“Now” and “future” sanitation options and planning posters

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. Put the sanitation option drawings (or drawings representing other options) developed in Step 4 up on the wall.

3. Ask the participants to work in groups of 5-8 persons. Give the participants the task using these words:

 

“Do you agree that this [point to the sanitation option(s) that the group considers represent their current situation] is a common situation in the community? And do you agree that this [point to the group's preferred “future” option] would be a desirable future situation?

“Let's now work out what needs to be done to move from the present situation to where you want to be. To do this we need to develop a plan to “fill in the gap” To help you do this, each group will be given a set of planning posters showing some of the steps that might be needed.

“Each group should look at the planning posters and arrange them in the order it thinks would bring about the desired change most effectively. Use the blank paper to draw any additional steps that you would like to include.”

4. Give each group an identical set of “now” and “future” drawings and planning posters.

5. Give the group about 30-45 minutes to work out its arrangements of steps, and then ask each group to explain its plan to the other participants. Each group should be prepared to answer any specific questions which might arise, although a more general discussion or debate should be limited until each group has had a chance to present its work.

6. After the presentations, encourage a group discussion aimed at reaching an agreement on a common plan.

The discussion should cover:

 

- the similarities among and differences between the steps chosen by each group, and their order

- what difficulties they might come across in trying to carry out these steps

- what resources they might need to carry out these steps

- the amount of time necessary to carry out the plan.

7. 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. The “now” and “future” drawings⁴ may refer to changes in both facilities and behaviour as identified by the group using the sanitation options and three-pile sorting tools.

 

⁴ In other guides, a tool using “now” and “future” drawings is called story with a gap.

2. Be prepared to do this planning activity for all the changes the group wants to introduce. Remember the purpose of the activity is to simplify the planning process.

One group may find it easier to make one plan for changes to facilities, one for improving maintenance of existing systems and a third for behavioural change. Another may be able to look at the three together. There is no one way or right plan. Your role is to help the group simplify the process so that it becomes manageable.

3. Don't worry if the group is not willing to make a plan to introduce all the changes it has identified. It is enough at this time that it is willing to plan to introduce some of the changes. Once these have been introduced successfully, the results will inspire the group to keep on with its work and plan for further changes. A smaller plan which group members are highly committed to is more likely to be successful than a larger, less well-supported plan.

4. The original community map can be used to help the group think about the impact of the changes it is planning to introduce.

5. Discussion may already have taken place or questions may have been raised about who should have responsibility for doing certain parts of the plan. Planning who does what, the next activity, helps groups to assign responsibility for tasks effectively so that the tasks are done properly and on time.