Dialogue Education: Enhancing Learning and Growth
The Case of Share An Opportunity
“Learning and serving together” is ACDA’s vision for a community that reflects and acts together as we participate in the work of transformation. As a learning community, we hope to become a community of practice that drives innovation, promotes the spread of best practices, and stirs up knowledge sharing, learning and exchange.
We will look into how Dialogue Education, an adult learning model, challenged the paradigms and practices of Share an Opportunity ( SAO ) about learning and enabling people. We will examine the potential of a specific tool and see if this, in any way, affected SAO’s growth as a learning organization.
As service organizations, we are interested in examining whether this learning strategy helped improve service and beneficiary participation.
di·a·log \dī-ə-log, -läg\ Etymology: Middle English dialoge, from Anglo-French dialogue, from Latin dialogus, from Greek dialogos, from dialegesthai to converse, from dia- + legein to speak —
1: a written composition in which two or more characters are represented as conversing
2 a: a conversation between two or more persons; also : a similar exchange between a person and something else (as a computer) b: an exchange of ideas and opinions <organized a series of dialogues on human rights> c: a discussion between representatives of parties to a conflict that is aimed at resolution <a constructive dialogue between loggers and environmentalists>
Social Transformation workers are always looking for ways to enhance their practices to improve service delivery. More than tools, we are looking into best practices and experiences that transform individuals, organizations and communities. Dialogue Education is one tool that challenges our old paradigms about learning and enabling people.
One organization that took a stake in learning and utilizing this method is Share an Opportunity (SAO), a Bible-based organization engaged in wholistic ministry in resource- poor communities.
This case study will attempt to collect the learnings and benefits of this organization from utilizing this tool, as well as probe into changes in mindset, values and attitude of practitioners and the people they work with in communities.
SAO as an organization
SAO Philippines was organized in 1996 after two decades of work among children through the program formerly known as Support An Orphan, an initiative under the Australian Baptist World Aid. Learning from the past and challenged by the need to demonstrate God’s love with and among the poor, SAO Philippines committed to do its share in keeping the hope alive for children, families and communities.
SAO’s operation is nationwide. Their programs are located in the following areas: Central and Northern Luzon, Panay and Romblon, Southern Luzon and Mindoro, Negros ( Negros Occidental), Mindanao (Davao, South Cotabato and Saranggani )
SAO is founded on its faith in God as expressed in Scripture and affirms that love of God is expressed in serving the poor and needy through wholistic ministry and in so doing, they participate in extending His kingdom. Their Core Strategy is to enable local churches to become catalysts for transformation of Philippine communities through wholistic and transformational processes.
SAO Philippines intends to:
- Strongly advocate for the empowerment and wholistic development of individuals, groups and communities through active participation and continuous education;
- Facilitate people’s transformation through community and bible-based strategies together with Christian churches and like-minded groups;
- Actively participate in re-creating Christ-centered communities by restoring and strengthening relationship among individuals and families;
- Develop staff and partners who actively pursue excellence, camaraderie and mutual accountability in facilitating development programs;
- Aggressively mobilize local and foreign support through excellent professional work, creative fund raising efforts and purposive networking and linkage building; and
- Walk alongside the poor, the marginalized and those others deprived of the basic necessities of life through appropriate and relevant strategies, programs and services that uphold their dignity, promote social justice and righteousness.
These goals are achieved through its various programs that include :
Child Development
mobilizes, orients, equips individuals and groups to effectively work with indigent children for them to become responsible citizens of the land and active change agents in their home, schools, churches and communities. Children are given financial assistance, social support and creative opportunities for them to discover and use talents and giftings in influencing their communities to become more God-fearing and just.
Family Wellness
assists families to increase their capability to meet minimum needs of food, shelter, and children’s education. It also facilitates the strengthening of their commitment to the wellness of the family, community and the environment. This is done through primary health care education, counseling, skills training and entrepreneurial development workshops. Their program has trained hundreds of community health workers who serve the families and communities for a healthier, cleaner and safer environment for all. Savings and livelihood groups have also been organized and provided with financial assistance and training to assist families in their economic venture.
Partnership Development
promotes wholistic ministry to individuals and groups and aims to increase the support groups and advocates for children, women and other marginalized groups in the communities being served. The program provides opportunities for existing potential SAO partners to be equipped in the areas of leadership, basic management, project management and social skills. The program facilitates personal formation retreats among pastors, Christian leaders and community-based leaders. The program also aims to mobilize thousands of SAO alumni who are potential partners for the various programs.
Community building
introduces selected barangays to community organizing processes and enhances core groups to identify priority development agenda, mobilize resource, manage processes and implement projects to serve the common good of the communities.
A key input in all these programs is equipping or capacity building at the individual ( i.e. indigent children ), groups (i.e. pastors, Christian leaders, health workers, child advocates, etc.), and community levels. As they adopt technologies for capacity building, the organization has to identify tools that are, to a great degree, congruent with their values and goals of wholism, empowerment, social transformation and kingdom-building. SAO’s leadership believe that the service of its staff is their most important contribution to the people thus, it gives premium to staff development and training.
SAO and ACDA
Recognizing the importance of building the capacity of the staff, SAO initially sent two of their staff to the Basic Dialogue Education seminar in 2001. This seminar was sponsored by the Alliance of Christian Development Agencies (ACDA), an alliance of faith-based organizations in transformational development work where SAO is a founding member.
SAO was one of the very first to venture in collaborative efforts which was key to the birthing of ACDA. The role of the alliance was critical in the provision of support for capacity building needs of its member organizations. Being a fairly new organization, SAO was aware of the gaps in its capabilities and needed anchor for support. The desire to learn from other organizations and to establish its identity fueled SAO’s desire to participate in the initiatives of the Alliance.
Dialogue Education
As the name implies, this tool is based on dialogue or a conversation that allows for expression of many points of view. The Dialogue Education Approach is based on ‘learning-centered education’ named after its proponent, Jane Vella, an adjunct professor at the School of Public Health of the University of Western Carolina. This approach is founded on her research, teaching and writing experience drawn from the insights of Paulo Freire and Malcolm Knowles.
This is a major shift from teachers having teaching tasks to having learning tasks. Learning tasks are open ended questions that lead to open dialogue between teacher and learner. Training through Dialogue rests on the basic assumption that learning is most effective when teachers involve the learners in the learning process.
Having seen the improvement in the capacity of the two staff who earlier attended the Basic Dialogue Education seminar and after reading the Vella book, the CEO was convinced that this particular training has the potential to effect personal transformation that will eventually create an impact in the organization and its community partners. She saw that this technology will reinforce their thrusts of partnership building using participatory approach. It is for this reason that SAO opened its doors to more ACDA training programs which included:
The Seven Steps Training Design technique which is a basic feature of he Dialogue Education Trainings has become “the” format for all training workshops of SAO. This has set the standard in designing and implementing SAO Training programs.
Benefits of Dialogue Education
The benefits of using such a learning tool or model can be examined on the level of the individual, the organization and the community. These are direct outputs and outcomes of using dialogue education as a capacity building tool.
Benefits to SAO Staff
1. Learning Transfer Made Easy
On the individual level, interviews and discussions with SAO staff reveal that the immediate personal benefit is the ability to develop their facilitation skills. By using the Dialogue Education approach, the transfer of learning became easy. It made facilitation of trainings easier since trainings can now be designed in such a way that training modules can be distributed among several other facilitators.
Ariel Lozano, Area Coordinator for Mindanao contributes this in the discussion, “Pwedeng gawin na i-distribute and tasks kasi hindi issue ang ‘mastery’ of the subject.” (Tasks can be distributed easily because ‘mastery of the subject’ is not a requirement for facilitation). Using this tool, learning is no longer focused on the teacher. This makes learning events less dependent on the “experts” or resource persons.
The tool proved versatile because it can be applied in almost any subject matter—from the highly technical subjects like microfinance, enterprise development, and bookkeeping to the highly affective and practical subjects like redemptive family and effective parenting.
2. Evidences of transformation
As an organization committed towards transformation of lives, it is desired that all staff development inputs lead towards changes in perspectives, lifestyle and practice. SAO staff gives evidence that their paradigms in the way they do their work has changed. This changes have also transformed their way of doing things.
From trainer to designer
Staff claimed that the biggest change happened at the individual level. What they used to consider as routine and unexciting suddenly became new and refreshing.
Socrates Ramirez, SAO’s Enterprise Development Specialist recounted, “Before, I felt I wanted to leave development work after several years of being in the same field. Then, the ‘Creative Director’ in me was awakened when I started designing learning events. From trainor, I became the designer.” As designers, their imaginations were stretched.
Soc adds, “Designing draws out something from within you that you never imagined you are capable of achieving.”
From teacher to learner
Soc further expressed, “I became a learner from being a teacher. I finally learned the discipline of listening. The change in perspective from monologue to dialogue has changed my perspective of learning. I learned the importance of the principles of engagement and safety.”
The practice of engaging in dialogue found its way even in their personal and family life. Andrew testified, “Even as a father, I try to be as dialogical as possible to my wife and children.” This model challenged the quality of relationships—father and children, husband and wife, pastor to congregation, etc. They learned to balance the tendency to talk with the ability to connect to people.
From service provider to community development orientation
Vella tested the assumption that ‘people have the resources even for learning’. And Rogielin attested to the veracity of this conjecture. She contributes, “Every training was a fulfilling experience because I know that partners have a lot to contribute to the knowledge and wisdom being generated collectively. I am certain that I was able to deliver after each training.”
She adds, “In fact, in their enthusiasm, they ask when the next training will be.” There is great enthusiasm generated when dialogue education is utilized.
A key indicator of change was the fact that SAO staff now have the capacity to draw out meaningful engagement and exchange of ideas. The assumption was that if people can generate ideas, they are better capable of generating other resources. It is because of this realization that the staff developed an orientation for community development. They described the experience as a ‘moving out of the box’ experience. As paradigms changed, work styles improved. People began to loosen up. Staff meetings became more participatory and SAO became more intentional in examining their organizational processes.
Benefits to the Organization
1. Discovering SAO’s niche
With the discovery of a new tool, SAO has also discovered its niche as an organization. Andrew Escuban, Area Coordinator for Panay, shared that SAO-Iloilo was invited to facilitate the Strategic Planning of CODE-Visayas, a chapter of CODE-NGO, a broad coalition of progressive non government agencies in the country.
“In the Visayas, we have gained the reputation of being expert facilitators,” he alleged.
This was confirmed by the comment given by Sherelle Cotecson, program manager of Tribal Missions Foundation International (TMFI), a co- ACDA-member organization based in Davao. She talked about SAO’s immense contribution to the World Christian Gathering of Indigenous Peoples, an international conference held in Davao last September. They were requested by TMFI, the convenor, to provide the facilitators pool for the conference workshops and they were able to satisfactorily deliver what was expected of them. What gave the staff confidence in facilitating workshops for an international gathering was the fact the as facilitators, they do not have to be “experts” and that they don’t have to know all the answers to the subject matter being discussed.
There seems to be a basis for saying that indeed, one of the core competencies of SAO staff is in the area of facilitation and dialogue education. This is true for the Visayas and Mindanao and most probably even in Luzon.
2. Opportunities for SAO opened
Owing to its highly trained personnel and their rich experience in community organizing, board governance and savings-based microfinance, SAO has now developed the capacity to provide consultancy services.
In Mindanao, for example, SAO serves as a city-wide resource institution on Savings-based Microfinance. In the Western Visayas, SAO now sits in the Local Development Council paving the way for the building of their track record in contributing towards local development.
3. Multiplier effect
Internally, the enhanced capacity and skill in engaging people has, to a substantial extent, allowed SAO to gain a wider base of clients. Since SAO’s adoption of the Basic Dialogue Education Approach, VELLA principles and approaches became the standard in all training activities. This further strengthened team work. Through the technical inputs of staff training, coupled with other effective human resource management interventions, some staff have successfully transferred their skills and technologies to their co-workers and even to some stakeholders at the community level.
Community Partners
- Increased community interest in training
SAO staff also discovered that absorption of new knowledge was faster. The flexibility in learning style allows for participants with low level of literacy to participate through the infusion of more kinesthetic learning activities. The Project Organizers (PO) testified that trainings have become more lively and brief.
Mae Arca, a PO expressed, “ Hindi na boring ang mga seminars at nakakauwi na kami ng maaga kasi time-bound ang mga workshops. Sa maikling time ay nami-meet ang objectives. Lahat ay na-iimplement.” (Trainings are no longer boring and we manage to finish on time because workshops are time-bound. We were able to meet and implement all our objectives in a much shorter time).
Efficient use of time is important for participants, most especially in rural areas, where they take more time traveling to and from the training site. A consequence of this is the increase in participant turnout.
Rogielin Claveraz, SAO Area Coordinator in Bacolod, noted an increase in participation in trainings from 13 to 50 participants (which is more than 3 times as many) per training program. This is attributed to the heightened interest in learning new information and skills along with the predictability of the amount of time they will need to spend in training (i.e. efficient time use).
The trainings have also become self promoting. Those who experienced the training became so engaged in the learning process prompting them to encourage more from their peers to attend the learning events—seminars, workshops, etc. This indicates a heightened sense of ownership of the learning event.
- Building people’s confidence
More importantly, with empowerment at the top of the list of impacts SAO anticipates, this tool has positive bearing on the building of confidence of people in grassroots communities.
How has this approach enriched their skills and self-perception? According to one PO volunteer, “ Noon, nahihirapan kaming mag-discuss ng topic pero ngayon, may confidence na kami mag-speak in front kahit na matatanda ang audience.” (Before, we find it difficult to discuss our topics but now, we have gained confidence in speaking before our audience even among a more senior audience.)
One of the realizations of the staff is that, ‘the more involved people are in the development process, the more committed and motivated they become.”
- Hastened group formation
On the whole, this facilitation techniques have hastened formation of groups and community-based organizations. In terms of outcomes, SAO has organized functional groups and CBOS, mobilized savings and built the capacities trained young people and adults at a faster rate. The following data were generated from SAO’s 2003-2004 and 2005-2006 report:
In an interval of one year, functional groups increased by 56% and community-based organizations formed increased by 40%. As a result of the formation of savings groups, total savings of adults grew by 23% and 27% for children.
Dialogue Education and SAO
Dialogue Education challenged the paradigms and practices of SAO staff. This has set the standard for the practice of designing and implementing the organization’s capacity building programs for its staff and community partners.
It can be said that SAO grew as a learning organization and Dialogue Education is one of the factors that propelled this growth. The testimonies of staff and community partners is reflective of the fact that there is a flow of intellectual capital or knowledge within SAO and its partner communities. SAO was able to tap the technologies available within and outside. SAO is composed of people with rich experiences and knowledge being mostly student leaders and seasoned development practitioners. Outside, they were able to maximize the opportunity of collaborating with ACDA for its capacity building needs.
The leadership’s keenness on choosing the technology that matches the vision and goal of the organization was crucial. It was not enough that their tools were participatory, it also has to be transformative. Their partners do not only participate but they also realize their value and worth by their contribution to group learning.
SAO’s approach to Knowledge Management
SAO’s approach to managing the knowledge it is able to access is techno-centric2 . As such, it is focused on technology, ideally, those that enhance knowledge sharing and growth. It is interested on knowledge that can find direct application in working with their partner families and communities. The trainings they went through in partnership with ACDA were on capacity building tools such as designing trainings, technology of participation and Dialogue Education and a group savings technique.
A limitation of this case study is that it failed to look into how SAO facilitates knowledge processes? What works best for SAO in the area of sharing knowledge and learnings? How are cases documented, presented and discussed? How does theory-building happen? What are the opportunities and rewards for innovation?
As a learning organization, SAO can examine some of its organizational processes in view of how knowledge in the organization are captured and accessed at several stages: before, during or after interventions or activities.
Before designing training workshops, how are information gathered from the Learning Needs and Resource Assessment used as input in the design? How are learnings from documentation of training or workshop proceedings used? How are post training reflections and evaluations utilized to enhance future work?
In terms of project implementation, how do project teams learn lessons during initial project analysis, project operation and after-action reviews? How are these documented for future access?
Increasing the stakes of partners
More than just a tool for capacity building, Dialogue Education and its liberating effect is a promising tool that can increase people’s stake in their own development. Perhaps, some of the indicators would be their increased ability to solve their problems with minimal assistance from others as well as their capacity to share in the costs of development. Junel Chavez, Area Coordinator had this to share, “Our communities have become more involved, relationships were strengthened and learning is mutual. People have become more responsible in terms of solving their own problems thus building and restoring their own dignity as individuals and communities.”
Perry Nabor, Holistic Development Facilitator adds, “My training on Vella [Dialogue Education] enhanced my capability to motivate our partner families become more pro-active and self-motivated in doing development activities. In terms of program implementation, cost-sharing is deliberate.”
It would be good for SAO to evaluate whether partner families and communities are increasing in their ownership, responsibility and accountability over their own development. How do they perceive SAO’s role as against their own role in the whole development process? As participation gradually increases and as they recover their sense of worth and dignity, are they now able to create their own vision for their development?
Conclusion
SAO’s growth as a learning organization in terms of acquiring skills and knowledge in development work has been evident in the various testimonies recorded in this case study. There is no doubt that the technology of dialogue has contributed to the improvement of their service and has also increased beneficiary participation.
As a learning organization, SAO has proven that intellectual capital of the organization flows not just from the organization but also from partner families and communities and it has been shown that the dialogue approach, as a learning tool, has hastened knowledge generation. This approach veered away from ‘the expert-centered’ paradigm and moved more towards learning from people’s accounts and experiences.
Traditional organizations value leaders who are quick decision-makers while learning organizations value leaders who facilitate questioning, visioning and problem solving. The primary skill of these leaders is their capacity to ask questions and elicit answers from others.3 The kind of leadership within SAO inevitably becomes the kind of leadership it produces from among the staff and its partners. The capacity of partner families and communities to solve their own problems is an indicator of their responsiveness to SAO’s capacity-building interventions.
“Learning is valuable, continuous, and most effective when shared and that every experience is an opportunity to learn.”4 Thus, the challenge for SAO is to develop mechanisms for documenting and sharing learnings and skillfully utilizing these to improve practice and create innovations. Creating a safe environment where people can openly share helps a lot in ensuring continuous learning.
In the end, any tool is inutile unless it becomes a way that leads us into a deeper understanding of God’s transforming work in individuals, families and communities. Gathering evidences of transformation becomes a vital exercise if we are to test the usefulness of the tools we use.
Eventually, the true measure of the effectiveness of the tools we use are the leaders and community organizations that we are able to produce. If empowerment is a dynamic process of shifting the balance of power from one center to another then it would be best to see whether we are able to develop people in the grassroots who are able to substantially make decisions for their own lives.
Until people and communities recover their sense of worth and dignity and deepen in their understanding of God’s purposes for their lives only then can transformation happen. To borrow from former Tanzanian President, Julius Nyere, “… People cannot be developed, they can only develop themselves. For while it is possible for an outsider to build a man’s house, an outsider cannot give the man pride and self confidence in himself as a human being. Those things a man has to create in understanding of what he is doing, and why, by increasing his own knowledge and ability, and by his full participation– as an equal—in the life of the community he lives in.”
References:
SAO Annual Report, FY 2003-04
Scaling New Heights, Annual Report FY 2005-2006
Knowledge Management-Emerging Perspectives http://www.system-thinking.org/kmgt/kmgnt.htm
Ed. Brian Stanfield, The Art of Focused Conversation, The Canadian Institute for Cultural Affairs, 2000.
Sandra Kerka. The Learning Organization, http:www.inspired/living.com/business/learning-org.htm
Interviews with SAO Staff
Nyere, Julius, 1973. In Emmanuel Luna’s Participatory Research for Empowerment and Community Change: PREACH an Experience in PAR, CSWCD Development Journal, Vol. III No. 1, January-June 1998, UP Diliman, Quezon City, ISSN 01 18-4768
