Facilitating Multi Stakeholder Processes and Social Learning Herman Brouwer/ Karèn Verhoosel Centre for Development Innovation Rich Picture Visit://portals.wi.wur.nl/msp//portals.wi.wur.nl/msp

Process Model for MSP interventions Initiating phase: Situational and context analysis Collaborative Action Adaptive Planning Initiating Reflective Monitoring

Definition: situation analysis The process of understanding the status, conditions, trends and key issues affecting people, ecosystems, and institutions in a given geographic context at any level (local, national, regional, international)

Rich picturing - what it is? A drawing of a situation that illustrates the main elements and relationships that need to be considered in trying to intervene to create some improvement. Pictures, text, symbols and icons should all be used to graphically illustrate the situation. It is called a rich picture because it illustrates the richness and complexity of a situation.

Rich picture - example

Rich Picture - Example

Rich picturing - why develop it ? A rich picture helps us to understand the complexity of an entire situation. It is a way of thinking holistically. A rich picture helps us to see relationships and connections that we may otherwise miss. ‘A picture tells a thousand words’. Developing a rich picture is also a good group exercise as everyone can add to it and use it to explain their particular interests or perspectives. A rich picture can also be a non-threatening and humorous way of illustrating different perspectives and conflicts.

Rich picture A rich picture is best developed in a group of about people. Have a large piece of flip chart paper or brown paper. Put the paper on a table or on the ground around which everyone is sitting or standing in a way that each person can easily draw on the picture. Make sure each person has a marker (within the group different colored markers). Encourage everyone to contribute and make it clear that skill in drawing is not at all important.

Rich picture – group assignment Use the central problem of the MSP case as a starting point for developing the rich picture: Who are the Stakeholders and how do they relate to the problem? What are their relations to each other? Context description: causes and effects Any other relevant social, economic, political, environmental features or issues For future reference a written story about the picture using numbers to link the pictures to explanations is needed (not in this exercise).

Process Model for MSP interventions Initiating phase: Situational and context analysis Collaborative Action Adaptive Planning Initiating Reflective Monitoring

Key themes for a thorough situation analysis Stakeholders Interests, power relations Issues, problems Biophysical setting Infrastructure Institutions Organisations Governance Legal, Policy and Political Economic / market Social and Cultural Communication trends and relationships

Stakeholder analysis Methods: Stakeholder maps and matrices Institutional diagrams Secondary data Questions: Who are the other key stakeholders? How do different stakeholder groups interact? What are their interests, tasks, benefits, contributions etc? What are the (power) relations between different groups?

Methods: Rich pictures /conceptual maps / mind maps Problem tree, causal analysis Focus group discussions Historical analysis Secondary data Matrix ranking Questions: What problems or issues are central to the MSP? How do the stakeholders relate to the problems? What are their interests, solutions? Issues, problems

Biophysical setting, infrastructure Methods: Maps Resource maps Transects Field visits Seasonal calendar Questions: What are the geographical characteristics of the area? What are the climatic conditions? What are the main forms of land use? What are the environmental problems of risks? What are the key infrastructure issues for the area?

Situation analysis, participation & learning Ensure the process is a participatory learning process: involve the key relevant stakeholders at the appropriate time (phases of the project cycle) to ensure commitment to the process and shared learning (building capacity); use a combination of appropriate participatory methods; ensure that attitudes and behaviour of people also reflect true participation.

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