Capacity Development Manual

1D E V E L O P M E N T A N D C L I M AT E C H A N G E D I S C U S S I O N PA P E R S

D E V E L O P M E N T A N D C L I M A T E C H A N G E

Participatory Scenario Development Approaches for

Identifying Pro-Poor Adaptation Options:

Capacity Development Manual

D I S C U S S I O N PA P E R N U M B E R 1 9 D E C E M B E R 2 0 1 0

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E c o n o m i c s o f A d A p t A t i o n t o c l i m A t E c h A n g E

Papers in this series are not formal publications of the World Bank. They are circulated to encourage thought and discussion. The use and citation of this paper should take this into account. The views expressed are those of the authors and should not be attributed to the World Bank. Copies are available from the Environment Department of the World Bank by calling 202-473-3641.

d i s c U s s i o n pA p E R n U m B E R 1 9 d E c E m B E R 2 0 1 0

Participatory Scenario Development (PSD) Approaches for Pro-Poor Adaptation:

Capacity Development Manual

Prepared byEssA technologies ltd and international institute of sustainable

development (iisd)

© 2010 The International Bank for Reconstruction and Development/The World Bank1818 H St., NWWashington, DC 20433 U.S.A.Telephone: 202-473-1000Internet: www.worldbank.org/climatechangeE-mail: [email protected]

All rights reserved.

December 2010

This paper is based upon work that has been commissioned by the World Bank as part of the Economics of Adaptation to Climate Change study. The results reported in the paper are preliminary and subject to revision. The analysis, results, and views expressed in the paper are those of the authors alone and do not represent the position of the World Bank or any of its member countries.

Papers in this series are not formal publications of the World Bank. They are circulated to encourage thought and discussion. Copies are available from the World Bank Environment Department by calling 202-473-3641.

The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown or any map in this work do not imply any judgment on the part of the World Bank concerning the legal status of any territory or the endorsement or acceptances of such boundaries.

RIGHTS AND PERMISSIONS

The material in this publication is copyrighted. Copying and/or transmitting portions or all of this work without permission may be a violation of appli-cable law. The International Bank for Reconstruction and Development/The World Bank encourages dissemination of its work and will normally grant permission to reproduce portions of the work promptly.

For permission to photocopy or reprint any part of this work, please send a request with complete information to the Copyright Clearance Center Inc., 222 Rosewood Drive, Danvers, MA 01923, USA; telephone 978-750-4470; Internet: www.copyright.com

Cover photo courtesy of Ray Witlin/World Bank.

About this MAnuAl

This manual was developed based on the experiences of the authors in designing, develop-ing and delivering participatory scenario workshops as part of a climate change adaptation project for the World Bank in 2009. It contains a very brief description of this project, but otherwise focuses on providing ‘how to’ information for others who wish to apply this same approach. It is hoped that practitioners will experiment with the PSD methodology as described here, by adapting it to their circumstance and enriching it with their own in-country experience.

This manual is intended as a stand-alone document, and readers wanting to know more about the background work from which it emerged are encouraged to obtain a copy of our Final Project Report:

This Manual has a companion CD containing electronic versions of all of the tools and templates referred to in this manual, for easy use and tailoring as needed.

v

tAble of contents

glossARY ix

AcKnoWlEdgmEnts x

1. intRodUction And contEXt 11.1 Background 11.2 What is Participatory Scenario Development (PSD)? 21.3 What is the Purpose of this Manual? 21.4 Who Should Use this Manual? 31.5 What is Provided in this Manual? 3

2. oVERViEW of thE psd WoRKshop 42.1 Workshop Purpose and Objectives 42.2 Workshop Structure 42.3 Workshop Process 4

3. WoRKshop dEscRiption, BY sEssion 6

4. pREpARing foR thE WoRKshop 94.1 Preparation Steps and Timeline 9

A. Initial Decisions 9B. Presenter-related Tasks 11C. Participant-related Tasks 12D. Venue-related Tasks 13E. Visualization-related Tasks 14F. Tasks Related to other Materials & Supplies 14G. Tasks Related to Facilitation Team Roles & Responsibilities 16H. Last-minute Preparations 17

vi psd AppRoAchEs foR pRo-pooR AdAptAtion: cApAcitY dEVElopmEnt mAnUAl

4.2 Visualization Materials 18Topographic Maps 18Social Issues Poster 20Climate Change Poster 22Impact and Adaptation Cards 23

5. dEliVERing thE WoRKshop 26Registration 26Introduction and Overview 27Future Vision 29Boundary Conditions: Socio-economic and Climate 30Climate Change Impacts 32Adaptation Options 35Adaptation Pathways 37Adaptation Pathway Review 40Reflection and Wrap-Up 42

6. tAiloRing thE WoRKshop 43Length of Workshop 43Table-groups 43Ice-breaker Activity 44Boundary Conditions 44

AppnEdicEs 45APPENDIX 1: Summary of Options for Visualization Materials 45APPENDIX 2: Tools and Templates 48

Tables

table 3.1 Abbreviated Workshop description, by session 6

table 3.2 suggested session durations 8

table 4.1 suggested timeline for pre-workshop preparation tasks 10

table 4.2 Roles and Responsibilities of the facilitation team 17

table 5.1 Workshop materials, by session 27

table A1.1 summary of the Advantages, disadvantages, and tools Available for Visualization design 46

viid E V E l o p m E n t A n d c l i m At E c h A n g E d i s c U s s i o n pA p E R s

FIGURes

figure 2.1 optimal Workshop structure (1.5-day delivery). 5

figure 2.2 condensed Workshop structure for 1-day delivery. 5

figure 4.1 optimum configuration for the Workshop Room. 13

figure 4.2 Example of features included on a topographic map, ghana 19

figure 4.3 Example of indicators Used for social issues poster, Ethiopia 21

figure 4.4 projected changes in precipitation and temperature for Bangladesh 23

figure 4.5 Examples of impact and Adaptation cards Used in ghana 25

figure 5.1 Example outputs from future Vision Activities, Using drawings, pictures, Words And Vision statements 31

figure 5.2 simplistic Example of an impact chain, Ending with a list of Vulnerable groups 33

figure 5.3 Example of a completed master matrix of most Urgent Adaptation options 38

figure A1.1 summary of Key considerations for Visualization Use and design 47

figure A1.2 cost-impact Analysis of different Visualization materials 47

TOOls and TeMPlaTes

Workshop preparation checklist 48

psd Workshop Registration sheet 51

detailed Agenda for facilitators for a 1.5-day psd Workshop 52

detailed Agenda for facilitators for a 1-day psd Workshop 56

psd Workshop Role Assignments for the facilitation team 59

participant’s Agenda for a 1.5-day psd Workshop 60

participant’s Agenda for a 1-day psd Workshop 61

psd Workshop Evaluation form for participants 62

psd Workshop Recording sheets for participants 64

psd Workshop notes 65

information pages for participants – template 72

Workshop participation certificate 78

ix

GlossARY

Adaptation: Adjustment in natural or human systems in response to actual or expected climatic stimuli or their effects that moderates harms or exploits beneficial opportunities.

Adaptation pathway: An internally consistent and robust sequence of adaptation actions to be taken over a particular time period at a national, regional or local level. It responds to the current and future impacts of a changing climate, paying attention to the overall development context of the specific location.

Climate change: A statistically significant variation in either the mean state of the climate or in its variability, persisting for an extended period (typically decades or longer). Climate change may be due to natural internal processes or external forces, or to persistent anthropogenic changes in the composition of the atmosphere or in land use.

Climate change impact: Direct or indirect social or environmental effects resulting from climate change. For example, an increase in mean ocean temperature (a climate change) may cause an increase in the frequency or intensity of tropical storms (a direct impact). Resulting indirect environmental impacts may include storm surges, inundation of land and sali-nization of land or freshwater, and resulting social impacts may include destruction of dwellings, crop failure and erosion.

Climate variability: Variations in the mean state and other statistics (such as standard deviations, the occurrence of extremes, etc.) of the climate on all temporal and spatial scales beyond that of individual weather events. Variability may be due to natural internal processes within the climate system (internal variability), or to variations in natural or anthro-pogenic external forces (external variability).

Ice-breaker activity: A short activity used to help break down formal/informal barriers between partici-pants of diverse personal and professional backgrounds, used at the beginning of a workshop. The objective is to get to know the people in the room and to help partici-pants feel comfortable so that they are more at ease to contribute ideas and discussion throughout the day.

Vulnerability: The degree to which a system is susceptible to, or unable to cope with, adverse effects of climate change, including climate variability and extremes. Vulnerability is a func-tion of the character, magnitude, and rate of climate variation to which a system is exposed, its sensitivity, and its adaptive capacity.

x

AcKnoWleDGMents

The social component of the Economics of Adaptation to Climate Change (EACC) study (hereafter ‘study’) was developed through the joint efforts of the World Bank Social Development (SDV) and Environment Departments (ENV) and LCR, AFR, EAP, and SAR Regions of the World Bank; ESSA Technologies Ltd and the International Institute for Sustainable Development (IISD), Canada; and research institutions in Bolivia, Bangladesh, Ethiopia, Ghana, Mozambique, and Vietnam. The study was undertaken by a core team led by Robin Mearns and comprising Anne Kuriakose, Carina Bachofen, Nilufar Ahmad and Minna Kononen (all SDV). An overall synthesis report of all six country reports is available at www.worldbank.org/eacc. The study was designed and implemented in close collabora-tion with the team leader for the overall EACC study (Sergio Margulis), and Ana Bucher, Laurent Cretegny, Urvashi Narain, Kiran Pandey, Robert Schneider (all ENV) and sector consultants.

The Participatory Scenario Development (PSD) track of the EACC-Social study was led by Robin Mearns and Anne Kuriakose (SDV). The technical partner was the ESSA-IISD Consortium led by Livia Bizikova and Simon Mead. The larger team from ESSA Technologies Ltd. included Samantha Boardley, Philip Bailey, Carol Murray and Lorne Greig. From the International Institute of Sustainable Development (IISD) the team also included Dale Rothman. A separate final report on the PSD track accompanies this manual and is available at www.worldbank.org/eacc.

We could not have completed this work without the continuous logistical support provided by Hawanty Page (ENV), Grace Aguilar (ENV), Mustafa Pajazetovic, and Carmen Martinel (both SDV). We gratefully acknowledge production management provided by Danielle Christophe (SDV) and Robert Reinecke.

Any remaining errors and omissions are entirely those of the study team.

1

1. intRoDuction AnD conteXt

1.1 bAcKGRounD

In March 2009, a Joint Venture Consortium of ESSA Technologies Ltd. (Canada) and the International Institute for Sustainable Development (IISD) was contracted by the World Bank’s Social Development Group to design and implement participatory scenario development (PSD) workshops as part of the World Bank’s Economics of Adaptation to Climate Change (EACC) Study.1 This is part of a Global Study on the Economics of Adaptation to Climate Change (EACC), being led by the Environment Department of the World Bank. The EACC study is focusing on seven countries: Bangladesh, Bolivia, Ethiopia, Ghana, Mozambique, Samoa and Vietnam.

The overall objective of the EACC Study is to help decision makers in developing countries to better understand and assess the risks posed by climate change, and to better cost, prioritize, sequence and integrate robust adaptation strategies to their development plans and budgets in a context of high uncertainty, competing needs and potentially high future costs. In addition, the EACC study is meant to inform the international community’s efforts to provide access to adequate, predictable and sustainable support and to provide new and additional resources to help developing countries, in particular the most vulnerable, to meet the costs of adaptation.

Key aspects of the Social Component of the EACC study include the following:2

• Focus on the local level to help understand local costs and benefits. This is necessary to help inform macro-level efforts to increase local adaptive capac-ity by channeling investments where they are most needed.

• Focus on vulnerable and disadvantaged socioeconomic groups, as the most vulnerable groups are likely to be those dependent on a single or a narrow range of cli-mate-sensitive livelihood resources. Assessing the local-level costs and benefits of adaptation responses is essential to understand how to improve support for adaptive capacity of the most disadvantaged groups.

• Engaging vulnerable groups in collaborative analysis of what adaptation means in particular contexts and for distinct groups of people by using participatory analy-sis to uncover what may be plausible means of adapting to these likely future climate trends as well as the pros and cons of alternative adaptation options.

• Building on existing adaptive responses to include the costs and benefits of existing adaptation practices and to scale up or multiply existing adaptation responses to create effective adaptation pathways; such pathways are likely to be those that progres-sively reduce the degree of dependence on climate-sensitive livelihood sources (e.g. through livelihood diversification).

• Focus on soft as well as hard adaptation options to help create comparative estimates of technological and

1 For additional information, visit www.worldbank.org/eacc, (December 2009).

2 Kuriakose, A., L. Bizikova and C. Bachofen (2009). Vulnerability assess-ment and adaptation to climate change – methodological approaches. World Bank Working paper, no. 116 (May), pp. 30, Washington DC.

2 psd AppRoAchEs foR pRo-pooR AdAptAtion: cApAcitY dEVElopmEnt mAnUAl

infrastructure-oriented adaptation options versus institutional and educational or skills-based adapta-tion options that are missing from current efforts on costing adaptation.

• Focus on ground-truthing analysis provided by the sec-toral analyses focused on bottom-up approaches to inform technical and policy experts in their priority setting for planned adaptation interventions.

• Triangulation between different data sources because the social component allows for validation of date through the triangulation from various sources, including use of participatory methods, and quanti-tative approaches.

From May through October 2009, the ESSA-IISD consortium were directly involved in the preparation and delivery of two sets of PSD workshops (Phases I and II) in three EACC focus countries: Mozambique, Ghana, and Bangladesh, with remote assistance provided for workshops in Ethiopia. After each work-shop, reports were developed outlining both applied approaches and outcomes of the workshops. The Phase II workshop reports also include outcomes from field studies and local PSD workshops conducted by local country teams in Ghana, Mozambique and Bangladesh.

1.2 WhAt is PARticiPAtoRY scenARio DeveloPMent (PsD)?

Participatory scenario development (PSD) is a process that involves the participation of stakeholders to explore the future in a creative and policy-relevant way. PSD is used to identify the effects of alternative responses to emerging challenges, to determine how different groups of stakeholders view the range of possible policy and management options available to them, and identify appropriate public policies and investment support necessary to facilitate effective future actions.

In using a PSD approach to planning for climate change adaptation, the primary function of the scenarios is to provide a framework and context within which different groups of stakeholders can better understand potential climate change impacts and consider and discuss a range of possible adaptation options, as well as the forms of public policy or investment support that are needed to facilitate effective adaptation. PSD

approaches help to identify locally relevant pathways of autonomous and planned adaptation in the context of development choices and decisions, while informing actors of potential trade-offs, and possible consequences of adaptation actions.

An important aspect of this applied research approach is to determine:

• how different groups of stakeholders especially the vulnerable and disadvantaged groups view the range of possible adaptation options open to them; and

• the forms of public policy or investment support that are needed to facilitate effective adaptation including both technological and infrastructure-ori-ented adaptation options and necessary institutional and educational/skills-based development based on the views number of stakeholders’ groups in the studied countries.

To facilitate this, PSD workshops can be undertaken with multiple stakeholders, including local experts, government officials and representatives of social groups particularly vulnerable to the consequences of climate change. Workshops can be used to map out alternative, robust adaptation pathways that combine a variety of adaptation options in plausible sequences. Each alterna-tive pathway, in turn, will likely have different implica-tions both for the overall costs of adaptation, and for the distribution of costs and benefits among groups within society.

1.3 WhAt is the PuRPose of this MAnuAl?

This manual is intended to guide the development and delivery of PSD workshops in any country that wishes to use the PSD approach for identifying and examining climate change adaptation options and pathways. It describes how to apply the approach developed by the ESSA-IISD consortium, as well as outlining the parts of this approach that could be tailored specifically for the country wishing to use it, based on our experiences delivering these workshops in Ghana, Mozambique and Bangladesh. (These experiences are not reiterated in this manual; they can be found in our Final Report, cited below.)

3d E V E l o p m E n t A n d c l i m At E c h A n g E d i s c U s s i o n pA p E R s

This is a ‘how to’ manual that focuses on providing the necessary tools and instructions to apply our approach. Readers wishing to learn more about how we actually developed the original approach, and the results of our workshops in Ghana, Mozambique and Bangladesh are encouraged to read our Final Report.3

1.4 Who shoulD use this MAnuAl?

It is expected that this manual will be used primarily by governments and non-government organizations (or their consultants) at the national, regional or local level who are (1) facing decisions about how best to allocate resources (dollars, skills, effort) to enable adaptation to climate change, and (2) wish to draw on the substantial knowledge and experience of local citizens by including them in the dialogue.

Anyone wishing to use this manual should be experi-enced in developing and delivering workshops using participatory action research (PAR) tools and tech-niques. This manual does not cover general theory or instructions regarding good workshop principles and practices—it is assumed that the user already has ample skills and experience in preparing and facilitating work-shops. This manual focuses on how to tailor and deliver a particular type of workshop.

Anyone following the instructions specific to the creation of visualizations for the workshop should be proficient with image processing tools (e.g. Paint.net), graphic design tools (e.g. Microsoft Visio), and GIS analysis (e.g. ArcGIS) software.

1.5 WhAt is PRoviDeD in this MAnuAl?

The manual is designed for you to work your way through it from front to back, in the order that the chapters are sequenced.

Section 2 contains an overview of the PSD workshop, to familiarize the reader with its main characteristics before looking deeper at the details of each session.

Section 3 contains a detailed workshop description, which will be the focal point for subsequent instructions.

Section 4 guides you through the steps for preparing for a workshop according to the agenda in Section 3.

Section 5 guides you through actual workshop delivery, with specific instructions and advice for each workshop session.

Section 6 offers some suggestions and guidance on how to modify the workshop agenda to fit your particular needs and circumstances, should you desire to do so.

Appendix 1 provides some ideas regarding additional visualizations that could be used, and some guidance on what to think about when deciding which might be most appropriate for your situation and audience.

Appendix 2 provides tools and templates referred to in the previous sections, for you to print and use when developing and delivering your own PSD workshops.

3 Bizikova, L., Boardley, S and Mead, S. 2009. Participatory Scenario Development for Costing Climate Change Adaptation – Climate Visioning SEL: 100018962. Prepared by ESSA Technologies Ltd., Vancouver, B.C. and International Institute for Sustainable Development, Winnipeg, Manitoba. Prepared for the World Bank, Economics of Adaptation to Climate Change (EACC) Study. December, 2009. 78 pp.

4

2. oveRvieW of the PsD WoRKshoP

2.1 WoRKshoP PuRPose AnD objectives

The workshop is designed to engage stakeholders in the identification and sequencing of robust adaptation options for addressing the potential impacts of climate change on the existing development challenges and vulnerabilities faced by a country.

More specifically, the workshop is designed to achieve three objectives:

1. To identify and understand how climate change will impact existing development challenges and vulnerabilities.

2. To identify corresponding and robust adaptation options that address the needs of those most vul-nerable to climate change.

3. To prioritize and sequence these options into a col-lection of adaptation pathways and to discuss syner-gies and trade-offs between investments in these options, focusing on the needs of those most vul-nerable to climate change.

The workshop can be delivered at national, regional or local levels. Each will provide results at a different scale and degree of resolution. Ideally workshops would be held at all three levels, to gain both local and broader perspec-tives on needs and priorities. Participants at the local level will be able to identify adaptation strategies based what

they are already doing to overcome current challenges, and those at the national level will be able to take a ‘big-picture’ view of needs and priorities across the country as a whole.

2.2 WoRKshoP stRuctuRe

The workshop is designed around a set of sessions, organized in a progressive fashion whereby each builds on the results of the previous ones towards achievement of the overall workshop objectives. Each session repre-sents an important step in the PSD process for climate change adaptation. The optimal structure is illustrated in Figure 2.1, and would be delivered over a 1.5-day workshop. Recognizing that in some circumstances the workshop will need to be confined to one day, an abbre-viated structure is provided in Figure 2.2. More infor-mation about the differences between these two structures, and how to decide which to use, is provided in subsequent sections of this Manual.

2.3 WoRKshoP PRocess

Each workshop session includes one or more activities, some of which are done in plenary and some of which are done in small groups. The plenary activities include a mix of presentations and interactive discussions. The small-group activities are highly participatory, with group members generating ideas and information under the guidance of a facilitator.4 At this workshop,

4 In some cases this might be the guidance of the Lead Facilitator(s), or the guidance of both Lead Facilitator(s), and Table-group facilitator. See Section 6.0 for more details on alternative facilitation techniques appro-priate for a PSD workshop.


participants are expected to work. This is not a passive lecture-style model, but rather one where the results of

the day are generated by the participants, and they are asked to actively engage in each of the sessions.

fiGuRe 2.1 oPtiMAl WoRKshoP stRuctuRe (1.5-DAY DeliveRY)

Current situation&

future visioning

6Adaptionpathways

5Adaptionoptions

Engagement andparticipation

4Climate change

impacts

3Boundary

conditions:Socio-economic

& climate

2Future vision

7Adaptionpathwayreview

8Reflection

and wrap up

1Introductionand overview

fiGuRe 2.2 conDenseD WoRKshoP stRuctuRe foR 1-DAY DeliveRY

Current situation&

future visioning


5Adaptionpathways


4Adaptionoptions

3Climate change

impacts

2Boundary


& climate

7Reflection

and wrap up


6

3. WoRKshoP DescRiPtion, bY session

Table 3.1 contains a brief description of each session of the PSD workshop. It also provides the objectives and desired outputs of each session, to help you understand the rationale for the design and sequencing of the sessions. A similarly-structured but more detailed

tAble 3.1 AbbReviAteD WoRKshoP DescRiPtion, bY session

Session Name, Activity Types and Outline Objectives Tangible Outputs/Results

Introduction and Overview

Activity type: Plenary and ice-breaker• Welcome and opening remarks; explanation of workshop

objectives and structure.• ice-breaker activity

• introduce the workshop structure and participatory group format

• have participants be active early on; and break-the-ice

• help facilitator decide how to assign people to groups

• generate enthusiasm for the day

• map showing where participants are from (see Section 5.0 for more details on ice-breaker activity)

Future Vision (1.5-day workshop only)

Activity type: Plenary Explanation, then Table-group Activity• participants develop a vision for the future of the geographic/

livelihood group they are focusing on, reflecting long-term development goals. the idea is to capture the main elements of the vision so they can consult this vision as they progress through the workshop sessions.

• groups report-back to plenary on the key elements of their future vision, including their vision statement (5 minutes per group)

• have participants think about what sort of future they are working towards developing, as this workshop is a future-looking tool. this will help provide the starting frame upon which other future realities will be added (socio-economic changes, climate changes) so that all of these are in mind when considering how best to adapt to climate change.

• Representations for each group of their respective future visions

boundary Conditions: socio-economic and Climate

Activity types: Plenary Discussion, Presentation, Q&A• presentation on socio-economic Projections for the country/

region• presentation on Climate Changes for the country/region• if appropriate, presentation on Key Vision Results from other

relevant psd workshops

• provide the information necessary to consider what factors might challenge visions of the future regardless of climate change

• then add another layer of conditions that might affect this future vision, specific to how the local/regional climate is expected to change

• list of future development goals (if 1-day workshop)

• socio economic trends

agenda is a key tool that facilitators should have handy as they prepare for and deliver the workshop, and is provided in Appendix 2.

This description covers all eight sessions in Figure 2.1, and requires 1.5 days to deliver. Table 3.2 provides the suggested timing for each session, for both a 1.5-day and a 1-day delivery. Further guidance on tailoring the work-shop for a one-day delivery is provided in Section 6.

(continued on next page)



• convey key vision results from other relevant psd workshops, if appropriate

• list of key climate changes already occurring in the country

• summary list of expected future climate changes

Climate Change Impacts

Activity types: Plenary Explanation, then Table-group Activity• in groups, using impact chains, identify climate change

impacts from the climate changes presented in the previous session, which are most relevant to your geographic area.

• introduce definition of “vulnerability” as a function of exposure, sensitivity, and adaptive capacity.

• Using the end of the impact chain, explicitly list the social groups most vulnerable to climate change, and identify why these groups are most vulnerable.

• locate areas where vulnerable groups from (i) and (ii) are most concentrated on the topographic map provided

• introduce the definition of vulnerability in the context of climate change

• identify the direct and indirect impacts of climate change, focusing on vulnerable groups

• Explicitly identify the most vulnerable groups, and what makes them vulnerable

• Use the information from the last session, and set groups up for what they will do in the next session

• Build /strengthen relationships, share knowledge and develop synergies among participants (individuals and organizations) within table groups

• climate change impact chains (direct and indirect impacts)

• lists of social groups most vulnerable to these impacts, and information about why they are most vulnerable

• locations on map of areas of highest concentrations of vulnerable groups

adaptation Options

Activity types: Plenary Explanation, then Table-group Activity• groups identify adaptation options (ones already underway, or

new ones) for the impact chains they articulated in the previous session, linking each to the vulnerable group(s) it addresses

• identify potential adaptations for the impact chains identified in the previous session

• Add richness to existing adaptations by identifying improvements

• set groups up for what they will do in the next session

• further share knowledge and develop synergies within each group

• lists of adaptation options for impacts on most vulnerable groups

• suggested improvements to existing adaptations

adaptation Pathways (a)

Activity types: Plenary Explanation, then Table-group Activity• groups rank proposed adaptation options along a continuum

according to urgency/need.• groups identify their 5 most urgent options and paste them

within a larger summary matrix of adaptation options as proposed by all groups, at the front of the room.

• Rough sequencing of adaptations according to urgency, which infers temporal priorities

• structure the conceptual scope of the discussions for the next activity

• list of adaptation options ranked according to relative urgency

• criteria/rationale for these rankings (to be presented back to plenary in group presentations)

adaptation Pathways (b)

Activity type: Group Presentations• groups present briefly on their efforts from the previous

sessions. Key information to present includes (1) the list of vulnerable groups, and (2) the 5 most urgent adaptation options selected including the rationale used to give them this priority ranking.

• give groups an opportunity to share what they did and learn what the others did, in an efficient / timely manner

• craft a collective set of the most urgent adaptation options, roughly sequenced

• provide the information needed for the discussions in the next activity

• the set of highest urgency adaptations identified collectively across groups

• the criteria used for the top rakings

• master list of vulnerable groups

adaptation Pathway Review

Activity type: Table –group Discussions, then Plenary Discussion• participants consider the results on the matrix at the front of the

room.• Each group is assigned with one of the following tasks to

present in plenary following the activity:• (i) identify what might be missing from the most-urgent-

options pathways on the matrix, from the perspective of vulnerable groups.

• (ii) identify preconditions for the proposed adaptation options (i.e. what needs to be in place in order to implement priority adaptations?) (iii) identify synergies between adaptation options (i.e. what are the commonalities or duplications among the options?)

• (iv) identify trade-offs between adaptation options (i.e. do any of the options have negative consequences? What, and for whom?)

• final plenary discussion on thoughts and observations about the proposed matrix

• give participants a chance to collectively consider the priority options across groups

• identify gaps in the priority adaptation options that might be clearer when the results of each group are viewed together

• initial thoughts and observations regarding integration of the pathways

• Additions to the matrix (new options, pre conditions, synergies, and tradeoffs)

(continued on next page)

tAble 3.1 AbbReviAteD WoRKshoP DescRiPtion, bY session (continued )



Reflection and Wrap-up

Activity type: Plenary Discussion• summary of ‘main messages’ from the day and explanation of

any ‘next steps’• Workshop evaluations and completion certificates

• give participants a chance to recognize what they have accomplished during the day

• foster a sense of accomplishment• close the workshop, thank

participants• obtain feedback on the workshop

• list of main messages• completed workshop

evaluation forms

tAble 3.1 AbbReviAteD WoRKshoP DescRiPtion, bY session (continued )

tAble 3.2 suGGesteD session DuRAtions

SessionSuggested Duration for 1.5-day Workshop

Suggested Duration for 1-day Workshop

introduction and overview 30 minutes 30 minutes

future Vision 1 hour, 30 minutes nA

Boundary conditions: socio-economic and climate 1 hour 1 hour

climate change impacts 1 hour, 30 minutes 1 hour

Adaptation options 1 hour 1 hour

Adaptation pathways 1 hour 1 hour

Adaptation pathway Review 2 hours 1 hour

Reflection and Wrap-up 30 minutes 30 minutes

total session time 9 hours 6 hours

15-minute morning and afternoon breaks 3 x 15 minutes 2 x 15 minutes

lunch break 1 hour 1 hour

total workshop time (including breaks and lunch) 10 hours, 45 minutes 7 hours, 30 minutes

note that the “future vision” session does not appear in the one-day delivery. instead, this information will be provided in the “boundary conditions” session.

9

4. PRePARinG foR the WoRKshoP

This section guides you through all of the steps needed to prepare for the workshop, including identifying and inviting participants, identifying and securing a work-shop venue, acquiring and preparing the necessary materials for the workshop, and related logistics. What to do with the materials in each session as you deliver the workshop is described in Section 5.

4.1 PRePARAtion stePs AnD tiMeline

You should begin preparing for this workshop at least 2 months before the desired workshop date. This section describes tasks that will need to be done in order to be ready to deliver the workshop, and provides some guid-ance on key decision points along the way. Table 4.1 suggests how far ahead of the actual workshop the tasks should be done. A more detailed Workshop Preparation Checklist is provided in Appendix 2 to further help you with your pre-workshop preparations.

A. initial Decisions

The very first step involves deciding that you are going to run a workshop, when, where, and at what spatial scale: national, or smaller (regional, local).

Things to consider:

• Be clear on the intended use of the workshop results. Although the objectives of a PSD workshop are outlined in Section 2.1, the motivation for

holding a PSD workshop will vary. The clearer the Facilitation Team is about workshop results will contribute to the adaptation planning process in your region/country, the better able to convey this to participants, thereby increasing your chance of achieving workshop objectives.

• Your workshop date should be at least 2 months after the decision to proceed, as this is the mini-mum amount of time it will take to successfully complete all of the preparations. To help ensure maximum attendance on the selected workshop date, avoid national/regional holiday times, as well as other events that your target participants may also want to attend. (i.e. harvest or monsoon sea-sons, market days, cultural festivals/celebrations, other meeting/workshop days, etc.).

• Choosing a workshop location depends in part on whether this will be a national or a local workshop (more on this below), as well as available budget. Local workshops should be held in the geographic area of focus, whereas it probably makes most sense to hold national workshops in or near the nation’s capital. It also depends on where most of the intended participants live, and their distance from the workshop location. Travel distance may affect their ability to come (for reasons of cost or conve-nience) or it may affect their arrival time, which is an important consideration for two reasons: the workshop is scheduled very tightly with no room to delay the starting time, and participants arriving late will miss important contextual information. There is a progression to the workshop design and it will be very difficult for anyone arriving late to participate effectively.


tAble 4.1 suGGesteD tiMeline foR PRe-WoRKshoP PRePARAtion tAsKs

Minimum number of weeks before the workshop:

8 wks

7 wks

6 wks

5 wks

4 wks

3 wks

2 wks

1 wk

A. initial decisions:

decide when and where to hold the workshop

decide the scale: national, regional or local

B. presenter-related tasks:

identify appropriate presenters; confirm their availability

prepare guidelines for content of each boundary condition presentation

send presenters invitation with workshop objectives and presentation guidelines

c. participant-related tasks:

identify list of targeted participants (approximately 40 people)

send invitations (with workshop date, time, location, and agenda)

determine workshop language

RsVp deadline; identify/invite additional participants as needed

d. Venue-related tasks:

select and book a venue

Book audio-visual equipment

Book refreshments for the breaks, and lunch

E. Visualization-related tasks:

identify what visualizations are required/desired

identify/confirm what data will be required and their availability

identify data sources/contact data holders and acquire the data

generate the visualization materials, in the agreed-upon language

print the visualization materials (posters, slide handouts, maps, cards)

f. tasks related to other materials & supplies:

Arrange for projector and laptop

finalize slides and contents of participants package

translate contents of participants package to the identified language (if necessary)

print and assemble contents of participant’s package, and certificates1

print tools for facilitation team (workshop checklist, facilitator’s agenda, etc.)

Acquire materials (pens, tape, glue, name tags, dots, colour cards, etc.)

put presentation slides on the laptop

g. tasks related to facilitation team roles & responsibilities:

determine who will be the lead facilitator

determine who will play each of the support roles

hold briefing sessions with the team

dry-run of the workshop

h. last-minute preparations (night before the workshop)

check set-up of workshop room

test audio-video equipment

Affix any visualization posters to venue walls


• Regarding the spatial scale, ideally you would run several workshops at a mix of scales, as each pro-vides different but useful information, depending on the intended use of the workshop results. Local and regional workshops tend to provide detailed and robust information on the impacts already occurring on the ground, and adaptation interven-tions that are currently being used as well as new ones that may be effective. National workshops may provide a broader overview of how climate change will impact the country as a whole, and what adap-tation options might be most feasible in the future. Whereas local and regional workshops can elicit information directly from those most vulnerable to climate change, national workshops can elicit infor-mation from those responsible for planning and decision-making in the best interest of those most vulnerable to climate change.

You need to decide the specific starting time of the workshop, as the durations of each session are already identified but the actual times of day are not—this is deliberate, to allow for easy adaptation to your region/country. Once determined, you can add the start and end times of each session to the agenda (Facilitators and Participant versions, in Appendix 2).

b. Presenter-related tasks

Identifying appropriate presenters for the session on boundary conditions is an important step in ensuring that participants are equipped with the right informa-tion to successfully complete workshop activities. Guest speakers should be identified and invited early. Ensure that presenters understand the workshop purpose and objectives, the nature of the information you are asking them to present, and the amount of time they have to present it. Also, ensure that presenters understand there will be time for questions from participants, and ask them whether they would prefer that you moderate the question and answer session, or they would prefer to moderate this themselves. Once speakers have confirmed their attendance, their names may be included in the agenda which is distributed with the invitations to participants.

Both the socio-economic and the climate change presen-tations will form the starting point for the participant

activities in the proceeding session on Climate Change Impacts. As a result, it is important that the presenters are properly briefed regarding the bounds (content and time) of their role. Presenters need to focus on results of future socio-economic and climate change projections. Participants do not need to know anything about—nor is there time available for—methodology, or other interest-ing things the speaker may be working on that are not directly relevant to helping the participants complete the subsequent workshop activities. (Further guidance on the kind of information that should be presented is provided in Section 4.2.) Ensure speakers understand this is not an academic presentation, but a presentation of a very particular subset of information intended to focus on a very specific set of objectives.

Things to consider:

• Boundary condition presenters can be either inter-nal (within the facilitation team) or external (out-side the facilitation team). Again, this may depend on the selected scale of the workshop. For a national level workshop, a well-regarded expert in the field may raise the profile of the workshop and help secure attendance. At the local or regional level, it might be more cost-effective to have a member of the facilitation team present on the data and studies which exist to date.

• Ensure that presenters are clear on what it is they are presenting, and why. The purpose for presenting on socio-economic issues and projections is to pro-vide participants with a summary of the current challenges facing them, as well as how these chal-lenges might change in the future, irrespective of a changing climate (i.e. demographics, GDP, urbaniza-tion, food demand, etc.). The purpose for presenting on the projected impacts of climate change is to introduce participants to the latest data and model results they might not be familiar with, and to paint a picture of what the future might look like under scenarios of future climate change.

• Presenters should be limited to approximately 20 minutes each for the socio-economic presentation and the climate change presentation, to allow suffi-cient time for questions from participants. If pre-senting using Microsoft PowerPoint, a good rule of thumb is to present only half the number of slides as you have minutes. For a 20 minute presentation, you


may ask the speaker for no more than 10 slides sum-marizing the necessary information.

• In particular for the presentation on climate change, the presenter should conclude their presentation with one slide which summarizes the expected future climate changes for the country. This list will be used in the following session on Climate Change Impacts, when participants identify which of the expected future climate changes will have the most consequences for their geographic area.

Once presenters have been properly briefed on the nature of the workshop and what is required from them, include a few brief guidelines in a formal invitation to the presenter, if they are coming from outside the facili-tation team. Remind the presenter they should prepare at minimum one slide with a summary list of projected climate changes for the country/region so that this may remain projected and help inform participant discus-sions around climate change impacts. Ideally, ask to view a draft of their presentations ahead of time so you can confirm that they are on-topic and at the right level of detail for the purpose.

c. Participant-related tasks

Identifying who should be invited to the workshop is one of the most important tasks, as the success of the workshop—your ability to achieve the workshop objec-tives and obtain useful outputs—depends on having the right people there. Because of the highly participatory nature of the workshop, the results are generated by, and reflect the perspectives of, those who attend.

Things to consider:

• The ideal workshop size is 20–32 participants (not including the workshop facilitation team). Much of the work is done in four subgroups (called table-groups, as they do their work around four tables in the workshop room), and the total workshop size is driven by the lower and upper limits of a produc-tive subgroup size, which for this workshop is 5–8 people.

• Their knowledge of the kind of information you need to meet the workshop objectives.

• Their sectoral and/or professional background. Ideally, for a national level workshop, a balanced

representation from government, non-government, private sector, and research is desirable. For com-munity and/or regional workshops, balanced repre-sentation from local government, professionals (teachers, lawyers), and labourers (agriculturalists, fisherfolk, handy-craft makers) is ideal.

• Gender balance: the facilitation team should try to ensure equal representation of both male and female participants, particularly as in many countries, women are considered more vulnerable to climate change than men.

• Working language and levels of literacy. Workshop language should be selected based on that which is most understood by all participants, and workshop activities should be structured to meet the needs and level of understanding of the least literate par-ticipants. Remember—the intended audience is meant to be those most vulnerable to climate change—many of which will not be proficient in English, nor formal styles of official languages.

• Manage participant’s expectations from the begin-ning. In some countries, workshop participants may expect to receive a per diem, or to hear an official announcement (of land, of money, etc.). Ensure that the invitations are clear about what can be expected from their participation in the PSD workshop, in a way that is most sensitive to the potential cultural expectations.

• Manage your own expectations from the beginning. Be realistic with whom you expect to attend the workshop by considering not only a participant’s knowledge, but their position and likelihood of attendance (e.g. are they too high-level to be able to attend a full-day workshop?).

When distributing the invitations, include the Workshop Agenda for Participants, as this conveys the workshop objectives, start and end times for the day, tentative speakers (if appropriate), and a clear message that it is participatory—all of which may be important in helping participants decide whether to attend. Be sure to also specify the workshop location, and include an RSVP request and deadline. The RSVP date should give them sufficient time to respond, but also leave you sufficient time to identify and invite additional partici-pants if needed. If you need to send out additional invi-tations based on the RSVP response from the initial list of invitees, be sure to include a new RSVP deadline.


You will need to know how many people you expect when ordering refreshments for the breaks, and lunch.

You will also need to decide what language will be used for the workshop. While this manual and its tools are in English, it may be advisable to hold the work-shop in a different local language if some of the partici-pants are not proficient in English. It is essential that the participants and presenters are proficient and comfortable in the chosen language, as the pacing of the workshop does not allow time for translation during any of the workshop sessions. It is also essential that the workshop team is fluent in the chosen language. If you decide to hold the workshop in a language other than English, you will also need to decide which of the tools and materials will need to be translated prior to the delivery, and include this in the workshop prepara-tion tasks/schedule.

D. venue-related tasks

Arrange for a workshop room at the chosen location. It should be large enough to accommodate approximately

50 people (workshop participants plus the facilitation team and presenters) comfortably, with sufficient space for the required table and seating arrangement for participants (4 large round tables with at least 8 chairs per table) plus a facilitator’s table, with plenty of space to move around and between tables. The optimum configuration is illustrated in Figure 4.1. There should be sufficient wall space to tape up numerous posters and flip charts, and sufficient electrical capacity for the audio-visual equipment.

When coordinating a workshop with small table-group activities, it is important to keep the size of each group manageable. This size may vary depending on the type of workshop being designed and the type of activities conducted within the small table-groups, however for a PSD workshop, the optimum group size is between 5 and 8 people (preferably with equal representation of gender and professional background). If the groups are too small there may be insufficient richness and diver-sity of ideas to foster productive synergy, and if the groups are too big it will be very time-consuming to facilitate full discussion and reach group agreement. As

fiGuRe 4.1 oPtiMuM confiGuRAtion foR the WoRKshoP RooM

Table 3

Plenty of spacesbetween tables

Wall along which flip charts and posters can be taped

Plenaryflipchart

Projectortable

Table-groupflipchart

Up tp eightparticipants

Table-groupfacilitator &note-taker

Facilitator’s table

Wall along which flip charts and posters can be taped

Table 4Table 1

Proj

ecto

r scr

een

Table 2


a result, group sizes ranging from 5–8 participants are best to meet the objectives of the workshop.

Make arrangements for the refreshments and lunch, either from the venue or a caterer if the venue does not provide this service. The workshop agenda requires lunch to be provided at the venue as the duration of lunch is not sufficient for an off-site meal. Also, if appropriate, make arrangements for the audio-visual equipment: 6 flip chart stands with paper (two for plenary sessions, and one per table-group), a large projection screen, the audio equipment (wireless micro-phones, speakers, etc.) and technical assistance. If you do not have access to a projector elsewhere, book this from the venue as well. Finally, if using laptops and projectors, ask the venue if they have a back-up generator to power the workshop room in the event of a power outage.

e. visualization-related tasks

When designing visualizations for a PSD workshop, first decide what type of visualization is appropriate given the desired information to convey, the scale of the work-shop, and the expected literacy levels of the participants. For example, if conducting a local workshop, national chloropleth maps of projected population growth might not be appropriate given the local scale and the technical nature of a chloropleth map (compared for example, to a hand-drawn community map with more huts, indicating a larger population in proportion with expected popula-tion growth for the region).5

Once the various types of visualizations to be used have been identified, determine exactly what data is required to design such visualizations, as well as what is the availability of the desired data. Unfortunately, the real-ity in many countries is that climate and social data can be outdated, incomplete, require permissions and/or special privileges to use, or missing altogether. These questions must be answered early on in the planning process so as to ensure which visualization materials can, or cannot, be designed.

Finally, it is important that visualizations be developed in close collaboration with the selected boundary condi-tion presenters. Recall that visualization materials are used to help participants construct future visions (in a 1.5 day workshop format), identify future climate

change impacts at different spatial scales, and explore adaptation options to address adverse impacts. In the event that the confirmed boundary condition presenters are experts in their respective fields (socio-economics or climate change), they may already have some maps, graphs, videos, or photos already prepared. However, in the event that the speakers have only primary data (collected from the field) or secondary data (from the literature, studies, or recent consensus), they may require your assistance in helping to “visualize” the data in a way that will be easily understood by participants.

Additional information on how to prepare various visu-alization materials is provided in Section 4.2.

f. tasks Related to other Materials & supplies

A few PowerPoint slides or prepared flipchart sheets will be needed throughout the workshop to help provide overview information early on, to convey examples during some of the activities, and to share some main messages at the end. Whoever gives the presentations during the boundary conditions session may also be using slides. If using PowerPoint slides, you will require a laptop, projector and projection screen. The latter should be booked at the venue along with any other necessary/available audio-visual equipment (discussed under subsection C “Selecting and Booking the Workshop Venue”), but the laptop and projector may be more read-ily available (and less expensive) elsewhere. Once you have both in hand, test the projection setup to ensure the laptop and projector work properly together. Do this before the workshop so that you have time to resolve any unexpected technical problems. Download the workshop PowerPoint file to the laptop ahead of time, rather than waiting until the last minute. Also request that any slides being used by the presenters are provided ahead of time, so these too can be downloaded to the laptop and tested to be sure they display as expected.

In the event that the use of PowerPoint is not appropriate but it is anticipated that most participants will be literate (i.e. some regional-level workshops), flipchart sheets can

5 A chloropleth map is a thematic map where areas are shaded or patterned in proportion to a statistical variable like population density, or GDP per capita. They are a common statistical map used for visual-izing tabulated data.


be prepared in advance with instructions for each activity. Other flipcharts for such workshops might include summary points of key information or examples of each activity. In the event that the literacy level of participants is unknown or expected to be low, verbal instructions need not be supplemented with written instructions.

Finalize, print and assemble the items to go into the Participant Packages. Remember that all materials included in the Participants Package will need to be translated into the identified workshop language. You will need to acquire folders to hold the materials, and you may also want to insert a small note-pad and pen into each package. Depending on the scale and target audience, the packages could include:

• A handout-sized version of the poster showing the workshop structure. An electronic version of this is provided on the CD accompanying this Manual.

• Workshop Agenda for Participants. Two versions (one for a 1.5 day workshop and one for a 1-day workshop) are provided in Appendix 2 and on the CD, which you can tailor to specify start and end times for each session, as well as the workshop loca-tion and date.

• Information Pages. An example of some appropriate information pages is provided in Appendix 2 and on the CD. Information pages should be customized to include workshop location and date, purpose/con-text as to why this workshop is taking place, pro-posed next steps, photos from the field, and handout-sized versions of each of the key visualiza-tion materials presented in the Boundary Conditions session.

• Handouts of all slide presentations that will be delivered throughout the day, preferably in a format that makes it easiest for participants to make notes (e.g. 3 slides per page with lines beside each slide).

• Workshop Evaluation Form for Participants (pro-vided in Appendix 2 and on the CD).

• Workshop Recording Sheets for Participants (pro-vided in Appendix 2 and on the CD).

Print the following additional materials from the templates provided in Appendix 2 and on the CD:

• Several Workshop Registration Sheets, for partici-pants to fill out when they arrive.

• A Workshop Participation Certificate for each participant. Decide if you are going to fill them out by hand, or electronically. You have three choices:1. Have the name, location and date lines all filled

out by hand on the workshop day. If you choose this option, you can print the certificates well beforehand but you must arrange ahead of time for someone with neat handwriting to fill them out during the lunch break, based on the regis-tration sign-in sheet.

2. Fill in the location and date electronically, since you will know these in advance, and just have the name filled out by hand on the workshop day. If you choose this option, you can fill in the location and date electronically before you print them, leaving only the name field to be entered by hand during the lunch break, based on the registration sign-in sheet.

3. Fill in the name, location and date all electroni-cally. If you choose this option, you can print some up before the workshop based on the RSVP list, but you will also need to arrange ahead of time for someone to print more during the lunch break, based on registrants that morn-ing who may not have been on the RSVP list. (If you prefer this option, it is still recommended that you have a few printed up with blank lines where the name should go, so you can write them in at the last minute just in case.)

• Tools for each person on the Facilitation Team: Workshop Preparation Checklist, Detailed Workshop Agenda for Facilitators, and Workshop Role Assignments.

Acquire the following materials and supplies:

• Pads of f lip chart paper (if not provided by the venue; enough for the two stands to be used during the plenary sessions, plus one for each table group), f lip chart markers that do not bleed through the paper (at least 10 markers; 2 different coloured markers for each group plus extra for plenary ses-sions), and masking tape that is safe for walls (will not pull the paint off).

• A poster showing the workshop structure, that will remain on the wall throughout the workshop and be used to help orient the participants as they work their way through each session. A file with


the workshop structure is provided on the CD accompanying this Manual. View the file ahead of time and decide whether you want to modify and of the graphics. This should be printed in large poster-format for the wall.

• Name tags, enough for participants, presenters and the facilitation team.

• A topographic map (discussed with the other visu-alization materials in Section 4.2) will be used for the ice-breaker activity (described in Section 5) in the Welcome and Introductions session. If many participants are from one small geographic area (e.g. from one city) then a city map may also be needed for this activity. Acquire an additional map at a higher resolution for a particular location if placing dots on the topographic map would result in many dots overlapping one another.

• Sheets of sticky dots. For the ice-breaker activity you will also need enough for one dot per person, in two colours: one colour for participants (approxi-mately 40 dots) and a different colour for presenters and the facilitation team (approximately 15 dots).

• Coloured paper (cut in half) or cards (4x6 inches). You will need six different colours (one for each table-group to list its most urgent adaptation needs, in the Adaptation Pathways session, as well as 2 additional colours for groups to identify gaps and preconditions in the Adaptation Pathway Review session), and approximately 20 sheets (or 40 cards) of each colour.

• Four glue sticks, one for each table-group, which they will use to stick the coloured paper /cards and the impact and adaptation cards (discussed in Section 4.2) onto maps or f lipchart paper.

G. tasks Related to facilitation team Roles & Responsibilities

One person should be identified as the ‘lead facilitator’ very early in the planning stages. This person should take overall responsibility for ensuring the workshop preparations are all completed in time, and for ensuring that the workshop delivery runs smoothly. This person would also lead or chair all of the plenary sessions at the workshop. A number of other roles are needed for workshop delivery, and these should be assigned a few weeks beforehand to allow time for proper briefings as to what is expected of them. Table 4.2 describes each of

the required roles, as well as the required skills and experience which should help you assign these roles.

The Lead Facilitator should hold at least two briefing sessions with the rest of the facilitation team several weeks before the workshop. (The reason for holding at least two is that there is a lot for the team to absorb. Several exposures to the information prior to the work-shop will be more effective, and will allow time for them to digest the information and ask questions.) These sessions should include a review of the overall workshop purpose, objectives and structure; detailed examination of the workshop agenda, including process, objectives and outputs by session; a review of the work-shop materials; and a dry-run through the workshop so each team member is clear on what they are expected to do in each session, and how.

In addition, the Lead Facilitator should hold briefings with the guest speaker(s) to address the issues raised under subsection B “Identifying and Inviting Participants” above. The facilitator should also request and review a draft of the presentation(s) to confirm that it focuses on the right kind of information. This will help the speaker ensure they are doing what is needed—they are less involved in the workshop preparations than you are and may be less able to discern ‘need to know’ information from ‘nice to know’ information.

The Lead Facilitator should also run a debriefing session with the team after the workshop, particularly if more PSD workshops are planned. Topics for this debriefing meeting could include workshop process and success (how did it go?), and workshop results (what did we learn?):

Workshop success:

• General impressions from each team member regarding overall workshop success

• Observations from each regarding what worked best, and what did not work very well (and might require modification or improvement in future deliveries)

Workshop results:

• What themes or commonalities emerged regarding vulnerabilities, and adaptation options?


• What information about vulnerabilities or adapta-tion options was new—things you have not heard before (from other workshops, or other climate adaptation initiatives in your area/country)?

• What were some of the more compelling stories you heard from workshop participants?

h. last-minute Preparations

If possible, obtain access to the workshop room the night before and check that it is set up as expected. This

includes table/seating configuration, and any requested audio-visual equipment and materials. Test the audio-visual equipment, to be sure the microphones work, and that the slides from the laptop can successfully be displayed by the projector. This is also an opportune time to put up the workshop structure poster and any other maps or visualizations that need to go up on the wall. In the event that you cannot access the workshop venue the night before, ensure the Facilitation Team is at the venue early enough in the morning to trouble-shoot any audio-visual difficulties, fix the seating arrangements, etc.

tAble 4.2 Roles AnD ResPonsibilities of the fAcilitAtion teAM

Role#

neededResponsibilities during workshop preparation

Responsibilities during workshop delivery

Required skills/experience for anyone taking on the role

lead facilitator

1 • direct and monitor all preparation tasks

• learn the workshop agenda, including session activities, objectives, outputs

• Ensure all workshop materials are ready on time

• Ensure guest speakers / presenters know what they should (and should not) cover, and how long they have

• lead the team briefings; ensure everyone knows what they are doing and is properly prepared

• lead the team debriefing

• lead plenary discussion activities• chair plenary presentation

activities• provide plenary instructions for

table-group activities• Keep the workshop on

schedule—watch for signals from the time-keeper and ensure each session starts and ends on time

• Experience in facilitation of participatory workshops (versus conference-style) and skilled in engaging participants in interactive activities

• Experience in planning and preparing workshops

• Experience in leading teams• skilled at keeping discussions

on track, and keeping activities on schedule

• fluent in the language to be used at the workshop

plenary note-taker

1 • learn the workshop agenda, including session activities, objectives, outputs

• Understand what information is most important to capture during the plenary sessions

• Attend team briefings and debriefing

• note the main issues, debates, points of view and results generated by the participants, as well as questions and answers, during all plenary activities. the notes must be sufficiently detailed and comprehensive to form the basis of a workshop report.

• fluent with excellent writing skills in the language to be used at the workshop

• Able to write legibly and quickly

• Knowledgeable enough about the topic to discern key issues and points raised by participants

table-group

facilitator


• Understand the process for each of the table-group activities


• Reiterate instructions for table-group activities

• Keep participants on-task during table-group activities

• Watch for signals from the time-keeper and ensure each activity ends on time

• Experience in facilitation of participatory workshops

• skilled at keeping discussions on track, and keeping activities on schedule

• fluent in the language to be used at the workshop

table-group note-taker


• Understand what information is most important to capture during the table-group activities


• note the main issues, debates, points of view and results generated by the participants, as well as questions and answers, during all table-group activities. the notes must be sufficiently detailed and comprehensive to form the basis of a subgroup report.

• same as for plenary note-taker

time-keeper


• Understand the importance of keeping the sessions on-schedule

• Work out a signalling system with the facilitators


• Keep track of the timing of each session; signal the lead facilitator near the end of each plenary activity; tell table-group facilitators how much time is left during table-group activities

• the discipline to keep to this task without being distracted by workshop discussions


4.2 v isuAlizAtion MAteRiAls

A visualization is an image, diagram, or animation, which can provide a strong means to communicate otherwise broad-brush information on impacts and vulnerability to future climate change.6 A substantial body of literature is now developing on the visualization of the impacts of climate change, much of which can vary dramatically in associated cost and time to develop, data intensity, and visual impact. However, in general, the use of visualization material allows large amounts of technical information to be summarized and conveyed to non-technical audiences in a manner which is engag-ing and emotive in driving behavioural change.

For the purposes of a PSD workshop for adaptation planning, visualization materials can be used to help participants construct future visions, identify future climate change impacts using different spatial scales, and explore adaptation options to address adverse impacts. The development and use of different visualization materials will depend on the availability and accessibility of the necessary data, software, hardware, and technical skills, as well as available time and budget. In addition, the Facilitation Team must take into consideration the expected literacy of the participants as well as the communication formats to which they are most accus-tomed (e.g. maps of social indicators versus pictures and movies); and what information would be most effective in helping participants accomplish the workshop activi-ties and achieve the workshop objectives.

Currently, a range of tools and software applications are available to facilitate visualizing vulnerability to, and

impacts of, climate change. A brief description of some of these tools, ranging in complexity from simple (e.g. pictures, animations, movies) to sophisticated (e.g. photorealism, scenario exploration) can be found in Appendix 1. However, in meeting the objectives of a PSD workshop, the following four types of visualization materials are recommended:

1. Topographic Maps2. Social Issues Poster3. Impact and Adaptation Cards4. Climate Change Poster

The following section describes the purpose, sources, and steps used to design the supporting visualization materials for a PSD workshop. The use of other visual-ization materials should also be considered, as appropri-ate for the targeted participants. For example, when conducting a local workshop, maps might not provide the most easily accessible information for rural villagers if some are illiterate or have little formal education. In this case, consider the use of movies, pictures, drawings, and other images to ensure key information can be readily understood.

topographic Maps

Level of difficulty: intermediate

Skill requirements: gis

Tool requirements: large poster printing facilities, internet access for data gathering, gis software (e.g. EsRi Arcmap)

Data requirements: low-resolution country-specific spatial data

Estimated preparation time:

15 hours

Topographic maps typically contain common natural and cultural features, including administrative boundar-ies, place names (e.g. cities), major transportation networks, water bodies, relief or elevation, and various other country-specific layers (Figure 4.3). In a PSD workshop, topographic maps provide a user-friendly reference tool at the front of the room that the facilita-tor (or participants) can refer to throughout the day. In particular, facilitators can use a simple topographic map

6 Thornton, P. (2009), “Visualizing Vulnerability and Impacts of Climate Change”, International Development Research Centre (IDRC) Working Paper Number 23, Ottawa, Canada, March 2009.

A Note oN DAtA SourceS AND AvAilAbility

good visualizations are dependent on good data. in preparing visu-alizations, it is important to pay close attention to the realistic avail-ability of reliable data within your country. Unfortunately, the reality in many countries is that climate and social data can be outdated, incomplete, require permissions and/or special privileges to use, or might not exist at all. ideally, the facilitation team will have a good sense of the various data sources which exist throughout the coun-try, the quality of the data which exists, and how readily available the data is within the public domain.


fiGuRe 4.2 eXAMPle of feAtuRes incluDeD on A toPoGRAPhic MAP, GhAnA


when discussing regional distribution of social indica-tors, areas most vulnerable to climate hazards and impacts, and locations of existing adaptation options and/or pilot projects within the country.

In addition, topographic maps can also be used as part of the ice-breaking activity at the beginning of the workshop day, whereby participants can use the map to indicate where they are from, where their family is from, or what part of the country they feel they are most knowledgeable about. The result is a quick over-view of the distribution of geographic knowledge and/or interests in the room. This can then be used to divide participants into smaller table-groups. The facilitator can draw lines on the topographic map to distinguish table-groups by region if necessary.7

Topographic maps can be created from free spatial data that are available over the internet. The International Steering Committee for Global Mapping (ISCGM) (www.iscgm.org) compiles Global Map Data from coun-try specific National Mapping Organizations worldwide at a standard scale (1:1,000,000) and accuracy (horizontal ±2km, vertical ±150m). This scale and accuracy is suffi-cient for a topographic map which is meant to help orient participants and facilitate discussion. Data availability varies by country, but typically, available data sets include elevation, vegetation, land-cover, land-use, transportation, water features, boundaries and population centres. If Global Map Data are not available for the country of interest, the National Geospatial-Intelligence Agency’s Vector Map Level 0 (VMAP0) data are publicly available. One source for VMAP0 data and other standard based spatial data is the GeoNetwork opensource online catalog (http://www.fao.org/geonetwork).

Steps for creating a topographic map:

1. Gather data (typically from internet sources as described above).

2. Create the topographic map layout in GIS software. Size the map layout based on desired printing dimensions. For a wall-map size, consider a printed size of approximately 3 feet by 5 feet.

3. Customize and simplify data. Often the free spatial data may not be immediately ready to include in a map. For example, river/stream network layers are typically very dense and contain many more streams

than can be clearly displayed at a country-wide scale. To simplify stream data, use GIS software to select only the major rivers of interest and create a custom river layer to use in the topographic map.

4. Order and symbolize the layers in GIS software (e.g. boundaries, roads, streams, etc).

5. Save the map as a high-resolution image (300dpi JPEG or TIFF) or PDF.

6. Print the map at large poster printing facility.

social issues Poster

Level of difficulty: EasySkill requirements: gis, graphic design, spreadsheetTool requirements: large poster printing facilities, gis

software (e.g. EsRi Arcmap), graphic editing software (e.g. microsoft Visio, Adobe illustrator)

Data requirements: current socio-economic indicators (e.g. population, poverty, food security, etc.), administrative boundary spatial data

Estimated preparation time: 6 hours

Where the data exist, a social issues poster can provide a comprehensive overview of key development indicators for a particular region/country. The purpose of a social issues poster is to present participants with a baseline “snapshot”, or “picture”, of the current development challenges facing an area (poverty, health, education, etc.), before presenting them with future socio-economic projections and the associated challenges related to a changing climate. The intention is to help participants understand that climate change is not occurring in isolation from other social and environ-mental stressors. Rather, climate change will occur alongside existing development challenges, and in most cases, will act to exacerbate the existing stresses on both the natural and human environments.

The challenge in designing a social issues poster is in providing the participants with an appropriate level of detail. If there are too many maps on a poster, partici-pants will spend too much time familiarizing them-selves with all of the various issues and not enough time completing the required activities. Find a small, power-ful set of visuals (maps, graphs, tables, excerpts from

7 This works best if maps are laminated and groups’ regional boundaries are identified using a whiteboard marker. This allows group boundaries to be easily changed if needed, and maps to be re-used for other work-shops of similar scales, thereby reducing printing costs.


research papers, etc) that can best communicate key development challenges (Figure 4.4). In addition, include a smaller hand-out version of the wall poster as part of the Participants Package for easier reference throughout the workshop activities.

Sources of social data will range from country to coun-try. Traditional sources of in-country data might include government departments, universities and research organizations, or international multi-lateral agencies (World Bank, UNDP, UNEP, etc.). Typically, it may be easier to acquire social data in a tabular format (a table, Microsoft Excel file, etc) as opposed to social data that is already in a spatial format. To use the tabular social data with a spatial data layer to create a social issues map, look for social data that are aggregated into the desired spatial units. For example, to create a poster that

displays population density for each province in a given country, the required data would be 1) a tabular data file that specifies a population density metric for each prov-ince, and 2) a provincial boundary spatial data layer that contains province names.

Steps for designing a social issues poster:

1. Brainstorm a list of key development challenges in the area.

2. From the list of development challenges, identify the data required to visualize a key characteristic of the challenge. For example, if lack of health care facilities is identified as a key development chal-lenge, data to visualize might include infant mortal-ity rates, incidence of malaria or diarrhea, or percent of households with access to clean water.

fiGuRe 4.3 eXAMPle of inDicAtoRs useD foR sociAl issues PosteR, ethioPiA


3. Select key subsets of data which are readily available and that will be most useful to visualize for partici-pants. Remember, too much information could over-whelm participants or consume too much time as they try to assess and internalize the data presented.

4. Determine the spatial scale for the poster (e.g. regional, provincial).

5. Acquire necessary social and spatial data from appropriate sources and at the appropriate scale and aggregation units.

6. Combine the social data into the spatial data based on a common identifier (e.g. province name) using GIS software.

7. Create the map layout in GIS software. Include a legend for the social metric being displayed.

8. Add additional spatial layers as desired to help orient participants (e.g. major cities).

9. Symbolize the map using a color scheme that reflects the social metric being mapped. For exam-ple, use a brown to tan color scheme to display a drought severity metric. It is also important to use different color schemes for different social metrics to help participants distinguish between the various social metrics that a single poster may present.

10. Save map as an image or PDF.11. Create a poster layout in Microsoft Visio or other

graphic editing software.12. Add the map image to the poster layout.13. Save the poster as a high-resolution image (300dpi

JPEG or TIFF) or PDF.14. Print the map at large poster printing facility.

climate change Poster

Level of difficulty: intermediateSkill requirements: gisTool requirements: large poster printing facilities, gis

software (e.g. EsRi Arcmap), graphic editing software (eg. microsoft Visio, Adobe illustrator), sufficient computer disk storage space (10 gB or more)

Data requirements: Baseline (current) and downscaled future climate data at 1km2 resolution or better

Estimated preparation time:

8 hours

A climate change wall poster can be used to show participants projected changes in key parameters such as temperature and precipitation, in order to help inform discussions on future climate change impacts and adap-tation options. Given existing datasets (from 1950 to

2000) and General Circulation Model (GCM) data, a wall poster with a number of different maps can be designed to show participants how the spatial pattern of key parameters might change in the future under climate change. For example, a climate change poster could contain the following maps (Figure 4.5):

• Baseline annual average precipitation between 1950 and 2000

• GCM modeled precipitation in 2050• Precipitation difference between baseline and 2050• Baseline annual average temperature between 1950

and 2000• GCM modeled temperature difference between

baseline and 2050• Temperature difference between baseline and 2050

Sources of climate change data vary significantly between countries. Although there has been a substantial amount of work done in most countries using the vari-ous General Circulation Models (GCMs) which exist, the challenge to date for many countries has been in downscaling the data in such a way that is accessible and meaningful for provinces, administrative and agro-ecological zones, and communities. One source of free climate data is the WorldClim website (www.worldclim.org). WorldClim provides both current (interpolations of observed data between the 1950 to 2000 period) and future downscaled climate data at a one square kilometer spatial resolution. WorldClim provides the future climate projections of three GCMs: CCCMA, HADCM3 and CSIRO. Many GCMs have been devel-oped; each addresses the inherent uncertainty in climate change projections with different assumptions and can be run under different scenarios for the future socio-economic state of the world (the Intergovernmental Panel on Climate Change’s Special Report on Emissions Scenarios, IPCC SRES). Ultimately, data availability may drive the selection of climate data that are presented in the climate change wall poster. It is impor-tant, though, to understand the source of climate data that are presented and what implications this may have for a climate change impact and adaptation analysis (i.e. presenting a more extreme model and scenario versus less extreme). The data shown in Figure 4.5 presents WorldClim current (baseline) data and future data that were downscaled by MIT’s Center for Global Change Science. For future climate data, you can use the IPCC’s


fourth assessment report A2 scenario data run through the Commonwealth Scientific and Industrial Research Organization, Australia (CSIRO) Mk3 model.8

Steps for designing a climate change poster:

1. If the option exists, determine which GCM and future scenario to use for projected climate data.

2. Gather baseline and future climate data.3. If necessary, use GIS software to extract the desired

country coverage from a larger global climate data-set. This will make the data easier to work with when creating map layouts.

4. Create the map layout in GIS software. Include a legend to specify the range of data (e.g. degrees F or C or millimetres of precipitation).

5. Add additional spatial layers as desired to help orient participants (e.g. major cities).

6. Symbolize the map using a color scheme that reflects the climate metric being mapped. For example, use a color scheme of blue to red for temperature and a range of blues for precipitation. Choose a contrasting color for the map showing the temporal difference to provide a visual cue to participants that the change between future and current conditions is being shown.

7. Create a poster layout in Microsoft Visio or other graphic editing software.

8. Include text which describes the source of the climate data and which GCM and scenario was used.

9. Add the map image to the poster layout.10. Save the poster as a high-resolution image (300dpi

JPEG or TIFF) or PDF.11. Print the map at large poster printing facility.

impact and Adaptation cards

Level of difficulty: EasySkill requirements: microsoft powerpoint or microsoft

Visio or other graphic editing softwareTool requirements: digital camera, cable to upload digital

photos to computer, colour printing facilities

Data requirements: photos from the field, list of impact and adaptation options

Estimated preparation time: 6 hours

In a PSD workshop, impact and adaptation cards can be used as an engaging alternative to traditional brain-storming techniques and mental mapping to help participants quickly identify impacts and adaptation options in an interactive and timely way.

Impact and adaptation cards can be used to meet the following key objectives:

1. to help in visualizing the impacts of climate change and the adaptation options available using photos from within the country.

2. to integrate results from any previous PSD work-shops, especially ensuring that new information

fiGuRe 4.4 PRojecteD chAnGes in PReciPitAtion AnD teMPeRAtuRe foR bAnGlADesh

8 Gordon, H.B., Rotstayn, L.D., McGregor, J.L., Dix, M.R., Kowalczyk, E.A., O’Farrell, S.P., Waterman, L.J., Hirst, A.C., Wilson, S.G., Collier, M.A., Watterson, I.G., Elliott, T.I. (2002). The CSIRO Mk3 climate system model. Technical Report Tech. Rep. 60, CSIRO Atmospheric Research, Aspendale, Victoria, Australia.


from local level workshops is used to inform discus-sion at national level workshops.

3. to reduce the amount of workshop time required to list out all impacts and adaptation options, espe-cially where participants may have considerable experience/expertise in climate change impacts and adaptation activities.

In countries where planning for climate change adapta-tion is at a relatively advanced stage, participants may be well aware of the projected impacts and associated adaptation needs of the country. In such countries, designing impact and adaptation cards may be relatively easy and suitable images readily available. Conversely, in countries where the impacts of climate change are not well understood and planning for adaptation is still in its early stages, impact and adaptation option images for the cards may need to be generated using information and projections from existing literature and models.

Steps for designing impact cards:

1. Research and brainstorm a set of climate change impacts that are likely to be discussed during the workshop.

2. Obtain relevant photos of these impacts (showing places and/or people that the participants will either recognize or easily identify with).

3. Using Microsoft Visio or other graphic editing software, prepare an electronic template for impact cards, using only one impact per card, and 4 cards per blank page.

4. Write the name of the impact below the appropri-ate photo, ensuring the language used is the same language that will be used at the workshop.

5. Leave a few template pages blank (with no photo) so that participants may write down new impacts if necessary.

6. Print (preferably in colour) one set of impact cards per table group.

7. Cut out cards and assemble one pile for each small table group.

Steps for designing adaptation cards:

1. Research and brainstorm a set of climate change adaptation options that are likely to be discussed during the workshop.

2. Obtain relevant photos of these adaptation options (showing places and/or people that the participants will either recognize or easily identify with).

3. Using Microsoft Visio or other graphic editing software, prepare an electronic template for adapta-tion cards, using only one photo per card, and 4 cards per blank page.

4. Write the adaptation below the appropriate photo, ensuring the language used is the same language used for the workshop proceedings.

5. Do not forget to leave a few template pages blank (with no photo) so that participants may add new adaptations if necessary.

6. Print (preferably in colour) one set of adaptation cards per table group.

7. Cut out cards and assemble one pile for each small table group.

In designing impact and adaptation cards, a few key considerations can be kept in mind:

• The selected impacts and adaptation options for illustration must be accurate and realistic. Ideally, the list of cards to be generated will be informed by previous national/international climate studies con-ducted within the country, professional expertise, and/or stakeholder consultation.

• Photos must be easily identifiable and culturally appropriate for workshop participants. Ideally, the photos have been taken from the field and show images that participants can relate to.

• In addition to cards with images on them, having some blank impact and adaptation cards will allow participants to add new information not captured by the existing images.

• Cards which are printed in colour are more engag-ing for participants as the photo will resemble more what they have seen with their own eyes.

• Cards are best printed on a thicker card stock paper so that they are more durable for handling and glu-ing onto f lip chart sheets.


fiGuRe 4.5 eXAMPles of iMPAct AnD ADAPtAtion cARDs useD in GhAnA

26

5. DeliveRinG the WoRKshoP

This section contains specific facilitation instructions to guide you through each workshop session. Table 5.1 provides a list of supplies and materials required for each session.

ReGistRAtion

DURATION: 1 hour (before the actual workshop starts)

The facilitation team should arrive at least 1 hour before the workshop starts.

• Instru ctions for the Facilitation Team:• Test the audio/visual equipment set-up (micro-

phones and speakers, if you are using them; lap-top and projector)• Display the opening slide, if you are using

one.• Set up the registration table. Supplies to have

ready there include the registration list/sign in sheet, name tags and pens, and participant packages.• Help participants fill out name tags and the

registration sheet, and hand them a Participant Package as they arrive (alterna-tively place the name tags and participant packages at each seat in the workshop room, with registration consisting only of filling out the registration sheet).

note: Be sure participants write their names legibly, as you need to be able to enter/write these names on the certificates to be handed out at the end of the day.

• Set up the Facilitator’s Table. Ensure that small piles of supplies are easily accessible and identi-fiable for when Table-group Facilitator’s collect the supplies in advance of the next table-group activity. This advance preparation will help keep the day f lowing.

• Put up the wall posters (topographic map, work-shop structure poster).

• Project the title slide for the workshop.• Greet participants as they arrive.

• Instructions for the Lead Facilitator:• If using guest speakers for the boundary condi-

tion presentations, ensure that you agree with the guest speaker before the workshop begins whether they would prefer to lead their own question and answer session following the pre-sentation, or whether they would prefer that you do this for them.

• Instructions for the Time-keeper:• Help the Lead Facilitator keep track of time

during the Registration so they know when it is time to start the workshop.

• Ensure the Lead Facilitator and guest speakers are all aware of how you intend to help keep them to time. Remind everyone that the agenda will be tight and you have volunteered ensure that workshop objectives are met in the allotted time. If you have decided to use hand gestures (5 fingers for 5 minutes remaining, 2 fingers for 2 minutes remaining, etc.), show these to the


Facilitator and speakers before the workshop gets underway.

intRoDuction AnD oveRvieW

DURATION: 30 minutes

• Instructions for the Lead Facilitator:• Open the workshop and welcome all participants

and guest speakers (if appropriate). (1 minute)• Introduce yourself and the ice-breaker activity

by indicating that participants will also be asked to introduce themselves to you, and oth-ers, but in a slightly different manner. Explain

the instructions for the ice-breaker activity. (2 minutes)• Explain that they will be asked 5 at a time to

get up, go to the map, and when their turn comes say their name and organization they work for and then place a dot on the map. As Lead Facilitator, you should decide in advance where you will ask participants to place their dot in a way that is understandable and com-fortable for all participants. For example, you can ask participants to place their dot show-ing either where they live, where their family is from, or where in the country/region they are most knowledgeable about due to the

tAble 5.1 WoRKshoP MAteRiAls, bY session

Materials/supplies:

Session:

Reg

istra

tion

Intro

duct

ion

and

Ove

rvie

w

Futu

re V

isio

n*

Bou

ndar

y C

ondi

tions

Clim

ate

Cha

nge

Impa

cts

Ada

ptat

ion

Opt

ions

Ada

ptat

ion

Pat

hway

s

Ada

ptat

ion

Pat

hway

Rev

iew

Ref

lect

ion

and

Wra

p-U

p

name tags and pens

Registration sheet

participant packages

topographic wall map

A fold-out city map (if national workshop)

sticky dots (2 colours) for introduction map activity

table-top cards with group name identifier

flip charts, markers (5, in each of 2 colours), tape

laptop, projector, ppt slides for facilitator

Workshop structure poster

ppt slides for Boundary conditions presentations

Wall posters of socio-economic, climate projections

table-top maps

climate impact cards

Adaptation option cards

glue, for putting cards on maps/flip chart paper

colour paper/cards (20, in each of 4 colours)

colour paper/cards (20, in each of 2 colours, different from the 4 colours above)

Workshop participation certificates

* 1.5-day workshop only.


nature of their work (this last option works well at the national scale if you have partici-pants from all over the country). Remember—the objective of this type of ice-breaker activity is not only to engage participants early on in the day, but to also provide a basis from which participants can be divided into smaller groups. If using geographic areas to divide groups, the map will provide a good overview of where participants are most familiar with and therefore which group they might be most comfortable in.

• Following a brief explanation of the activity, go to the map and introduce yourself and your organization again, putting a dot up for where you live, as an example of how you’d like them to do it.

• Guide all participants through the ice-breaker activity. (13 minutes)• Ask the first group of five to get up together

and go to the map, and when they are all there ask each to take their turn and still stay standing until all five have introduced themselves.

• Then ask them to take their seats again as a group and ask the next 5 people to go up (i.e. so the first five are moving back to their seats at the same time as the next 5 are moving to the map—when the next five are standing ready to go the first 5 should be seated again).

• Continue around the room in groups of 5 until everyone has gone, and then ask the rest of the facilitation team to introduce them-selves in the same manner—but using differ-ent coloured dots so later you can distinguish from the map the geographic distribution of the participants. This gets them up and active right from the start and gives them an early chance to share something about themselves, faster than if they did this one-at-a-time (this approach will also make them feel less self-conscious than if everyone was watching each individual walk to and from the map).

• Share a few brief observations about the results on the map—i.e. whether folks are from mostly one area, or are more widely distributed

• Use PowerPoint slides to explain the purpose/objectives of the workshop, pointing them to the

agenda in their Participant Packages which also contains this information. (9 minutes)• Mention that the Packages contain other

valuable information they will use throughout the day.

• Introduce participants to the Note Pages (or Recording Sheets) also included in their Participant Package (if applicable). Encourage them to take detailed notes of their discus-sions throughout the day and let them know that you would like their permission to col-lect these notes at the end of the workshop.

• Brief ly introduce the basic structure of the agenda: 7 (or 8, in the event of a 1.5 day workshop) progressive sessions, the breaks and lunch, and when the day will end. (Don’t go into the details of each session.)

• Emphasize that this is a highly participatory workshop during which they will be very active—that the results of the day will come from them, not from you or your team—and how that fact combined with the progressive nature of the sessions (each building on the last) means that it is important that everyone stay for the whole day.

• Mention that a Workshop Completion Certificate will be distributed at the end of the day (an added incentive to encourage attendance right to the end).

• Review any additional housekeeping matters including i) location of the washrooms and exits; ii) mobile phone usage throughout the workshop; and iii) other housekeeping mat-ters you feel appropriate given the cultural context (i.e. prayer time, etc).

• Based on the ice-breaker activity and where/how participants placed their dots at the beginning of the session, ask participants to relocate into the four groups. If there is a group with a greater number of participants, ask for volunteers to relocate into the other groups. (5 minutes)

• Instructions for the Plenary Note-taker:• Likely no notes to take in this session. Ideally you

would capture any additional information shared by participants as they introduce themselves (things that would not already be on the registra-tion sheet) but in reality you may not have time—it will depend on how fast each person talks.


• Instructions for the Table-group Facilitators:• When the Lead Facilitator asks participants to

form into the 4 geographic groups, relocate yourself to your assigned table. Ensure that your table-group identification card is clearly visible to all participants, and help any participants who cannot find their table-group.

• For a 1.5 day workshop, ensure that your table is equipped with the materials required to com-plete the next activity on developing a Future Vision (i.e. markers, tape, f lipchart paper).

• Instructions for the Table-group Note-takers:• When the Lead Facilitator asks participants to

form into the 4 geographic groups, relocate yourself to your assigned table with your assigned Table-group Facilitator. Help the Table-group Facilitator with any necessary prep-arations and ensuring participants find their assigned group.

• Instructions for the Time-keeper:• Keep track of how fast the introductions activity

takes, and signal the facilitator when 10 minutes has gone by, and again when 15 minutes has gone by, so the facilitator knows if they need to speed up their subsequent review of the agenda, etc.

• Give the facilitator a signal when 25 minutes has gone by, so he/she knows they need to finish shortly, and signal when the full 30 minutes is up.

futuRe vision

DURATION: 1.5 hours—this session is only done in the 1.5-day delivery.

• Instructions for the Lead Facilitator:• Explain the activity. (5 minutes)

• Once participants have relocated into their respective groups, explain that in this activity, groups are asked to develop a vision of the future for their representative geographic area of focus, in the year 2050. Tell participants that they may use existing long-term develop-ment goals/strategies/targets (that they are aware of for the area) to get them started, but to add to the vision based on what they feel are the current challenges to development in the region, and what the future might look like if such challenges were resolved by 2050.

• Ask groups to document key characteristics of their respective future visions on the pro-vided f lipchart paper using drawings, words, or other means. Encourage groups to be cre-ative and to focus on how they would best visualize or describe a desirable, yet plausible future for their area in the year 2050. Where possible, try to provide an example of how a group might approach this activity, using a real-life or a hypothetical situation. For example, all countries have agreed to meet the United Nations Millennium Development Goals (MDGs) by the year 2015. Whether or not your country is on-track to meet the MDGs, what might a post-MDG agreement look like for your particular country? What new goals and targets might be added to the existing goals and targets?

• Display a PowerPoint slide showing an exam-ple output that groups might create in this activity. Some examples of Future Vision outputs are provided in Figure 5.1.

• Inform participants that each group will have 5 minutes to report-back to plenary on the key elements of their future visions. Each group should take a few minutes to select a rapporteur at the beginning of the activity.

• Encourage groups to take detailed notes of their discussions in the recording sheets pro-vided in the Participants Package.

• Ask participants if there are any questions. Once all participants are clear on the task, inform them that each group has a table-group facilitator should any additional clarifi-cation be required, or questions arise throughout the time they have to complete this activity.

• Table-groups complete activity. (1 hour)• When the Time-keeper informs you that

there are 15 minutes remaining, announce this to the workshop participants.

• When the Time-keeper informs you that there are 5 minutes remaining, announce this to the workshop participants and encourage them to get down any final thoughts.

• Facilitate a report-back session for groups, in plenary format. (20 minutes report-back + 5 min-utes debrief)


• Ask one group to volunteer to go first and remind all groups that they will each have 5 minutes to report back on only the key ele-ments of their future vision (including their vision statement, it they chose to do one). Inform participants that there will be time for questions and discussion following all presen-tations, so to please hold onto any questions or comments until all groups have presented.

• Ask the first group to stand where everyone can see and present their future vision. Keep track of time and ensure each group takes no more than their allotted 5 minutes.

• Ask a second group to volunteer, and repeat until all groups have presented.

• Once all groups have presented, invite com-ments and observations from participants based on what was presented. Encourage par-ticipants to critically ref lect on the similari-ties and differences between the different visions. Are there any gaps? If all four areas were to achieve their vision for 2050, would the country/region be better off?

• Instructions for the Table-group Facilitators:• Once the Lead Facilitator has provided the

instructions to all groups, ensure once again that participants are clear on what they are doing.

• Remind participants that there will be a report-back session at the end of activity and ask if some-one is willing to volunteer to be the rapporteur.

• If your group needs help getting started, ask some additional leading questions to get partici-pants thinking about future visions. Additional leading questions might include:• How would you describe a desirable, yet

plausible, future for our region in 2050?• In this future, how have the present day chal-

lenges been addressed? What has changed for the most vulnerable groups in our region?

• Have there been key events on the path lead-ing from the present situation to the future vision?

• How can we best summarize our vision in a few brief sentences?

• Ensure that participants stay on track to com-plete the activity within the hour provided. If after 15 minutes of discussion and brainstorming nothing has been drawn/written on the f lipchart

paper, try to articulate one of the ideas being discussed and ask a volunteer to go up to the f lipchart and document it. Try to get partici-pants to document their ideas as they come up.

• When the Lead Facilitator announces that there are only 5 minutes remaining, ensure that group members document their final thoughts and are prepared to present their key findings.

• Instructions for the Table-group Note-takers:• Once the Table-group Facilitator has repeated

the instructions to the participants, try to cap-ture any of the questions participants may have had—this will help inform provide feedback to the Lead Facilitator as to how to better explain the activity in future PSD workshops.

• During the discussions, take notes on all rele-vant information and ideas that are shared. In particular, try to capture the following:• Key discussion points which arise when

groups are brainstorming elements of their future vision.

• The rationale for why a particular idea was considered for the future vision, and why some ideas might have been considered and then rejected.

• Any disagreement or diverging opinions• Any real-life accounts or stories which are told

and the context within which they are told.• Instructions for the Time-keeper:

• Help the Lead Facilitator keep track of time during the group activity so they know when it is time to start the report-back portion of the session. Inform the Lead Facilitator when there are 15 minutes remaining, and then when there are 2 minutes remaining.

• For the report-back part of the session, during each group’s presentation give the facilitator a signal when 3 minutes has gone by, so he/she knows the group needs to finish shortly, and sig-nal when the full 5 minutes is up.

bounDARY conDitions: socio-econoMic AnD cliMAte

DURATION: 1 hour

• Instructions for the Lead Facilitator:• Set the stage for the session. (5 minutes)


• Introduce the session and explain its purpose. Explain what is meant by a ‘boundary condition’ in terms of future risk and uncertainty. A bound-ary condition is something which could limit future development goals, objectives, and/or visions.

• Encourage groups to take detailed notes of the presentations in the recording sheets provided in the Participants Package.

• Introduce the first speaker with a brief explana-tion of who they are, what they do, and why you have asked them to give a presentation.

Tip: for a 1.5 day workshop, introduce this session by commenting on the inherent future uncertainties that may pose a challenge to some of the visions as developed in the previous session. for both a 1 day and a 1.5 day workshop, you could comment that, not only are we faced with a changing climate in future (and the associated uncertainties), but also with a changing socio-economic environ-ment including changes in population density, economic growth and gdp, and availability of resources—all of which may influence our desired visions of the future.

• Presentation on socio-economic trends and projections (20 minutes) and vision results from

previous workshops (if applicable), followed by brief question and answer session (5 minutes).

Tip: As lead facilitator, you can discuss with the presenters wheth-er they would like you to facilitate the question and answer sessions following each presentation, or if they would prefer to do this. Although it doesn’t matter who assumes this role, it is wise to make sure this is clear before the workshop commences.

• Before introducing the second speaker, get a sense for how familiar participants are with con-cepts of ‘climate change’ and ‘environmental change’ by asking them what changes are already occurring in their area? Write these on a f lipchart at the front of the room to get partici-pants thinking and prepared for the following speaker. (5 minutes)• Introduce second speaker with a brief expla-

nation of who they are, what they do, and why you have asked them to speak with us today.

• Presentation on climate change, trends and projections (20 minutes), followed by brief ques-tion and answer session (5 minutes)

fiGuRe 5.1 eXAMPle outPuts fRoM futuRe vision Activities, usinG DRAWinGs, Pic-tuRes, WoRDs AnD vision stAteMents


• Ensure that the Climate Change Presenter has ended with a summary of projected cli-mate changes for the country/region, prefera-bly on a PowerPoint slide that can remain on the screen at the front of the room through-out the next session.

• Instructions for the Plenary Note-taker:• If a presenter has prepared some PowerPoint

slides or f lipchart posters with various speaking points, there are likely no notes to be taken dur-ing the presentations. However, in the event that the presenter has not prepared any visual materi-als, try to capture the main points of the presen-tation in such a way that if somebody did not attend the presentation, they could read your notes and still have a strong, thorough sense of what was covered.

• Take notes of any questions asked by partici-pants during the question and answer session, as well as the response and any pursuant discus-sion. Take particular note of any disagreements which may arise.

Tip: Although it is not necessary for note-takers to take note of the name of the person making a comment, sometimes it is useful to do so, or at least note their professional background. Knowing whether a point was raised by a government worker, someone who works in a non-government organization, a farmer or a bee-keeper can help provide context when analyzing the workshop results and notes.

• Instructions for the Time-keeper:• Help the presenters keep track of time by

informing them when they have 2 minutes left to wrap-up their presentation.

• During the question and answer sessions, advise presenters when they have 2 minutes remaining before the Lead Facilitator must move on to the next activity.

cliMAte chAnGe iMPActs

DURATION: 1.5 hours for a 1.5-day workshop; 1 hour for a 1-day workshop

• Instructions for the Lead Facilitator:• Explain to groups that the following session is

comprised of three (3) activities and provide the

following instructions to introduce each of the 3 activities. (10 minutes)• The first activity is to identify climate

change impacts from the climate changes presented in the previous session, which are specific to your groups’ area/region:

• Begin this session with a quick reference back to the list of projected climate changes for the area/country, as presented by the guest speaker from the previous session. (One sug-gestion might be to ensure this list is left pro-jected at the front of the room following the presentation).

• Ask participants to craft impact chains in their respective groups, starting with the most direct consequences from those relevant climate changes (i.e. increased f looding), and ending with the social group(s) most vulnera-ble to those impacts (i.e. landless poor living on f lood plains).

• Show participants the impact cards that each group will be provided to complete this activity.

• Using one set of impact cards, ask partici-pants to help you craft an example impact chain at the front of the room, starting with one of the climate changes included in the presentation on climate change. Walk through the thinking that should accompany the decisions made when crafting an impact chain. Ask participants to think about the chain of impacts triggered by increasing tem-peratures, for example. This demonstration should be short and simple enough that par-ticipants understand what is expected of them (Figure 5.2).

• When leading participants through an exam-ple impact chain, try to allow sufficient flexi-bility in your approach to encourage participants own creative thinking in this pro-cess. Try to avoid the instructions being too ‘prescriptive’, ensuring that participants understand how you approached the activity is only one of several different approaches.

• Explain that in the event that an impact has not already been included in the set of impact cards, encourage participants to write it down on one of the blank impact cards provided.


• Try to encourage participants to be selective about which cards they use from the sets pro-vided. The objective of using cards for both the impacts and adaptation options activities is not to try to use all of the cards provided, but to identify those impact chains of greatest significance to a group’s region, and similarly in the next session, those adaptation inter-ventions most necessary to target each impact chain and resulting vulnerable group.

• When the demonstration impact chain gets to the point where the listed impacts start to affect the human environment more so than the physical environment (e.g. increased food insecurity), ask participants to identify which social group(s) will be most vulnerable to this impact.

• In order to ensure all participants understand what we mean by ‘vulnerable to climate change’, you might choose to brief ly intro-duce the notion of ‘vulnerability’ and how vulnerability is commonly defined in the cli-mate change literature.

• Recall, according to the IPCC, vulnerability is defined as the degree to which a system is susceptible to, or unable to cope with, the

adverse effects of climate change, including both climate variability and extremes, (IPCC, 2007). As a result, it is generally accepted that vulnerability is a function of the character, magnitude, and rate of climate variation to which a system is exposed, its sensitivity, and its adaptive capacity.

• Finally, explain to participants that once they have identified the social groups most vul-nerable to the impact chains they have crafted, they should try to locate on the top-ographic map provided where the highest concentrations of vulnerable groups can be found.


• Ask if there are any questions before the groups begin. If there is any confusion regarding how to craft the impact chains, ask participants to seek further clarification from their Table-group Facilitators who will help guide them through the activities and answer any outstanding questions they might have.

• Let participants know how much time they have to complete all 3 of the activities for this

fiGuRe 5.2 siMPlistic eXAMPle of An iMPAct chAin, enDinG With A list of vulneRAble GRouPs

Climate change

Increasingtemperatures

Reducedcrop yields

Rain-fedsubsistence

farmers

Women

Pastoralists

Increasedrisk of wildfire

Draught

Direct impact(s) Indirect impact(s) Vulnerable group(s)


session. (For a 1.5-day workshop: 45 min for (i), 20 min for (ii) and 15 min for (iii); for a 1-day workshop: 35 min for (i), 10 min for (ii) and 5 min for (iii))

• Table-groups complete activities. (Total time is 1 hour and 20 minutes for 1.5-day workshop; 50 min-utes for 1-day workshop)• When the Time-keeper informs you that

there are 15 minutes remaining, announce this to the workshop participants.

• When the Time-keeper informs you that there are 5 minutes reaming, announce this to the workshop participants and encourage them to get down any final thoughts.

• Instructions for the Plenary Note-taker:• Likely no notes to take in this session. Ideally you

would capture any additional information and/or questions shared by participants as they work through the demonstration impact chain activity with the Lead Facilitator before engaging in their table-group work. This will help in the planning and design of future PSD workshops.


instructions in plenary, collect the impact cards from the designated location in the room (i.e. Facilitator’s Table). Ensure a clean piece of f lip-chart paper is available for your group to start crafting their impact chains.

• Ensure that participants are clear on all three of the activities they have been asked to complete during this session. Answer any outstanding questions the group members might have.

• Have participants browse through the provided impact cards. Ask group members to then start pulling out the first order impacts of one of the projected climate changes that will have the greatest impact in the region. Continue to tease out information from your group members by asking them to then identify second and third order impacts based on the cards they have in front of them.

• If your group needs help getting started, ask some additional leading questions to get partici-pants thinking about impact chains. Additional leading questions might include:• Of this list of climate changes presented in

the boundary conditions session, which ones

should we be most concerned about in our area/region?

• Given the identified climate changes in our area/region, what are the second and third order impacts that could occur?

• Why does each impact matter? How does it effect the physical and/or human environ-ments? What does it mean for the people in this area/region?

• What chain of impacts might be triggered by increased intensity or duration of drought? Increased cyclone intensity? Decreased fre-quency of precipitation events?

• In the event that impacts identified in your group are not already listed on the impact cards, ask whomever suggested the impact to write it down on one of the blank cards from the deck.

• Once impacts on the human environment are identified, ask participants what this means for some of the more vulnerable groups in the area/region? Who are these vulnerable groups? How will they be affected? Why, or why not? What makes these groups vulnerable? (Ask them to think about the definition of vulnerability that has been provided).

• Ensure that participants stay on track to com-plete all three activities within the hour and 15 minutes. If after the first 15 minutes of discus-sion and brainstorming nothing has been drawn/written on the f lipchart paper, try to articulate one of the ideas being discussed and ask a volun-teer to go up to the f lipchart and document it. Try to get participants to document their ideas as they come up.

• When the Lead Facilitator announces that there are only 5 minutes remaining, ensure that group members document their final thoughts and are prepared to move onto the next session.


the instructions to the participants, try to cap-ture any of the questions participants may have had—this will help to inform, and provide feed-back to, the Lead Facilitator as to how to improve their explanation of the activity in future PSD workshops.

• During the discussions, take notes on all rele-vant information and ideas that are shared. In


particular, try to capture the following key information:• Key discussion points which arise when

groups are brainstorming their impact chains;• The rationale for why different impacts were,

or were not, selected for inclusion in an impact chain;

• The criteria used to select one impact over another, if some impacts were discussed and then rejected;

• Any disagreement or diverging opinions which become evident;

• Any real-life accounts or stories which are told and the context within which they are told.


during the group activity so they know when it is time to move on to the next session. Inform the Lead Facilitator when there are 15 minutes remaining, and then again when there are 5 minutes remaining.

ADAPtAtion oPtions

DURATION: 1 hour

• Instructions for the Lead Facilitator:• Explain to participants the purpose of the next

activity and how it fits into the objectives and structure of the workshop. (5 minutes)• Ask groups to identify adaptation options for

the impact chains they articulated in the pre-vious session. Encourage groups to identify both existing and desired adaptation interventions.

• Show participants the adaptation cards that each group will be provided to complete this activity, noting that the cards are similar to the impact cards used in the previous activity, only this time they identify adaptation options as suggested by i) participants of pre-vious PSD workshops; ii) the literature; or iii) other adaptation plans/strategies currently underway for the region/county.

• For existing adaptation options: encourage groups to think about where and why adapta-tion options are (or are not) working well. How can such adaptations be improved?

• For new adaptation options: what is the ratio-nale for suggesting this adaptation option? What else would be required to make the adaptation intervention successful within your area/country?

• In the event that groups identify an adapta-tion option that is not included in the set of cards, encourage participants to write it down on one of the blank cards also provided.

• Groups should paste the cards representing their adaptation options next to the impact chains, clearly indicating which adaptation option addresses which of the impacts and in what way. Provide participants with an exam-ple of what this might look like, using the demonstration impact chain as crafted in the previous session.

Tip: try to find some time during the Climate Change Impact ses-sion to think ahead about what adaptation card(s) you might paste to the impacts identified in your demonstration impact chain. this will ensure you are prepared with examples of what is expected of groups during the activity described here.

Tip: Again, using examples is a great way to ensure participants understand what is being asked of them. As mentioned above, try to avoid the example and the instructions being too ‘prescriptive’, ensuring that participants understand how you approached the activity is only one of several different approaches. Encourage your participants to be creative—you never know what new and interest-ing information might emerge!

• Inform groups that there will not be a report-back immediately following this activity, however a brief summary will have to be pre-sented at the end of the next session and more instructions about that will follow.


• Ask participants if there are any questions before they begin. After taking questions (if any), refer participants back to their Table-group Facilitators who will help guide them through the activity.

• Let participants know that they have approxi-mately 55 minutes to complete the activity.

• Table-groups complete activity. (55 minutes)


• When Time-keeper informs you that there are 15 minutes remaining, announce this to the workshop participants.

• When Time-keeper informs you that there are 5 minutes reaming, announce this to the workshop participants and encourage them to get down any final thoughts before the activ-ity ends.

• Instructions for the Plenary Note-taker:• Likely no notes to take in this session. Ideally

you would capture any additional information and/or questions shared by participants after the Lead Facilitator has presented the instructions of the activity. Again, this will help in the plan-ning and design of future PSD workshops.


instructions to all groups, collect the deck of adaptation option cards for your group from the designated location in the room (i.e. Facilitator’s Table). Ensure the f lipchart papers with the crafted impact chains are visible to the whole group—this might require taping the f lipcharts to a nearby wall.

• Ensure that participants are clear on the activity they have been asked to complete during this session. Answer any outstanding questions the group members might have.

• Have participants browse through the provided adaptation option cards. Ask group members to then start pulling out those cards they think can help to mitigate against some of the impacts identified in the impact chains. Continue to tease out information from your group members by asking them to identify any other impacts in the chains that the adaptation option might help address.

• If the group needs help getting started, ask some additional leading questions to get participants thinking about specific adaptation options. Additional leading questions might include:• Are some of these adaptations already in

place?• If so, how could they be improved?• Which options are existing versus future

options?• How does the proposed adaptation interven-

tion address the needs of those most

vulnerable? (i.e. the groups listed at the end of the impact chains)

• In the event that an adaptation raised by the group is not listed on the cards, ask whomever suggested the adaptation option to write it down on a blank card.

• Ensure that participants stay on track to com-plete the activity within 55 minutes provided. If after the first 15 minutes of discussion and brainstorming nothing has been drawn/written on the f lipchart paper, try to articulate one of the ideas being discussed and ask a volunteer to go up to the f lipchart and document the idea. Try to get participants to document their ideas as they come up.

• When the Lead Facilitator announces that there are only 5 minutes remaining, ensure that group members document their final thoughts and are prepared to move onto the next session.



• During the discussions, take notes on all relevant information and ideas that are shared. In particu-lar, try to capture the following key information:• Key discussion points which arise when

groups are brainstorming their impact chains;

• The rationale for why different impacts were, or were not, selected for inclusion in an impact chain;

• The criteria used to select one impact over another, if some impacts were discussed and then rejected;

• Any disagreement or diverging opinions which become evident;



during the group activity so they know when it is time to move on to the next session. Inform the Lead Facilitator when there are 15 minutes


remaining, and then again when there are 5 minutes remaining.

lunch (note: this will occur in different places in the session sequencing, depending on whether it is a 1.5-day or 1-day workshop)

• Instructions for the Lead Facilitator:• Ask participants to enjoy the provided lunch and

be sure they are back in the room ready to go in time for the next session. Remind participants of the importance of their attendance in the remain-ing sessions, as that is when the most important part of the work will happen—identifying adap-tations and crafting adaptation pathways.

• Ensure whomever you arranged ahead of time to prepare Certificates has the registration list and is engaged in this task. The certificates need to be ready by the end of the workshop.

• Towards the end of the lunch, prepare the master pathways matrix at the front of the room using clean sheets of f lipchart paper (see below). This will be used in the Adaptation Pathways session. (If you are facilitating a 1.5-day workshop and that session is not until later in the afternoon, just cover up this matrix after you have created it so that participants are not confused or distracted.)

Group 1 Group 2 Group 3 Group 4

Ranked 1st most urgent

Ranked 2nd most urgent

Ranked 3rd most urgent

Ranked 4th most urgent

Ranked 5th most urgent

ADAPtAtion PAthWAYs

(a): Developing Adaptation Pathways


• Instructions for the Lead Facilitator:• Explain to groups the purpose of the next activ-

ity and how it will fit into the objectives and structure of the workshop day. (5 minutes)

• Explain that planning for climate change adap-tation will often entail a limited budget and/or availability of resources, and that planners and decision-makers need to have a better idea of which adaptation options require immediate investment and which can have a more gradual investment strategy over a number of years.

• Explain that groups should write down each adaptation option from the previous activity on a separate card, as provided by their Table-group Facilitator. Using an urgency continuum as shown below, encourage participants to start to think how they would rank the adaptation options in terms of “most urgent” and “least urgent”. Show an example on the screen, or walk-through an example, using a continuum that looks something like the following:

optionoption option

most urgent least Urgent

• Encourage groups to not get bogged down by the term ‘urgent’. Participants may feel that all adaptation options are urgent and require imme-diate investment. However, most will under-stand the needs of planners and decision-makers and the idea that some things will have to hap-pen first before other investments can effectively proceed. In thinking about ‘urgency’, ask partici-pants to think about which adaptation options offer a pro-poor approach, in other words, will help to secure the livelihoods of those most vul-nerable to climate change.

• Explain that once groups have ranked all adap-tation options from the previous session along an urgency continuum, they are asked to identify the 5 most urgent options on fresh cards, as pro-vided by the Table-group Facilitator. These 5 adaptation options should then be pasted on the master matrix at the front of the room, which was prepared in advance by the Lead Facilitator during the lunch time. The end result, using the top 5 adaptation investments from all 4 groups, should look something like the following:


• The column for Group 2 shows what it might look like if that group, for example, had trou-ble distinguishing urgency among their top 3 options. The point is not to force a fit but to try to have each group sequence their highest urgency options into a pathway.

• Inform groups that they will each have approximately 5 minutes to present back on their prioritized adaptation interventions at the end of the activity. Presenters should be advised to present not only the 5 priority adaptation interventions, but also to present on the rationale / criteria used for their selec-tion. In explaining the rationale, encourage groups to refer back to the order of impacts along their crafted impact chains, the vulner-able groups most affected by the proposed impact chains, and the adaptation options discussed.

• Encourage groups to take detailed notes of their discussions in the recording pages pro-vided in the Participants Package.

• Ask the participants if there are any ques-tions. After taking questions (if any), refer participants back to their Table-group Facilitators who will guide them through the activity.

• Let participants know that they have approx-imately 25 minutes to complete the activity, followed by 30 minutes of presentations from groups.

• Table-groups complete activity. (25 minutes)• When Time-keeper informs you that there

are 10 minutes remaining, announce this to the workshop participants.

• When Time-keeper informs you that there are 2 minutes reaming, announce this to the workshop participants and encourage groups to get down any final thoughts before stop-ping for the presentations.

• Instructions for the Plenary Note-taker:• Likely no notes to take in this activity. Ideally

you would capture any additional information and/or questions shared by participants after the Lead Facilitator has presented the instruc-tions of the activity. Again, this will help in the planning and design of future PSD workshops.


instructions to all groups, collect the blank coloured cards from the designated location in the room (i.e. Facilitator’s Table). Ensure that you do not take the same colour cards as another group—each group should be represented by a different colour on the master pathways matrix at the end of the activity.

• Ensure that participants are clear on the activity and answer any outstanding questions the group members might have.

• If the group needs help getting started, ask group members to first write down all the adaptation options proposed in the previous session, onto the coloured cards provided. Once this has been com-pleted, use a clean f lipchart paper to construct an urgency continuum, from most to least urgent.

• Ensure that participants stay on track to com-plete the activity within the 25 minutes pro-vided. Ensure that any diverging opinions do not side-track the group from completing the activ-ity on time, and that such issues are clearly doc-umented by the Note-taker.

• When the Lead Facilitator announces that there are only 5 minutes remaining, ensure that group members document their final thoughts and are prepared for their presentation.

fiGuRe 5.3 eXAMPle of A coMPleteD MAsteR MAtRiX of Most uRGent ADAPtAtion oPtions


Ranked 1st most urgent option option option option

Ranked 2nd most urgent option option option

Ranked 3rd most urgent option option option

Ranked 4th most urgent option option option option


option option


Tip: Ranking and prioritization of adaptation investments could spark debate and disagreement among group members, which is not necessarily a bad thing—it can lead to very constructive out-comes. A good critical dialogue can bring greater clarity and helps ideas evolve across professional and personal biases. in this activi-ty, if group members cannot reach agreement in a timely way that ensures the group will still have enough time to complete the remainder of the activity, suggest that the group rank the debated options equally along the continuum (as shown for group 2 in figure 5.3). the rapporteur should make a note of the diverging perspectives when reporting back in the next activity.



• During the discussions, take notes on all relevant information and ideas that are shared. In particu-lar, try to capture the following key information:• Key discussion points which arise• The rationale for the order of adaptations

along the urgency continuum• The criteria used to identify one adaptation

as more urgent than another• Any disagreement or diverging opinions

regarding sequencing of adaptations, and the reasons for the disagreement



during the group activity so they know when it is time to move on to the next session. Inform the Lead Facilitator when there are 10 minutes remaining, and then again when there are 2 minutes remaining.

(b): Group Presentations of Adaptation Pathways


• Instructions for the Lead Facilitator:• Lead groups through group presentations (5

minutes each for a total of 20 minutes)• Ask one group to volunteer to report back

first.

• Ensure that all groups are clear on i) how much time they each have to present (5 min-utes); and ii) what it is they have been asked to report-back on. This will include only:• The list of vulnerable groups which the

group identified at the end of their impact chains

• The 5 most urgent adaptation options, including the rationale used to give them this priority ranking (i.e. referring back to the impact chains).

• Inform group rapporteurs that the Time-keeper will signal them when approaching 1 minute remaining for their presentation. Similarly, the Time-keeper will signal again at 0 minutes. Explain that rapporteurs will be expected to conclude their presentations within the allotted time, to ensure enough time for each group to have a fair turn and also for ple-nary discussion once all groups have presented.

• As rapporteurs are presenting their identified vulnerable groups to plenary, write-up a mas-ter list of vulnerable groups on a f lipchart paper at the front of the room. If there are repetitions as each group presents, mark the vulnerable group with a small ‘x’, indicating how many times the group was mentioned. This will be needed by the table group that is asked to complete assignment (i) in the fol-lowing session.

• Moderate a brief question and answer period for questions from participants related to group pre-sentations and prioritization of most urgent adaption options. (10 minutes)

• Instructions for the Plenary Note-taker:• Try to capture the key points from each group

presentation. These may include:• The rationale each group used for identifying

the 5 adaptations of highest priority for urgent investment;

• Any disagreement or diverging opinions reported by the groups;


• If there is time for questions following the 4 pre-sentations (as determined by the Lead Facilitator), ensure you note the question, which group the question was directed at, and the response.


• Instructions for the Time-keeper:• Help the group rapporteurs keep track of time

during their report-back presentations. Give a 2-minute and a 1-minute signal, and then signal when their time is up.

Tip: in some customs, it might be more appropriate for the lead facilitator to signal the group presenters. in this case, ensure you sit next to the lead facilitator and inform him/her when they should be signalling to the rapporteur.

ADAPtAtion PAthWAY RevieW

DURATION: 2 hours for 1.5-day workshop; 1 hour for 1-day workshop

• Instructions for the Lead Facilitator:• Explain to groups the purpose of the final

activity and how it will fit into the objectives and structure of the workshop day. (10 minutes for a 1.5-day workshop; 5 minutes for a 1-day workshop)• Ensure that participants recognize that at

this point in the workshop, those adaptation options listed in the master pathways matrix should now reflect the most urgent and pressing adaptation needs to secure, in par-ticular, the livelihoods of those most vulnera-ble to climate change.

• Also acknowledge that there is some discus-sion still required to ensure synergy, consis-tency, robustness, and ensure that there are no gaps throughout the proposed pathways.

• Task each of the four groups with one of the following activities, providing an example for each of the four tasks:1. identify what might be missing from the

most-urgent-options pathways on the matrix, from the perspective of vulnerable groups. This group can refer back to the master list of vulnerable groups from the previous session to ensure the needs of all vulnerable groups are captured. Note that this group will be using cards of a colour different from those on the master matrix thus far to add any additional urgent adaptation options which the groups might have missed.

2. identify preconditions for the adaptations (starting with the most urgent options). These might be additional interventions which must occur in order to support and strengthen those adaptation options as proposed. For example, one precondition to achieving ‘improved land management practices’ might include ‘more transparent land tenure policies’. Note that this group will be using cards of a different colour from those already on the matrix or that used by the group above to add any preconditions necessary to achieve the adaptation pathways.

3. identify synergies between adaptations. This might include where adaptation options are listed by more than one group, perhaps with different degrees of ‘urgency’. Other synergies might include where one adaptation option supports another. This group will be using a coloured marker to draw solid lines between those options which complement and support one another.

4. identify trade-offs between adaptation options. This might include where one adaptation option could have negative consequences for another. For example, afforestation activities, while improving soil fertility and land management prac-tices, might reduce grazing land available for pastoralist communities. This group will be using a different coloured marker from the group above to draw dashed lines between those options among which there may be negative trade-offs.

• Encourage groups to take detailed notes of their discussions in the recording sheets pro-vided in the Participants Package, or on a clean f lipchart page within the group. Once groups have completed the activity together, and a consensus has been reached, ask groups to delegate one person to either paste (Groups (i) and (ii)) or draw (Groups (iii) and (iv)) the results of their discussions to the matrix f lipchart at the front of the room. Inform groups that these will be presented brief ly towards the end of the session and


that groups should again assign one rappor-teur for this.

• Ask the plenary if there are any questions. After taking questions (if any), refer partici-pants back to their Table-group Facilitators who will help guide them through the activity.

• Let participants know how much time they have to complete the activity, and how much time they will have for reporting back at the end of the activity. (For a 1.5-day workshop: 45 minutes to complete the activity, 40 minutes report-back [10 min/group] plus a 25-minute debrief. For a 1-day workshop; 25 minutes to complete the activity, 20 minutes report-back [5 min/group] plus a 10-minute debrief)

• Table-groups complete activity. (45 minutes for 1.5-day workshop; 25 minutes for 1-day)• When Time-keeper informs you that there

are 10 minutes remaining, announce this to the workshop participants. If no groups have yet to start placing their results on the master pathways matrix, ask for one group who is almost finished to volunteer. Try to keep par-ticipants on track and ensure that all groups have contributed to the master pathways matrix.

• When Time-keeper informs you that there are 2 minutes reaming, announce this to the workshop participants and encourage groups to get down any final thoughts before plenary discussions begin.

• Facilitate a report-back session for groups, in plenary format. (40 minutes report-back [10 min/group] plus a 25-minute debrief for a 1.5-day work-shop; 20 minutes report-back [5 min/group] plus a 10-minute debrief for a 1-day workshop)• Select one group to volunteer to go first and

remind all groups of how much time they have to report back on their modifications to the master pathways matrix. Inform partici-pants that there will be time for questions and discussion following all presentations, so to please hold onto any questions or com-ments until all groups have presented.

• Once all groups have presented, invite com-ments and observations from participants based on what was presented, and what the master pathways matrix now looks like.

• Instructions for the Plenary Note-taker:• Capture the key points from each group

presentation.• Capture the key points from any ensuing discus-

sion, including questions asked and the answers provided (be sure to also note which group the question was directed at).


instructions to all groups, collect the appropriate supplies for your group’s task from the designated location in the room (i.e. Facilitator’s Table).

• Ensure that participants are clear on the activity they have been asked to complete during this session. Answer any outstanding questions the group members might have.

• If the group needs help getting started, see some examples of Leading Questions which can be used to stimulate dialogue in the ‘Detailed Agenda for Facilitators’, included in Appendix 2.

• Ensure that participants stay on track to com-plete the activity within the time provided.

• When the Lead Facilitator announces that there are only 10 minutes remaining, ensure that group members document their final thoughts and are prepared to move up to the master path-ways matrix at the front of the room to docu-ment the results of their discussions.



• During the discussions, take notes on all relevant information and ideas that are shared, as well as the overall results generated by your group.


during both the group activity and the plenary discussion. Inform the Lead Facilitator when there are 10 minutes remaining, and then again when there are 2 minutes remaining.

• Help the group rapporteurs keep track of time during their report-back presentations. Give 2-minute and 1-minute signals, so that


rapporteurs have an idea for the time remaining, and then signal when their time is up.

Reflection AnD WRAP-uP


• Instructions for the Lead Facilitator:• Ask participants what were some of the ‘main

messages’ from the day’s activities. (10 minutes)• Encourage participants to ref lect back on all

of the activities, and comment on some of the highlights.

• Highlights could include key take-home messages, or new information which was shared amongst participants.

• Write highlights, or ‘main messages’, on a separate f lipchart paper at the front of the room.

• Ask participants to brief ly summarize how they will use what they learned today when they go back to their jobs. (5 minutes)• Write these on a separate f lipchart paper at

the front of the room.• Convey any ‘Next Steps’. (5 minutes)

• This is particularly critical to increase the accountability of the workshop coordinators, as well as to manage the expectations of the participants. As best you can, inform partici-pants how the results from the workshop will be captured, and how they will be used. If appropriate, provide your contact information should participants desire a copy of the work-shop results and/or report in future.

• Sometimes, when time and budget permit, you can arrange for a follow-up meeting where you invite participants back to report to them the results and progress of the study. If this is something you would like to do, arrange for an appropriate date and time for this to occur. Make sure you follow-up with an email or a letter to remind participants of the date and time that was agreed.

• Ask participants to kindly hand-in any com-pleted recording sheets and fill out the

evaluation form which has been included in the Participants Package distributed at the begin-ning of the day. (5 minutes)• In the event that one of the proposed ‘Next

Steps’ is to conduct additional PSD work-shops in different parts of the region/country, encourage participants to complete an evalua-tion because you are continuously trying to update and improve the workshop design based on participants’ comments.

• Once participants have handed in their evalua-tion forms, distribute the ‘Workshop Completion Certificates’. (5 minutes)• Depending on cultural norms, this can be

done in a number of different ways: i) time permitting, you could call each participant one at a time to come to the front and accept their certificate and a handshake from the workshop Facilitation Team; or ii) you could circulate around in the room and hand out certificates in a less formal manner, telling participants that they may leave once they have received their certificate.

• Be sure to thank all participants for their time, efforts, and valuable contributions throughout the day, and a special thanks to any guest speak-ers that presented during the Boundary Conditions session in the morning.

• Instructions for the Plenary Note-taker:• Note the ‘Main Messages’ and ‘Lessons

Learned’ as raised and discussed by participants.• Instructions for the Time-keeper:

• Help the Lead Facilitator keep track of time during the closing remarks. Inform the Lead Facilitator when there is 1 minute remaining for him/her to finish each of the tasks required in this session:• Main Messages• Lessons Learned (and how participants will

apply these in their jobs)• Next Steps• Evaluation Forms• Certificates and Thanks

43

6. tAiloRinG the WoRKshoP

The participatory scenario workshop methodology presented in this Manual is based on the authors’ expe-rience designing, developing and delivering PSD workshops as part of a climate change adaptation proj-ect for the World Bank in 2009. However, practitio-ners are encouraged to experiment with the methodology described here, adapting it to their local circumstance and enriching it with their own in-coun-try experience.

The following section provides a few suggested entry-points for customization of the PSD workshop described in the previous sections. Provision of the tools and templates on the accompanying CD allows you to modify and customize them to fit your needs.

lenGth of WoRKshoP

When planning a PSD workshop, one of the initial decisions (Section 4.1, A) is to determine whether a 1-day, or a 1.5-day agenda, will better meet your purposes. The 1-day agenda is very tight, requiring skilled facilitation to keep all sessions on schedule, and omits the Future Vision activity. A 1.5-day deliv-ery is ideal, although it may not be feasible given the budget as wells as the existing workloads of your targeted participants or other logistical constraints. Whether your target participants are farmers and fisherfolk, or high-level government officials, remem-ber that participants will be volunteering their time to attend.

A few other things to consider when deciding whether to hold a 1-day or a 1.5-day PSD workshop:

• Cost. Can the host organization cover the cost of the venue, equipment and facilitation team for a second day? Do participants require per diems, and if so, can this be covered for an extra day?

• Distance participants will be traveling. Are they traveling very far? Will they need overnight accom-modation, and if so, can this be covered? If not, would they be able or likely to come back on the second day?

• Workload. How busy are the expected participants? Do they have time to take more than one day away from their regular jobs to attend this workshop?

• Cultural norms. Distance and workload issues aside, how common are workshops that take more than 1 day, for which attendance for the duration is important? (E.g. versus conference-style events where participants may be used to f lexible entry and exit)? How likely are participants to understand the importance of attending all of the sessions, and actually be there on the second day?

tAble-GRouPs

Depending on the selected scale of the workshop, it may not be useful to divide the table-groups by geographic area (e.g. Northern Savannah, Forest, Transitional or Coastal Savannah zones in Ghana). In some regions/countries, it might be preferable to think about a different categorization that is relevant and easily identifiable with participants. For example, you might prefer to divide participants into 4 groups of


vulnerable livelihoods or sectors. In a country like Mozambique, this might include fisheries, forests, agri-culture, and trade, for example. Be creative with your group divisions, but keep in mind the objective when dividing participants into groups. Ensure that the divi-sions you chose will lead to results that will, when combined across groups, provide an integrated, mean-ingful, and comprehensive reflection of adaptation priorities in the area.

The number of groups formed can also vary, and should depend on an existing division within the area/country that is easily recognizable by participants. Participants must clearly understand the ‘boundaries’ of their group. For example, do not use boundaries of northwest and central plateau region, if most participants will be unfa-miliar with this language or distinction. The ideal number of groups for a PSD workshop, for manageabil-ity purposes, would be between 3 and 5. Should you choose to have 3 or 5 groups, keep in mind that you will have to revise the amount of time each group has during the two sessions where groups report back in plenary, and also revise the task assignments to each group for the Adaptation Pathway Review session to ensure that the number of tasks is equal with the number of groups.

ice-bReAKeR ActivitY

The purpose of an ice-breaker activity is typically to engage participants early on in the day, foster a relaxed and participatory atmosphere, and help them learn something about the each other in order to help break down barriers which might exist between strangers.

The map-and-dot ice-breaker activity described in this Manual is only one example of this type of activity, designed to also provide a tool by which groups can be divided. As a trained facilitator there might be other activities that you have used in the past that could fulfil these objectives. Use your own creativity and discretion to come up with an activity that is fun, energizing, and sets the tone for the remainder of the workshop. Just be sure that the activity and all of the other tasks in the Introduction and Overview Session can be accomplished within the 30-minute time allotment.

bounDARY conDitions

This session can be one of the more difficult sessions to coordinate in a PSD workshop. As alluded to earlier in this Manual, the Boundary Conditions Session can be presented in a number of different ways, dependent on a number of different variables. Although the presenta-tions need to be very brief and well-focused, the objec-tive of this session is to provide succinct, key information necessary to consider what factors might challenge visions of future development within the area/country. As a result, keep in mind the following two considerations when customizing this session of the PSD workshop.

• Invited Speakers and Buy-in. When conducting a workshop at the national, regional, or local scale, wherever you are not familiar with the communities or the invited participants, it will always lend credi-bility to your efforts to invite a known, recognized leader, elder, or expert to present on this session. A familiar face and/or name will always help to improve participants buy-in as to the importance and significance of the workshop objectives.

• Data Availability. Keep in mind that for this ses-sion, boundary conditions must be relevant to the appropriate scale of the workshop. This can be challenging for example, when conducting local workshops at the village level, but using only national climate data, trends, and projections. Where possible, try to identify sources of down-scaled climate, or socio-economic, data early in the workshop planning process in order to save any last-minute headaches with finding or accessing data which may, or may not, already exist.

Tip: Another example of an ice-breaker activity is what is known as a mixer. the purpose of a mixer is to get participants up out of their chairs, and identifying sources of knowledge amongst their peers. for example, you could provide participants with a survey of ques-tions related to climate change at the beginning of the workshop, and after the introductions. task participants with circulating around the room to find someone who can answer each of the questions provided. let participants know that they can only use a persons name once in response to survey questions, and that they are not allowed to use their own name in response to any of the questions. this activity is great for people to identify sources of local knowl-edge on climate, or environmental, change and if designed correct-ly, can help to break down any inherent barriers between professional status or gender.

45

APPenDices

APPenDiX 1 : suMMARY of oPtions foR visuAlizAtion MAteRiAls

A substantial body of literature is now developing on landscape visualization and spatial modeling of climate change impacts. A summary of some of the various tools which exist today is provided below, to help stake-holders and decision-makers make better decisions when analyzing, and planning for, climate change. The tools range in complexity from simple (e.g. pictures, animations, movies) to sophisticated (e.g. photorealism, scenario exploration), and vary in necessary cost, skillset, and time required to construct.

When deciding what type of visualization to use in your workshop, a summary of key considerations has been included in Table A1.1.

Although photo realism and scenario exploration tools can have a dramatic impact and provide great comfort for participants by using visuals which are familiar and immersive, they also rank poorly in the cost, time, data intensity, and repeatability (Figure A1.1). However, if you have the data, software, skills and budget necessary to design and develop more advanced visualization materials, and your participants have the literacy and comfort to interpret, understand, and internalize the data being presented, you may wish to explore some of the more complex types of visualizations due to the degree of impact such visualization can have with work-shop participants (Figure A1.2).


tAble A1.1 suMMARY of the ADvAntAGes, DisADvAntAGes, AnD tools AvAilAble foR visuAlizAtion DesiGn

Visualization type Advantages disadvantages free tools purchased tools

pictures & cartoons

• informal• icebreakers• Emotive & memorable• localized and personal• Adaptable• Widely available• photos are cheap• non-technical

• high level• Unscientific• custom art can be

expensive

• paint.net • digital camera• Adobe photoshop

tabular • Rapid & easy to prepare• flexible & scalable

• difficult to comprehend in workshop setting

• impersonal and not emotive

• open office• google docs

• microsoft Excel• microsoft Access

graphical • Quick to comprehend• dense data in simple

formats• side-by-side comparison

• detailed data• potentially challenging for

non-technical audiences

• R• open office• google docs &

trendaliser• Zedgraph

• sAs• mathmatica• matlab• minitab• sigma plot

maps • highly recognizable• scalable• new immersive tools like

google Earth

• data intensive• provenance (google Earth)• spatial accuracy

• diva gis• google Earth• google maps Api

• idrisi• EsRi Arcgis• mapinfo

movies • Emotive• personalized accounts• flexible (can combine

other visualizations)• Qualitative

• Expensive• time consuming

• Windows media player• imovie

• digital camera

photo realism • familiar and emotive• immersive

• Expensive• time consuming

• paint.net• Blender

• Adobe photoshop

• Autodesk 3ds max

scenario exploration tools

• immersive• personalized• detailed• Underpinned by scientific

data & analysis• constrains thinking to

finite scenarios

• data intensive• Expensive• months or even years to

develop• constrains thinking to finite

scenarios

• None known • community Viz• QUEst


fiGuRe A1.1 suMMARY of KeY consiDeRAtions foR visuAlizAtion use AnD DesiGn

Audience comfort Impact Cost Time to develop Data intensity Repeatability Defensibillity

pictures & cartoons

tabular

graphical

maps

movies

photo realism

scenario exploration tools

Good fair Poor

fiGuRe A1.2 cost-iMPAct AnAlYsis of DiffeRent visuAlizAtion MAteRiAls

Impact

Graphical

Tabular

Pictures & cartoons

Maps

MoviesPhoto realism

Scenario exploration tools

Cost/Effort


APPenDiX 2 : tools AnD teMPlAtes

This section contains blank templates that you can print and use as many times as needed when preparing and delivering this workshop.

WoRKshoP PRePARAtion checKlist

Check progress against these tasks on a weekly basis, and then daily in the week leading up to the workshop.

Task Who Deadline Done?

a. Initial decisions

1. decide when and where to hold the workshop

2. decide the scale of the workshop (national, regional or local)

b. Participants (start these tasks at least 2 months before the workshop)

3. identify participants, being sure that these are the right people for generating the desired outputs and achieving the workshop objectives.

4. send participants invitation to workshop, clearly outlining the purpose and expected outcomes of the day, along with the workshop location, start time, agenda, etc. Be sure to request an RsVp, and include a deadline for this.

5. determine if you will be asking guest speakers to present the scenarios in the Boundary conditions session; if so, identify and invite these guests

6. check the RsVp list and determine if more participants need to be invited.

7. identify additional participants.

8. send out invitations to the new invitees, again with an RsVp deadline.

9. determine what language the workshop will be conducted in

a. Arrange for translation of tools and materials, if needed

2. obtain and review a draft of the presentations for Boundary conditions session; request modifications as needed based on content and time.

3.

notes:

C. Venue (start these tasks at least 2 months before the workshop)

1. select a venue for the workshop.

2. Book the workshop room. specify room requirements (size, wall space), the seating configuration you’d like it to be set up in (4 or 5 tables in half-rounds, each seating 8–10 people, and facilitator’s table).

3. Book refreshments and lunch

4. Book flip chart stands and paper.

5. Book a large projection screen.

6. Book audio equipment (wireless microphones, speakers, etc.) and technical assistance.

7.

notes:

d. Visualization materials (start these tasks at least 2 months beforehand)

1. Acquire the data for, and prepare, a topographic map of the whole geographic area the workshop will address (e.g. country map).

a. print the map, poster-sized (e.g. 42 inches by 54 inches)

continued on next page



2. determine if the table groups will be assigned smaller geographic areas/regions to focus on.

a. if so, prepare a topographic map of each smaller area/region.

b. print one map per table, mini-poster-sized (e.g. 21 inches by 27 inches)

3. Acquire the data for, and prepare, one or more maps showing key climate changes (e.g. changes in precipitation, temperature, over a 50-year time horizon).

a. print the map, poster-sized (e.g. 40 inches by 50 inches)

4. determine what other visualizations could be generated to achieve the workshop objectives (based on available information/data).

a. Acquire the data for and prepare the visualizations.

b. determine what number and formats are needed for printing (e.g. will these be wall posters, table-top materials or individual handouts?).

c. print the visualizations as per the decision above.

5. Brainstorm a set of climate change impacts that are likely to be mentioned during the climate change impacts session of the workshop.

a. obtain relevant photos of these impacts (showing places and/or peoples that the participants will either recognize or identify with).

b. prepare an electronic file with impact cards, one photo per card, plus blanks (with no photo).

c. print one set of impact cards per table group.

6. Brainstorm a set of climate change adaptation options that are likely to be mentioned during the Adaptation options session of the workshop.

a. obtain relevant photos of these adaptation options (showing places and/or peoples the participants will recognize or identify with).

b. prepare an electronic file with adaptation option cards, one photo per card, plus blanks (with no photo).

c. print one set of impact cards per table group.

7.

8.

9.

notes:

e. Other supplies and materials (start these tasks at least 1 month beforehand)

1. Arrange for a projector.

2. Arrange for projection laptop.

a. test projection set-up with this laptop.

b. put presentations on the projection laptop.

3. finalize the items to go into the participant package:• Workshop Agenda for participants• information pages for participants• handouts of Visualizations (same as prepared for wall poster)• handouts of slide presentations• Workshop Evaluation form for participants• Workshop Recording sheets for participants

a. print participant package items, one per person plus several extras

b. Acquire folders to hold participant package items

c. Acquire pads of paper and writing pens for participant packages

d. insert all participant materials into the folders

4. finalize the workshop slides (those not specific to Boundary condition presentations)


WoRKshoP PRePARAtion checKlist (continued )



5. Acquire flip chart paper, pens (non-bleeding) and tape (safe for walls)

6. Acquire name tags

7. Acquire glue, to put impact and adaptation cards onto maps/flip charts.

8. Acquire sticky dots (in two colours – 50 of one colour and 20 of the other) for introduction map exercise.

9. modify the graphics on the Workshop structure poster

a. print the poster

10. A fold-out city map (if most/all of the participants are from one city) for introductions activity (as all the dots would be in one spot on the topo map)

11. Acquire coloured paper/cards – at least 20 sheets/cards in 4 different colours

12. Assemble participant packages.

13. finalize, decide how you want to fill out the Workshop completion certificates2, and print them

14.

notes:

F. Facilitation team roles & responsibilities (start at least 3 weeks beforehand)

1. determine who will be the lead facilitator(s) for the workshop, by session

2. determine who will give which presentations

3. determine who will play the other key roles:• timekeeper during each session (in plenary, and for table groups)• note-taker during plenary sessions• facilitating each table-group• note-taker at each table-group

4. hold briefing/training meeting(s) so they are all clear on their responsibilities

5. dry run of the workshop

6.

7.

notes:

G. last-minute preparations (the night before)

1. check the room to be sure it is set up as expected.

2. test the electronics to be sure the projector works with the laptop.

3. check to make sure all presentations are on the presentation laptop.

4. test the audio equipment to be sure the microphones work.

5. put up the workshop structure poster and any other maps or visualizations that were intended to go up on the wall.

6.

7.

notes:

WoRKshoP PRePARAtion checKlist (continued )


PsD WoRKshoP ReGistRAtion sheet

Full name Address Telephone number Email address


DetAileD AGenDA foR fAcilitAtoRs foR A 1.5-DAY PsD WoRKshoP

Timing Summary of key instructions Objectives Outputs/Results

1 hour Registration (prior to workshop starting)• check and test audio/visual equipment set-up• participants arrive, fill out name tags and complete registration sheet• participant packages distributed to each seat• put up wall posters (topo map and workshop structure diagram)

• get the room set up so you are ready to start on time (important, given the tight agenda)

• list of attendees

30 min Workshop starts: Introduction and Overview

Activity type: Plenary and ice-breaker• open the workshop and welcome everyone (1 min)• ice-breaker: ask each participant to say their name and their organization,

and put a dot on the map (can have them move to the map in groups of 5 at a time to make this faster; one by one may be okay if less than 20 people attend) (15 min)

• Explain the workshop objectives; the format; the basics of the agenda; locations of washrooms and exits, etc. (9 min)

• Ask participants to move to one of four table-groups, by geographic area (5 min)





• map showing where participants are from

1.5 hrs Future Vision

Activity type: Plenary Explanation, then Table-group Activity• Explain what the groups are to do: develop a vision for the future of the

geographic area their group is focusing on, reflecting long-term development goals. convey the things they should consider: (5 min)• how to describe a desirable, yet plausible, future for their region around

the year 2050?• in this future, how have the present day challenges been addressed?

What has changed for the most vulnerable groups in society?• have there been key events on the path leading from the present

situation to the future vision?• how best to summarize this vision in a few brief sentences?

• groups undertake their tasks, and use the flip charts to document their vision by writing words, drawing pictures or in whatever manner they chose—the idea is to capture the main elements of the vision so they can consult this vision as they progress through the workshop. (1 hour)

• groups report-back to plenary on the key elements of their future vision, including their vision statement (5 minutes per group = 20 min total)

• Brief discussion to wrap up the activity; invite comments/observations from participants based on what was presented (5 min)

• have participants think about what sort of future they are working towards developing, as this workshop is a future-looking tool. this will help provide the starting frame upon which other future realities will be added (socio-economic changes, climate changes) so that all of these are in mind when considering how best to adapt to climate change.

• Representations for each group of their respec-tive future visions

15 min • suggested place in the agenda for the morning break

1 hour boundary Conditions: socio-economic and Climate

Activity types: Plenary Discussion, Presentation, Q&A• introduce the session and guest speaker(s) (5 min)• presentation on socio-economic Projections (include desired

development visions from previous psd workshops if appropriate) (20 min)• Questions and answers (5 min)• Ask participants, ‘what climate changes are already occurring in your area

/ country?’ and write these on a flip chart—this is a quick brainstorming activity to prep participants for the next presentation (5 min)

• presentation on Climate Changes, (defining climate change versus climate change impacts)—finishing with a summary list of the projected climate changes (20 min)

• Questions and answers (5 min)


• then add another layer of conditions that might affect this future vision, specific expected climate changes



• socio econom-ic trends

• list of key cli-mate changes already occur-ring in the country

• summary list of expected future climate chang-es

1 hour suggested place in the agenda for the lunch break




1.5 hrs Climate Change Impacts

Activity types: Plenary Explanation, then Table-group Activity• Remind participants of the list of climate changes summarised during the

previous session (point them to their handout with this info), and briefly present any climate changes that may have already come up in other psd workshops in the country. then explain what they should do in their table groups, and show an example so they are clear on what sort of output they are aiming for: (10 min)• (i) Identify climate change impacts from the climate changes

presented in the previous session: identify which of the climate changes from the last session will be issues for the area your group is focusing on, and then identify impact chains that start with the most direct impacts from those changes and end with whichever social group(s) are most vulnerable to those impacts. include both direct and indirect impacts, and use the impact cards to help craft impact chains on one or more flip charts• things to consider: What second and third order impacts will occur?

for example, what chain of impacts will be triggered by increased cyclone intensity and the consequent inundation of land by sea water? What chain of impacts will be triggered by increased intensity or duration of drought?

• Are the chains missing any vulnerable groups? if so, add impact chains to illustrate how climate change could affect them.

• (ii) explicitly list the social groups most vulnerable to climate change: Use the end of each impact chain to craft a list of the social groups most vulnerable to climate change impacts in your geographic area, and identify why these are most vulnerable.

• define “vulnerability” and mention that they should keep ‘exposure’, ‘sensitivity’ and ‘adaptive capacity’ in mind for this activity.

• (iii) locate vulnerable groups from (i) and from (ii) on the topographic map provided

• groups undertake their work (45 min for (i), 20 min for (ii) and 15 min for (iii))• groups do not present back yet (see Adaptation pathways session).


• convey key results from other relevant psd workshops, if appropriate



• Use the information from the last session, and set them up for what they will do in the next session




• locations on map for the vulnerable groups

15 min suggested place in the agenda for the afternoon break

1 hour adaptation Options

Activity types: Plenary Explanation, then Table-group Activity• Explain the task for the groups: to identify adaptation options (ones already

underway, or new ones) for the impact chains they articulated in the previous session, linking each to the vulnerable group(s) it addresses (5 min)• things to consider: Are some of these adaptations already in place? if

so, how could they be improved? distinguish existing options from future ones not already underway.

• specify which impact(s) in which chains(s) the options address• specify where (geographically) the options are most needed

• groups undertake their work (55 min)• groups do not present back yet (see Adaptation pathways session).



• set them up for what they will do in the next session





DetAileD AGenDA foR fAcilitAtoRs foR A 1.5-DAY PsD WoRKshoP (continued )



1 hour adaptation Pathways (a)

Activity types: Plenary Explanation, then Table-group Activity• Explain that each group will get coloured cards, and they should: (5 min)

• Write each adaptation option on a card• Rank them according to urgency/need, and use this ranking to sequence

them along an urgency continuum. leading questions would include, ‘what are the consequences for vulnerable groups of waiting to implement this adaptation option?’

optionoption option


• Write the 5 most urgent options (the 5 closest to the left of the continuum) on fresh cards, and glue these on the master pathways matrix flipchart provided at the front of the room, in their respective group column and the correct ranking row.







option option

• groups undertake their work (25 min)






Activity type: Group Presentations• groups each give a brief verbal presentation on only the following two

things from their efforts in the previous sessions: (1) the list of vulnerable groups, from the previous session, and (2) their 5 most urgent adaptation options including the rationale used to give them this priority ranking. (5 min / group = 20 min)

• the lead facilitator should write up a master list of vulnerable groups on a plenary flip chart during these presentations, building on it as each group presents. this will be needed by the table group that does assignment (i) in the next session.

• lead facilitator to moderate brief question period for questions related to group presentations and prioritization of most urgent adaption options (10 min)











suggested place in the agenda to end for the day• Before closing for the day, use the hexagon poster to remind participants

what they’ve achieved during the day, and what they will do tomorrow• At the start of the next morning, repeat this brief review of the previous day

and the preview of what they will do today

2 hrs adaptation Pathway Review

Activity type: Table –group Discussions, then Plenary Discussion• Ask participants to consider the results on the matrix at the front of the room

and assign each of the four groups one of the following tasks: (10 min)• (i) identify what might be missing from the most-urgent-options

pathways on the matrix, from the perspective of vulnerable groups.• i.e. Are the most urgent needs of any vulnerable groups missing from

the collection of options in the matrix? note these on the template provided. Also write these on cards and add them to the matrix.

• (ii) identify preconditions for the adaptations (starting with the short-term ones)• i.e.: What conditions need to be in place in order to implement these

priority adaptations? What prerequisite measures are necessary? What prior actions are needed? What’s missing from the pathways that would be needed to implement these priority adaptation options? note these on the template provided. Also write these on cards and add them to the top of the matrix, showing which already-listed options they apply to.

• (iii) identify synergies between adaptations• i.e.: what are the commonalities or duplications among the options?

Where are the best opportunities for complimentarity/cohesion? note these on the template provided. Also draw solid lines between common or synergistic options on the matrix.

• (iv) Identify trade-offs between adaptation options• i.e.: do some options have negative consequences? circle these on

the pathway flipcharts. What, and for whom? Where? What can be done to minimize or mitigate these consequences? note these on the template provided. Also draw dotted lines between options where tradeoffs are most apparent on matrix.

• groups undertake their work (45 min)• Ask each group to verbally summarize their findings (10 min/group = 40 min)• lead closing discussion re final thoughts and observations about the

matrix (25 min)




• Additions to the matrix (new options, pre conditions, lines showing synergies, lines showing tradeoffs)

• templates with more detailed information on these topics: other options to address vulnerable groups, necessary preconditions for some of the adaptation options, synergies, and tradeoffs


30 min Reflection and Wrap-up

Activity type: Plenary Discussion• Ask participants, what are some ‘main messages’ they got from the day,

and write the list on a flip chart (10 min)• Ask participants to share how they will use what they learned when they

go back to their jobs (5 min)• convey ‘next steps’ (5 min)• Ask participants to fill out the evaluation form and hand-in their workshop

notes (5 min)• once these are handed in, give out the Workshop completion certificates

(5 min)• thank participants for attending


• foster a sense of accomplishment

• close the workshop, thank participants

• obtain feedback on the workshop

• list of main messages

• completed workshop evaluation forms



DetAileD AGenDA foR fAcilitAtoRs foR A 1-DAY PsD WoRKshoP


1 hour Registration (prior to workshop starting)• check and test audio/visual equipment set-up• participants arrive, fill out name tags and complete registration sheet• participant packages distributed to each seat• put up wall posters (topo map and workshop structure diagram)

• get the room set up so you are ready to start on time (important, given the tight agenda)

• list of attendees

30 min Workshop starts: Introduction and Overview

Activity type: Plenary and ice-breaker• open the workshop and welcome everyone (1 min)• ice-breaker: ask each participant to say their name and their organization,

and put a dot on the map (can have them move to the map in groups of 5 at a time to make this faster; one by one may be okay if less than 20 people attend) (15 min)

• Explain the workshop objectives; the format; the basics of the agenda; locations of washrooms and exits, etc. (9 min)

• Ask participants to move to one of four table-groups, by geographic area (5 min)





• map showing where participants are from

1 hour boundary Conditions: socio-economic and Climate

Activity types: Plenary Discussion, Presentation, Q&A• introduce the session and guest speaker(s) (5 min)• presentation on socio-economic Projections (include development targets

based on existing policies and/or strategies, since this is a one-day workshop and there will be no future Vision session, which you would have if this were a 1.5 day workshop. Also use desired development visions from previous psd workshops if appropriate) (20 min)

• Questions and answers (5 min)• Ask participants, ‘what climate changes are already occurring in your area /

country?’ and write these on a flip chart—this is a quick brainstorming activity to prep participants for the next presentation (5 min)

• presentation on Climate Changes, (defining climate change versus climate change impacts)—finishing with a summary list of the projected climate changes (20 min)

• Questions and answers (5 min)


• then add another layer of conditions that might affect this future vision, specific to expected climate changes



• socio economic trends

• list of key climate changes already occurring in the country

• summary list of expected future climate changes


1 hour Climate Change Impacts

Activity types: Plenary Explanation, then Table-group Activity• Remind participants of the list of climate changes summarised during the

previous session (point them to their handout with this info), and briefly present any climate changes that may have already come up in other psd workshops in the country. then explain what they should do in their table groups, and show an example so they are clear on what sort of output they are aiming for: (10 min)• (i) Identify climate change impacts from the climate changes

presented in the previous session: identify which of the climate changes from the last session will be issues for the area your group is focusing on, and then identify impact chains that start with the most direct impacts from those changes and end with whichever social group(s) are most vulnerable to those impacts. include both direct and indirect impacts, and use the impact cards to help craft impact chains on one or more flip charts• things to consider: What second and third order impacts will occur? for

example, what chain of impacts will be triggered by increased cyclone intensity and the consequent inundation of land by sea water? What chain of impacts will be triggered by increased intensity or duration of drought?

• Are the chains missing any vulnerable groups? if so, add impact chains to illustrate how climate change could affect them.

• (ii) explicitly list the social groups most vulnerable to climate change: Use the end of each impact chain to craft a list of the social groups most vulnerable to climate change impacts in your geographic area, and identify why these are most vulnerable.

• define “vulnerability” and mention that they should keep ‘exposure’, ‘sensitivity’ and ‘adaptive capacity’ in mind for this activity.

• (iii) locate vulnerable groups from (i) and from (ii) on the topographic map provided

• groups undertake their work (35 min for (i), 10 min for (ii) and 5 min for (iii))• groups do not present back yet (see Adaptation pathways session).


• convey key results from other relevant psd workshops, if appropriate



• Use the information from the last session, and set them up for what they will do in the next session




• locations on map for the vulnerable groups




1 hour adaptation Options

Activity types: Plenary Explanation, then Table-group Activity• Explain the task for the groups: to identify adaptation options (ones already

underway, or new ones) for the impact chains they articulated in the previous session, linking each to the vulnerable group(s) it addresses (5 min)• things to consider: Are some of these adaptations already in place? if so,

how could they be improved? distinguish existing options from future ones not already underway.

• specify which impact(s) in which chains(s) the options address• specify where (geographically) the options are most needed

• groups undertake their work (55 min)• groups do not present back yet (see Adaptation pathways session).



• set them up for what they will do in the next session




1 hour • suggested place in the agenda for the lunch break

1 hour adaptation Pathways (a)

Activity types: Plenary Explanation, then Table-group Activity• Explain that each group will get coloured cards, and they should: (5 min)

• Write each adaptation option on a card• Rank them according to urgency/need, and use this ranking to sequence

them along an urgency continuum. leading questions would include, ‘what are the consequences for vulnerable groups of waiting to implement this adaptation option?’

optionoption option


• Write the 5 most urgent options (the 5 closest to the left of the continuum) on fresh cards, and glue these on the master pathways matrix flipchart provided at the front of the room, in their respective group column and the correct ranking row.







option option

• groups undertake their work (25 min)






DetAileD AGenDA foR fAcilitAtoRs foR A 1-DAY PsD WoRKshoP (continued )




Activity type: Group Presentations• groups each give a brief verbal presentation on only the following two things

from their efforts in the previous sessions: (1) the list of vulnerable groups, from the previous session, and (2) their 5 most urgent adaptation options including the rationale used to give them this priority ranking. (5 min / group = 20 min)

• the lead facilitator should write up a master list of vulnerable groups on a plenary flip chart during these presentations, building on it as each group presents. this will be needed by the table group that does assignment (i) in the next session.

• lead facilitator to moderate brief question period for questions related to group presentations and prioritization of most urgent adaption options (10 minutes)







15 min suggested place in the agenda for the afternoon break

1 hour adaptation Pathway ReviewActivity type: Table –group Discussions, then Plenary Discussion• Ask participants to consider the results on the matrix at the front of the room

and assign each of the four groups one of the following tasks: (5 min)• (i) identify what might be missing from the most-urgent-options pathways

on the matrix, from the perspective of vulnerable groups.• i.e. Are the most urgent needs of any vulnerable groups missing from the

collection of options in the matrix? note these on the template provided. Also write these on cards and add them to the matrix.

• (ii) identify preconditions for the adaptations (starting with the most urgent adaptation options)• i.e.: What conditions need to be in place in order to implement these

priority adaptations? What prerequisite measures are necessary? What prior actions are needed? What’s missing from the pathways that would be needed to implement these priority adaptation options? note these on the template provided. Also write these on cards and add them to the top of the matrix, showing which already-listed options they apply to.

• (iii) identify synergies between adaptations• i.e.: what are the commonalities or duplications among the options?

Where are the best opportunities for complimentarity/cohesion? note these on the template provided. Also draw solid lines between common or synergistic options on the matrix.

• (iv) Identify trade-offs between adaptation options• i.e.: do some options have negative consequences? circle these on the

pathway flipcharts. What, and for whom? Where? What can be done to minimize or mitigate these consequences? note these on the template provided. Also draw dotted lines between options where tradeoffs are most apparent on matrix.

• groups undertake their work (25 min)• Ask each group to verbally summarize their findings (5 min/group = 20 min)• lead closing discussion re final thoughts and observations about the matrix

(10 min)




• Additions to the matrix (new options, pre conditions, lines showing synergies, dashed lines showing tradeoffs)

• templates with more detailed information on these topics: other options to address vulnerable groups, necessary preconditions for some of the adaptation options, synergies, and tradeoffs

30 min Reflection and Wrap-upActivity type: Plenary Discussion• Ask participants, what are some ‘main messages’ they got from the day, and

write the list on a flip chart (10 min)• Ask participants to share how they will use what they learned when they go

back to their jobs (5 min)• convey ‘next steps’ (5 min)• Ask participants to fill out the evaluation form (5 min)• once these are handed in, give out the Workshop completion certificates

(5 min)• thank participants for attending


• foster a sense of accomplishment

• close the workshop, thank participants

• obtain feedback on the workshop

• list of main messages

• completed workshop evaluation forms

DetAileD AGenDA foR fAcilitAtoRs foR A 1-DAY PsD WoRKshoP (continued )


PsD WoRKshoP Role AssiGnMents foR the fAcil itAtion teAM

Role Descriptions:

Plenary Facilitator leads the session, including leading plenary discussions, chairing presentations, or giving instructions in plenary for the table group activities.

Plenary note-taker takes notes during all plenary activ-ities, with a particular emphasis on capturing main discussion points as well as questions asked by partici-pants (and answers).

Time-keeper keeps track of the timing of each session, to ensure plenary and table-group activities stay on time. This includes signalling the Plenary Facilitator

when they are nearing the end of each plenary activity, and letting Table Group Facilitators know how much time is left during table-group activities.

Table-group Facilitators (one per table group) keep table-group discussion on track, and on time.

Table-group Note-takers (one per table group) take notes during the table-group activities. This includes the main discussion topics and points, group decisions and reasons for them, as well as any major areas where there may be group divergence (difference of opinion that cannot be resolved).

Put the name of each person who will fulfil each of these role, by session. If a cell is greyed out, there is no need for that role in that session.

Session

Intro, Welcome

Future Vision*

Boundary Conditions

Climate Change Impacts

Adaptation Options

Adaptation Pathways

Adaptation Pathway Review Wrap-up

plenary facilitator

plenary note-taker

time-keeper

table-group facilitator

table-group note-taker

* only for 1.5-day workshop


PARticiPAnt’s AGenDA foR A 1 .5 -DAY PsD WoRKshoP

Workshop objectives:


2. To identify corresponding and robust adaptation options that address the needs of those most vulner-able to climate change.

3. To prioritize and sequence these options into a collection of adaptation pathways and to discuss synergies and trade-offs between investments in these options, focusing on the needs of those most vulnerable to climate change.

This workshop is highly participatory—you will be asked to actively engage in each session.

Current situation&

future visioning

6Adaptionpathways

5Adaptionoptions


4Climate change

impacts

3Boundary


& climate

2Future vision


8Reflection

and wrap up


AGenDA:DAY 1

30 minutes introductions and overview of the workshop

1 hour, 30 minutes develop a future vision

15 minutes Break

1 hour challenge the vision with boundary conditions—climate and socioeconomic

1 hour Lunch

1 hour, 30 minutes identify current and future expected impacts from climate change

15 minutes Break

1 hour identify adaptation options for these impacts

1 hour develop adaptation pathways based on the relative urgency among the options

DAY 2

2 hours Review the adaptation pathways looking for preconditions, synergies, trade-offs

15 minutes Break

30 minutes Reflect on the day and wrap up


PARticiPAnt’s AGenDA foR A 1-DAY PsD WoRKshoP

Workshop objectives:


2. To identify corresponding and robust adaptation options that address the needs of those most vulnerable to climate change.

3. To prioritize and sequence these options into a collection of adaptation pathways and to discuss synergies and trade-offs between investments in these options, focusing on the needs of those most vulnerable to climate change.

This workshop is highly participatory—you will be asked to actively engage in each session.

AGenDA:30 minutes introductions and overview of the workshop

1 hour introduce development vision and boundary conditions—climate and socioeconomic

15 minutes Break

1 hour identify current and future expected impacts from climate change

1 hour identify adaptation options for these impacts

1 hour Lunch

1 hour develop adaptation pathways based on the relative urgency among the options

15 minutes Break

1 hour Review the adaptation pathways looking for preconditions, synergies, trade-offs

30 minutes Reflect on the day and wrap up

Current situation&

future visioning


5Adaptionpathways


4Adaptionoptions

3Climate change

impacts

2Boundary


& climate

7Reflection

and wrap up



PsD WoRKshoP evAluAtion foRM foR PARticiPAnts

Name (optional): ___________________________________________

Organization (optional): _______ ______________________________

Nature of your organization: Government Non-government Private Sector Research

Other (please specify) ________________________________________

1. Overall, how successful do you think this workshop was in meeting its objectives?Not at all Somewhat successful Fairly successful Very successful

Comments on overall success of the workshop.

2. How successful did you find each of the sessions, overall?Not at all Somewhat successful Fairly successful Very successful

Introduction and Overview

Develop Future Vision (1.5-day workshop only)

Boundary Conditions: socio-economic, climate

Identify Climate Change Impacts

Identify Adaptation Options

Develop Adaptation Pathways

Review Adaptation Pathways

Reflect on the Day and Wrap-up

Comments on success of particular sessions.


Rating scale for Questions 3–6:

1 = inadequate 2 = marginal 3 = okay 4 = good 5 = excellent

3. How would you rate the workshop design? 1 2 3 4 5

Comments (e.g. if you gave a rating of only “1” or “2”, why? What do you think needs to change?)

4. How would you rate the visualization materials (i.e. posters, presentations, Participants Handout)? 1 2 3 4 5

Comments (e.g. if you gave a rating of only “1” or “2”, why? What do you think needs to change?):

5. How would you rate the workshop facilitation overall? 1 2 3 4 5


6. How would you rate the table group facilitation overall? 1 2 3 4 5


7. What did you learn by attending this workshop? How will you apply this to your work?

THANK YOU!


PsD WoRKshoP RecoRDinG sheets foR PARticiPAnts

The following sheets can be used by participants to document their comments, notes, and ideas throughout the course of the workshop. Once you have customized the question to reflect those that you will be asking in each of the sessions, you can print the following 7 recording sheets, staple them together, and include them

in the Participants Package distributed to all partici-pants at the beginning of the workshop day. Be sure to advise participants that these pages are available to them should they choose to use them (in other words, some participants might not go through all the contents of their Participants Package!). Also, it is a good idea to collect participants notes at the end of the workshop to provide additional contextual information for your anal-ysis of workshop results.


PsD WoRKshoP notes

session: introduction and overview

Notes

session: future vision

What are the key elements of a long-term vision for your group? How would your group describe a desirable, yet plausible future for your region for the year 2050?

Vision Statement (2–3 sentences)


session: boundary conditions – socio-economic and climate

What are the major socio-economic trends currently challenging development in your region? How will the projec-tions of future socio-economic change affect your region?

What are the current environmental/climate changes already occurring in your region? How will the projections of future climate change affect your region?


session: climate change impacts

Which of the climate change projections from the previous session will have the greatest impact on your region? What chain of impacts will be triggered by the identified climate change projections? (Draw impact chains which identify first, second, and third order impacts).

According to your impact chains above, which social groups will be most vulnerable to climate change in your region?


session: Adaptation options

What are some of the adaptation options that you are aware of that could help to mitigate some of the impacts listed in your impact chains above? Which adaptations are currently underway and which are new proposals? How can existing adaptation options be improved? Where in your region are the options needed most?

Notes:


session: Adaptation Pathways

Notes

Five (5) most urgent options:


session: Adaptation Pathways Review

(i) What is missing for vulnerable groups?

(ii) Preconditions

(ii) Synergies

(iv) Trade-offs


session: Reflection AnD WRAP uP

What were the main messages from the day? What did you learn? How will you use what you have learned in your everyday life?

Final Thoughts / Concluding Notes:


information Pages for Participants—template

The following template is an outline of information which might be of interest to a PSD workshop partici-pant. Completed Information Pages might be a consid-eration for inclusion in a Participants Package.

It is important to ensure participants have a strong understanding of why they have been invited to attend a PSD workshop, and what the end of the day will mean for them—namely, how the information collected will be used. Although some, if not most, of this informa-tion will be covered by the Lead Facilitator in the

‘Introduction and Overview’ session, depending on the targeted participants, some participants might prefer to have something they can take away and refer back to. Depending on the literacy levels of participants, you might decide to translate the Information Pages into a local dialect, or you might choose to not include Information Pages and rather present all the informa-tion in the first session of the day.

note: to customize your own information pages with text and pho-tos, see powerpoint template included on the accompanying cd to the manual.


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Workshop Participation Certificate

This is to certify the participation of

__________________________________________________________________

in theParticipatory Scenario Development Workshop

for Climate Change Adaptationheld in

_______________________________________________

on

_______________________________________________

[INSERT HOST ORGANIZATIONS LOGO HERE]

The World Bank Group

1818 H Street, NW

Washington, D.C. 20433 USA

Tel: 202-473-1000

Fax: 202-477-6391

Internet: www.worldbank.org/climatechange

Capacity Development Manual

Documents

Transcript of Capacity Development Manual