What to do

1. If there has been a break between this activity and the previous one, start with a group discussion to review what was learned or decided at the previous meeting.

2. Keeping the same small groups from the previous activity, give them the task using these words:

 

“Remove the blocks from the transmission routes diagram and place them where they belong on this chart. [Show the chart and explain how it works if necessary.]

You might use words such as the following to explain the chart and how it works:

 

“This column [point to column on the left-hand side of the chart] has these choices: “Very effective”, “In-between” and “Not very effective” Would you say this barrier [show drawing] is very effective, in-between, or not very effective? [Place drawing temporarily.]

“This row [point to the row across the top of the chart] has these choices: “Easy to do”, “In-between” and “Hard to do”. Would you say this barrier [point to the same drawing] is easy to do, in-between, or hard to do? [Point to choice.]

“Then we say that this barrier is this effective and this easy. [Point out the position that was created by selecting an option in the column and an option in the row.] This barrier, therefore, goes here. [Place drawing temporarily.] Now you do yours.”

3. When the groups have completed the task, invite them to share their charts and discuss:

 

- which barriers the group would like to use in its community
- the practicalities that would be involved in putting the barriers in place.

4. Facilitate a discussion with the group on what it has learned during this activity, what it liked and what it did not like about this activity.

Notes

1. This type of chart may be a new concept for the group so it might be a good idea to explain its elements or components step by step. Make it clear that this is only an explanation. Participants should make their own placements.

2. If a group is unclear about the effectiveness of certain barriers, do not correct it. Instead, think of questions which might help it to come to a decision.

3. Do not be concerned at this stage if the group does not know enough to be able to judge how effective the barriers might be. There will be opportunities later in the process to introduce additional information to increase the quality of decision-making.

4. If the activity seems confusing, it may be done as follows. Divide the group in two and give each a complete set of barriers. Ask one to do a three-pile sorting for “effectiveness” (very effective, in-between, not very effective), and the other to do a three-pile sorting for “how easy the barriers are to put in place” (easy to do, in-between, hard to do). Then compare the two sets.

Another way of carrying out the activity is to do a three-pile sorting of the barriers aimed at “effectiveness”. Then take the “most effective” barriers and do another three-pile sorting, this time aimed at “easy to do”. Repeat with a three-pile sorting for “in-between effective” barriers.