moving from an environment of plenty to one of scarcity.<\/p>\n

          The participant will learn to:\u00a0 help others to recognize and acknowledge the behaviors that result from scarcity; develop the ability to identify and ask the right question; and make decisions that create a richness in the environment, that allows others to move from their worst fears to identifying and affirming the outcomes they want.<\/p>\n

          The participant will learn the power that survival, or lower needs, have over consensus seeking and develop the ability to move people to the higher level needs.<\/p>\n

          Step 1: The Situation \u2013 A panel<\/h2>\n

          A panel of six people presented their view of the economic situation confronting the Madiama Commune and their environment.\u00a0 This could be external and\/or internal to the Commune.<\/p>\n

          What is the economic situation you are, or have, confronted in the madiama commune?\u00a0 (wHAT IS THE EVIDENCE OF SCARCITY?)<\/span><\/strong><\/p>\n

          How do you feel about it?<\/span><\/strong><\/p>\n

          Step 2: The situation \u2013 group:<\/h2>\n

          This task makes each member responsible for listening to the panel and learning.\u00a0 Reflecting on what was learned, first, always honors the panel.\u00a0 Then each person provides his or her view of the situation.\u00a0 Writing down the evidence makes the members responsible to create a common knowledge base.\u00a0 It introduces silence, balancing each person’s internal energy.<\/p>\n

          They are introduced to the scarcity concept by identifying the scarce resources in their environment.\u00a0 This brings their thinking and feeling into the arena of “scarcity”.\u00a0 During this task, a chair was removed from each group so that a person had no chair.<\/strong> This brought scarcity into the task.<\/p>\n

          What did you hear or learn from the panel?\u00a0 (external or internal)<\/span><\/strong><\/p>\n

          What is your view of the financial situation?<\/span><\/strong><\/p>\n

          How do you feel about it?<\/span><\/strong><\/p>\n

          Step 3: The evidence there is plenty<\/h2>\n

          While there is ample evidence of scarcity in the participants\u2019 environment, there are also behaviors that indicate people believe there is still plenty.\u00a0 This is important information, and an important incongruence to acknowledge.<\/p>\n

          People in the community feel betrayed if they are asked to respond to scarcity, yet they see community leaders with plenty.\u00a0 At the same time, the community leaders see evidence that the community can provide more support.\u00a0 The behaviors of plenty result from a continuing denial of scarcity, a belief that we will be “rescued” by someone else.<\/p>\n

          While the groups worked on this task a second chair was removed from the group, increasing scarcity.<\/p>\n

          What is the evidence the community members still think there is plenty?\u00a0 (aCTING AS IF THERE IS PLENTY?)<\/p>\n

          Step 4: The Worst Possible Outcomes:<\/h2>\n

          The small groups explored the worst possible outcomes of not addressing, confronting or adapting to the issues of scarcity.<\/p>\n

          The worst outcomes affect the beliefs, strategies and behaviors of the group.\u00a0 They affect relationships so that information exchange is severely hindered.\u00a0 This actually may foster the worst outcomes of an issue.<\/p>\n

          These worst outcomes are possible.\u00a0 They are probably present, at some level, in the environment.\u00a0 They create the reactive force that develops the actions, strategies and behaviors of the participants.\u00a0 They often describe the existing situation from the party\u2019s viewpoints.<\/p>\n

          While the group was given this task, two more chairs were removed, increasing the scarcity of seating.<\/p>\n

          What are the worst possible outcomes of CONFRONTING \/ not confronting, or adapting to the issue of scarcity?<\/p>\n

          Step 5: A Scarcity Experience<\/h2>\n

          The participants observed, and experienced the behaviors that are created by moving from plenty to scarcity.\u00a0 This is done in two steps.<\/p>\n

          The first step occurred as the participants worked through the tasks on the evidence of scarcity, the evidence of plenty, and the worst possible outcomes of scarcity.\u00a0 Before each of these tasks the groups were advised the one or two chairs would be removed from each group.\u00a0 These are used for another activity.\u00a0 The groups were then given the tasks to answer and record.<\/p>\n

          The reaction of the groups to this differed.<\/p>\n

          *\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 In some groups, the people who lost their chair stood, or sat on the floor.<\/p>\n

          *\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Other groups put their chairs together, and shared them so all could sit.\u00a0 This brought them closer together.<\/p>\n

          *\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Others tried to get a chair from another group, or went to find an extra chair, increasing their resources.<\/p>\n

          The interesting behaviors to observe are:<\/p>\n

          *\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Since they had a task to do, they all went on with the task and completed it.<\/p>\n

          *\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Doing the task kept them focused on it and not on the scarcity.<\/p>\n

          *\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All groups adapted to the scarcity.<\/p>\n

          There is a lesson in this.\u00a0 If all groups lose the same amount of resources, they will not compete with each other.\u00a0 If all groups have the scarcity decision made for them, and they accept it, they can focus on their task.\u00a0 If they focus on the task and not on the scarcity, the task is completed while they adapt to the scarcity.<\/p>\n

          If the resources had been taken from one group only, they would have complained and tried to take a chair from the other group.\u00a0 This would have resulted in defensive and protective behaviors in all the groups.\u00a0 This would have disrupted the focus on the task for all the groups.<\/p>\n

          If the groups were asked to decide which persons’ chair should be removed, then a struggle for survival would have ensued within the group.\u00a0 People would feel threatened, in conflict, protective and greedy.\u00a0 This would have prevented the group from focusing on the task.<\/p>\n

          * A SCARCITY EXPERIENCE<\/strong><\/p>\n

          The second scarcity experience uses the chairs removed from the group.\u00a0 A variation of musical chairs is enacted.\u00a0 The experience begins with the chairs (supply) outnumbering the people (demand).\u00a0 Before the task is complete the chairs (supply) are outnumbered by the people (demand).<\/p>\n

          There are different behaviors in times of plenty and in times of scarcity.\u00a0 The experience allows the observers to see those different behaviors in transition.<\/p>\n

          STEP 1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The chairs removed from the groups are arranged in a circle in the middle of the room, with the seats pointed inward.<\/p>\n

          STEP 2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 A representative is selected from some of the groups.\u00a0 The number of representatives selected is less than the number of chairs. (I.E. 4 chairs, 2 representatives.)<\/p>\n

          STEP 3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The representatives are instructed that they need one chair to provide adequate resources for their group.\u00a0 They must be seated in the chair to own the resource.\u00a0 Any part of their body touching another chair gives them access to that as a resource.\u00a0 This is known as “bringing home the bacon.”<\/p>\n

          The representatives are to walk around the outside of the circle of chairs while music is played or sung.\u00a0 When the music stops, then they must obtain their resources.<\/p>\n

          STEP 4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Sam had arranged for a drummer to set the rhythm and the women clapped and sang to create a chorus for our exercise.\u00a0 They choose the songs, and sing them until I signal them to stop.<\/p>\n

          The representatives dance around the circle of chairs until the music stops, and then rapidly, with little decorum, grab a chair, and as much of an extra chair as they can.\u00a0 Their group applauds.\u00a0 This is the first allocation of plenty.<\/p>\n

          STEP 5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Because they are so effective, the representatives are rewarded with another chair (increased resources).\u00a0 Step 4 is repeated.\u00a0 Again, the representatives, with much energy, grab all they can get.\u00a0 Laughter and applause acknowledge their aggressiveness.\u00a0 The representatives are asked to talk about how they feel about this situation of plenty.\u00a0 (5 chairs, 3 representatives)<\/p>\n

          STEP 6.\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Another chair is added to the group.\u00a0 The Government has decided to reward the Commune for the job they are doing, and is asking them to do more.\u00a0 A person is selected from another group to represent the “disenfranchised… the old, the poor, the handicapped.”\u00a0 This person sits in one of the chairs and does not have to do the dance.\u00a0 He is being treated “magnanimously” in this environment of plenty.\u00a0 (6 chairs, 4 representatives)<\/p>\n

          STEP 7.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Step 4 is repeated, and the representatives now fight to get more than two chairs.\u00a0 Occasionally a member will lose out and not get a chair.\u00a0 Or, a member will not like the “greediness” and will refuse to grab as the others do.\u00a0 This member is sent back to his group for instructions.\u00a0 We wait until he returns.<\/p>\n

          STEP 8.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Another person is selected from a group.\u00a0 No chairs are added.\u00a0 There is a need for more people, but there are no more resources.\u00a0 Still, the resources outnumber the demand.\u00a0 Step 4 is repeated.\u00a0 An increase in energy and apprehension is observed for the first time.\u00a0 If a person does not get a chair, they are sent back to their group for instructions.\u00a0 (6 chairs, 5 representatives)<\/p>\n

          STEP 9.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Another person is added, and 2 chairs removed.\u00a0 More people are needed to do the job, but the resources are lessened because of scarcity in the economic environment.\u00a0 (4 chairs, 6 representatives)<\/p>\n

          Step 4 is repeated.\u00a0 The people are now fighting for the chairs.\u00a0 Some end up sitting on each other\u2019s laps.\u00a0 Some share chairs.\u00a0 Some are left standing.\u00a0 These return to their group for more instructions on how to “bring home the bacon.”<\/p>\n

          Normally, at this point, the representatives complain about the person who is disenfranchised not having to dance to the tune.\u00a0 They feel this is unfair.\u00a0 They may even try to wrench the chair away from him.<\/p>\n

          STEP 10.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The disenfranchised is told to stand as the rest of the representatives.\u00a0 His chair is removed.\u00a0 There are no longer funds for these special programs for the needy.\u00a0 He must dance with his eyes closed since he is handicapped.\u00a0 The group in Madiama decided to blindfold the disenfranchised person so he wouldn\u2019t cheat.\u00a0\u00a0\u00a0 Another chair is removed because of scarcity.\u00a0 (3 chairs, 7 participants)<\/p>\n

          Step 4 is repeated.\u00a0 The dance is done slowly, each person holding onto a chair as they go by, trying to pick up chairs, or jumping into the circle before the music stops.\u00a0 The struggle for the chairs is intense.<\/p>\n

          Only three or four representatives are seated.\u00a0 The others are angry.\u00a0 The handicapped person is lost.\u00a0 They feel left out, embarrassed in front of their group.<\/p>\n

          STEP 11.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Step 10 is repeated to give those standing a chance to redeem themselves.<\/p>\n

          STEP 12.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The representatives are asked to express how they feel about each other, how they feel about scarcity.\u00a0 Some members of their groups join in.<\/p>\n

          I ask the group: “Who is calling the tune?”\u00a0 It takes a few moments of silence before someone points to me.\u00a0 I ask them why they dance to my tune, why they give me this power?<\/p>\n

          STEP 13.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The representatives are asked to solve the scarcity so that all share the resources.\u00a0 Normally, and almost immediately, they put the chairs together to create a platform so that all can be seated.<\/p>\n

          STEP 14.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The representatives are asked to solve the resource problem without the chairs.\u00a0 They need to share the resources.\u00a0 They normally form a tight circle, standing or sitting.<\/p>\n

          STEP 15.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The representative and the singers and drummer are honored by the group for playing this important learning role for the entire group.<\/p>\n

          STEP 16.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 After a break, the groups are then reformed and given the learning task.\u00a0 They are asked to describe and record the beliefs and behaviors they observed in times of plenty, and then in times of scarcity.<\/p>\n

          Step 6: Learning from the Experience:<\/h2>\n

          This is the learning task.\u00a0 After observing the members in the scarcity experience, they become aware of the beliefs and behaviors that are associated with plenty and those that result from moving to scarcity.<\/p>\n

          Because scarcity is a new situation, there is denial and disbelief.\u00a0 There has always been plenty in the past.\u00a0 We validate that by giving examples of how the leaders or others, are still behaving as if there is plenty.<\/p>\n

          These beliefs that there is still plenty based on others\u2019 behaviors makes us feel taken advantage of.\u00a0 We use this to justify the selfish and disrespectful actions we take in the scarce environment.\u00a0 We are just trying to get our share.\u00a0 If they are selfish and greedy, then we can be too!<\/p>\n

          Once people are convinced there is a true scarcity, that it impacts them all, they can take decisive action that is respectful and focused.\u00a0 They will adapt.\u00a0 This task is intended to convince them.<\/p>\n

          What are the behaviors that you observe in times of plenty?<\/span><\/strong><\/p>\n

          What are the behaviors you observe in times of scarcity?<\/span><\/strong><\/p>\n

          * THE POLITICS OF SCARCITY<\/span><\/strong><\/p>\n

          Allocation decisions are different when there is perceived surplus.\u00a0 When supply exceeds demand, the POLITICS OF DISTRIBUTION focuses on the distribution of that surplus.\u00a0 If there are eight pieces of pie and six people want to distribute to, the allocation of surplus pieces is done with compromise as the accepted process.\u00a0 If we do lose some of the surplus, it’s not really that important except as a matter of pride.\u00a0 It’s a fun, competitive game.\u00a0 Sometimes we even magnanimously share a portion of the surplus with those who have done without.<\/p>\n

          With scarcity, it’s different.\u00a0 If there are eight pieces of pie and ten people to distribute to, we are now talking about not only allocating the original surplus, but also a portion of my piece.\u00a0 In the POLITICS OF REDISTRIBUTION, compromise is viewed as a losing proposition for everyone.\u00a0 This sets up conditions that make the others the enemy, with the creation of appropriate stereotypes and the hardening of positions.\u00a0 Now, our intelligence is used to defend our position, and affirm the negative qualities of the enemy.\u00a0 We are at war and it’s no longer a fun game.<\/p>\n

          Compromise will not work in this situation, because the result is either win\/lose or lose\/lose.\u00a0 In this situation, consensus provides an opportunity to solve it by creating new contexts.<\/p>\n

          * AND LOGIC<\/span><\/strong><\/p>\n

          EITHER\/OR<\/span><\/h4>\n

          We typically think in “Either\/Or” terms.\u00a0 We can choose either this or that.\u00a0 Each choice is mutually exclusive.\u00a0 In times of abundance, this works well; choices are easy.\u00a0 You can always come back and get some of “that” later.<\/p>\n

          If scarcity is perceived, however, either\/or choices mean something is lost\u00a0—\u00a0it might be an opportunity, a good, or a service.\u00a0 The perception is that it is lost forever.\u00a0 (Even though I may not want it right now, if I feel it will not be available in the future, I still feel the loss in the present.)\u00a0 So…either growth or quality of life…becomes a difficult choice and represents a potential loss to either side.\u00a0 (The same would be true of…either farmers or herders…either rice or bourgou.)\u00a0 Polarization commonly results as each side attempts to save as much as it can of what it wants.\u00a0 In these situations, third party compromise commonly is the solution.\u00a0 At best, this results in win\/lose, and at worst, in lose\/lose.<\/p>\n

          Either\/or logic tends to separate, or polarize people.\u00a0 It is a distribution concept that assumes exclusive and singular shares of something.\u00a0 It encourages conflict and narrow-minded thinking.<\/p>\n

          AND LOGIC<\/span><\/h4>\n

          In times of scarcity, “and” logic can be more appropriate.\u00a0 “How can we have growth and<\/span> quality of life, farmers and<\/span> herders, rice and<\/span> bourgou” recognizes that everyone has a need, a desire that must be met in the solution.\u00a0 It sets up the possibility that all needs can be met, and focuses on those solutions that do so.<\/p>\n

          Our mind, our beings, are wonderfully creative, and we seek to survive, to cope, to adapt.\u00a0 Using “AND” logic allows us to tap this wellspring of creative potential that is in every issue.\u00a0 It turns every problem into potential, into learning, into growth.\u00a0 It seeks to bring people together on common goals that meet everyone’s needs.<\/p>\n

          “And” logic brings people together in seeking solutions that are potentially win\/win.\u00a0 It assumes that in the “seeking” there is the possibility of a solution.\u00a0 “And logic” seeks, creates consensus.<\/p>\n

          Step 7: The Best Possible Outcomes:<\/h2>\n

          The groups explored the best outcomes of confronting and adapting to scarcity.\u00a0 This allows the participants to express their intended outcomes.\u00a0 It establishes what they want; a vision that will create new beliefs, behaviors, strategies, and actions that will foster the desired outcome.\u00a0 These changes affect relationships so that information exchange is facilitated, and this may foster the best outcomes of an issue.<\/p>\n

          These best possible outcomes are developed for a short term (2-4 years) and long-term time frame.\u00a0 These best outcomes are possible.\u00a0 They have probably been experienced at some level in the past with all participants.\u00a0 They are probably present, at some level, in the environment.\u00a0 They create the proactive force that develops the actions, strategies and behaviors of the participants.<\/p>\n

          What are the best possible outcomes in the short-term (1-3 years) of tapping our richness in confronting and adapting to the scarcity?<\/p>\n

          What are the best possible outcomes in the Long-term (10-50 years) of tapping our richness in confronting and adapting to the scarcity?<\/span><\/strong><\/p>\n

          We attempted to finish day two with the Best Possible Outcomes.\u00a0 The list was more \u201chow-tos\u201d instead of \u201cpurpose\u201d.\u00a0 After the opening of grounding and the group initiated greeting circle on day three, I had them revisit the Best Possible Outcomes.\u00a0 After reflecting through the night, the Best Possible Outcomes the participants developed was powerful.\u00a0 They created a wonderful vision of the future for themselves.<\/p>\n

          STEP 8: CREATING A PARADIGM OF RICHNESS (EXPLORING STRATEGIES TO CREATE RICHNESS OUT OF SCARCITY)<\/h2>\n

          Managing scarcity requires asking people to do the impossible, that which they say they cannot do.\u00a0 Remember, just because I say I can’t do it, doesn’t make that a fact.\u00a0 My statement expresses a possibility, one based on the worst possible outcomes.<\/p>\n

          To do the impossible, a person must stretch their “bubble of beliefs and knowledge.”\u00a0 They must first be allowed to explore their worst possible outcomes of doing something they say they can’t do.\u00a0 Once this is acknowledged, they can explore and express their best possible outcomes.\u00a0 This forms the basis for creating strategies that focus efforts towards the best outcomes.<\/p>\n

          In the following tasks the groups explored a number of different approaches:<\/p>\n

          *\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Creating a paradigm of “richness.”<\/p>\n

          *\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Exploring how to tap the richness of others, of the situation.<\/p>\n

          *\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Changing the situation from one of “cost” to one of investment, and exploring the conditions for making the investment.<\/p>\n

          *\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Creating income from the situation.<\/p>\n

          *\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Creating a surplus through investment decisions.<\/p>\n

          Each of these strategies may not, in themselves, solve the problem of scarcity.\u00a0 They will stretch the imagination and beliefs of the parties so they can consider new and creative approaches to resolving their scarcity situation.<\/p>\n

          In this task the groups explored the concept of richness by describing the evidence it exists in their home life.\u00a0 This task was also done for the Madiama Commune.<\/p>\n

          This task brings the word, and the concept of richness, or abundance, into the consciousness of each person.\u00a0 It is the balance for the concept of scarcity.\u00a0 In preparing this list, it is noted that few of the descriptions have to do with money.\u00a0 They are in relationships, in attitudes, in an environment.<\/p>\n

          What is the richness in your home?<\/span><\/strong><\/p>\n

          What is the richness of the madiama community?<\/span><\/strong><\/p>\n

          The group created a large list of the richness that is evident in their environment.\u00a0 The mood was very upbeat.<\/p>\n

          Step 9: DOING THE Impossible \u2013 Taking control of our own destiny:<\/h2>\n

          IT\u2019S IMPOSSIBLE!<\/span><\/strong><\/p>\n

          Once people have developed a “best possible outcome,” they normally respond in disbelief.\u00a0 “It’s impossible!” they say, either verbally, or through their behaviors.\u00a0 This is especially true of people who fear worst possible outcomes, and are successful in making them happen.<\/p>\n

          This is a normal response.\u00a0 It can occur in the form of laughter as the outcomes are read; or in snide remarks about “motherhood statements;” or in questions that express doubt about the wisdom of the mission.\u00a0 These are all worst possible outcomes statements and behaviors.\u00a0 They express the fear that the best possible outcome is not possible, this is a “pipe-dream.”<\/p>\n

          This occurs anytime people’s “bubbles of belief” are stretched.\u00a0 I visualize people’s belief system as being in a large bubble, held in by an invisible membrane, a surface tension created to hold the beliefs inside.\u00a0 Anything that attempts to stretch the bubble, to cause it to expand, will be resisted for fear that the bubble will burst, the contents released, and the person will disappear.<\/p>\n

          If the mission is outside their normal beliefs or experience, how can it be possible?\u00a0 The participants, in their small groups are assigned what would be considered to be an “impossible task:”<\/p>\n

          In order to do these tasks, we need to allow the individuals to express their disbelief, their worst possible outcome.\u00a0 It allows them to bring these fears to the surface, to expose them, to release the tension and the disbelief.\u00a0 Note that each of the reasons the tasks are impossible is a belief statement. <\/strong><\/p>\n

          Once this is done, then the person will be willing to explore the possibility of making it happen.\u00a0 This allows them to explore another possibility, to expend their “bubble of belief.”<\/p>\n

          THE QUESTION:<\/strong><\/p>\n

          *\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 WHAT ARE ALL THE REASONS THIS TASK IS IMPOSSIBLE?<\/strong><\/p>\n

          THE REASONS WHY THIS IS IMPOSSIBLE<\/p>\n

          (Note that all of these statements express the belief systems, the limitations of the “bubble of beliefs” that will get in the way of fostering the desired outcomes.)<\/em><\/strong><\/p>\n

          *\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Because we believe so.\u00a0 Because we don’t think we can.\u00a0 The age-old dysfunction wouldn’t allow this to happen.\u00a0 There will be sabotage.<\/p>\n

          *\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Personal fears.\u00a0 People are afraid of change.\u00a0 We’re doing all we can now, with the money that we have.\u00a0 There is not enough community support.<\/p>\n

          *\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Stereotypes.\u00a0 People’s negative attitudes and expectations. I don’t see a reason why it’s not possible, except math. <\/strong><\/p>\n

          *\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Less money must mean we have to do less.\u00a0 Less money means no materials to implement tools, such as well developments, road development, and farm tools.<\/p>\n

          *\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Employees will have more assignments.\u00a0 There will be more unhappy workers.<\/p>\n

          *\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 We can’t generate more revenue.\u00a0 We need some budget left for materials and expenditures, and projects for the people you are keeping around to work on.\u00a0 The budget for projects is overspent already.<\/p>\n

          *\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Our current organizational structure won’t allow it.\u00a0 There is a lack of teamwork, and we don’t act like we can.<\/p>\n

          *\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 There are no defined time lines.<\/p>\n

          WHAT WE CAN DO TO MAKE THIS POSSIBLE<\/p>\n

          Once we have acknowledged the disbelief, all the reasons the best possible outcomes are impossible, then we can explore the opposite point of view.\u00a0 This provides for the stretching of the “bubble of belief” that the participants have.\u00a0 If it is truly impossible, then how can we overcome this?<\/p>\n

          To ask the question is a paradox.\u00a0 If it is truly impossible, then how can this question be asked?\u00a0 The answer is; because we are human beings.\u00a0 We are designed to do the impossible.\u00a0 Asking the question creates that unfinished space that the mind must close somehow.\u00a0 It is creative tension that must be released, can only be released by finding an answer.<\/p>\n

          If the answer is “I don’t know!” then I will ask….. “If you did know, what is the answer?”\u00a0 This recreates the unfinished space, the need for closure.\u00a0 Ultimately, the group will come up with answers.<\/p>\n

          The participants are first asked to respond to the question without recording.\u00a0 It is normal for the groups to forget to speak in turn.\u00a0 When a person speaks, they will disagree, or raise impossible questions.\u00a0 Or, they want to brainstorm.\u00a0 This actually slows down the process.\u00a0 It focuses on one or two people, allowing others the opportunity to avoid the pain of thinking deeply, creatively, a somewhat frustrating and painful process.\u00a0 I will normally stop the groups, and remind them to take turns, to listen with respect, to suspend judgment.<\/p>\n

          This allows for the needed intense and deliberative discussion.\u00a0 They then record their answers.<\/p>\n

          THE QUESTION:<\/strong><\/p>\n

          *\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 WHAT ARE THE WAYS WE CAN MAKE THE ASSIGNED TASK POSSIBLE? <\/strong><\/p>\n

          *\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 WHAT CAN YOU DO TO MAKE THE ASSIGNED TASK POSSIBLE?<\/strong><\/p>\n

          I asked the group to respond to three \u201cimpossible tasks\u201d, selected to expand their beliefs about what IS possible for them to achieve if they stop limiting their beliefs and associated behaviors.\u00a0 I selected these three tasks based on actions the commune members could take which would significantly improved their quality of life.\u00a0 Sam Bingham recorded the answers for me, which are included below.<\/p>\n

          This activity was greatly anticipated by several committee members.\u00a0 They were very curious as to how to do the impossible and what \u201cmagic\u201d I would do to enable them to do impossible tasks in their environment.<\/p>\n

          How can the madiama communE farmers increase productivity by 50% without chemical fertilizers?<\/h4>\n

          Give all the reasons it\u2019s impossible to increase productivity by 50% without chemical fertilizers?<\/span><\/strong><\/p>\n

          1) <\/span><\/strong>We don\u2019t like to work hard<\/span><\/strong><\/p>\n

          2) <\/span><\/strong>The soil is too poor<\/span><\/strong><\/p>\n

          3) <\/span><\/span><\/strong>The average farmer has no other ideas besides chemical fertilizer that could increase production that radically.\u00a0 If there is such a thing, we don\u2019t know about it<\/span><\/strong><\/p>\n

          4) <\/span><\/span><\/strong>Can\u2019t be done without chemical fertilizer because there isn\u2019t enough rain, and the soil is too poor<\/span><\/strong><\/p>\n

          Given that it\u2019s impossible, if it were possible, what would you do to increase productivity by 50% without chemical fertilizers?<\/span><\/strong><\/p>\n

          1) <\/span><\/strong>Zai<\/span><\/strong><\/p>\n

          2) <\/span><\/strong>Rotation<\/span><\/strong><\/p>\n

          3) <\/span><\/strong>Leguminous trees (Acacia albida)<\/span><\/strong><\/p>\n

          4) <\/span><\/strong>Living hedges<\/span><\/strong><\/p>\n

          5) <\/span><\/strong>Contour barriers (lines of stones along the contours)<\/span><\/strong><\/p>\n

          6) <\/span><\/strong>Fallow<\/span><\/strong><\/p>\n

          7) <\/span><\/strong>Intercropping grain and leguminous plants OR mixing small patches of different crops<\/span><\/strong><\/p>\n

          8) <\/span><\/strong>Parking animals on the land to accumulate manure<\/span><\/strong><\/p>\n

          9) <\/span><\/strong>Compost<\/span><\/strong><\/p>\n

          10) <\/span><\/strong>Organize work better<\/span><\/strong><\/p>\n

          11) <\/span><\/strong>Have training on different techniques, like the above<\/span><\/strong><\/p>\n

          I interrupted the reporting out of these ideas immediately after the first solution had been proposed.\u00a0 I told the group that the fact one person could identify one solution; the task was no longer impossible.\u00a0 When I said this, big smiles appeared on the participants face as they realized the importance of what I was doing.\u00a0 I had just given them \u201cpermission\u201d to break out of the paradigms that limit the farmers from producing more, without chemical fertilizers.\u00a0 The same response happened for each of the following tasks as they realized the multiple solutions available to achieve the various \u201cimpossible\u201d tasks.<\/p>\n

          How can the madiama commune extend the lush growing season of the SUBIRRIGATED PASTURES throughout the dry season?<\/h4>\n

          Give all the reasons it\u2019s impossible to extend the lush growing season of the SUBIRRIGATED PASTURES throughout the dry season<\/span><\/strong><\/p>\n

          1) <\/span><\/strong>Plowing right up to the water\u2019s edge<\/span><\/strong><\/p>\n

          2) <\/span><\/strong>Trees destroyed<\/span><\/strong><\/p>\n

          3) <\/span><\/strong>Acts of God (drought, flood, etc.)<\/span><\/strong><\/p>\n

          4) <\/span><\/strong>Inability to protect access<\/span><\/strong><\/p>\n

          5) <\/span><\/strong>Water table going down generally<\/span><\/strong><\/p>\n

          6) <\/span><\/strong>Siltation<\/span><\/strong><\/p>\n

          7) <\/span><\/strong>Difficult to get seed or bourgou plants to set out<\/span><\/strong><\/p>\n

          8) <\/span><\/strong>Planting trees never works because they are cut or eaten<\/span><\/strong><\/p>\n

          given that it\u2019s impossible, if it were possible, what would you do to extend the lush growing season of the SUBIRRIGATED PASTURES throughout the dry season?<\/span><\/strong><\/p>\n

          1) <\/span><\/strong>Educate, with the consensus process, the people in the commune, those around it and those who pass through<\/span><\/strong><\/p>\n

          2) <\/span><\/strong>Work out a \u201cholistic management plan\u201d<\/span><\/strong><\/p>\n

          3) <\/span><\/span><\/strong>Plant seeds or set out bourgou right now because it will soon rain.\u00a0 Find a way to protect it and give it a rest period Have meetings to communicate an understanding that these will be protected places, not forever, but in the interest of higher production<\/span><\/strong><\/p>\n

          4) <\/span><\/span><\/strong>Limit access to certain corridors<\/span><\/strong><\/p>\n

          how can the madiama commune increase women\u2019s trade by 25%?<\/h4>\n

          give all the reasons it\u2019s impossible to increase women\u2019s<\/span><\/strong> trade by 25%<\/span><\/strong><\/p>\n

          1) <\/span><\/span><\/strong>Women are too tired from hauling water and wood, grinding, etc.<\/span><\/strong><\/p>\n

          2) <\/span><\/span><\/strong>Men are spending money allocated for crafts<\/span><\/strong><\/p>\n

          There is no credit<\/span><\/strong><\/p>\n

          Products deteriorate before they are sold<\/span><\/strong><\/p>\n

          Illiteracy and poor education so traders never get a profit<\/span><\/strong><\/p>\n

          Women are a getting pregnant all the time<\/span><\/strong><\/p>\n

          There really aren\u2019t enough things to trade<\/span><\/strong><\/p>\n

          Given that it\u2019s impossible, if it were possible, what would you do to increase women\u2019s trade by 25%?<\/span><\/strong><\/p>\n

          1) <\/span><\/strong>Start a small credit\/savings program<\/span><\/strong><\/p>\n

          2) <\/span><\/strong>Research the market and make things that people will buy<\/span><\/strong><\/p>\n

          3) <\/span><\/strong>Have fewer children<\/span><\/strong><\/p>\n

          4) <\/span><\/strong>Organize so that products, such as melons get to market quicker and in better condition<\/span><\/strong><\/p>\n

          5) <\/span><\/span><\/strong>Learn to dry products such as mangos, tomatoes, gumbo (okra), and melons<\/span><\/strong><\/p>\n

          6) <\/span><\/span><\/strong>Reduce the household workload on women (wood, water, and grinding)<\/span><\/strong><\/p>\n

          After doing this exercise, one of the village women thanked me for confronting the issue of women\u2019s trade.\u00a0 I suspect participants following the workshop will try many of the above solutions.\u00a0 As they find successful results, they will continue to do more.\u00a0 The \u201cimpossible\u201d questions focus on the following three areas of limiting beliefs.\u00a0 These questions can be used to confront and effectively resolve issues associated with limitations of scarcity in these areas.<\/p>\n

          Developing self-sufficiency<\/h4>\n

          increasing resources<\/h4>\n

          fostering investments<\/h4>\n

          STEP 10:\u00a0\u00a0\u00a0\u00a0\u00a0 SILENT GREETING CIRCLE<\/span><\/h2>\n

          A silent greeting circle is one done without words.\u00a0 This creates balance at the end of a workshop by closing in silence.\u00a0 The silent greeting circle is more powerful in making connections as words have a tendency to mask a deeper level of connection.<\/p>\n

          STEP 11:\u00a0\u00a0\u00a0\u00a0\u00a0 ADAPTIVE LEARNING<\/span><\/h2>\n

          The look in the participant\u2019s faces was moving.\u00a0 They showed a new resolve to the issues they face in their environment.\u00a0 I left pleased with the impacts, excited about the possibilities, and curious to learn what will change in their lives as a result of the SANREM Education program.<\/p>\n

          STEP 12:\u00a0\u00a0\u00a0\u00a0\u00a0 HONORING \/ CLOSING<\/span><\/h2>\n

          Each day we honored people who helped make the workshop successful.\u00a0 We honored the participants who helped facilitate or led various activities throughout the workshop.\u00a0 We honored the new people who joined us on day two.\u00a0 We honored the young man who made desert tea for us loyally each day.\u00a0 The participants asked Sam and I to come to the center of the circle.\u00a0 They honored us.\u00a0 This was a very moving moment.<\/p>\n

          next steps: continuing education<\/h2>\n

          I suggest the next follow-up workshop is focused on managing conflicts associated with change, which will reinforce the learning they have had in the previous two workshops.\u00a0 I am very impressed with how they are adapting to this process.\u00a0 They are becoming very comfortable with the process.\u00a0 I notice the ease at which they are using the process.\u00a0 I am very satisfied.\u00a0 Three other workshop opportunities in the future are 1) Managing Power Conflicts, Managing Diversity Conflicts, and Managing One-on-One Conflicts.<\/p>\n

          I assigned a homework practicum to the participants to do in the next three months.\u00a0 This practicum is an opportunity for the participants to team up and confront and successfully resolve any conflict they feel able to work with.<\/p>\n

          Finally, after the workshop, we stopped at IER in Mopti.\u00a0 I saw several of the IER participants from last November.\u00a0 They said they did not know of the conflict resolution workshop and had wanted to attend when they learned that it was taking place.\u00a0 We need to find a way to keep people engaged in this process.\u00a0 The repetition of this process is a key to adopting new beliefs and behaviors.\u00a0 I suggest we look for any opportunity to expand the participation of the training.<\/p>\n","protected":false},"excerpt":{"rendered":"

          By Jeff Goebel Introduction This trip report focuses on the primary purpose of my involvement, which is to provide conflict resolution skills to Sustainable Agriculture and Natural Resources Management – West Africa (SANREM-WA) participants in order to facilitate the objectives … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":3,"featured_media":0,"parent":44,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-68","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/aboutlistening.com\/wordpress-files\/wp-json\/wp\/v2\/pages\/68","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/aboutlistening.com\/wordpress-files\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/aboutlistening.com\/wordpress-files\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/aboutlistening.com\/wordpress-files\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/aboutlistening.com\/wordpress-files\/wp-json\/wp\/v2\/comments?post=68"}],"version-history":[{"count":6,"href":"https:\/\/aboutlistening.com\/wordpress-files\/wp-json\/wp\/v2\/pages\/68\/revisions"}],"predecessor-version":[{"id":116,"href":"https:\/\/aboutlistening.com\/wordpress-files\/wp-json\/wp\/v2\/pages\/68\/revisions\/116"}],"up":[{"embeddable":true,"href":"https:\/\/aboutlistening.com\/wordpress-files\/wp-json\/wp\/v2\/pages\/44"}],"wp:attachment":[{"href":"https:\/\/aboutlistening.com\/wordpress-files\/wp-json\/wp\/v2\/media?parent=68"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}