Demystifying Facilitation of Multi-Actor Learning Processes

219 Pages·2011·21.31 MB·English

Propositions
Facilitation of complex change becomes more effective when facilitators
help politicians and policy makers to move from being mere stakeholders
to being fully engaged actors in the process (this thesis).
The facilitation of actor learning about learning' and learning about
facilitation' is essential for arriving at the desired situation wherein actors
empower facilitators to intervene (this thesis).
Meta-facilitation - that is to say, the facilitation of facilitators - fails if it
does not address the institutional working environment of the facilitators
(this thesis).
A 'participatory method' per se does not exist because whether or not
a method becomes participatory, relies on the frame of mind of the
facilitator (this thesis).
The effectiveness of facilitation largely depends on the enthusiasm of
the facilitator and most importantly, on his or her sincerity. As such, no
training course can ever enable a complete grasp of facilitation practice,
(this thesis).
Facilitation of participatory processes addressing complex issues implies
the reverse of the proverb look before you leap' - facilitators must 'leap
before they look' (Geldof, G., 1999).
"Participation is discipline" (pers.com. Janice Jiggins in the course
'Participatory Technology Development', 1994).
Francis Bacon could have been the perfect example of a modern
facilitator: creativity emerges at the interface of order and chaos,
solidifying in tangible results.
Proposition 4,5,6,7 and 8 illustrate why women in particular are
attracted to the 'art of facilitation'.
Having a second child is an effective way to learn about systems
practice - the work and fun arises from interactions between the first
child and the second.
Propositions accompanyingi^he doctoral dissertation
Demystifying Facilitation of Multi-Actor learning Processes
Annemarie E. Groot, Wageningen University, September 17th, 2002

Demystifying Facilitation
of
Multi-actor Learning Processes
Annemarie E. Groot
DGUS
Promotor. Prof. dr. ir. N.G. Röling
Hoogleraar kennissystemen in ontwikkelingslanden,
Wageningen Universiteit
Co-promoton Prof. dr. J. Jiggins,
Adjunct Professor, University of Guelph, Ontario, Canada
Samenstelling promotiecommissie: Prof. dr. J. Bunders (Vrije Universiteit Amsterdam)
Prof. L.F. Vincent (Wageningen Universiteit)
Prof. dr. ir. C. Leeuwis (Wageningen Universiteit)
Dr. J. Woodhül (International Agricultural Centre,
Wageningen)
Demystifying Facilitation
of
Multi-actor Learning Processes
Annemarie E. Groot
Proefschrift ter verkrijging van de graad van doctor
op gezag van de rector magnificus
van Wageningen Universiteit,
Prof.dr.ir. L. Speelman,
in het openbaar te verdedigen
op dinsdag 17 september 2002
des namiddags te vier uur in de Aula
Ibscfcöy
CIP-DATA KONINKLIKE BIBLIOTHEEK, Den Haag, The Netherlands
Groot, Annemarie E.
Demystifying Facilitation of Multi-Actor Learning Processes
Thesis Wageningen University. With references. With summaries in English and Dutch
Key-words: facilitation; learning; participation; interactive process management
ISBN: 90-5808-697-6
© Annemarie E. Groot, 2002

6 Annemarie E Groot
Table of contents
Ustofflgura................................................^
list of tables... 10
Listofboxes................................................^
Glossaiy..................................................................................^
Acknowledgements........................................................................^^
1. Demystifying facilitation of participatory processes that address complex issues.............l7
1.1 Introduction 17
1.2 Personal facilitation realities 18
1.3 Research focus of the study 22
1.4 Empirical frame 23
1.5 Organisation of the study 24
2. The emerging participatory paradigm and the call for a new professlonaL........................25
2.1 Introduction 25
2.2 Participation for poverty reduction and rural development 26
2.3 Participation in environmental management 29
2.4 Scientific legitimacy for participation 32
2.5 Critique on the facilitation professional 35
2.6 Back to my own research 37
3. Research paradigm and methodology, including a framework for anarysis........................39
3.1 Considerations and circumstances 39
3.2 Research paradigm: 'Constructivist epistemology',
and 'grounded theory' and 'action research' methodology 42
3.3 Quality assurance in constructivist research .46
3.4 Framework guiding the analysis of the case studies 46
4. The Senegal case: The theoretical and methodological foundations ...................................50
4.1 Agricultural Knowledge and Information System theory and
Rapid Appraisal of Agricultural Knowledge Systems 50
4.2 Participatory Monitoring & Evaluation, Participatory
Rural Appraisal and Participatory Technology Development 52
5. The facilitation of a privatisation process of the irrigation project SAED/IAM In Senegal .55
5.1 Perceived context 56
5.2 Values of the facilitators and how they shaped their praxis 58
5.3 Action 1, the theoretical and methodological perspectives used,
and the assessment of the praxis 59
5.3.1 Action 1 59
5.3.2 Theoretical and methodological perspectives used 60
5.3.3 Assessment of the facilitation praxis 61
5.4 Action 2, the theoretical and methodological perspectives used,
and the assessment of the praxis 63
5.4.1 Action 2 63
5.4.2 Theoretical and methodological perspectives used 65
5.4.3 Assessment of the facilitation praxis 65
Demystifying Facilitation of Multi-actor Learning Processes 7
5.5 Action 3, the theoretical and methodological perspectives used,
and the assessment of the praxis 68
5.5.1 Action 3 68
5.5.2 Theoretical and methodological perspectives used 69
5.5.3 Assessment of the facilitation praxis 72
5.6 Action 4, the theoretical and methodological perspectives used,
and the assessment of the praxis 74
5.6.1 Action 4 75
5.6.2 Theoretical and methodological perspective used 76
5.6.3 Assessment of the facilitation praxis 77
Intermezzo I: Preliminary Insights for a grounded theory and methodological
insights regarding the facilitation of participatory processes ...................................................79
6. The Kenya case: The theoretical and methodological foundations .....................................86
6.1 New theoretical and methodological insights on facilitation
gained in the period between my intervention in Senegal and Kenya 86
6.2 Linked local learning and its theoretical underpirmings 88
6.2.1 learning systems and critical learning systems 89
6.2.2 Experiential learning 90
6.2.3 Negotiation and mediation 90
6.2.4 CoUaborative learning 92
6.3 Linked local learning and its methodological features 93
7. The facilitation of linked local learning In the context of
agricultural decentralisation in K e n y a . . . — 95
7.1 Perceived context 96
7.2 Values of the facilitators and how they shaped praxis 98
7.3 Action 1, the theoretical and methodological perspectives used,
and the assessment of the praxis 99
7.3.1 Action 1 99
7.3.2 Theoretical and methodological perspectives used 101
7.3.3 Assessment of the facilitation praxis 102
7.4 Action 2, the theoretical and methodological perspectives used,
and the assessment of praxis 104
7.4.1 Action 2 104
7.4.2 Theoretical and methodological perspectives used 107
7.4.3 Assessment of the facilitation praxis 108
7.5 Action 3, the theoretical and methodological perspectives used,
and the assessment of praxis 110
7.5.1 Action 3 110
7.5.2 Theoretical and methodological perspectives used Ill
7.5.3 Assessment of the facilitation praxis 115
Intermezzo II: Further development of theoretical and methodological insights for
the facilitation of multi-actor learning processes ...................................................................120