A Facilitators' Guide to Participatory Workshops with NGOs/CBOs Responding to HIV/AIDS 與非政府組織/社區基礎組織合作的參與式工作坊促進者指南
Contents內容
Introduction … 1引言 … 1
Understanding participatory approaches … 2 to learning 理解參與式方法 … 2 以促進學習
1.1 What are participatory approaches to learning? … 2 1.1 什麼是參與式學習方法？… 2
1.2 Why are participatory approaches used? … 3 1.2 為什麼使用參與式學習方法？… 3
Facilitating a participatory workshop … 4 促進參與式工作坊… 4
2.1 Facilitator techniques … 4 2.1 促進者技巧… 4
2.2 What makes a good workshop facilitator? … 7 2.2 什麼使得一個好的工作坊主持人？… 7
2.3 What key skills do workshop facilitators need? … 8 2.3 工作坊主持人需要哪些關鍵技能？… 8
a) Encouraging sharing and learning … 8 a) 鼓勵分享和學習… 8
b) Communicating well … 9 b) 良好的溝通能力… 9
c) Keeping the work practical and relevant … 9 c) 使工作保持實用和相關性 … 9
d) Responding to group dynamics … 10 d) 回應群體動態 … 10
Preparing and facilitating participatory workshops … 12 準備和促進參與式工作坊 … 12
3.1 Identifying the participants … 12 3.1 確定參與者 … 12
3.2 Selecting a facilitation team … 12 3.2 選擇促進團隊 … 12
3.3 Working with the facilitation team … 12 3.3 與促進團隊合作 … 12
3.4 Planning the content of a workshop … 14 3.4 規劃工作坊的內容 … 14
3.5 Preparing for individual sessions … 15 3.5 為個別會議做準備 … 15
3.6 Making up a workshop schedule … 16 3.6 制定工作坊日程 … 16
3.7 Dealing with logistics … 16 3.7 處理物流 … 16
3.8 Closing a workshop … 17 3.8 結束工作坊 … 17
Further reading … 17 進一步閱讀 … 17
Acknowledgements致謝
Our thanks to all those who contributed to this publication. In particular to staff from Alliance linking organisations in Africa, Asia and Latin America for their review and comment. 感謝所有對本出版物作出貢獻的人，特別是來自非洲、亞洲和拉丁美洲的聯盟聯繫組織的工作人員，感謝他們的審閱和意見。
Front cover: (Top) Participants at a workshop in Zambia enjoying an ice breaker exercise. (Bottom right) Participants at a workshop in Mexico engaged in a group work activity. (Bottom left) A young facilitator at a youth camp in the Philippines helps the group to explore their ideas. 封面： （上）參加者在贊比亞的工作坊中享受破冰活動。 （右下）參加者在墨西哥的工作坊中參與小組活動。 （左下）一位年輕的輔導員在菲律賓的青年營中幫助小組探索他們的想法。
Introduction引言
This guide aims to support people who facilitate participatory workshops with non-governmental organisations (NGOs) and community-based organisations (CBOs) responding to HIV/AIDS in developing countries. It is based on the practical experiences of the International HIV/AIDS Alliance (the Alliance). The Alliance is an international NGO that supports communities in developing countries to prevent the spread of HIV, support and care for those infected and ease the impact of HIV on families and communities. Since its establishment in 1993, the Alliance has provided both financial and technical support to over 1,500 HIV/AIDS projects and has worked with NGOs and CBOs from over 40 countries. 本指南旨在支持與非政府組織（NGO）和社區基礎組織（CBO）合作，促進針對發展中國家 HIV/AIDS 的參與式工作坊的人員。該指南基於國際 HIV/AIDS 聯盟（聯盟）的實踐經驗。聯盟是一個國際非政府組織，支持發展中國家的社區預防 HIV 的傳播，支持和照顧受感染者，並減輕 HIV 對家庭和社區的影響。自 1993 年成立以來，聯盟已為超過 1,500 個 HIV/AIDS 項目提供了財務和技術支持，並與來自 40 多個國家的 NGO 和 CBO 合作。
The Alliance recognises that all facilitators have their own ideas and style and that this is a great strength. This guide is not a manual with step-by-step instructions. Instead, it builds on the principle that good facilitation is often the result of careful preparation, so it includes “ideas boxes”, shown with a facilitators on how to respond effectively and creatively to the needs of workshop participants. 聯盟認識到所有的促進者都有自己的想法和風格，這是一個巨大的優勢。本指南不是一本逐步指導的手冊。相反，它基於這樣的原則：良好的促進往往是仔細準備的結果，因此它包括“想法箱”，向促進者展示如何有效且創造性地回應工作坊參與者的需求。
Participatory approaches are widely used to encourage the involvement of those directly affected. Learning through drawing, role-plays and small group work allows people to become actively involved in the process, without worrying about their official status or their ability to communicate formally. For HIV/AIDS work these techniques can be particularly useful when exploring sensitive issues, for example people’s sexual experiences, vulnerability and risk. 參與式方法被廣泛用來鼓勵直接受影響者的參與。通過繪畫、角色扮演和小組工作進行學習，使人們能夠積極參與過程，而不必擔心他們的官方身份或正式溝通的能力。在 HIV/AIDS 工作中，這些技術在探討敏感問題時特別有用，例如人們的性經歷、脆弱性和風險。
This guide does not attempt to explore how participatory approaches can be applied to different aspects of HIV/AIDS work. The Alliance documents this information in the form of toolkits (training manuals) on specific subjects. These toolkits include examples of participatory tools and activities which can be used to help people discuss different issues. Instead, this guide aims to be an “ideas book” of shared experiences to help facilitators prepare for participatory workshops. This guide may also be useful to people who facilitate meetings and planning activities using participatory techniques. 本指南並不試圖探討參與式方法如何應用於 HIV/AIDS 工作的不同方面。聯盟以工具包（培訓手冊）的形式記錄這些信息，涵蓋特定主題。這些工具包包括可用於幫助人們討論不同問題的參與式工具和活動的示例。相反，本指南旨在成為一本“創意書”，分享經驗以幫助促進者為參與式工作坊做準備。本指南對於使用參與式技術促進會議和規劃活動的人也可能有用。
Further information about toolkits and other publications is available from the Alliance website: www.aidsalliance.org. 有關工具包和其他出版物的更多信息，請訪問聯盟網站：www.aidsalliance.org。
1. Understanding participatory approaches to learning 1. 理解參與式學習方法
1.1 What are participatory approaches to learning? 1.1 什麼是參與式學習方法？
Participatory approaches to learning are active approaches that encourage people to think for themselves. Participants actively contribute to teaching and learning, rather than passively receiving information from outside experts, who may not have local understanding of the issues. The approach encourages people to share information, learn from each other, and work together to solve common problems. 參與式學習方法是一種主動的學習方式，鼓勵人們獨立思考。參與者積極參與教學和學習，而不是被動地接受來自外部專家的信息，這些專家可能對當地問題缺乏理解。這種方法鼓勵人們分享信息，互相學習，並共同合作解決共同的問題。
A participant at a participatory review workshop in Bangladesh shows the results of a ranking exercise 一位參與孟加拉國參與式評估工作坊的參與者展示了一項排名練習的結果
Participants can bring what they have learned back to their own organisations and communities, and continue to use facilitator techniques and participatory tools locally. 參與者可以將他們所學到的知識帶回自己的組織和社區，並繼續在當地使用促進者技術和參與式工具。
Participatory learning also ultimately provides people with a framework of skills that they can use in any situation to explore issues and take action. 參與式學習最終也為人們提供了一個技能框架，使他們能夠在任何情況下探索問題並採取行動。
Participants at a workshop in Zambia sharing and discussing experiences openly in group work 在贊比亞的一個工作坊中，參與者在小組工作中公開分享和討論經驗。
As people become more experienced with the approach, they take increasing responsibility for planning their own learning sessions. They learn how to work together in a group. They also gain experience in using the activities and visual tools to do their own fieldwork. 隨著人們對這種方法的經驗增長，他們對規劃自己的學習會議承擔越來越多的責任。他們學會了如何在小組中合作。他們還獲得了使用活動和視覺工具進行實地工作的經驗。
1.2 Why are participatory approaches used? 1.2 為什麼要使用參與式方法？
Participatory approaches are used in situations where a number of people must work together to resolve a common problem. 參與式方法用於需要多個人共同合作以解決共同問題的情況。
Good problem solving requires input from a variety of people with many types of experience and expertise. It also includes everyone who is interested in finding the best solution - the “stakeholders”. Experience shows that when everyone contributes to the learning process, then people feel more ownership of the problem and develop more appropriate solutions for their context. 良好的問題解決需要來自各種擁有不同經驗和專業知識的人士的意見。它還包括所有對尋找最佳解決方案感興趣的人——即“利益相關者”。經驗表明，當每個人都參與學習過程時，人們會對問題感到更有擁有感，並為他們的情境發展出更合適的解決方案。
HIV/AIDS is an issue that often involves the whole community. It requires that people from international, national, regional and local organisations work together. Participatory workshops can be very effective in bringing people together, from members of local communities to national NGOs and international policy-makers. HIV/AIDS 是一個通常涉及整個社區的議題。這需要來自國際、國家、區域和地方組織的人們共同合作。參與式工作坊在將人們聚集在一起方面非常有效，從地方社區成員到國家非政府組織和國際政策制定者。
When people at international, national and regional levels have the opportunity to learn and to work together, there can be better co-ordination of services. 當國際、國家和地區層級的人們有機會一起學習和合作時，服務的協調可以更好。
The workshops can raise awareness of HIV/AIDS, as well as developing knowledge, skills and attitudes relating to HIV/AIDS. However, participatory approaches have disadvantages as well as advantages. 研討會可以提高對 HIV/AIDS 的認識，同時發展與 HIV/AIDS 相關的知識、技能和態度。然而，參與式方法既有優點也有缺點。
Advantages and disadvantages of participatory 參與式方法的優點和缺點
approaches to learning學習的參與式方法
(i) Advantages(i) 優勢
✓\checkmark They use inexpensive resources. ✓\checkmark 它們使用廉價的資源。 ✓\checkmark They can be used in any physical setting. ✓\checkmark 它們可以在任何實體環境中使用。 ✓\checkmark They are interesting and fun - helping to involve people in the subject. ✓\checkmark 它們有趣且有趣 - 幫助人們參與主題。 ✓\checkmark They help people to build self-confidence. ✓\checkmark 他們幫助人們建立自信心。 ✓\checkmark They help people to learn about themselves. ✓\checkmark 他們幫助人們了解自己。 ✓\checkmark They help people to understand the perspectives of others. ✓\checkmark 他們幫助人們理解他人的觀點。 ✓\checkmark Participants with different degrees of experience and literacy can use them. ✓\checkmark 具有不同經驗和識字程度的參與者都可以使用它們。 ✓\checkmark They prevent individuals from being singled out for what they know, or don’t know. ✓\checkmark 它們防止個人因為他們所知道或不知道的事情而被單獨挑出。 ✓\checkmark They are less intimidating for less confident participants. ✓\checkmark 對於信心不足的參與者來說，它們較不具威脅性。 ✓\checkmark They can help people to analyse complex situations. ✓\checkmark 它們可以幫助人們分析複雜的情況。 ✓\checkmark Outcomes are often documented during the process and do not depend on jargon. ✓\checkmark 結果通常在過程中被記錄，並不依賴於行話。 ✓\checkmark They are memorable. ✓\checkmark 它們令人難忘。 ✓\checkmark Lessons learnt can be brought back to local communities or organisations. ✓\checkmark 所學到的教訓可以帶回當地社區或組織。 x\boldsymbol{x} They are difficult to plan, because planning often depends on what the participants want to do. x\boldsymbol{x} 它們難以規劃，因為規劃往往取決於參與者想要做什麼。
x Involving stakeholders takes time. x 涉及利益相關者需要時間。
X It can take time for people who are used to being “pupils” rather than “participants” to feel comfortable with these approaches. 對於習慣於作為「學生」而非「參與者」的人來說，適應這些方法可能需要時間。
X Facilitator techniques can be difficult to master and use effectively. 促進者的技巧可能難以掌握並有效使用。
X They can make people feel uncomfortable, for example about drawing. 這些方法可能會讓人感到不自在，例如在繪畫方面。
x They can be difficult to document in a report format but can be documented well using photographs or by keeping flipcharts. 雖然這些方法在報告格式中可能難以記錄，但可以通過拍攝照片或保留翻轉圖表來很好地記錄。
x Some people may not consider them to be valid ways of working. 有些人可能不認為這些是有效的工作方式。
x Participants may be more focused on the creative, rather than learning, aspect of the activity. 參與者可能更專注於活動的創意方面，而非學習方面。 x\boldsymbol{x} It can be difficult to establish clear action points or conclusions from the activity. 從活動中確定明確的行動要點或結論可能會很困難。
2. Facilitating a participatory workshop 2. 促進參與式工作坊
2.1 Facilitator techniques 2.1 促進者技術
Participatory approaches use a range of techniques to facilitate learning and sharing. 參與式方法使用一系列技術來促進學習和分享。
When people first take part in participatory learning, they work with facilitators to learn different approaches to exploring local issues. Facilitators use various “techniques” to: 當人們首次參加參與式學習時，他們與促進者合作，學習探索當地問題的不同方法。促進者使用各種“技術”來：
Help people feel comfortable with a participatory approach. 幫助人們對參與式方法感到舒適。
Encourage people to share information, ideas, concerns and knowledge. 鼓勵人們分享資訊、想法、關注和知識。
Support learning in a group. 支持團體學習。
Help people to communicate effectively. 幫助人們有效溝通。
Manage group dynamics.管理團體動態。
Keep the work practical and relevant. 保持工作實用且相關。
Invite the group to take control of the learning and sharing process. 邀請小組掌控學習和分享的過程。
Participants at a workshop in Mexico role-playing real life challenges 在墨西哥的工作坊中，參與者扮演現實生活中的挑戰。
Facilitators ensure that everyone gets an equal opportunity to participate. Through active listening and good questioning, they demonstrate that each person’s contribution is valuable. Facilitators help group members to develop communication skills by promoting discussion. Activities such as role play and case studies are used to explore different points of view. 引導者確保每個人都有平等的參與機會。通過積極傾聽和良好的提問，他們展示每個人的貢獻都是有價值的。引導者通過促進討論來幫助小組成員發展溝通技巧。角色扮演和案例研究等活動被用來探索不同的觀點。
Facilitators at a workshop in Cambodia actively listening to the work of participants 柬埔寨工作坊的主持人積極傾聽參與者的工作
Games遊戲
Facilitators use games to help people get to know each other, to give participants more energy and enthusiasm, and to help people to work together. 主持人使用遊戲來幫助人們互相認識，讓參與者更有活力和熱情，並幫助人們一起合作。
Games that help people to get to know each other and to relax are called “ice breakers”. 幫助人們互相認識和放鬆的遊戲被稱為「破冰遊戲」。
Ioe breakers冰破遊戲
✓\checkmark Body greeting game. Participants find a space to stand in. The facilitator shouts out a part of the body (such as knee). Everybody has to greet as many others as quickly as possible saying a greeting and using that part of the body (for example, saying “good morning” and touching knees together). The facilitator then shouts out another part of the body and the activity is repeated. As this game involves touching it may not be culturally appropriate in some countries. ✓\checkmark 身體問候遊戲。參與者找到一個站立的空間。主持人喊出一個身體部位（例如膝蓋）。每個人必須快速地用該部位問候盡可能多的其他人（例如，說「早安」並碰觸膝蓋）。然後主持人再喊出另一個身體部位，活動重複進行。由於這個遊戲涉及觸碰，在某些國家可能不太合適。 ✓\checkmark This is how I feel. Participants stand up one at a time, state their names and use an adjective, starting with the same letter as their name, to describe how they are feeling at that moment. (For example, “I’m Nuzrat and l’m nervous” or “I’m Henri and l’m happy”.) ✓\checkmark 這是我的感受。參與者依次站起來，說出自己的名字並用一個以自己名字的首字母開頭的形容詞來描述他們此刻的感受。（例如，「我是 Nuzrat，我感到緊張」或「我是 Henri，我感到快樂」。）
Participants at a workshop in Mexico showing that games such as “knotty problem”, can be both fun and thought provoking 在墨西哥的工作坊中，參與者展示了像「結問題」這樣的遊戲，既有趣又引人深思。
When people look sleepy or tired, “energisers” can be used to get people moving and to give them more enthusiasm. 當人們看起來昏昏欲睡或疲憊不堪時，可以使用“活力提升者”來促使人們活動起來，並給予他們更多的熱情。
Games can also be used to help people think through issues that are part of the workshop. They can also be helpful for addressing problems that participants may encounter when they are trying to work together. 遊戲也可以用來幫助人們思考研討會中涉及的問題。它們對於解決參與者在合作時可能遇到的問題也很有幫助。
Games to make people think 讓人思考的遊戲
✓\checkmark Knotty problem. This game shows people that they are in the best position to solve their own problems rather than outsiders. Two people from the group should volunteer to act as health workers and are asked to leave the room. Participants form a circle, holding each other by the hand. They should then tie themselves - without letting go of the hands! - into a firm knot. The health workers are asked back in the room to untangle the knot, giving only verbal instructions to the group. After three minutes the facilitator calls stop. You will see that the health workers will not succeed in solving the problem. Ask them to join the group and repeat the exercise, this time let the group disentangle itself: this should take about 20 seconds. As a feedback, encourage people to relate the game to their own lives. ✓\checkmark 複雜的問題。這個遊戲讓人們明白他們在解決自己的問題時處於最佳位置，而不是外部人士。小組中應該有兩個人自願擔任健康工作者，並被要求離開房間。參與者圍成一個圈，手拉著手。然後他們應該在不放開手的情況下，把自己綁成一個緊實的結。健康工作者被請回房間，僅用口頭指示來幫助小組解開結。三分鐘後，主持人叫停。你會看到健康工作者無法成功解決這個問題。請他們加入小組並重複這個練習，這次讓小組自己解開結：這應該只需約 20 秒。作為反饋，鼓勵人們將這個遊戲與他們自己的生活聯繫起來。
Visual tools視覺工具
Facilitators can show their groups how to make visual representations (drawings or diagrams). The drawings or diagrams help participants to do many things, such as analyse problems, describe local situations, and rate the importance of things. These different learning aids are called “visual tools”. The tools create a relaxed atmosphere to encourage people to work together. 促進者可以向他們的團體展示如何製作視覺表現（繪圖或圖表）。這些繪圖或圖表幫助參與者做許多事情，例如分析問題、描述當地情況以及評估事物的重要性。這些不同的學習輔助工具被稱為「視覺工具」。這些工具創造了一個輕鬆的氛圍，以鼓勵人們共同合作。
Problem trees: People draw a tree and list the causes of the problem at the roots, and the effects of the problem as the branches. This tool helps participants to break big problems down into smaller issues that can be more easily understood and addressed. 問題樹：人們畫一棵樹，並在根部列出問題的原因，在樹枝上列出問題的影響。這個工具幫助參與者將大問題分解為更小的問題，這樣更容易理解和解決。
Facilitating visual tools 促進視覺工具
Facilitators can help participants to use visual tools by doing the following: 促進者可以通過以下方式幫助參與者使用視覺工具：
Give very clear instructions about what you want people to do. If necessary, provide an example of what it might look like. 清楚地說明您希望人們做什麼。如果有必要，提供一個可能的範例。
Remind participants that the quality of the drawing is not important. What the drawing communicates is most important. 提醒參與者，繪畫的質量並不重要。繪畫所傳達的內容才是最重要的。
Make the activities unthreatening. For example, encourage people to work in whatever way they want, such as by drawing on paper or making things out of card. 使活動不具威脅性。例如，鼓勵人們以他們想要的方式進行創作，例如在紙上繪畫或用卡片製作物品。
Make the activities fun. For example, encourage participants to draw on a large scale. 讓活動變得有趣。例如，鼓勵參與者進行大規模的繪畫。
Consider the use of three-dimensional images or natural “props” - such as chairs, fruits or stones - to represent different things. 考慮使用三維圖像或自然“道具”——例如椅子、水果或石頭——來代表不同的事物。
2.2 What makes a good workshop facilitator? 2.2 什麼是好的工作坊主持人？
In a participatory workshop, the role of a facilitator is to support the learning process. The facilitator creates a supportive environment in which a “learning journey” can take place. Participants explore their own experiences and those of others, identify their strengths and weaknesses, and share their knowledge, ideas and concerns. If appropriate, a facilitator may also offer their own expertise in addition to facilitating the exchange of ideas and experience. 在參與式工作坊中，主持人的角色是支持學習過程。主持人創造一個支持性的環境，使“學習之旅”得以進行。參與者探索自己的經驗和他人的經驗，識別自己的優勢和劣勢，並分享他們的知識、想法和關注。如果合適，主持人還可以在促進思想和經驗交流的同時，提供自己的專業知識。
A facilitator does not need to be an “expert” or to be superhuman! However, they do need 一位促進者不需要是“專家”或超人！然而，他們確實需要 to have some basic professional and personal characteristics. Examples of these can be divided into three main areas: knowledge, skills and attitudes. 具備一些基本的專業和個人特徵。這些特徵的例子可以分為三個主要領域：知識、技能和態度。
Facilitators do not have to have all of these characteristics. However, they should aim to have at least some from each area and to be open to developing more as they gain experience. 促進者不必具備所有這些特徵。然而，他們應該至少在每個領域中具備一些特徵，並且對於隨著經驗的增長而發展更多特徵持開放態度。
Attitudes態度
For example:例如：
Friendly and honest.友善且誠實。
Committed to helping people to learn for themselves. 致力於幫助人們自我學習。
Gender sensitive.性別敏感。
Respectful of culture, HIV status, sexual orientation and confidentiality. 尊重文化、HIV 狀況、性取向和保密性。
“Equal” to participants. 與參與者“平等”。
Self-aware.自我覺察。
Skills技能。
For example:例如：
Active listening and good questioning. 積極聆聽和良好的提問技巧。
Open communication.開放的溝通。
Managing group work.管理小組工作。
Conflict resolution.衝突解決。
Summarising.總結。
Time keeping.時間管理。
2.3 What key skills do workshop facilitators need? 2.3 工作坊主持人需要哪些關鍵技能？
As shown in the diagram on the previous page, facilitators need to build a broad base of knowledge, skills and attitudes. In general, facilitators need to develop key skills in four main areas: 如前頁圖示所示，促進者需要建立廣泛的知識、技能和態度基礎。一般而言，促進者需要在四個主要領域發展關鍵技能：
Encouraging sharing and learning. 鼓勵分享和學習。
Communicating well.良好的溝通能力。
Keeping material practical and relevant. 保持材料的實用性和相關性。
Responding to group dynamics. 回應群體動態。
The following information aims to provide a “checklist” and some ideas of the techniques that facilitators use to make sure participants have the best possible learning experience: 以下資訊旨在提供一份「檢查清單」以及一些促進者用來確保參與者擁有最佳學習體驗的技巧想法：
a) Encouraging sharing and learning a) 鼓勵分享和學習
Question the meaning of participants’ drawings. 質疑參與者繪畫的意義。
Questioning the meaning of drawings 質疑繪畫的意義
Drawings can lead to useful discussions, if facilitators ask good, open-ended questions both during the process and after the drawing is finished. This questioning allows participants to explain what their drawings mean. Some useful questions include: 繪畫可以引發有益的討論，前提是引導者在過程中及繪畫完成後提出良好且開放式的問題。這種質疑使參與者能夠解釋他們的繪畫意義。一些有用的問題包括：
What did you draw first and why? 你首先畫了什麼，為什麼？
What is happening in the drawing? What are the consequences and for whom? 繪畫中發生了什麼？後果是什麼，影響到誰？
What part of the drawing caused the most discussion in the group and why? 圖畫中哪一部分引起了小組中最多的討論，為什麼？
What is not included in the drawing and why? 圖畫中缺少了什麼，為什麼？
Encourage two-way communication. For example, by actively listening to people and by using open, rather than closed questions. 鼓勵雙向溝通。例如，通過積極傾聽他人以及使用開放式問題，而不是封閉式問題。
Active listening and good questioning 積極傾聽和良好的提問技巧
Active listening encourages the open communication of ideas and feelings - by making a participant feel not only heard, but also understood. Some tips include: 積極聆聽鼓勵思想和感受的開放交流——使參與者感受到不僅被聽見，還被理解。一些建議包括：
Look at the person who is speaking - to show that you are both interested in what they are saying and that you understand. 觀看正在講話的人——以表明你對他們所說的內容感興趣，並且理解他們的意思。
Pay attention to your body language to show physically that you are listening. 注意你的肢體語言，以身體上表現出你在聆聽。
Listen to both what is said and how it is said - to pick up the emotion as well as the words. 聆聽所說的內容以及表達的方式——以捕捉情感和詞語。
Summarise what you have heard - to show that you have caught the main points. 總結你所聽到的內容，以顯示你已經掌握了主要要點。
Good questioning encourages people to go beyond simply providing information - it prompts them to share their views. Some tips include: 良好的提問能鼓勵人們超越單純提供資訊，促使他們分享自己的觀點。一些建議包括：
Ask open-ended rather than closed questions. For example: “What was the meeting like?” rather than: “Did you go to the meeting?” 提問時使用開放式問題而非封閉式問題。例如：“會議的情況如何？”而不是：“你有去會議嗎？”
Ask probing questions. For example: “Could you explain what you meant about men not talking to their sons about sex?” 提問時使用深入的問題。例如：“你能解釋一下你所說的男人不與兒子談論性這句話的意思嗎？”
Ask clarifying questions. For example: “Is it that people lack condoms or that they lack good quality condoms?” 提出澄清問題。例如：“是人們缺乏安全套，還是缺乏質量好的安全套？”
Ask questions about personal views and feelings. For example: “What do you feel about local services for STI treatment?” 提出有關個人觀點和感受的問題。例如：“你對當地性病治療服務有什麼感受？”
Give, and ask, for feedback. For example, after group work or presentations. 給予並請求反饋。例如，在小組工作或演示之後。
Paraphrase (or summing up). For example, to confirm people’s key points. 轉述（或總結）。例如，確認人們的關鍵觀點。
Summing up總結
Summarising is an important skill for drawing conclusions and results from workshop activities. Tips include: 總結是一項重要的技能，用於從工作坊活動中得出結論和結果。提示包括：
State the positive points first. 首先陳述正面觀點。
Highlight where there was agreement or differences. 突出顯示一致性或差異的地方。
Reflect on people’s comments rather than your own opinions. 反思他人的評論，而不是自己的意見。
Focus on just the main points that have been made. 專注於已提出的主要觀點。
b) Communicating wellb) 良好的溝通
Be enthusiastic, calm and confident. 保持熱情、冷靜和自信。
Talk slowly and clearly. Use language that is simple and appropriate. 請慢慢地、清楚地講話。使用簡單且合適的語言。
Provide clear guidance and instructions. For example, for group work. 提供清晰的指導和說明。例如，針對小組工作。
Be honest. Be clear about what you do and don’t know. 誠實面對。清楚表達你知道和不知道的事情。
Use positive body language. Make eye contact with all participants and be relaxed. 使用積極的肢體語言。與所有參與者保持眼神接觸，並保持放鬆。
Make effective materials. Produce handouts for participants, prepare flipcharts or overhead transparencies with key information, and make examples to help explain activities or participatory approaches. 製作有效的材料。為參與者準備手冊，準備帶有關鍵信息的翻轉圖表或透明投影片，並製作示例以幫助解釋活動或參與式方法。
Display results well. Put participants’ flipcharts up on the walls, on tables, or on the ground where everyone can see them. 妥善展示結果。將參與者的翻轉圖表放在牆上、桌子上或地面上，讓每個人都能看到。
c) Keeping the work practical and relevant c) 保持工作實用且相關
Focus on practice rather than theory. Include case studies of real NGOs//CBOs\mathrm{NGOs} / \mathrm{CBOs} in action. 專注於實踐而非理論。包括真實 NGOs//CBOs\mathrm{NGOs} / \mathrm{CBOs} 的案例研究。
Talk about “we” and “us” rather than “they” and “them”. 談論「我們」和「我們的」而不是「他們」和「他們的」。
Link the activities to participants’ own work. Ask “How could you use this in your day-today projects?”. 將活動與參與者自己的工作聯繫起來。問「你如何能在日常項目中使用這個？」。
Facilitating group work促進小組工作
Facilitating the work of groups is about more than enabling people to exchange information and learn from each other. It is also a way to build agreement and practical skills. Some tips include: 促進小組的工作不僅僅是讓人們交流信息和相互學習。這也是建立共識和實用技能的一種方式。一些建議包括：
Be clear about the aim of the work, and agree it with the participants. 明確工作目標，並與參與者達成共識。
Keep activities focused and on track. 保持活動的專注和進度。
Encourage all group members to contribute. 鼓勵所有小組成員參與貢獻。
End by summarising the discussion and agreeing action points. 以總結討論並達成行動要點作結。
d) Responding to group dynamics d) 回應群體動態
Cope with power imbalances. Encourage people with different social and professional backgrounds to work as equals. 應對權力不平衡。鼓勵來自不同社會和專業背景的人平等合作。
Enable participants to give each other feedback. Help people to clarify the ideas and opinions of others. Show them how to question incorrect factual statements. 使參與者能夠互相給予反饋。幫助人們澄清他人的想法和意見。教他們如何質疑不正確的事實陳述。
Avoid crises. Deal with problems as they arise and work with the group to resolve them. 避免危機。隨著問題的出現進行處理，並與團體合作解決問題。
Deal positively with criticism. It is important to find a way for the participants to challenge each other constructively. Encourage discussion of the criticism, such as by asking, “Can you explain why you feel that way?” or “What do others think?” 積極面對批評。重要的是要找到一種方式讓參與者能夠建設性地挑戰彼此。鼓勵對批評進行討論，例如詢問：“你能解釋為什麼會有這樣的感受嗎？”或“其他人怎麼看？”
Accept that you may not be able to please everyone all the time! Accept the fact that group members do not always have to agree on everything. It is more important that they have shared different experiences and learned from them. 接受你可能無法讓每個人都滿意的事實！接受小組成員不必在所有事情上都達成一致的事實。更重要的是他們有不同的經歷並從中學習。
Cope with judgemental attitudes. HIV/AIDS work often involves discussing issues that participants might consider wrong - such as issues about sexuality and gender. Wherever possible, these attitudes should be challenged constructively by fellow participants in light of the potential impact on their HIV/AIDS work. 應對評判態度。HIV/AIDS 工作通常涉及討論參與者可能認為錯誤的問題，例如性別和性取向的問題。在可能的情況下，這些態度應該在同伴的建設性挑戰下進行，考慮到它們對 HIV/AIDS 工作的潛在影響。
Balance participation. Encourage quiet participants to speak and dominant ones to respect others. 平衡參與。鼓勵安靜的參與者發言，並要求主導的參與者尊重他人。
A good group dynamic encourages these participants from the Philippines to stay interested in their activity 良好的團體動態鼓勵來自菲律賓的這些參與者保持對他們活動的興趣
Facilitators can build the confidence of quiet participants and encourage them to become involved by: 促進者可以通過以下方式增強安靜參與者的信心並鼓勵他們參與：
Encouraging them to start by speaking during small group work. 鼓勵他們在小組工作中開始發言。
Asking them to share their experiences in a discussion about their area of specific expertise. 要求他們在有關其專業領域的討論中分享他們的經驗。
Using activities whereby all participants are asked to make a small contribution. 使用活動，要求所有參與者做出小的貢獻。
Providing them with positive - but not patronising - feedback when they contribute. For example, try and build on, or reinforce, what they have said rather than say “well done” or “very good”. 當他們做出貢獻時，給予他們積極的—但不居高臨下的—反饋。例如，嘗試在他們所說的基礎上進行延伸或強化，而不是單純地說「做得好」或「非常好」。
Facilitators can work positively with dominant participants and support them to let others make a contribution by: 促進者可以積極地與主導的參與者合作，並支持他們讓其他人做出貢獻，方法包括：
Giving them positive feedback and involving other participants in responding to them. For example, by saying “Thank you for that interesting viewpoint. What do other people think about it?” 給予他們積極的反饋，並讓其他參與者參與對他們的回應。例如，可以說「謝謝你提供這個有趣的觀點。其他人對此有什麼看法？」
Speaking with them privately during a break to ask them to allow others more time to participate. 在休息期間私下與他們交談，請他們給其他人更多參與的時間。
Giving them a “job” to do within the workshop, for example providing the participants with a re-recap at the beginning of each day. 給他們在工作坊中分配一個“任務”，例如在每一天的開始時為參與者提供重點回顧。
Drawing their attention to established “ground rules” about allowing everyone to contribute or using games that encourage awareness of one’s own behaviour. 提醒他們遵守已建立的“基本規則”，以便讓每個人都有機會發言，或使用鼓勵自我行為意識的遊戲。
Participants at a resource mobilisation workshop in Mexico identifying potential sources of support 在墨西哥的資源動員工作坊中，參與者識別潛在的支持來源。
3. Preparing and facilitating participatory workshops 3. 準備和促進參與式工作坊
3.1 Identifying the participants 3.1 確定參與者
When identifying participants, there are several issues to consider: 在確定參與者時，有幾個問題需要考慮：
Choose the right number of people. You may want to have a small group (to provide intensive support) or a larger group (to have a wide range of inputs). 選擇合適的人數。您可能希望有一個小組（以提供密集支持）或一個較大的組（以獲得廣泛的意見）。
Find the relevant people. You may want to specify that you need participants who will be in a position to use the skills and/or train others when they return to their organisations. 找到相關的人員。您可能想要指定需要參與者能夠在返回其組織後使用這些技能和/或培訓他人的人員。
Ensure the right combination of people. You might want to have participants with similar experiences to ensure equal input or a mixture to facilitate specific learning. 確保人員的正確組合。您可能希望擁有具有相似經驗的參與者，以確保平等的意見輸入，或是混合不同經驗以促進特定的學習。
Aim for the right level of participation. You may want to insist that participants attend the whole workshop rather than coming and going. It should also be made clear that everyone will be required to participate. 目標達到適當的參與程度。您可能希望堅持參與者必須全程參加工作坊，而不是進進出出。還應明確表示每個人都必須參與。
Consult participants before planning the workshop. You may want to ask participants in advance about their expectations of the workshop, as well as their existing level of experience. Talking to participants before the workshop is planned helps to ensure that the content is at the right level, and that materials and activities are relevant for everyone. 在計劃工作坊之前諮詢參與者。您可能想提前詢問參與者對工作坊的期望，以及他們現有的經驗水平。在計劃工作坊之前與參與者交談有助於確保內容達到適當的水平，並且材料和活動對每個人都相關。
A facilitator at a workshop in Uganda explaining the planning cycle 在烏干達的工作坊中，一位主持人解釋規劃循環
3.2 Selecting a facilitation team 3.2 選擇主持團隊
As noted before, each facilitator needs to develop a combination of basic knowledge, skills and attitudes. The team needs to be a diverse group of individuals, who all contribute their special skills. When planning, you may want to aim for the following combination of characteristics. 如前所述，每位主持人需要發展基本知識、技能和態度的組合。團隊需要是一個多元化的個體群體，所有成員都能貢獻他們的特殊技能。在規劃時，您可能希望追求以下特徵的組合。
A cross-section of people. A diverse group of facilitators helps to ensure that there is a balance of perspectives and ideas. Ideally, the team will have facilitators from different social classes, professional backgrounds, languages and gender. The languages of the team members should mirror the different first languages of the participants. 一個人群的橫斷面。多元化的主持人團隊有助於確保觀點和想法的平衡。理想情況下，團隊將擁有來自不同社會階層、專業背景、語言和性別的主持人。團隊成員的語言應該反映參與者的不同母語。
“Hands on” experience in the subject matter. If some facilitators are experienced in the subject area, then they can help everyone to deal with practical issues, such as how to put the theory into practice at a community level. 在該主題上的“實踐”經驗。如果某些引導者在該領域有經驗，那麼他們可以幫助每個人處理實際問題，例如如何在社區層面將理論付諸實踐。
Technical knowledge about the subject matter. For example, medical knowledge about HIV/AIDS treatments or legal knowledge about human rights. 有關該主題的技術知識。例如，關於 HIV/AIDS 治療的醫學知識或有關人權的法律知識。
3.3 Working with the facilitation team 3.3 與引導團隊合作
It is important that a facilitation team works well together - both as professionals and as a group of people. Ways to build a strong team include: 引導團隊能夠良好合作是非常重要的——無論是作為專業人士還是作為一個團體。建立強大團隊的方法包括：
Get to know each other as people. You can do this by using participatory activities and tools to share information about each other. For example, by sharing timelines showing key milestones in each other’s lives. 彼此了解作為人。您可以通過使用參與性活動和工具來分享彼此的信息來實現這一點。例如，通過分享顯示彼此生活中關鍵里程碑的時間線。
Get to know each other as facilitators. Share information about your skills and the areas where you would like to develop more skill. For example, by drawing selfportraits and noting facilitation strengths down one side and facilitation weaknesses down the other. 彼此了解作為促進者。分享有關您的技能和您希望進一步發展的技能領域的信息。例如，通過繪製自畫像，並在一側記下促進優勢，在另一側記下促進劣勢。
Get to know each other as colleagues. Different team members will have different working styles and preferences. These can be explored before facilitation starts, through activities such as “I love it when colleagues… / I like it when colleagues… / I hate it when colleagues…”. 彼此了解作為同事。不同的團隊成員會有不同的工作風格和偏好。在促進開始之前，可以通過活動來探索這些，例如「我喜歡同事…… / 我喜歡同事…… / 我討厭同事……」。
Develop a facilitation team contract. 制定促進團隊合同。
Facilitation team contract (ground rules) 促進團隊合約（基本規則）
A team contract can answer key questions about how facilitators want to work together, including: 團隊合約可以回答有關促進者希望如何共同工作的關鍵問題，包括：
What does the team want their workshop to be like? (For example, fun, interesting and challenging.) 團隊希望他們的工作坊是什麼樣的？（例如，趣味、引人入勝和具有挑戰性。）
How does the team want to function together? (For example, providing mutual support, working in pairs and/or having a leader.) 團隊希望如何共同運作？（例如，提供相互支持、成對工作和/或有一位領導者。）
What principles are important for the team? (For example, being gender sensitive and respecting each other’s strengths and weaknesses.) 團隊中有哪些重要的原則？（例如，性別敏感和尊重彼此的優勢與劣勢。）
How does the team want to deal with problems? (For example, by being honest and discussing things as they arise.) 團隊希望如何處理問題？（例如，誠實地面對並在問題出現時進行討論。）
What principles are there about contributing to each other’s sessions if there are potential problems? It is always useful to have a pre-arranged signal or a way of drawing each other’s attention (e.g. raise your hand and the lead facilitator can decide whether or not to call on you). 如果存在潛在問題，對於彼此的會議貢獻有哪些原則？事先安排一個信號或引起彼此注意的方式總是有用的（例如，舉手，主導者可以決定是否叫你發言）。
Get to know the subject matter together. Read through the toolkit or other resources to develop a common understanding and clarify points that are unclear. 一起了解主題內容。通過閱讀工具包或其他資源來發展共同的理解，並澄清不清楚的地方。
Assign roles and responsibilities. Decide who will do what for each day and each session. Facilitators may prefer to design and conduct sessions in pairs for support. It is useful to clarify the role of the “other” facilitators when they are not actually facilitating - should they be helping group work or be available to answer questions? 指派角色和責任。決定每天和每個會議中誰負責什麼。促進者可能更喜歡成對設計和進行會議以獲得支持。在促進者不實際進行促進時，澄清“其他”促進者的角色是有用的——他們應該幫助小組工作還是隨時回答問題？
Enable continuity. Where possible, ensure that all the facilitators can be present during the whole of the workshop. 確保連續性。在可能的情況下，確保所有促進者在整個工作坊期間都能出席。
3.4 Planning the content of a workshop 3.4 工作坊內容的規劃
Careful preparation for a workshop helps to build the confidence of the facilitator and ensure that participants have the best possible learning experience. The structure of the workshop must be planned, as well as the individual sessions. 對工作坊的仔細準備有助於增強促進者的信心，並確保參與者獲得最佳的學習體驗。工作坊的結構必須進行規劃，個別會議也應如此。
The general structure of the workshop 工作坊的一般結構
Workshop opening and introductions. To welcome people and enable participants and facilitators to get to know each other. 工作坊開幕及介紹。歡迎參加者，讓參與者和引導者彼此認識。
Housekeeping. To give information about meal times, venue facilities and expenses. 事務管理。提供有關用餐時間、場地設施和費用的信息。
Expectations. To clarify participants’ hopes and fears about the workshop. 期望。澄清參與者對工作坊的希望和擔憂。
Ground rules. Participants develop ground rules so that everyone has a shared understanding of how people will work together. They are sometimes called a “team contract” to emphasise the fact that the rules are not imposed by the facilitators. 基本規則。參與者制定基本規則，以便每個人對如何共同工作有共同的理解。這些規則有時被稱為「團隊契約」，以強調這些規則並非由引導者強加的。
Objectives and schedule. To outline the objectives, content, methods and timings of the workshop. Although presented at the beginning of the workshop for the participants to see, schedules are often flexible to allow the planned activities to be reviewed and changed to meet the needs and interests of the participants. 目標和時間表。概述工作坊的目標、內容、方法和時間安排。雖然在工作坊開始時向參與者展示，但時間表通常是靈活的，以便根據參與者的需求和興趣來檢討和更改計劃的活動。
Energisers. To help participants to relax and to get to know each other, and give participants more energy and enthusiasm. 活力活動。幫助參與者放鬆並相互了解，並給予參與者更多的能量和熱情。
Buzz groups. These are small groups that can liven up the pace and gain a quick overview of participants’ views. 熱議小組。這些是小組，可以活躍氣氛並快速了解參與者的觀點。
Field work. To provide an opportunity to put participants’ new skills into practice. 實地工作。提供一個機會讓參與者將新技能付諸實踐。
“Car park” flipchart. To give facilitators and participants a place to “park” issues that need to be covered at some stage, but that are not appropriate for that moment in the workshop. “停車場”翻轉圖表。給予主持人和參與者一個地方來“停放”需要在某個階段討論的問題，但在工作坊的當下不適合討論。
Small and large group work. To do participatory activities, have focused discussions and/or get a broad range of inputs. 小組和大組工作。進行參與式活動，進行專注討論和/或獲取廣泛的意見。
Presentations. To give information on a particular topic or to share experiences, etc… 簡報。提供有關特定主題的信息或分享經驗等……
Workshop recaps. To provide a summary (usually by participants at the beginning of each day) of what has been covered so far. 工作坊回顧。提供一個摘要（通常由參與者在每一天的開始時進行）以回顧迄今為止所涵蓋的內容。
Facilitation meetings. To gain feedback (usually at the end of each day) about how the workshop and the facilitation have gone and to plan for the next day. 促進會議。獲取反饋（通常在每一天的結束時進行）有關工作坊和促進過程的情況，並為第二天進行計劃。
Follow up action plan. For participants to clarify what concrete steps they will take after the workshop in order to use the new skills and knowledge that they have gained. 跟進行動計劃。讓參與者澄清他們在工作坊後將採取的具體步驟，以便運用他們所獲得的新技能和知識。
Workshop evaluation. To enable participants to assess the strengths and weaknesses of the workshop. 工作坊評估。使參與者能夠評估工作坊的優點和缺點。
Workshop evaluations工作坊評估
Workshop evaluations can be carried out by participants using questionnaires, role play, story telling, drawing or any other visual tool. 參與者可以使用問卷、角色扮演、講故事、繪畫或任何其他視覺工具來進行工作坊評估。
Participants can choose any aspect of the workshop to evaluate. For example: 參與者可以選擇工作坊的任何方面進行評估。例如：
Facilitation.引導。
Methodologies used.使用的方法論。
Handouts/materials.講義/材料。
Level of participation.參與程度。
Venue.地點。
Accommodation/food.住宿/餐飲。
Relevance of the topics covered. 涉及主題的相關性。
Workshop closing. The end of workshops can be official or unofficial depending on what is appropriate [see page 17]. Certificates may be expected in some countries. 工作坊結束。工作坊的結束可以是正式或非正式的，具體取決於適當性[見第 17 頁]。在某些國家，可能會期待頒發證書。
Facilitators’ debrief. To discuss the overall strengths and weaknesses of the workshop and facilitation, and to identify improvements for the future. Debriefs are usually held each day as well as at the end of the workshop. 主持人的回顧。討論工作坊和主持的整體優勢和劣勢，並確定未來的改進方向。回顧通常在每天結束時以及工作坊結束時進行。
3.5 Preparing for individual sessions 3.5 準備個別會議
Each session is like a mini-workshop in itself and requires thought and planning. This includes the following actions: 每次會議本身就像一個迷你工作坊，需要思考和計劃。這包括以下行動：
Decide the subject and aim. 決定主題和目標。
Identify the two or three key points to be discussed. 確定要討論的兩到三個關鍵點。
Decide the different parts of the session. Include an introduction to the subject of the activity and how it links with previous sessions. Select the participatory activity (tool) to be used, consider the relative importance of having time for sharing and discussion. Decide how the activity will be concluded. Also consider whether energisers, ice breakers or specific games will be necessary. 決定會議的不同部分。包括對活動主題的介紹以及它與之前會議的聯繫。選擇要使用的參與性活動（工具），考慮分享和討論的時間相對重要性。決定活動將如何結束。還要考慮是否需要活力提升活動、破冰活動或特定遊戲。
Allocate time for each part of the session. To ensure that learning is achieved in the best way for the subject of the session i.e. some subjects need a lot more practice and others need more time for discussion. 為會議的每個部分分配時間。確保以最佳方式實現學習，根據會議主題的需要，即某些主題需要更多的練習，而其他主題則需要更多的討論時間。
Prepare materials. Make, and organise, the materials that the participants and facilitators will need during activities. 準備材料。製作並組織參與者和主持人在活動中需要的材料。
Rehearsing sessions. Make sure that the instructions for small group work are clear. 排練會議。確保小組工作的指示清晰明確。
Decide on the size and composition of the groups. Use different activities to divide people into groups. 決定小組的大小和組成。使用不同的活動將人們分成小組。
Dividing people into groups 將人們分成小組
There are many ways to divide participants into groups. Depending on the objective of the activity it may be necessary for people to work on their own, with people from the same organisation, or in mixed groupings. Where there is no logical grouping necessary for the activity participants can be divided by: 有許多方法可以將參與者分成小組。根據活動的目標，可能需要人們獨立工作、與來自同一組織的人合作，或以混合小組的形式進行。當活動不需要邏輯分組時，參與者可以按以下方式分組：
Random mix (for example, all those wearing brown shoes or have names beginning with the letters AA to M ). 隨機混合（例如，所有穿棕色鞋子或名字以字母 AA 到 M 開頭的人）。
Mixing levels of work experiences (for example those with lots of experience with those with little). 混合不同工作經驗的水平（例如，將經驗豐富的人與經驗較少的人混合在一起）。
Counting 1, 2, 3, 1, 2, 3, etc. or different fruits (e.g. apple, orange, mango) so that each group includes those that have not been sitting together. 計數 1、2、3、1、2、3 等，或不同的水果（例如蘋果、橙子、芒果），以確保每組中包含那些未曾坐在一起的人。
Mixing gender and ages (ensure that people’s ages are not discussed openly if this is inappropriate). 混合性別和年齡（確保如果不合適，則不公開討論人們的年齡）。
3.6 Making up a workshop schedule 3.6 制定工作坊日程表
Facilitators need to consider a number of factors when developing the schedule for a participatory workshop: 促進者在制定參與式工作坊的日程時需要考慮多個因素：
The length of the workshop. You may want to have one long workshop, or two short ones with a break in between. Breaks allow people to have time to think about or try what they have learned so far. 工作坊的長度。您可能希望舉辦一個長時間的工作坊，或是兩個短時間的工作坊，中間有休息。休息時間讓人們有時間思考或嘗試他們迄今所學的內容。
The division of each day. It is important to plan sessions around breaks and meal times. For example, in some countries three sessions are usual i.e. 1) From opening to morning break, 2) From morning break to lunch, and 3) From lunch to close of day. In other countries there may be four or more sessions. Find out what time workshop days usually end and whether participants will need to leave early on the final day to travel. 每一天的劃分。重要的是要圍繞休息和用餐時間來規劃會議。例如，在某些國家，通常有三個會議，即：1）從開幕到早晨休息，2）從早晨休息到午餐，3）從午餐到一天結束。在其他國家，可能會有四個或更多的會議。了解工作坊的日子通常什麼時候結束，以及參與者是否需要在最後一天提前離開以便旅行。
When different themes should be addressed. You might want to cover the most difficult ones mid-morning when participants are most energised. 何時應該討論不同的主題。您可能希望在參與者最有活力的上午中段來涵蓋最困難的主題。
Balancing pace and methods. You may want to have longer sessions at the beginning of the workshop (when people have the most to say) and lively, participatory ones in the middle and end (when participants might be tired). It is also worth balancing the kinds of activities used in each day to ensure variety. The session after lunch is usually the most difficult as the participants may feel sleepy after eating. 平衡步伐和方法。您可能希望在研討會的開始階段（當人們有最多想法時）進行較長的會議，而在中間和結束階段（當參與者可能感到疲倦時）進行生動、參與性強的會議。還值得平衡每天使用的活動類型，以確保多樣性。午餐後的會議通常是最困難的，因為參與者在用餐後可能會感到困倦。
Keeping the momentum going. Each session should provide a logical step towards the end goal. 保持動力。每個會議應該提供邁向最終目標的邏輯步驟。
Scheduling enough time for learning. Genuine skills building during workshops takes time. You may want to schedule time to do a few sessions well rather than include too many sessions. Include some “spare time” in case sessions take longer than expected, or to address the issues in the “car park”. 安排足夠的學習時間。在研討會中真正的技能培養需要時間。您可能希望安排時間來做好幾個會議，而不是包含太多會議。包括一些“備用時間”，以防會議比預期的時間長，或用來解決“停車場”中的問題。
3.7 Dealing with logistics 3.7 處理後勤事務
Whenever possible, someone with experience should carry out the administrative and logistical arrangements for a workshop leaving the facilitators free to focus on facilitation. However, there are a few areas where the facilitators may want to have input, including: 在可能的情況下，應由有經驗的人負責工作坊的行政和後勤安排，讓促進者能專注於促進工作。然而，有幾個領域促進者可能希望參與，包括：
Ensuring appropriate equipment. For example, you may need large quantities of flipchart paper or an overhead projector. 確保適當的設備。例如，您可能需要大量的翻頁紙或投影機。
Developing a budget and fundraising. It might be possible to get materials such as stationery or refreshments free from local companies. 制定預算和籌款。可能可以從當地公司獲得文具或茶點等材料的免費贊助。
Arranging for the workshop to be documented. If it is important to have a record of the workshop then someone needs to be identified as the documenter. Make sure that it is clear what should be included in the report before the workshop. 安排工作坊的記錄。如果記錄工作坊很重要，那麼需要指定一個人作為記錄者。在工作坊之前，確保明確應該包含在報告中的內容。
Booking a venue that: 預訂一個場地，該場地：
Is comfortable and in a good position. For example, it may be useful to choose a location that is away from people’s work place - to avoid distractions. Residential workshops allow participants to focus on the workshop without travelling home. They also allow the participants to get to know each other better. 舒適且位置良好。例如，選擇一個遠離人們工作場所的地點可能會很有用，以避免分心。住宅工作坊使參與者能夠專注於工作坊，而無需回家。它們還使參與者能夠更好地相互了解。
Meets the needs of participatory approaches. For example, you may need space for small group work or for drawing, and plenty of wall space for displaying work. 滿足參與式方法的需求。例如，您可能需要小組工作的空間或繪畫的空間，以及足夠的牆面空間來展示作品。
Can accommodate an informal layout. For example, you may want participants to sit in a circle or semi-circle rather than in formal rows. For group work you can arrange small groups of tables and chairs or participants may prefer to work on the floor. Varying the different kinds of seating arrangements and whom people sit next to can help keep the environment lively. Be aware of cultural sensitivities when you do this. 能夠容納非正式的佈局。例如，您可能希望參與者坐成圓形或半圓形，而不是正式的排成一行。對於小組工作，您可以安排小組的桌椅，或者參與者可能更喜歡在地板上工作。變化不同類型的座位安排以及人們坐在一起的方式可以幫助保持環境的活力。在這樣做時要注意文化敏感性。
Closing a workshop關閉工作坊
There are many ways to close a workshop without holding an official closing ceremony. 有許多方法可以在不舉行正式閉幕典禮的情況下結束工作坊。
Examples include:例子包括：
Workshop overview. Facilitators (or participants) draw a picture to represent the activities used for each session of the workshop and ask the participants to explain what was learned during the activity, and why it is important to their work. 工作坊概述。主持人（或參與者）繪製一幅圖畫，以代表工作坊每個會議所使用的活動，並請參與者解釋在活動中學到了什麼，以及這對他們的工作有何重要性。
Networking game. Ask the participants to form a circle and pass a ball of string from one person to another to form a web while stating how they can share information or work together in the future. 網絡遊戲。請參與者圍成一個圈，將一球線從一個人傳遞到另一個人，形成一個網絡，同時說明他們未來如何分享信息或合作。
Learning ball game. Standing in a circle ask the participant to throw a ball to another participant and say what they have learned from that person during the workshop. 學習球遊戲。請參與者站成一個圈，將球扔給另一位參與者，並說明他們在工作坊中從那個人身上學到了什麼。
Imaginary presents. Divide the participants into pairs and ask them to present each other with an imaginary present which they think they would like and say a few words about working with them during the workshop. A more formal alternative is to ask the participants to present their certificates to each other and say a few words. 想像中的禮物。將參與者分成對，請他們互相贈送一份他們認為對方會喜歡的想像中的禮物，並說幾句關於在工作坊中與他們合作的話。更正式的替代方案是請參與者互相頒發證書並說幾句話。
Further reading進一步閱讀
Guijt, I, Pretty, J, Scoones, I and Thompson, J (1995) “A Trainers’ Guide for Participatory Learning and Action”, International Institute for Environment and Development. London. Guijt, I, Pretty, J, Scoones, I 和 Thompson, J (1995) “參與式學習與行動的培訓指南”，國際環境與發展研究所。倫敦。
Narayan, D and Rietbergen-McCracken, J (1998) “Participation and Social Assessment: Tools and Techniques”, World Bank. Washington, DC. Narayan, D 和 Rietbergen-McCracken, J (1998) “參與與社會評估：工具與技術”，世界銀行。華盛頓特區。
Srinivasan, L (1990) “Tools for Community Participation. A Manual for Training Trainers in Participatory Techniques”, PROWESS/UNDP Technical Series. New York. Srinivasan, L (1990) “社區參與工具。參與技術培訓者手冊”，PROWESS/聯合國開發計劃署技術系列。紐約。
Welbourn, A (1995) “Stepping Stones. A training package on HIV/AIDS, communications and relationship skills”, ActionAid. London. Welbourn, A (1995) “踏石。關於 HIV/AIDS、溝通和人際關係技能的培訓包”，行動援助。倫敦。
This publication was made possible through the support of the U.S. Agency for International Development under the terms of Award Number HRN-G-00-98-00010-00. The opinions expressed herein are those of the authors and do not necessarily reflect the views of the U.S. Agency for International Development. 本出版物得以實現，得益於美國國際開發署根據獎項號碼 HRN-G-00-98-00010-00 的支持。此處表達的意見僅代表作者本人，並不一定反映美國國際開發署的觀點。
Registered British Charity 註冊的英國慈善機構
A participant in Ecuador sharing the results of a participatory activity and explaining how the results will be used in their future work 參與者在厄瓜多爾分享參與性活動的結果，並解釋這些結果將如何在他們的未來工作中使用。
to have some basic professional and personal characteristics. Examples of these can be divided into three main areas: knowledge, skills and attitudes.
