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T11 Change Analysis

QUICK LINKS
T11a Changing trend analysis
t11b Before and Now Analysis Changing Trend

This PLA may be conducted to assess change in a variety of contexts, and this tool includes guidance for two different versions, including: a) changing trends analysis, and b) before and now change analysis.

T11a: Changing Trend Analysis

A changing trend analysis helps the community to identify changing trends over time, for example over generations. Here, a ‘generation’ refers to people born and living around the same time e.g. ‘grandparents generation’, ‘parents generation’, ‘present generation’ etc. Through discussion of present and past situations, this tool enables participants to identify the significant changes that have occurred over time, promoting a greater understanding of the current situation.

Tool purpose:Time needed:
• To reflect on changes to the lives of animals and animal-owning households within a community over time:
- animal populations
- reliance and use of animals
- animal husbandry and management practices
- disease patterns
- availability and use of health services and resources
- climate or other environmental factors
• To generate discussion about significant changes over time and reasons for any perceived negative changes that have occurred		2 - 3 hours
Materials needed:
Cards, pens, markers, coloured powder, chalk, sticks, tree leaves, coloured cards or other locally available materials.

Keyword Search Tags

Project Phase:
Initiation Phase

Approaches for Working With Communities:
Community Development Approach, Community Engagement Approach

Behavioural Drivers (COM-B):
Capability, Motivation

Project Support:
Participatory Learning and Action Tools

Specific Topics:
Animal Husbandry and Management; Animal Welfare, Feelings and Needs; Animal Health and Services;  Livelihoods; Vulnerability / Resilience

Changing trend analysis

Figure T11A-1 Changing trend analysis matrix (analysis criteria on vertical axis, generations on horizontal axis)

Figure T11A-1 Changing trend analysis matrix (analysis criteria on vertical axis, generations on horizontal axis)

Figure T11A-2 Changing trend analysis of changes affecting potters and their working animals over four generations

The completed matrix above is the result of a changing trend analysis carried out with a group of animal-owning farmers. It was used as part of a community needs assessment and shared vision. It shows changes in work type and land ownership, quantity, type and cost of animal feed and fodder, grazing land accessibility and availability, average household income and expenditure, availability of and distance to travel for water, human and animal disease prevalence and treatment options, and changing political situation. As a result of this exercise, farmers were able to identify opportunities to mitigate the trends they identified as negatively impacting their lives and the related welfare of their animals.

Changing Trend Analysis
Step 1Start by explaining that the purpose of the exercise is to understand how the situation in the community has changed over time, and that the group will start with the present and then look at the past. Then ask the group what changes they have experienced in their lives as compared to the past?

Examples:

• Income-generating activities for men and women (separately)
• Household income
• Household expenditure

Other human aspects, such as food consumption, health and illness, education, and social groups, such as religious groups, self-help & savings/loaning groups, women’s groups. Access & availability of natural resources, such as water, wood, soil, land, etc.

Then ask about changes they have experienced related to their animals.

Examples include:

• Types of animals
• Animal work types
• Feed practices
• Health/illness
• Treatment

Ask the community helper to write all identified changes on cards using words or drawings. Make sure that each criterion is specific, for example if participants say ‘water’ clarity if they mean ‘access and availability of water’. Once all changes have been identified, ask participants to select the cards representing the changes which are most important to them. It is the facilitator’s job to ensure that the ones most important to the project are included.
Step 2Then ask participants to define a timescale for their analysis. It may be based on generations, such as ‘in our grandparents’ time’, ‘in our parents’ time’ and ‘in our time’, or other important activities, events, or years.

Ask the community helper to draw a matrix on the ground and show the chosen time scale on the horizontal axis along the top of the matrix and place the cards with the trend criteria identified in step 1 down the vertical axis (figure T11A-1).
Step 3Next, explain to the group that they will complete the matrix and decide with the group how they wish to display the situation for each trend criteria. For example, by scoring criteria that can be measured using seeds or stones (0 to 10 for income/expenditure), and/or drawings, symbols, or words for lists of objects etc. As the group defines the scenario for each trend criteria, ask the helper to represent the situation on cards using the chosen means of display.
Step 4Once the matrix is complete, record the trend analysis by adding a column labelled ‘analyses to the matrix.

Use the following guiding questions to facilitate a discussion about changes over time:

• What are the significant trends or changes that have occurred over time?
• Are these trends/changes positive or negative?
• What caused these trends/changes to occur?

In the ‘analysis’ column, write whether the change has been positive or negative and have participants expand on the negative changes. Explore the possibility and interest in taking action to address the identified negative changes.
Step 5The matrix produced should be left with the community. Take a picture or copy and add it to your project action tracker for future reference and to assist with intervention planning.

Facilitator’s Notes: Changing trend analysis

  • Include a broad cross-section of animal-owning household members of all ages. Invite 10-20 people to participate in this exercise (e.g. youth, adults, elders).
  • If it is not possible or locally appropriate to do the exercise collectively with both sexes, conduct the exercise separately with men and women. Each may recall different events and changes due to the impacts that resulted in their lives.
  • Do not lead participants into identifying changes that are not important to them. While asking probing questions, emphasize identifying changes that they perceive to be important. Events or perceived changes should not be included simply because the facilitator inquiries about them.
  • Clarify any doubts to understand people’s perceptions about changes over time by reaching consensus amongst participants.

Next Steps

As part of a community needs assessment and shared vision, this activity might accompany one or more of the following tools to get a full picture of community dynamics and needs for project planning:

  • T1 Mapping to understand which resources and services are important to the community.
  • T2 Mobility Map to understand where people spend most of their time and how long it takes to get places.
  • T3 Venn Diagram (T3b Social Networking Venn diagram) to identify key individuals, groups and actors perceived to be most important to people and their animals. 
  • T4 Daily Activity Schedule to understand which activities take up the most time.
  • T6 Seasonal Calendar to identify periods of scarcity and risk for the community.

Once a needs assessment is complete, consider:

  • T12 Dependency Analysis to understand animal-owning households’ level of dependency on external actors and their implications on resources and services important to ensuring animals’ welfare.

T11b: Before and Now Analysis Changing Trend

The before and now analysis helps the community to identify changes from the beginning to the end of an animal welfare improvement project. This tool may be used to analyse many different aspects of peoples’ lives and the lives of their animals, including changes in people’s reliance/use of animals, animal care practices, animal disease patterns and related impacts on people, availability and use of animal-related health services and resources, climate or other environmental factors affecting animals and people.

Tool purpose:Time needed:
• To reflect on perceived changes in the lives of animals and animal owning households within the project period
• As a learning and reflection tool to assess perceived changes in animal welfare and people’s behaviours  as a result of community/project activities
• To determine if there are remaining areas of improvement that can be addressed		2 hours  
Materials needed:
Cards, pens, markers, coloured powder, chalk, sticks, tree leaves, coloured cards or other locally available materials.

Keyword Search Tags

Project Phase:
Exit & Evaluation Phase

Approaches for Working With Communities: Community Development Approach, Community Engagement Approach, Societal Outreach and Campaigns Approach

Behavioural Drivers (COM-B): Motivation

Stages of Behaviour Change: Maintenance Stage

Project Support: Participatory Learning and Action Tools, Monitoring and Evaluation

Specific Topics: Animal Husbandry and Management; Livelihoods; Vulnerability/Resilience

Before and Now Analysis
Project Change CriteriaBeforeNowScore
Food ProvisionProvided:
• Wheat straw
• Rice husk		Provided mixed feed:
• Wheat straw
• Wheat bran
• Gram
• Green fodder		8
Water ProvisionOnce during workday4 – 5 times during workday10
LSP SkillsFarriers were unskilled and made mistakesFarriers now more skilled and make less mistakes7
Owners’ knowledge of AWOwners lacked knowledge of how to recognizeOwners know what to look for when animals being treated by LSP7
LSP accessPreviously free servicesAvailability better – now have LSP phone numbers7
BeatingEveryone used to beat their animalsNo more beating6

Figure T11B Before and now results from a group of animal owners in Faisalabad, Pakistan

The matrix in figure 11B was produced by a group of animal-owners at the end of a five year project as part of the community’s self-evaluation. They wanted to determine whether the human and animal welfare changes within their community could be sustained over time without the intervention team. The group compared the situation before the intervention to the present state, analysed what the differences meant and whether they thought that they had the skills, knowledge and tools needed to continue to improve on their own.

The group identified six key areas where change has been observed since the beginning of the animal welfare improvement project: food provision (dietary diversity), water provision (daily increase), local service providers’ skills (improvement), owners’ knowledge of good animal welfare, access to local service providers (LSPs) and beating of animals. After scoring the extent to which the majority of the community had made positive change, the group determined that more work was needed to improve LSP skills, owners’ knowledge of animal welfare, access to LSPs and beating of animals. They added the actions that they would take to the community action plan and set a date for the next meeting to focus on beating, which scored the lowest amongst the positive changes.

Before and Now Analysis
Step 1Start by explaining to the group that they will be reflecting on changes in the lives of animals and their own community members within the project period, comparing how things were before the project to now.
Step 2Ask the group about the present situation relating to animals’ care, use and their own livelihood status. Have the group compare the present situation to the past.

Ask:

• What are some of the changes that have resulted since project/community action plan activities were implemented?
• How have things changed since the beginning of the project?

As the community comes up with the present situation, have the community helper write the changes with words or symbols on cards.

Examples of change categories might include:

• Men’s/women’s work types
• Animals’ usage
• Household income, expenditure, credit (group formation)
• Land access & usage
• Animal and human diseases and treatments
• Community dynamics (more cohesion amongst group)
• Climate change situation (water/feed storage)
• Political situation (changes to laws, by-laws)
• Environmental change (infrastructure improvements, increased availability of resources)

Please note: If the community comes up with more than 10 changes, ask participants to select the cards representing the 8-10 changes which are most important to them.
Step 3Ask the community helper to draw a matrix on the ground or large sheet of chart paper. Label three columns ‘change in project’, ‘before’ and ‘now’. Have the helper place the cards representing the most important changes down the first column under ‘change in project’.

Then, facilitate a discussion on how the present situation has changed since the project started. The past and present situations will be defined by the community through this discussion. As each situation is defined for each of the changes, have the community helper write the results on cards and place the past scenario in the ‘before’ column and the present situation in the ‘now’ column.
Step 4Have the community helper add a fourth column and label it ‘score’. Ask the community to score out of 10 the proportion of the community who meets the ‘now’ criteria. For example, a score of 10 = everyone has changed; 0 = no change.
Step 5Once the matrix is complete, discuss the results of the activity with the group.

Follow the discussion by asking:

• Does everyone agree with the results? If yes, why? If no, why not?
• What needs to change for everyone to achieve the desired result?
- Can you achieve the desired results without our intervention?
- If yes, do you feel that you have skills, knowledge, and resources to continue without the intervention team?

If the group determines that not all the project objectives have been met and wish to continue with the project, have the community helper add any identified priorities to the community action plan for later discussion and further planning.
Step 6The matrix should be documented through photos or recreated on paper. Copies should be made and distributed to the group for their records, future reference and/or action planning. Add a copy to your project action tracker.

Facilitator’s Notes: Before and now analysis

  • If possible, invite 10-15 people to participate in this exercise.
  • If it is not possible or locally appropriate to do the exercise collectively with both sexes, consider conducting the exercise separately with men and women. Each may recall different change criteria due to the impacts that resulted in their lives.
  • Do not lead participants into identifying changes that are not important to them. While asking probing questions, emphasize identifying changes that they perceive to be important. Perceived changes should not be included simply because the facilitator inquiries about them.
  • Have the community’s original shared vision available for reference during the final discussion.

Next Steps

If the community determines it is satisfied with the changes it has achieved:

  • Consider using T28 Group Sustainability Mapping tool to help participants in planning to sustain their welfare improvements independently once support from the facilitating organization has ceased.
  • The facilitating organization may use the qualitative before and now findings of project successes to support project reporting or future funding proposals.  
  • If participants indicate the project activities have not achieved the desired changes, update the community action plan and project action tracker with any new agreed actions. Re-evaluate persistent issues using any or all of the following tools:

Tool adapted from: Participatory Rural Appraisal Manual (Trend Analysis pg. 25)

Link to References Cited

8. Facilitation Skills Checklist

Purpose 

This checklist reflects the key skills and observable behaviours for effectively facilitating community participation and empowerment. While these skills may not all be observed or needed for all activities or contexts in which communities’ are engaged, they represent the core competencies desirable in community facilitators. By harnessing these skills, community facilitators can enable community participants to freely express their opinions, ideas, and concerns, feel valued and respected, and help foster their sense of self-efficacy and ownership over change. This resource can be used as a self or peer assessment tool to help identify capacity strengthening needs and areas of improvement, inform training delivery, and support effective delivery of community development or engagement projects.

Keyword Search Tags

Project Phase:
Initiation Phase, Planning Phase, Implementation Phase, Exit & Evaluation Phase

Approaches for Working With Communities: Community Development Approach, Community Engagement Approach

Project Support: Facilitator Resources, Training

Community Facilitation Skills Checklist

  • Did the facilitator come prepared to ensure activity/discussion ran smoothly and didn’t waste unnecessary time of participants? e.g. appropriate materials, understanding of the activity 
  • Did the facilitator sit/position themselves same level with participants?
  • Did the facilitator explain the purpose of the discussion/activity before it started, and give an indication of how long it would last? 
  • Did the facilitator ask if participants had any questions before the session/exercise began?
  • Did the facilitator their unsolicited opinions/information/answers rather than facilitate participants to discuss, reflect, learn, and identify their own ideas?
  • Did the facilitator use open ended questions to help participants reflect and identify key learnings for themselves?
  • Did the facilitator prevent domination of the activity/discussion by one or a few people, and encourage participation/input from others?
  • Did the facilitator encourage equal participation from men and women and/or people who are marginalized or vulnerable?
  • Did the facilitator encourage even shy/timid participants to speak/participate?
  • Did the facilitator summarize the discussion and key learnings at the end?
  • Did the facilitator ask participants for feedback on their experience of the discussion/activity at the end? This is important to understand the perspective of participants and whether they felt time spent was valuable to them, to enable them to make any improvements in the future.
  • Did the facilitator make plans for follow up with the participants and/or ensure clear understanding of next steps? 
  • Did the facilitator record the outcome/result of the activity to ensure the community has a copy, and relevant information could be used to inform project planning? 
  • Was the facilitator engaging and respectful from the beginning to end of the visit?

For effective facilitation, the community facilitator must process the following skills: -

  • Actively listen: Listening is the bedrock of good facilitation skills. Effective listening before and during a session/meeting is necessary to create a tailored and relevant learning process.  
  • Ask questions: Ask questions often during the session/meeting. This is a critical facilitation skill to move individual and group sharing and learning forward. Questions can be framed to accomplish different types of responses, such as to gain or focus attention, solicit information, give information, direct the thoughts of others, and close discussions.  
  • Be comfortable with silence: Often, questions are met with silence. Participants may need time to process the question, formulate a response, or think of other questions. However, silence can also mean that participants are confused or frustrated. With more experience, you can read nonverbal cues and know how best to address silence.  
  • Be flexible: You never know exactly how a session/meeting will go, who will be there, and what unexpected events will arise. Be flexible and willing to shorten an activity, add important language to a definition, or adapt an exercise.
  • Stay focused on objectives: Select just one or two practices to focus on during a session/meeting, so that you can discuss them in more detail. If participant discussions get off-topic, refocus the group by using phrases such as “this is interesting to explore further at another time, but let’s return to the topic.” It is your responsibility to find the appropriate time to intervene, thank participants, and bring the conversation back to the objective.  
  • Use verbal and nonverbal encouragement: By using verbal and nonverbal cues, you can make participants feel more comfortable with sharing their thoughts and ideas. By nodding your head or agreeing with the participants as they are speaking, they will feel encouraged to continue sharing. It is also helpful to foster participation of shy or modest participants.  
  • Foster respect among participants: Mutual respect and trust between you and the participants and among the participants nurtures the learning process. Effective learning is supported through the constructive and supportive feedback of respected peers.  
  • Use participatory activities: When participants actively engage with others, they build capacities that are more effective, memorable, and easy to apply. Mix activity types so that there are opportunities to work alone, in small groups, and in one large group. Everyone in the room is a student and a facilitator.  
  • Build in time for reflection: The most effective learning takes place through “real world” experiences, including the opportunity to reflect, identify patterns, draw conclusions, and derive principles that will apply to similar experiences in the future. Allow time for participants to share their experiences and/or to respectfully share others’ experiences.  
  • Build in time for forward planning: Participants need time to practice their new skills, but also to consider ways in which to change their practices going forward. When talking about behaviour change, always include time to discuss barriers and enablers. 
  • Seek feedback: This will ensure that participants can freely express how they found the process, and what needs to be improved. A sample feedback form that can be adapted is presented below.   

Resource Adapted from [128] [129]

Link to References Cited

10. Resources Supporting Initiation Phase Assessments

QUICK LINKS
10a. Overview of Useful Information to Collect During Initiation Phase
10b. Example Focus Group Discussion Questions Supporting Initiation Phase Assessments

Introduction 

The initiation phase is about building rapport within the target community, understanding the local context, animal welfare issues and community interests and dynamics, as well as gauging interest and motivation in engaging with your animal welfare intervention project.

Purpose:

The purpose of this to provide the practitioners with the direction in terms of the information needed for the initiation phase; and where to collect the information. Including the tools that can assist with collecting the information.  

Keyword Search Tags

Project Phase:
Initiation Phase

Approaches for Working With Communities: Community Development Approach, Community Engagement Approach, Societal Outreach and Campaigns Approach

Behavioural Drivers (COM-B):
Behaviour Change Diagnosis and Planning

Project Support: Facilitator Resources, Needs Analysis, Gender Analysis

10a. Overview of Useful Information to Collect During Initiation Phase

The initiation phase is about building rapport within the target community, understanding the local context, animal welfare issues and community interests and dynamics, as well as gauging interest and motivation in engaging with your animal welfare intervention project. The following table provides an overview of key understandings you should seek through activities implemented during the initiation phase, as well as potential sources for obtaining relevant information.

Useful InformationWhy ImportantSources of Information
Demographic Features: gender, age, literacy, income, social status, religion, population density People’s circumstances can shape their behaviours, as well as inform which strategies may be most effective for engaging them. Information collected during initial scoping phase
Daily Routines: where and when most animal owners, carers, and users (of working animals) spend their time during the days How people spend their time can provide insights on what influences their behaviour and the welfare of their animals, as well as indicate their availability for engagement.Observations, key Informant interviews, focus group discussions (FGD), survey

Potential Supporting PLA tools: T4 Daily Activity Schedule

Potential Supporting Facilitator Resources: 10b. Example Focus Group Discussion Questions Supporting Initiation Phase Assessments
Common Desires/Priority Motivations: What are men and women’s common desires for their lives and the lives of their animals/what motivates them? Are there key concerns or issues which preoccupy their thinking? e.g. good income, health, having good community status, been seen as good according to their religion, or ensuring children’s education, having productive animals? And what benefits do they feel their animals contribute to their lives?  This can help us understand people's value, or issues they face, as these are likely to influence people’s motivations and behaviours [72].  Understanding this is useful to framing communications in ways that motivate and support behavioural change to improve animal welfare. In depth focus group discussions, survey

Potential Supporting Facilitator Resources: 10b. Example Focus Group Discussion Questions Supporting Initiation Phase Assessments
Existing Behaviour: What are men and women’s existing animal use, care, and management practices and what do they like/dislike about them? What animal related resources and services do men and women rely on? What are their priority challenges or concerns related to their animals, and animal related services and resources?Understanding people’s current animal related practices/behaviours can help us understand what may be leading to observed animal welfare issues and who may be responsible. It is also helpful to understand what people appreciate and don’t about their current practices, so we can gauge perceived benefits and potential barriers to change.  This is helpful to understanding whether and how the desired behaviours the project may promote could be perceived as more beneficial and worth practicing by target groups and enable communications to be framed accordingly where possible. In addition, understanding their priority animal welfare concerns, can help you gauge issues people may be more highly motivated to address and indicate potential useful starting points. Observations, key Informant interviews, in depth focus group discussions, surveys

Supporting PLA Tools: T5 Gender Roles and Responsibilities

Supporting Facilitator Resources: 10b. Example Focus Group Discussion Questions Supporting Initiation Phase Assessments
Animal Related Resources and Service Providers: What animal related resource and services providers exist within the community and what are the available resources and services they can provide? Understanding what animal related resource and service providers exist within the community can be useful to understanding who you can potentially work with, what resources and services are available, and enable you to understand which may be underutilized based on insights from communities about those which they rely on. Understanding what animal related resources and services are available may be helpful to understanding possible solutions to animal welfare issues Observations, key Informant interviews, in depth focus group discussions, survey

Potential Supporting Facilitator Resources: 10b. Example Focus Group Discussion Questions Supporting Initiation Phase Assessments
Influential People/Groups: what people influence men and women’s animal husbandry and management practices? Whose opinions and knowledge do they value and are likely to listen to generally, as well as in relation to their animals?  Helpful to identifying potential partners, groups, and individuals influential within the community who the project can engage as respected leaders or messengers or modellers of change, and/or whose support can be harnessed to promote change. May also help you to understand whose opinions or influence may pose a challenge to people’s adoption of desired changes.   In depth focus group discussions

Supporting PLA Tools: T1 Mapping,  T3b Venn diagram – social network

Potential Supporting Tools and Resources: 10b. Example Focus Group Discussion Questions Supporting Initiation Phase Assessments
Community Dynamics: what are different members of the animal owning community’s expected social roles, how do they interact and collaborate or don’t amongst and between groups, who is perceived to hold power, and which individual or groups experience discrimination and/or greater opportunities or hardships because of their social status or other demographic characteristics, Communities are not homogeneous, and it’s important to understand different members of the animal owning community in terms of their expected social roles, how they interact and collaborate, or don’t, amongst and between groups, who is perceived to hold power, and which individual or groups experience discrimination and greater opportunities or hardships because of their social status or other demographic characteristics. This will enable you to better understand intersectionality, and plan and design your project in ways that seeks to promote equality and mitigate the potential of your project to engage in exploitative practices which reinforce discrimination, as well as which may elicit mistrust in the project. This will also help your project allocate appropriate resources (human, financial, etc.) for your project in a strategic way. Observations, key Informant interviews with organizations operating in the area or other knowledgeable stakeholders/potential change agents. 

Supporting PLA Tools: T11a Changing Trend Analysis 
Table adapted from [20]

10b. Example Focus Group Discussion Questions Supporting Initiation Phase Assessments

A focus group discussion (or FGD) is a qualitative research method in the social sciences that employs the use of semi-structured interview led by a skilled moderator to elicit responses and generate discussion among the participants about a subject of interest within a given time.

Focus group discussions should be used when you need to understand an issue at a deeper level than you can access with a survey. They are helpful for adding meaning and understanding to existing knowledge or getting at the “why” and “how” of a topic.

Important guide to follow when designing your FGD questions. 

  • Keep the number of questions reasonable (under 10, if possible). This prevents the participants from getting confused or worn out by a long discussion.
  • Keep the questions simple and short. FGD participants won’t get the chance to see the questions like in a survey.
  • Ensure that the wording on questions is clear. Otherwise, participants will end up discussing the question itself, rather than what the question was trying to ask.
  • Be careful that questions about sensitive issues or topics are asked carefully. Otherwise, the FGD will stop just because people are too embarrassed to answer.
  • Make sure that questions are worded in a way that cannot be answered with a simple “Yes” or “No” answer. Using words like “Why” and “How” will help elicit better responses from participants.

Question Types

There should be three types of questions in a focus group discussion:

  1. Probe questions: these introduce participants to the discussion topic and make them feel more comfortable sharing their opinion with the group.
  2. Follow-up questions: delve further into the discussion topic and the participants’ opinions.
  3. Exit question: check to ensure that you didn’t miss anything.

Example

Say that you run two different animal welfare programs and you’d like to know why programme A sees better attendance than Program B. You could use the following questions to explore this issue:

Probe Questions:

  • How familiar are you with our programs?
  • How often do you attend our programs?
  • What is your favourite program?

Follow-Up Questions:

  • What is your favourite and least favourite aspects of Program A?
  • What is your favourite and least favourite aspects of Program B?
  • What influences whether you attend a program?
  • What influences whether your friends attend a program?
  • If we were to close a program, which one should we close and why?

Exit Question:

  • Is there anything else you’d like to say about our programs?

Tool adapted from [128]

Link to References Cited

1.1 Rapport Building

QUICK LINKS
1.1.1 UNDERSTAND COMMUNITY DYNAMICS AND THE LOCAL CONTEXT
1.1.2 BUILD RELATIONSHIPS WITH RELEVANT COMMUNITY STAKEHOLDERS
HELPFUL TOOLS AND RESOURCES

The purpose of this phase is to understand the community better, gain trust in each other and create an atmosphere of shared interest in making animal welfare improvements. This phase is different and separate to the scoping assessments done when selecting areas to target for project work. Listen, observe, and demonstrate genuine interest in community members, their lives, values, and what is important to them both generally and in terms of their animals. Here is where relationships are built, understanding is gained about the community, its environment, the stakeholders, and resources; it is all about creating a two-way dialogue.

Refer to the facilitator resource 10. Resources Supporting Initiation Phase Assessments for an overview of key information and observations to explore during the rapport building and community needs assessment steps that follow. Please ensure you have read the Essential ethical considerations for working with communities before you proceed.

ATTENTION!
During this stage, it is important that no intervention activities are conducted.

Why?
• An intervention started without knowledge of local context, animal owning community, their behaviours and practices is likely to be poorly informed, and unlikely to be appropriate or result in desired animal welfare improvements.
• An intervention started without genuine rapport with and understanding of the community is likely to be viewed with mistrust.
• Use this period to gather baseline date, this will inform your work and ensure you are able to monitor how community development is progressing.

1.1.1 Understand community dynamics and the local context

As an initial scoping exercise, you will want to know who comprises the animal owning community, including their demographics, ages, literacy, religion, ethnicity, incomes, and types of work.

Get to know animal owning families, including women and children, everyone responsible who may be taking some part in the animal care regime. Here the use of Daily Activity Schedule (T4), Seasonal calendar (T6) and Gender Roles and Responsibilities (T5) tools may assist with understanding the routines of animal caring community members. Speak with local veterinary and animal health service providers, animal resource providers (e.g. feed sellers, equipment suppliers, groomers etc.), and anyone else who works with animals, directly or indirectly. Using the Mapping (T1) and Venn diagram (T3) tools will assist with this process.

Figure 34: Example of a Social Network Venn diagram from Kenya

Figure 34: Example of a Social Network Venn diagram from Kenya

Observe animal-owner behaviour and interactions with each other and with their animals, look at socioeconomic conditions, environment, and animal welfare situations. Refer to the facilitation resources: 3. Guidance on listening for change talk, 4. Guidance on facilitating conversations for change, and 10. Resources for supporting initiation phase assessments.

Arrange meetings and identify those interested in working with the project. Remember community members are not a homogenous group so, after an initial meeting with leaders and all interested stakeholders have break out meetings with more specific groups or individuals, such as men, women, and other potentially vulnerable groups to get their unique perspective using observation, key informant interviews (KII), focus group discussions (FGD). Encourage one of the stakeholder members to lead group discussions – this helps to encourage members to speak their minds rather than communicating what they think the facilitator wants to hear. However, a note of caution, sometimes if there are strong hierarchical relationships within a community the inclusion of a neutral facilitator can overcome barriers to expression; so, understand your community and its dynamics before deciding which route to take. Using tools such as Historical timeline (T7) and Changing trend analysis (T11a) can be a useful start to engage the community and generate discussions to investigate timelines around changing practices, resources, and animal welfare, and to identify some of the drivers for change and the root causes of the current situation.

Identify social groups that may be interested in animal welfare, the group may exist to serve a different purpose but may be willing to include an animal welfare element to their activities. Groups identified should show inclusive membership and leadership, be well organised and respected within the community. Ensure women, children and other potentially marginalised community members are included and that their voices are heard. Check 1. Gender mainstreaming checklist and refer to the Gender Equality diagram to assess what kind of gender relationships exist and how existing gender inequalities are dealt with by other programmes or organisations within the region.
When identifying suitable groups, the use of a SWOT analysis (see Figure 35) can clarify whether there are any major gaps in the group’s organisation or positive opportunities for involvement; consider their financial management systems, their current or potential involvement in animal welfare related issues, their membership diversity and inclusivity. The following facilitator resources provide more information on group formation, challenges and dynamics: 14. Overview of Community Group Formation Process, and Common Challenges and Factors Influencing Group Success and 15. Templates Supporting Community Based Organisations Governance.

To undertake a SWOT analysis:

  1. Gather a diverse team together to generate ideas
  2. Get everyone to separately write their ideas for each of the four parts of the SWOT analysis: Strengths, Weaknesses, Opportunities and Threats. This ensures you hear all voices and get a wide diversity of ideas. Do this for 5-10 minutes and repeat for each of the four parts.
  3. Rank the ideas
  4. This process will clarify what a group has to offer, highlight any potential issues associated with working with them and will guide development of actions or tasks which may help overcome these issues or may guide you to decide not to work with the group.
SWOT analysis

Figure 35: SWOT analysis

1.1.2 Build relationships with relevant community stakeholders

When you arrive at the community introduce yourself – explain that you are from an organization interested in supporting communities to work towards sustainable animal welfare improvements in their community. It is important to manage expectations, particularly in poor communities, as your presence cannot solve all the problems the community may be facing.

Different customs and other cultural habits may influence ease of dialogue and development decisions. Be aware many communities, particularly women, will not be used to airing their opinions or speaking freely about their needs. In most settings women can only approach other women to openly discuss. Ask women their preferences and what will make them comfortable before making any assumptions. Be patient, take time to listen.

Engage in conversations – anywhere! Go to speak with people while they are doing daily tasks, lend a hand, go to the local shop, or sit and converse in meeting places. Talk about their lives, their community, its culture, its history and working practices. Try to find out what issues they face, these may directly or indirectly affect animal welfare. Approach people in a culturally sensitive way as you might need to ask their permission to engage about the issues.

Attend important events at the invitation of the community - these occasions often highlight community dynamics and power relations, which are important to understand when deciding who and how to effectively engage when designing and implementing project activities.
As you begin to get to know the community where you are working, community members will likely indicate who they feel might be good person/s to motivate other members and lead the development process. Social relationships are a key mechanism for encouraging participation and ultimately driving the process forward

ATTENTION!
A supporting agency's 'mission', 'programme' or 'target' is not necessarily seen as important from a community perspective.
All development must be guided by, and of priority to, the community members.

Tools and resources helpful to supporting this step include:

PLA Tools:
Mapping (T1)
Venn diagram (T3)
Daily activity schedule (T4)
Gender roles and responsibilities (T5)
Seasonal calendar (T6)
Historical Timeline (T7)
Changing trend analysis (T11a)

Facilitator Resources:
1. Gender mainstreaming checklist
2. Essential Communication Skills for Promoting Behaviour Change
3. Guidance on Listening for Change Talk
4. Guidance on facilitating conversations for change
10. Resources Supporting Initiation Phase Assessments

Link to References Cited

Return to Approach

16. Community Visit Record and Report Template

This is a simple community visit record template for change agents (or staff), to support them with documenting their work. The template captures key insights and observations, progress, challenges, and follow-up actions. The intention is to enable community change agents to easily record and track the projects. These templates are samples and they can be adapted to fit your context.

Keyword Search Tags

Project Phase:
Initiation Phase, Planning Phase, Implementation Phase, Exit & Evaluation Phase

Approaches for Working With Communities: Community Development Approach, Community Engagement Approach, Societal Outreach and Campaigns Approach

Project Support: Facilitator Resources, Documentation and Reporting

Specific Topics: Community Change Agents

Community meeting discussion notes should include the following suggested report structure. This can be further adapted depending on the need. Depending on the literacy level of community change agents, these contents can also be captured in audio or audio visual mechanisms.

  1. Introduction
  • Background
  • Objective of the meeting/visit
  • Name, number and Composition of participants (gender – males/females participants)
  • Name of Community change agent(s) or Staff member who visited
  • Date and venue of the visit
  • Was it a home to home visit or a group visit or event (The place of visit/engagement (for example, a health centre or school, etc.)?)
  1. Process and Approach
  • Methods used to actively engage participants (ensuring men’s and women’s active participation)
  • Participatory/C4A Tools used (if any)
  1. Key Discussion Points and Actions
  • Emerging themes from the conversations
  • What decisions were taken, who will be responsible for carrying out the decision, and by what date?
  • Future as follow-up actions
  • Summary Action points documented by visiting Community Change Agent or Staff member
Key discussion PointsAction points by community membersAction points by the change agent/Brooke (follow up)
  1. Observations and key reflections by visiting Community change agent or staff member(s)
  • Did the place and time work well for the conversations? Why/why not?
  • What went well? What did not go so well? Why? How can this be improved?
  • Any notable story of change that require follow up or documentation by Brooke/Partner

Annex

    • Participant list
    • The community conversation process in pictures

        T20 Animal Body Mapping

        QUICK LINKS
        T20 Animal Body Mapping
        T20a Animal Body Parts Map
        T20b Animal Body Issues Map
        T20c Animal-based welfare indicators Map

        T20: Animal Body Mapping

        Animal body parts map, animal body issues map and animal-based welfare indicators map

        A body map is a picture an animal showing the parts of its body, their functions, and the body areas affected by wounds or diseases. The map depicts either the whole body, or part of the body, as it is perceived by individuals or a community group. This tool can be used to map animal body parts and wounds or disease symptoms on the body, which can be useful in the concept of a project to gain an understanding of how people understand their animals’ bodies, and their perception of common welfare issues on animals’ bodies. It can also be used in the planning phase to map animal-based indictors of good and bad welfare status, which can help inform indicators used in participatory welfare assessments.

        Tool purpose:Time needed:
        Body part mapping
        • To identify local names for parts of an animal’s body.
        • To uncover and discuss traditional beliefs about animal body parts.
        • To explore the different perceptions that people have about their animals’ body parts and their associated roles and functions.
        • To act as an educational tool that introduces participants to the roles and importance of different body parts.

        Animal body issues map
        • To identify problems on animals’ bodies which they perceive as issues and their believed causes. 

        Animal-based welfare indicators map
        • To understand what people perceive to be good and bad indicators of welfare.        		2 - 3 hours
        Materials needed:
        Sticks, coloured powder, chart paper, markers. Broken horse or donkey puzzle if available.

        Keyword Search Tags

        Project Phase:
        Initiation Phase, Planning Phase

        Approaches for Working With Communities:
        Community Development Approach, Community Engagement Approach

        Behavioural Drivers (COM-B):
        Capability

        Project Support:
        Participatory Learning and Action Tools

        Specific Topics:
        Animal Welfare, Feelings and Needs

        T20a: Animal Body Parts Map

        This basic animal body parts map allows participants to identify their animals’ body parts, providing an indication of how participants perceive their animals’ bodies.

        Figure T20a Simple animal body parts map of a working horse

        Figure T20a Simple animal body parts map of a working horse

        Ten members of working animal owning households produced the simple animal body map above. The animal owners named all known parts of the animal and provided the local names for each part.

        T20b: Animal Body Issues Map

        The animal body issues map is a natural follow-up activity to the body part and is useful for understanding what participants perceive as normal versus unhealthy. For example, in places where animals have similar welfare problems, such as being thin, owners often perceive thinness to be normal and do not identify it as a problem.  In the example below, participants were encouraged to describe the issues - or problems - that affect each body part. The group drew the identified issues on the animal body map (T20b). They indicated their believed causes (when known) and added them to the map next to the associated issue.

        Figure T20b Animal body issue map, indicating body issues and causes on a working horse

        Figure T20b Animal body issue map, indicating body issues and causes on a working horse

        Through this exercise, the group identified the following wounds:

        • Nose due to nostrils being slit
        • Mouth due to where the bit rests
        • Eyes due to uncleanliness and dirt
        • Ears due to cutting
        • Back due to saddle wounds
        • Barrel due to friction from cart rope
        • Pastern/fetlock (above hoof) due to hobbling
        • Knee due to fall
        • Dock (tail area) due to cart ties
        • Rump from use of whip

        T20c: Animal-based welfare indicators Map

        The animal-based welfare indicators map is a useful follow up activity to the animal body parts map. This activity identifies what the animal-owning households perceive to be good and bad indicators of welfare on an animal’s body.  

        Figure T20C Animal body indicators map of a working horse

        Figure T20C Animal body indicators map of a working horse

        Figure T20C is an example of an animal-based welfare indicator map that was created by members of a working animal-owning community. Participants identified characteristics of what they believed a normal, healthy working animal should look like and wrote the identified healthy indicators next to the associated body parts identified in the first animal body mapping activity.  They were then asked to identify unhealthy indicators of the same characteristics, and included those on the map. When participants initially completed the map, they only identified a few indicators associated with poor welfare. At this early phase of community engagement, participants had not yet been introduced to concepts of animal welfare, and the activity identified gaps in their knowledge; for example, they incorrectly identified the presence of frog in their working donkeys’ hoof as a poor indicator of health.

        This exercise can be repeated and Figure 20c updated and revised to correct any inaccurate indicators after participants’ complete their first participatory animal welfare needs assessment (PWNA) (see recommended next steps T22 Animal Welfare Transect Walk), where they will learn how to identify good and bad animal welfare states related indicators. Once updated and accurate, this animal body map of welfare issues and indicators can then be used to inform action planning.

        Animal Body Parts
        Step 1If the animal parts puzzle is available use this and ask participants to put it together, or alternatively ask them to sketch the body of their animal on the ground or on paper, and to identify the different body parts and the local names used for each body part.
        Step 2Once participants have identified all body parts, initiate a discussion on their perceptions of the role and function of each part. This discussion often creates an opportunity for facilitators to sensitize participants about which body parts are important to animals’ function, which is particularly relevant in relation to working animals.
        Animal body issue map
        Step 3Follow step one above, then ask the group to identify issues they commonly perceive on the body of their animals. This may include wounds, symptoms of disease, or other problems with animal health or function which they observe. It is important to allow participants to identify what they perceive to be issues, rather than identify issues you as the facilitator perceive. Encourage participants to draw these issues on the body map or represent those using symbols next to the appropriate body part.
        Animal-based welfare indicators map
        Step 4Using the animal body parts map (steps 1 and 2), ask participants how a normal, healthy animal should look. Starting the discussion with the question ‘What parts of the body do you look at when purchasing/adopting an animal?’ can be useful. Through this question, participants will typically start to identify what they perceive as indicators of good animal health or welfare as observed on an animal’s body. Ask them to write or draw symbols representing the indicator next to the associated body part on the map.

        As a follow up question, ask participants what poor animal health or welfare would look like, or what they consider to be an indication of poor health or condition when purchasing an animal.

        Through the discussion, differences in ideas about indicators will emerge and they will sensitize one another to reach agreement. At this stage, it is common for only a few indicators to be identified, especially related to poor animal welfare conditions. Some identified animal-based indicators may be incorrect, highlighting gaps in knowledge, perception about the animal body part and misguided beliefs of welfare. This is gives rise to opportunities for future sensitization on good and bad welfare states.
        Step
        5        		The animal-based welfare indicators mapping activity may be revisited after conducting an initial participatory animal welfare needs assessment (PWNA) in the initiation/planning phase of the community project cycle (T22 Animal Transect Walk). Through the PWNA exercise, participants gain greater understanding of good and bad welfare states and associated animal-based indicators, which they can use to update, add to, and/or correct the indicators on their initial animal-based welfare indicators map (see figure T20c above).

        At this time, the facilitator may ask probing questions about different body parts related to what was observed and learned through the transect walk in terms of indicators of problems and good welfare states. Encourage participants to create a comprehensive body map of animal-based parameters for assessing animal welfare relevant to their local context. These can then later be used to inform indicator selection for future transect walks to support monitor community-based action plans/for individual personal action plan and monitoring.

        Facilitator's Notes

        • This tool has been adapted into a ‘Broken Horse’ jigsaw puzzle, where animal body parts are discussed by reconstructing a wooden jigsaw of an animal. This puzzle version of the exercise is good for starting discussions about animal welfare with children.

        Next Steps

        • Issues and related causes identified through this exercise can provide a preliminary indication of perceived animal welfare issues during the initiation phase. Deeper analysis of root causes can be explored during the community action planning using T25 Problem animal and/or T26 Cause and effect analysis.
        • Consider following up with T22 Animal welfare transect walk to:
          • Ground truth animal welfare issues identified by participants during the mapping exercise, with animals’ actual observed body condition, which can highlight potential gaps in participants’ understanding of welfare issues.
          • Sensitize participants on good and bad welfare states and associated animal-based indicators.
          • Identify the most commonly observed animal welfare issues including animal-based indicators, resource related issues and environmental issues.

        Link to References Cited

        1.2 Community Needs Assessment and Identification of Shared Interest to Improve Animal Welfare

        QUICK LINKS
        1.2.1 UNDERSTAND THE LIVES OF ANIMALS AND COMMUNITIES WHO OWN THEM
        1.2.2 IDENTIFY POTENTIAL ISSUES RELATED TO ANIMAL WELFARE, AND ANIMAL-RELATED SERVICES AND RESOURCES, AND RELATED IMPLICATIONS FOR COMMUNITIES
        1.2.3 IDENTIFY SHARED INTEREST FOR COMMUNITY AND ORGANISATION AND ORGANISATION TO WORK TOGETHER ON AN ANIMAL WELFARE IMPROVEMENT PROJECT
        HELPFUL TOOLS AND RESOURCES

        1.2.1 Understand the lives of animals and communities who own them

        To effectively work with communities to change their behaviours to improve animal welfare, it is essential to first understand the animal owning community’s existing knowledge, attitudes, beliefs, and behaviours. Community needs assessments give the facilitator and the community a snapshot of the livelihoods, resources, service provision, daily activities of humans and animals, husbandry techniques, diseases, and their treatment. Needs assessments help identify communities’ belief systems about what is good animal welfare, gaps in current provision, highlight what needs to be accomplished, support decision making and help tailor goals and objectives specifically for the community.

        You will use the understanding you have already gleaned about the community, its beliefs, and attitudes towards animal welfare as a foundation for the steps that follow.

        It is helpful to first understand the issues affecting communities which could potentially impact animal welfare, and the relative importance of these issues to animal owning communities. When viewed through a one welfare [69] perspective, this understanding, combined with understanding of animal welfare issues gained in later steps, can help identify potential areas of overlap between animal and human needs or issues, which if addressed, could potentially positively impact communities’ wellbeing and that of their animals. It will be easier to generate motivation to address issues important to communities, which if addressed, would benefit both community members and their animals. This is particularly the case in situations where there are competing or conflicting needs and feelings between animals and people. For example, when there are limited household resources to adequately meet both the needs of people and their animals, human needs are understandably more likely to be prioritized over those of their animals; or animals may be used to earn an income to meet human needs in ways which may not be best for the animal’s welfare.

        Figure 36: Visualizing One Welfare - interconnected nature of human well-being, anima welfare, and biodiversity and the environmental sustainability.

        Figure 36: Visualizing One Welfare - interconnected nature of human well-being, animal welfare, and the environment.

        Analyse and identify issues within the community that might directly or indirectly influence animal welfare. Investigate these key areas with community members:

        1. Livelihoods and working systems of animal owners:
          - The composition and locations of the community members and their animals. The tool Mapping Animal Welfare Issues (T1b) can support this.
          - Daily activities of all the people within each household. Using the Mobility map (T2), Daily activity schedule – communities (T4a) and Gender roles and responsibilities (T5) may help this process.
          - Family’s main sources of income and their important livelihood assets, and whether these change through the year, the Seasonal calendar (T6) and Livelihood vulnerability analysis (T31) can assist here.
        2. The lives of animals, including:
          - Daily activities of any animal/s including both at work and rest, and any seasonal variations, which can be supported by the Daily activity schedule - animals (T4b) and the Seasonal calendar (T6) tools, completed from the animal’s perspective.
          - Current husbandry and health practices: disease recognition and treatment, seasonal variations, and prevention, and cultural or traditional practices that could affect welfare. The Seasonal calendar (T6) and Mapping Animal Diseases (T1c) tools can assist with this process.
        3. Animal-related service-providers and resources, using Mapping - Resources and Services (T1a) and Venn Diagram – resources and Services (T3a) can help this process:
          - Identify service providers that serve the animal owning community.
          - Identify animal related resources.
          - Understand the location of animal-related service providers including distance from the community, availability, affordability, quality, seasonal availability, and preferred providers.

        Throughout this process, listen for change talk, 2. Essential communication skills for promoting behaviour change, 3. Guidance on listening for change talk and 4. Guidance on facilitating conversations for change.

        1.2.2 Identify potential issues related to animal welfare, and animal-related services and resources, and related implications for communities

        Help community members assess their situation and that of their animals to generate a sense of shared interest in improving animal welfare using Focus Group Discussion (FGD) and following the steps outlined below. To support informed analysis and discussion here, it can be helpful to socialize the concept of animal welfare as a first step, through general outreach or using the Animal welfare conversation tool (T32) as time and resources permit.

        1. Organize group meeting(s) to analyse issues any group members are experiencing, reflecting on the observations throughout the initiation phase and issues identified during discussions from PLA tools used previous steps e.g. Mapping (T1), Mobility map (T2), Seasonal calendar (T6), Livelihood vulnerability analysis (T31), Changing trend analysis (T11a),
        2. Identify which of these issues directly or indirectly affect their ability to care for their animal and meet its needs. Any animal welfare issues identified through the Mapping - animal welfare issues (T1b) or through observations may be useful to reflect on here.
        3. Analyse these issues with discussions in member sub-groups such as animal owners, handlers, women, and children.
        4. Present findings to the whole group for agreement on issues identified as important to the group. You may wish to use the Pairwise Ranking (T8) tool to support the group in coming to agreement on identified issues.
        5. In a group, visit service providers and other stakeholders, visit sites, and investigate resources.
        6. Discuss animal welfare issues with stakeholders either individually or in a workshop (using Focus group discussions (FGD) along with PLA tools such as Three Pile Sorting (T23) can be helpful). Follow-up with a group meeting to analyse gaps in service and resource provision and practices – how can they be improved?

        Facilitate regular community group meetings until the analysis is completed. The number of visits, meetings and the tools required to identify and analyse all the issues are flexible – every community is different.

        Pay attention to change talk in terms of how members of the community talk about any desires to change, ability to change, reasons to change, need to change and commitment to change. Refer to the facilitators resources 2. Essential Communication Skills for Promoting Behaviour Change, 3. Guidance on Listening for Change Talk to support your process during this step. In addition, take note of key findings and insights and any potential external barriers to communities’ improving animal welfare, consider using the 20. Project Action Tracker to support your documentation.

        1.2.3. Identify shared interest for community and organization to work together on an animal welfare improvement project

        Once you have built rapport with the animal owning community and understand the local context and their priority animal welfare needs and concerns, organize separate community meetings or focus group discussions with different groups within the animal owning community such as men, women, and other potentially vulnerable groups, including any existing social or interest groups previously identified as being interested in improving animal welfare during the rapport building step. During the meetings, share the identified community needs and issues related to improving animals’ welfare that were identified through the community discussions carried out in previous steps. This is an opportunity for you to learn about different groups’ interests and motivations in relation to improving their animals’ welfare, as well as gauge their general level of awareness of issues. This is also an opportunity for them to learn about your interest in collaborating with them to create community groups interested in improving animal welfare, and to introduce your ways of working [67]. Consider carrying out an Animal welfare transect walk (T22) with groups of community members at this stage to increase awareness of the welfare condition of animals in the community as needed to help generate motivation and interest in working with the project.

        Facilitate the group/s to identify the key findings and concerns influencing animal welfare which they are interested in addressing, along with the specific individuals or groups interested in collaborating with the project and each other and note the best means for staying in contact with them.

        In circumstances where improving the welfare of non-production working animals may be needed, but they are perceived as less valuable than production or income generating livestock whose needs are prioritized by communities, consider using the Increasing Perceived Importance of Animals (T27) tool. In such circumstances, this tool can be useful to improving communities’ awareness of the value of these working animals to the broader production system and the benefits they derive from it and help generate interest and motivation to address their welfare issues.

        Tools and resources helpful to supporting this step include:

        PLA Tools:
        Mapping (T1)
        Mobility mapping (T2)
        Venn diagram (T3)
        Daily activity schedule (T4)
        Gender roles and responsibilities (T5)
        Seasonal calendar (T6)
        Pair-wise ranking (T8)
        Changing trend analysis (T11a)
        Three pile sorting (T23)
        Animal Welfare Transect Walk (T22)
        Increasing Perceived Importance of Animals (T27)
        Livelihood Vulnerability Analysis (T31)

        Facilitator Resources:
        2. Essential Communication Skills for Promoting Behaviour Change
        3. Guidance on Listening for Change Talk
        4. Guidance on facilitating conversations for change
        10. Resources Supporting Initiation Phase Assessments
        20. Project Action Tracker

        Link to References Cited

        Return to Approach

        T22 Animal Welfare Transect Walk/Participatory Welfare Needs Assessment

        QUICK LINKS
        T22 resources and services
        t22 Activity
        T22 Facilitator Notes
        T22 Next Steps

        T22: Animal Welfare Transect Walk/Participatory Welfare Needs Assessment

        An adaptation of a traditional transect walk [48], this animal welfare transect walk can be used as part of a participatory animal welfare needs assessment of the welfare status of animals. It encourages participants to make direct observations of the animals themselves by looking at the animals, the resources in their environment and the owner’s, user’s, carer’s handling and management practices. This is a useful tool for exploring animal welfare conditions and the realities of resources available to animals within a community.

        The findings from this exercise, coupled with analysis from the contributing root causes for any welfare problems (T21, T25 and/or T26) can be used to prepare animal welfare improvement plans for individual or groups of animals. It can also be used to monitor changes in animal welfare over time if conducted at different points in time, and recorded observations compared to assess change.

        Tool purpose:Time needed:
        • To identify which animals are in the best/worst condition and have the best/worst welfare.
        • To identify the most common animal welfare problems within the community
        • To understand which welfare issues owners, users, carers prioritize.
        • To inform community action planning and target capacity building activities to address community-identified priority welfare issues.
        • To identify which owners, users, carers may be good candidates to target as animal welfare champions in the community, when used in conjunction with the results from T1.  Using these two tools together should identify individuals with the highest potential to be exemplary champions and potential mentors to others.        		5-10 minutes for each animal in the walk + 1 hour for discussion
        Materials needed:
        Sheets of paper, pen, coloured markers (red, yellow, green)

        Keyword Search Tags

        Project Phase:
        Planning Phase, Implementation Phase

        Approaches for Working With Communities: Community Development Approach, Community Engagement Approach

        Behavioural Drivers (COM-B):
        Behaviour Change Diagnosis and Planning, Motivation

        Stages of Behaviour Change:
        Pre-contemplation Stage, Contemplation Stage,  Preparation Stage, Action Stage, Maintenance Stage

        Project Support: Participatory Learning and Action Tools, Needs Assessment, Monitoring and Evaluation

        Specific Topics: Animal Welfare, Feelings, and Needs, Animal Husbandry and Management; Community Change Agentsnts / Resilience

        Animal welfare transect walk

        The animal welfare transect walk gives a more complete and detailed view of animal welfare because the animals are present for the group to examine, whereas the previous animal welfare mapping exercise (T1) or body mapping exercise (T20), only gives an overall ‘bird’s-eye’ view of the animal conditions in a community, as described by their owners without the animals present. In this way, the transect walk can strengthen or triangulate the information from these mapping exercises.

        An animal-owning community carried out an animal welfare transect walk using a green, yellow, red traffic light system to score 25 animal welfare indicators that they had identified during their previous discussions and exercises, including 5 that directly relate to owner and carer behaviour (environmental factors). In this example, environmental factors were included because participants’ had a good understanding of animal welfare issues at the activity was carried out. However, it is also possible to modify this tool by using only animal condition indicators, which may be helpful in when participants have not yet gained a good understanding of factors contributing to good animal welfare.

        Figure T22a Animal welfare transect walk recording sheet using traffic light signals

        Figure T22a Animal welfare transect walk recording sheet using traffic light signals

        After the walk, the owners sat down together and analysed the score for each individual animal by summarizing the vertical columns on their recording sheet. In this example, Ahmad’s animal was found to be in the worst condition, with 11 red (‘bad’) and 2 amber (‘medium’) marks, followed by Walia’s animal which had 6 red and 2 amber welfare issues. After looking at all the individual animals, the group then summarized the horizontal rows to find out which welfare issues were most common in their village. Shelter cleanliness was the biggest issue in the community, with five of eight animals marked red. The group followed this exercise with a root cause analysis (consider using T25 andT26) and inserted the results in the community action plan for action by individual owners and collectively.

        Animal Welfare Transect Walk Using Traffic Light Signals
        Step 1Explain the purpose of the animal welfare transect walk to the group and involve all participants in the process of decision-making about which indicators of good and poor animal welfare are going to be observed. Create a safe learning environment at the start of this activity if this tool is being used as entry at Initiation phase to nurture positive motivation for further engagement.

        To facilitate discussion and identification of observable animal welfare indicators, consider referring to the outputs of one or more of the following tools if already conducted:

        • T17 ‘If I were an animal’
        • T19 Animal feelings analysis
        • T20 Animal body mapping (generated list of animal welfare indictors)
        • T21 Animal welfare practice gap analysis

        Depending on participants’ understanding of animal welfare issues at the time this activity is carried out, it may be appropriate to focus only on indicators of animal body condition and consider adding indicators related to environmental/owner practices as the tool is used repeatedly and community participants’ understanding of animal welfare improves.

        Alternatively, as the facilitator, you have an important role here: to check that the list represents all aspects of animal welfare as sometimes we find that the owners’ checklist only contains signs of physical welfare. If you notice this, it may be helpful to ask probing questions to encourage them to think about observable indicators of their animals’ welfare in terms of the five domains of animal welfare (e.g. nutrition, health, environment, behaviour, and mental state). After the group has finalized their list, sit together with them and check whether all aspects of welfare are covered.

        Discuss the agreed animal welfare indicators thoroughly with all members of the group as well as the animal owners and carers from each household visited and agree a score for each one.
        Step 2Once the group has decided which observations to make, agree how the observations and discussions will be captured or recorded and who will take responsibility for this. Ask the community to decide what symbols will be used to record the result of each observation.

        Examples include:

        • Traffic light signals: good/best animal condition shown with green dot, moderate issues with animal condition with amber/yellow dot, worst condition with a red dot. Sometimes just red and green are used.
        • A tick/check mark might be used for good and a cross for bad.
        • Instead of a traffic light system, numerical scores might be assigned. For example: Red/cross = 0, Yellow/amber = 1, Green/tick/check = 2. If only red/green are used, then Red = 0 and Green = 1.
        Step 3Decide whose animals will be visited and the route of the transect walk. Fix a time when the group will go on the walk. It is essential that the owner and family of each animal visited are present when the group is visiting his or her animal and the surroundings.
        Step 4The community group should walk the route together, visiting all the households where animals are kept and the surrounding areas to look at each animal carefully. The group will often wish to make additions and alterations to the agreed observations. Any animal welfare issues which have emerged from other tools and exercises may also be discussed with the group during the walk.
        Step 5After returning from the walk, ask the group to summarize and analyse their record sheets:

        • Have the participants add up the scores or numbers of red, yellow/amber, and green dots vertically to give a summary of the welfare problems of the animals. This can be used by the group to formulate individual action plans for owners.
        • Adding up the scores or dots horizontally will give a score for the whole community or group for that welfare parameter and add identified welfare issues to the “issues” column of the Community Action Plan.
        • Come to a consensus on the animal welfare successes and problems and discuss possible contributing factors. Discussion questions might include:
        - What welfare indicators are most in need of improvement and which are best performing? What are the reasons?
        - Why did some participants score higher than others? What are they doing differently than others who had lower scores?
        - What are the implications of these welfare issues on their animals’ physical and mental state, and on the lives of different household members? For example, do these welfare issues impact women, men, boys, or girls differently?
        - What could feasibly be done to improve their animals’ current welfare situation and replicate successes?

        Record any identified ‘actions to be taken’ in the relevant column of the community action plan and have participants agree on a frequency to animal welfare transect walk activity to monitor progress (monthly, quarterly, etc.).

        Facilitation Notes

        • If there are large numbers of animals, carry out the same exercise over several days so that all animals or a representative number of animals and households are covered.
        • This exercise can take considerable time, so discuss this in advance with the group and agree a suitable time to set aside for doing it.
        • If this exercise is planned to be undertaken in the project initiation phase or to support rapport building, it is imperative to create a safe and learning environment and build understanding about why scoring is part of the exercise.
        • It is helpful for participants to have a general understanding of animal welfare and related animal husbandry and management best practices prior to conducting this exercise. Consider conducting the following activities to raise awareness of animal welfare, feelings and needs, and help inform the identification of animal welfare related indicators to use during the transect walk: 
          • T19 Animal feelings analysis: helps promote understanding of animal feelings and related physical expressions and behaviours indicative of those feelings.
          • T20 Animal body mapping: helps identify animal-based indicators of welfare status which can be used in the transect walk, and can serve as a useful sensitization exercise improve understanding of indicators of good and bad animal welfare.
        • Decide with the community in advance whose animals will be visited and the route of the transect walk. Fix a time when the group will go on the walk. It is essential that the owner and family of each animal visited are present when the group is visiting his or her animal and surroundings.
        • Animal welfare transect walks may be repeated at regular intervals and the results compared with previous walks. This enables participants to monitor and evaluate changes in the welfare status of individual animals, and changes management practices and availability of animal-related resources.

        Next Steps

        Link to References Cited

        T23 Three Pile Sorting

        QUICK LINKS
        T23 THREE PILE SORTING

        T23: Three Pile Sorting

        Three pile sorting, use cards to enable a member of an animal owning community to sort and discuss animal management and work practices according to whether they are seen as good, bad, or neutral for animal welfare.

        Tool purpose:Time needed:
        • To explore participants’ understanding and perspectives on any animal welfare issue, care and management practices (including harmful practices) and to provide a starting point for problem analysis and action.
        • To analyse perceptions about animal diseases and their symptoms, causes and prevention.        		1 hour 30 minutes
        Materials needed:
        Chart paper, note cards, markers or other locally available resources, and a set of cards showing animal welfare.

        Keyword Search Tags

        Project Phase:
        Planning Phase, Implementation Phase

        Approaches for Working With Communities: Community Development Approach, Community Engagement Approach, Societal Outreach and Campaigns Approach

        Stages of Change:
        Pre-contemplation Stage, contemplation

        Project Support:
        Participatory Learning and Action Tools, Needs Assessment

        Specific Topics: Animal Husbandry and Management, Animal Handling

        Three pile sorting
        Step 1For this exercise you need to prepare beforehand.

        Make a set of cards showing animal welfare or management practices which can be interpreted as good, bad, or in-between (neutral). These should be based on problems previously identified by the community during exercises such as ‘If I were an animal’ (T17), Animal body mapping (T20) or Animal welfare practice gap analysis (T21). Common negative practices which could be illustrated on the cards include beating animals, overloading, not offering water, incorrect feeding, and lack of care for wounds
        Step 2Organize participants into groups of no more than seven and ask each group to form a circle. Give a set of cards to each circle and ask for two or three volunteers to sit in the centre of the circle and sort the cards together. They should place each card in one of three piles: representing good welfare or management practices, bad welfare, or management practices, and in-between or neutral practices (or practices where there is uncertainty or disagreement).
        Step 3After the cards have been sorted, ask the volunteers to arrange them so that each card is visible to the whole group (see figure T23 below- Place holder). Encourage debate between participants to challenge their choices and analyse all aspects of their decision. Enable participants to understand why a particular practice may be better or worse for animal welfare. 
        Step 4Ask the group to identify which of the animal welfare issues or management practices are occurring in their own village, especially the ones they have identified as bad. This discussion can be used to enable participants to identify priority welfare problems and to propose potential solutions or action to be taken.
        Step 5Document the discussions and share back with the community.

        Record the community’s analysis and responses in your project action tracker and follow up with the community later if/when you start action planning together.
        Figure T23 a sample pile sorting process

        Facilitation Notes

        • It is important that you enable the group to bring their own perceptions and use their local terms for management practices, diseases, pain, and animal suffering.
        • The game can also be played using photographs representing the existing situations in the village. This needs advance preparation.
        • Notice and document why certain practices are said to be harmful or are perceived as positive or neutral while they affect animal welfare. It is important to also note their misconceptions about the practices, diseases, etc. and their stages of change (pre-contemplation – being unaware or contemplation stages – struggling with their decisional balance to determine them as good, bad or neutral) with regard to the different care and management and animal diseases.
        • Another variation is to ask participants to sort cards according to different types of animal welfare issue they have experienced, such as i) issues directly related to animals ii) issues related to service providers and other stakeholders and iii) issues related to animal owners, users, and carers.

        Tool adapted from [85]

        20. Project Action Tracker

        This resource includes three example trackers you may wish to use to support your work. These are designed for community engagement staff, as a way to record key discussions from community visits, track progress, and capture outcomes. Using trackers will help you to:

        • Be accountable to the communities you work with
        • Provide the support requested by communities during your visits
        • Keep track of actions and ensure that they are completed on time
        • Evidence progress and requests for further support from your organisation or potential partner organisations
        • Report to donors more easily

        Each of these trackers are suggestions only, and should be adapted and used as is appropriate for your team and context. It may not be appropriate or required to use some of these trackers for all projects so you can pick and choose as is helpful for your work.

        Keyword Search Tags

        Project Phase:
        Initiation Phase, Planning Phase, Implementation Phase, Exit & Evaluation Phase

        Approaches for Working With Communities: Community Development Approach, Community Engagement Approach, Societal Outreach and Campaigns Approach

        Project Support: Facilitator Resources, Documentation and Reporting

        1. Team Action Tracker

        The Team Action Tracker keeps a record of actions to be taken by staff/partner staff teams to support identified animal welfare issues. The tracker is informed by PLA activities and directly supports the community action plan.

        The tracker should be populated and updated by community engagement staff. It helps to track which animal welfare issues were identified, using which PLA tools, and captures the follow up actions to be taken by the team to both support the community action plan.

        Animal Welfare IssuePLA Tool UsedProposed team actions / follow upTimeline / DeadlineStatus / UpdatesOutcomes
        Tetanus - interest in group vaccinationsT8 Pairwise ranking
        (Prioritisation exercise)
         
        Date:         		Follow up in next session to see if the LSP has been contacted and how many animals have received vaccines. Next sessionComplete25 donkeys vaccinated on 12th June 2019
         
        Second visit proposed for 15th August 2019
        Limited water for animals & people – potential water project?T17 ‘If I were an animal’
        (Issue identification)
         
        Date:        		Research water saving projects/programmes within the area to be able to present the community with linkages and/or ideas during the next session.
         
        Find out if/when there are any plans to build a water source closer to the community. If there is no plan, investigate the potential for one.        		Next sessionUnderway but not complete due to staff absence.
        Poor hoof care due to lack of handling and hoof care knowledge/skillsT21 Animal welfare practice gap analysis
        (Root cause identification)
         
        Date:        		Speak with farrier and Animal Health team to arrange sensitization/training session on proper hoof care and humane handle by 30th of June.
        T6 Seasonal calendarDiscuss fodder storage in next session
         
        T4 Daily activity schedule in next session to understand when men and women are available        		Next session, by the end of June.
         (Issue identification)
        Colic
        Flu (nasal discharge)
        Hoof problems        		T9 Matrix scoring & rankingInvite a vet to sensitize on colic (1st priority) during next community meeting.

        2. Project/Regional Action Tracker

        The Project/Regional Action Tracker is designed to collate information from across communities to inform project/regional planning. Information included within the tracker is populated with information taken from PLA activities and community action plans from within the project/regional operational area. The Project/Regional Action Tracker can support with identifying the scale of different issues, tracking different actions/strategies planned, and recording ideas for actions to take/improvement which should be further explored. The goal is to help teams keep track of outcomes of activities with communities for greater strategic coordination and support for planning and development of projects. The utility of this resource will depend on the scale of the project/programme and may not be needed in all project contexts.

        Animal Welfare IssueRegions & communities where issues was identified as priorityKey actions / strategies to takePerson responsibleTimeline / DeadlineAdditional actions / Ideas for improvementStatus / Update
        FeedingHalaba: 17 communitiesRegional training on proper feeding practices scheduled for 30th May 2019


         


        Drought (water shortage)Dodola: 14 communities ·         Speaking to WaterAid about opportunities to link communities with water savings programmes

        3. Staff Action Tracker

        The Staff Action Tracker is designed to support community engagement staff to document their community visits, activities, and action points for follow up.

        Staff Name:

        Community/site:
        Visit/ Meeting DateNumber of participants and equines targetedCommunity engagement activities
        Key topics/issues discussed (incl. follow up on progress of action points/results identified in previous meeting/visit)        		Identified action points and results expected to be achieved by community
        Persons responsible + expected achievement date        		Identified actions for staff
        Person responsible + expected achievement date        		Status / Update
        06/06/2019# Participants: 
         
        # Equines:         		T5 Gender roles & responsibilitiesAction point/result expected: 
        1.    Share stable cleaning activities        		Action point: 
        1.    Sensitization on hoof care & possible handling for women 
        2.    Follow up on how sharing of stable cleaning activities are going
        Staff responsible: 
        Expected achievement date:
        07/06/2019# Participants: 10
         
        # Equines:         		 
        T15 Cost-benefit analysis – not over-loading
        ·         Implementation costs
        ·         Cost on animal
        ·         Cost on HH if adopted or not
        ·         Benefits of mixed feed        		Action point/result expected: 
        1.    Reduce from 10 quantal/3 trips to 8 quantal/4 trips
        2.    Buy wheat bran in bulk to reduce cost (10 birr to 8.6 birr / kg)
        3.    Focus on balance loading 
        Person responsible: Fanos & Azamach
        Expected achievement date: Meet to discuss in one week        		Action point: 
        1.    Check with animal welfare team that reduction in amount over more trips is good welfare
        2.    Make plan to collect money for bulk purchase of feed
        3.    Support selection of money managers
        4.    Provide support/training on cart balancing & feed mixing
        5.    Sensitizing shop keeper about over-loading
        6.    Identify feed sellers who are willing to sell in bulk for reduced cost
        7.    Revisit for support planning in 15 days
        Staff responsible: 
        Expected achievement date: 
        07/06/2019# Participants: 
         
        # Equines:         		T14 Group inter-loaningAction point/result expected: 
        1.    Carry out activity in smaller groups        		Action point:
        1.    Evaluate seed money strategy – focus seed money on direct equine-benefited activities
        07/06/2019# Participants: 10
         
        # Equines?        		T15 Cost-benefit analysis – not over-loading: 
        ·         Implementation costs
        ·         Cost on animal
        ·         Cost on HH if adopted or not
        ·         Benefits of mixed feed        		Action point/result expected: 
        4.    Reduce from 10 quantal/3 trips to 8 quantal/4 trips
        5.            Buy wheat bran in bulk to reduce cost (10 birr to 8.6 birr / kg)
        6.            Focus on balance loading 
         
        Person responsible: Fanos & Azamach
         
        Expected achievement date: Meet to discuss in one week        		Action point: 
        1.    Check with animal welfare technical support staff to evaluate potential welfare implications of community’s proposed action. 
        2.    Revisit for support planning in 15 days
         
        Staff responsible: TBD, consult with AHM and UK AW team 
         
        Expected achievement date: TBD

        T27 Increasing Perceived Importance of Animals

        QUICK LINKS
        T27 Increasing the Perceived Importance of Animals

        T27: Increasing Perceived Importance of Animals

        Working animals’ (e.g., donkeys, horses, oxen etc.) welfare is often overlooked in comparison to other livestock/production animals who have a more direct and understood role in supporting communities’ livelihoods. This tool is specifically designed to be used to aid communities in realizing the critical role and importance of these often-overlooked working animals to improve their motivation to similarly meet these animals’ welfare needs.

        Tool purpose:Time needed:
        To increase community members' motivation for better meeting the welfare needs of working animals by understanding their valuable contributions to their lives and/or livelihoods.2-3 hours
        Materials needed:
        chart paper, index cards or sticky notes, pens/markers, chalk and/or locally available materials.

        Keyword Search Tags

        Project Phase:
        Initiation Phase, Planning Phase, Implementation Phase

        Approaches for Working With Communities: Community Development Approach, Community Engagement Approach

        Behavioural Drivers (COM-B):
        Motivation

        Stages of Change:
        Contemplation Stage

        Project Support: Participatory Learning and Action Tools

        Specific Topics: Animal Welfare, Feelings and Needs; Compassion/Empathy, Community Change Agents

        Increasing perceived importance of animals
        Step 1Take the community through the process of identifying the general resources and services important to meeting their households’ needs and supporting their livelihoods which their animals either directly or indirectly contribute to obtaining (e.g., water, fertilizer, education, transport, health care, animal health services, agricultural products, income, food, feed for animals etc.). Write or draw these ideas on cards or paper until all are listed for all to see. The resources and services listed need not be limited to animal-related resources or services.
        Step 2Once these important resources and services are identified, ask participants to identify the animals which directly or indirectly contribute to obtaining them e.g., livestock/production animals, working animals etc.). Write or draw pictures of each animal on a card and place them on the ground. Then write the list of the resources or services they support /contribute to the family beside each of the animals.
        Step 3Then ask participants to identify which of the roles listed against each animal are important to them. They can rank them in order of priority. Each listed role should be paired with a picture of the animal that support that role in the household. To aid the participants in identifying these roles, ask participants to think about each animal’s relationship/contribution to all resources identified including(ability to support different resources identified).

        Have the community write or draw the roles of each animal on cards or list them on a large piece of paper under each animal identified.
        Step 4Based on the roles and their importance, then ask participants to reflect on which animals they feel are most important/which they cannot live without and why based on the identified roles for each animal. Rank each animal in order of the agreed upon importance based on their roles.
        Step 5Next, support community participants to assess the value & contribution of each animal to their household through a cost & benefit analysis. Use the following discussion points to help facilitate this discussion:

        • How much income do they get from their animals?
        • What are some of the uses of each of the animals?
        • What are the contributions of each animal in meeting household needs? time savings, social status, labour burden savings?
        • Prioritize how they spend income and savings from each animal based on the needs of the various household (Distribution of income expenditure at home)
        • Then consider how much is spent to meet each animal’s welfare needs and compare this to each animal’s contribution to the household income.
        • Then rank the animals in order of contribution to the household versus what is spent on the animal.

        The process helps community members appreciate the value and importance of their working animals in relation to their contributions to meeting the household’s needs. Note which members of the community respond to the various contributions of working animals and lead the discussion for all views and lived experiences are taken, recognized and valued.
        Step 6Summarize the results of the activity and ask community members to reflect on their learnings and motivations for acting to better meet the welfare needs of their working animals. Agree on any actions and activities that that individual and/or the group identified they will take to improve the welfare of their working animals to add to the community action plan and agree on a date to repeat the exercise to assess changes in their perceived importance of their working animals and to monitor any actions taken.

        Facilitation Notes

        • It is helpful to understand how to use processes which support communities in ranking or prioritising, as utilising a ranking process may be helpful to employ if communities’ members struggle to identify priorities through discussion alone. 
        • It is good to note that the discussion/reflection doesn’t lead to the utilitarian assumption that undermines animal welfare.

        T31 Livelihood Vulnerability Analysis

        QUICK LINKS
        T31 Livelihood Vulnerability Analysis

        T31: Livelihood Vulnerability Analysis

        Livelihood’s vulnerability analysis is a method of assessing the impact of hazards on community livelihood resources. The tools help with planning for improving community resources.

        Tool purpose:Time needed:
        • Identifying the hazards that have the most serious impact on important livelihood resources.
        • Determining which livelihood resources are most vulnerable.
        • Identifying current coping strategies and beginning to identify opportunities for adaptation.
        • Informing an understanding of local values of ecosystem services in relation to livelihoods and well-being and how these may change because of the threat of hazards.        		1.5 hours
        Materials needed:
        Chart paper, note cards, markers, or other locally available resources, like sticks, stones, straw, beans, seeds, coloured powders or saw dust, etc.

        Keyword Search Tags

        Project Phase:
        Initiation Phase, Planning Phase, Exit & Evaluation Phase

        Approaches for Working With Communities: Community Development Approach, Community Engagement Approach

        Behavioural Drivers (COM-B):
        Behaviour Change Diagnosis and Planning, Opportunity

        Stages of Behaviour Change:
        Pre-contemplation Stage, Contemplation Stage, Preparation Stage

        Project Support: Participatory Learning and Action Tools, Needs Assessment, Gender Analysis

        Specific Topics: Livelihoods; Vulnerability / Resilience; Group Formation / Strengthening

        The figure below shows an example of a community vulnerability map showing the different livelihood resources/assets and what makes them vulnerable. The process enables the community to understand how their resources can be vulnerable and put in place a plan to address the vulnerabilities to reduce the negative impact they would have on the resources they depend on.

        Figure T31: An example of a livelihood’s vulnerability matrix
        Livelihood’s vulnerability analysis
        Step 1Ask participants to brainstorm and identify the most important livelihoods resources for them. It may help to organise the livelihood resources or to have a checklist based on the 5 livelihood assets (or resource) classes commonly used in Sustainable Livelihoods frameworks (human, social, physical, natural, and financial) The definitions provided below are from the Brookes Livelihood Position Statement and Guidance notes.

        i. NATURAL CAPITAL refers to natural resources, which includes land, soils, air, water, and all living organisms.
        EXAMPLE: equids, water, soil conservation for feed/fodder production, agriculture production/feed/fodder

        ii. FINANCIAL CAPITAL income, savings, loans and/or other economic resources needed to meet their needs.
        EXAMPLE: access and availability of savings, credit/loans, livestock insurance schemes

        iii. PHYSICAL CAPITAL tangible, man-made goods that support the creation of a product or service
        EXAMPLE: cart, harness, roads, ploughs, market shelters/resource centres, water points, boreholes

        iv. SOCIAL CAPITAL is defined as what we share with others, such us our family, friends, and community as values, norms, and trust, that enable us to move developed as individuals and collectively such being in as savings groups.
        EXAMPLE: self-help groups facilitate working together towards collective action to produce/buy feed and at reduced cost, advocate for needs and accountability of service providers, as well as amongst community members themselves regarding their treatment of animals.

        v. HUMAN CAPITAL refers to the skills, knowledge, and experience possessed by an individual or population.
        EXAMPLE: knowledge and skills to address the equid welfare issues identified as impacting communities’ livelihoods i.e., knowledge and skills to keep animals healthy and prevent/treat disease and death, building competencies of animal health practitioners

        As this is likely to create a long list of resources, ask participants to then identify up to six resources that they consider to be MOST important in meeting their animal’s welfare needs.

        Create a matrix by first listing these priority resources down the left side column of the matrix, using words, symbols, or graphics to represent the resources for all to understand.
        Step 2Next ask participants to identify the greatest hazards to their livelihoods. Hazards may be natural or man-made. It is important to be specific in the hazards, and to ensure that the issues identified are hazards. Participants may identify conditions such as “food insecurity” as hazards. Ask the group to break down these conditions to determine if they are caused by hazards (e.g., food insecurity may be the result of a drought, which is a hazard). Similarly, some groups may identify scarcity of resources, such as “lack of money”, as a hazard. In this case, it should be determined whether the lack of a resource is the result of a hazard, or in some cases, whether the resource should be added to the list of priority resources identified in the previous step.
        Step 3Once completed, ask participants to identify up to six hazards they consider to be the MOST The five most important hazards should be listed horizontally across the top of the matrix, again using symbols if necessary.
        Step 4Participants should then decide on a scoring system for assessing how vulnerable their animal dependent livelihoods are because of their livelihood resources being impacted by each hazard, identifying significant, medium/moderate, low and no impact from hazards. It is vital that all participants understand the scoring system. An example is provided below for reference:

        3 = hazard significantly impacts the resource
        2 = hazard moderately impacts the resource1 = hazard has a low impact on the resource
        0 = hazard has no impact on the resource

        Stones, symbols, or different colours of markers (e.g., red = significant risk to resource, orange = medium risk, green = low risk, blue = no risk) could also be used.
        Step 5Consider each resource in turn, support participants in discussing and agreeing the degree of impact that each of the hazards has on each of the resources. Any inconsistencies or differences of opinion should be discussed and resolved, if possible (either through discussion or by exploring the reasons for these differences and preparing more than one table if necessary).
        Step 6Discuss and analyse the results, noting different perspectives from different participants. An example is provided in the table T31.

        The following questions can be used to guide the discussion but should be adopted and adapted according to the focus of the exercise.

        • Are there any trends in the impact of hazards on livelihood resources?
        • Which resources are most affected and why?
        • Are there any resources that are more resistant to hazard?
        • What coping strategies are currently used to deal with the hazards identified? Are they working?
        • Are there different strategies that you would like to adopt which would reduce the impact of hazards on your livelihoods?
        • What resources do you have that would help you to adopt these new strategies?
        • What are the constraints to adopting these new strategies?
        Step 7Once complete, take a photo or record the outputs on a piece of paper. Ensure that the community has a copy for their records and facilitator has a copy for future reference or planning.

        Record the actions, activities, and proposed linkages into your project action tracker, and support the community by linking them to any necessary stakeholders.

        Facilitator's Notes

        • It can take time for people to understand the concepts and thus good facilitation will be needed to engage them.
        • There is need for the facilitator to be well versed with the five domain of animal welfare sufficiently prior to conducting this exercise as this is necessary to enable them to help the community identify resources important to meeting their animals' welfare needs. 
        • Be aware that sensitive issues may not be discussed or clear to an outsider.
        • Local participants should be encouraged to build as much of the diagram as possible without interruption and to suggest anything else that should be recorded.
        • Consider having different groups based on gender, social status (re marginalized groups) when conducting the discussions.

        Tool adapted from [89]