ࡱ> [ Ybjbj %jj7~l8 TF~@(h"i i i /}1}1}1}1}1}1}$ tU}i e i i i U}&j}|&&&i /}&i /}&" &%0/tJ}4 `$%#$xN}}`F~yI$}&  EMBED PBrush  Planning for Burundis Future: Building Organizational Capacity for Economic Recovery NGOZI II Report on the Initial Training Workshop for the Second Group of Burundian Leaders Held in Ngozi, Burundi (September 23-28, 2003) A Project Funded by the World Bank With Support from the Office of Transitional Initiatives (USAID) And the Cooperation of the Conflict Management Group and ESSEC IRENE Howard Wolpe, Steven McDonald, Elizabeth McClintock and Alain Lempereur REPORT ON NGOZI II TRAINING RETREAT "Name your selling price for the photo of me sitting besides that man! In a million years I never imagined it possible that I could sit with him. At first I was very careful and quiet. Then we began to exchange, and it was OK. Afterwards I immediately phoned my wife and told her and she too was amazed. A Hutu participant to a training team member speaking of a Tutsi participant who is a senior Army officer. REPORT ON NGOZI II TRAINING RETREAT If only this training had been provided before negotiations (Arusha) began, it would have made everything so much easier. A participant, representing a rebel group, who had returned to Burundi for the first time in 35 years of exile. I. Background to Workshop In March 2003, the Woodrow ˻ֱ Center, funded by the World Bank with supplemental support for the Office of Transitional Initiatives of the U.S. Agency for International Development, held the first Burundi Leadership Training Program (BLTP) workshop in Ngozi, Burundi. under this capacity building project now designated the Burundi Leadership Training Program (BLTP). Designed to assist in the restoration of trust and confidence, to help leaders forge a common vision to guide the countrys economic reconstruction, and to encourage participatory and collaborative decision-making and team-building, this capacity-building initiative e workshop brought together an ethnically diverse group of Burundians from a diverse and representative cross-section of their society.a number of institutional and social sectors. This was the first in a series of training workshops meant to fashiondesigned to help fashion a sustainable a network of 100 key Burundian leaders with possessing a shared understanding and objectivevision for their countrys future and possessing both the skills and commitment to enable them to help shape Burundis post-war economic reconstruction. T The initial group of 34 Burundian leaders was subsequently re-convened for a at first workshop was followed by a series of follow-on meetings and, further training.s, and symposia with the preliminary group of 34 Burundian leaders. But, Then, from September 23-28, 2003, a second group, consisting of 31 Burundian leaders (dubbed the Ngozi II group) from a similar representative background, met in Ngozi for whatwas convened for a repeat of was dubbed Ngozi II, a repeat of the core BLTP leadership training. As before, most of the training as the BLTP project began to expand its network of key leaders to eventually reach the target of 100. Most of the training was conducted by Elizabeth McClintock, Director of Programs for the Cambridge-based Conflict Management Group, and by Alain Lempereur, Professor of Law and Negotiation, and the Director of IRENE (the Institute for Research and Education on Negotiation in Europe). In addition, Project Executive Director Howard Wolpe led a day-long SIMSOC simulation an exercise developed by Dr. William Gamson of Boston College. Howard Wolpe and Program Manager Steve McDonald had visited Burundi, Kenya, and Tanzania from August 19-30 in order to finalize plans for Ngozi II, including visiting with rebel leaders in each location to obtain their commitment for participation.to continued participation in the BLTP. Base-line interviews were were then held with twelve12 individuals who had beenwere invited to participatent in Ngozi II. II. Composition of the Workshop In all significant respects,T the Ngozi II workshop participants selected after broad consultation with a large number of Burundians and non-Burundian analysts again constituted a representative cross section of Burundian society.were ethnically diverse including 13 Hutu, 17 Tutsi and 1 Twa; in addition, of the 31 participants, 12 were women (Appendix 1.) First, the workshop composition was distinctive for its ethnic and gender balance, including13 Hutu, 17 Tutsi, 1 Twa and 19 men and 12 women (Annex 2). Second, Ngozi II drew leaders from all of the targeted institutional sectors government and non-government, civilian and military. The Chief of Staff of the Army along with two other leading Army officers were joined by persons identified with six of the seven rebel factions (CNDD, PALIPEHUTU, FROLINA, CNDD/FDD, the Alain Mugabarabona wing of the Palipehutu/FNL, and the Jean Bosco Ndayikengurukiye wing of the CNDD/FDD).. Some of the rebel participants had been living in exile, and flew into Burundi to participate in the workshop. On the political front, aA number of parliamentarians and other party leaderspolitical figures representing were present; the party organizations represented included FRODEBU, UPRONA, RADDES, A.V. Intwari, ABASA, PP, RPB. and INKINZO , and PARENA were also present. Participating political leaders included the First Vice President of the Senate and the former First Vice President of Burundi (currently the Chairman of the Refugee Rehabilitation Commission). and, as previously indicated five rebel organizations (CNDD, PALIPEHUTU, FROLINA, CNDD/FDD, the Alain Mugabarabona wing of the Palipehutu/FNL, and the Jean Bosco Ndayikengurukiye wing of the CNDD/FDD. The Governor of Ngozi Province represented local administrators. The ten participants drawn from civil society included the Catholic Bishop of Ngozi and representatives from business, labor, youth groupsstudents, womens organizations, journalism, and grassroots relief development groups. While the workshop was designed to be inclusive of Burundis key institutional and social sectors, all participants were invited in their individual capacities and not as representatives of their respective organizations and institutions. III. Content of the Workshop Ngozi II was structured along the lines of its predecessor. with almost all ofAs in Ngozi I, the first three days were devoted to interactive exercises, including visioning, role-playing, and simulation, designed to teach communications, problem solving, analytical toolsstrengthen communications, problem-solving and analytical skills, , and leadership skills as well as break down interpersonal barriers of the participants based on ethnicity, political divisions, gender, regional origin, or societal and professional roles. The remaining two days were used to apply these new skills and evolving relationships to negotiation exercises and cooperative efforts to advance Burundis post-war economic reconstruction. brain-storm over approaches to the economic recovery and transition to a peaceful and democratic future for Burundi, setting an agenda and structure for future interaction and training for the Ngozi II participants that would enhance their ability to contribute in a sustained way to Burundis recovery. For the sake of brevity and because of the similarity of the basic structure of the Ngozi I and Ngozi II workshops the structural and organizational similarity of the agenda to that used in the first workshop last March, we will not offer a detailed description of each days trainingtraining elements. but, instead,Instead, we refer the reader to the report to the World Bank on the first traininginitial workshop . which provides those particulars. That report can be supplied on request by the Woodrow ˻ֱ International Center. In addition, although most recipients of this report were sent that report. For guidance, Annex Appendix 21 of this report contains the agenda for the September 23-28 workshop. At Annex 3, thereIn order to capture the impact of the Ngozi II workshop, Appendix 13 presents a detailed account of the five-day retreats work-product . This account, based on the facilitators notes of participant observations and reactions. ctions, . . . includes a review of is a work summary document prepared for the participants by the facilitators based on their notes from the training which, when viewed along side the agenda, gives substantive detail of the impact of each session on a daily basis. Not repeated in that summary or this report are descriptions of the modalities of the Arm Exercise, the Seven Elements Framework, the active listening and speaking exercise, Simsoc, the 4 Ps approach to project development (Purpose, People, Process, and Product), or the Four Quadrant Tool. These are discussed in detail in the March report. Rather, Annex 3 reviews the participant expectations outlined at the workshops inception, . . .details the application by participants of the Seven Elements Framework for evaluating the quality of group decisions to an analysis of five critical Burundian issues . . .identifies what the participants describe as the summarizes lessons learned both from from the a negotiation exercise Laurent Koupo, details the Seven Elements framework for measuring success through its application to five case studies, iterates the lessons learned from the Simsoc simulation as identified by the participants, and from the SIMSOC simulation . . . discusses the applications ofdescribes how participants applied the Four Quadrant Tool in examining obstacles to Burundis economic recovery and in brainstorming the means of overcoming these obstacles addressing obstacles to recovery the participants had identified and brain-storming on ways to overcome those obstacles with an analysis by the group of each idea presented. . . . Finally, it listslists a variety of project ideas, future options for action, and participant commitments made on a personal, group, and project basis for the future. Below will be a summary of some oHere we offer a summary of the highlights from the Ngozi II workshop:f the more important lessons learned, assessments, and commitments that emerged from these exercises. 1. Expectations of Participants Following the opening and introductory sessionthe initial introductions, , the first conversation with thethe participants were invited to share their expectations as to what they hoped to gain from their involvement in the Burundi Leadership Training Program and the Ngozi workshop. as to gauge their expectations.The expectations they laid out Those fell into three general categories: relationship building, learning the acquisition of new leadership skills, and gaining insight into assisting how Burundis transition to peace and economic recovery might be most effectively promoted. Of more than passing interest was the concentration participant emphasis on the importance of on relationships, a focus that had also come outemerged in the pre-conference workshop participant interviews. The Ngozi II participants reflected a universal Burundian desirespoke of their desire to get to know each other better, to better understand others points of view, to share experiences, to start a broader dialogue, to attain better understanding of the Burundian crisis and find to develop a common vision. In identifying the skills they wished to acquire, they focused on the subjects of Skills enhancement focused on leadership, negotiation, communication, combating povertypoverty alleviation and managing institutions.institutional management. Burundi-related objectives cited by the participants Goals for economic recovery and transition included project developmentthe development of concrete projects of economic recovery, but also touched on stopping the war, and uniting the country. They were particularly centered on the need to , and, importantly, how to get the message of peace and recovery to their grassroots, community constituencies. 2. Lessons from the Laurent Koupo Negotiating Exercise This exercise, which divides the participants into teams to negotiate a contract between a football club and an aging star player, imparts a clear set of lessons through the role-play.is designed to help the participants deepen their understanding of how parties in conflict can be assisted in reaching sustainable group decisions. Among the lessons learned cited by workshop participants were the following: Those identified by the Ngozi II participants included: Team consultation and careful preparation is important in negotiation because you profit from the views of others; The first thing to do is determine your goal in negotiations and then to develop your strategies for achieving it; Understanding and accommodating the interests of others will lead to creative solutions. Distinguish between the positions parties may take, and their more fundamental interests; the key to successful conflict resolution is accommodating not the positions of the parties but their interests. It is important to put yourself in the place of the others; Communications skills are crucial; it is important to know how to talk to others and when to share information; Information is power. Communication skills are crucial, above all the process of communication such as how to talk and when to share information; Information is power. 3. Applying the Seven Element Tools After an explanation of theThe participants applied the Seven Elements of the decision making process Decision-Making Framework (Alternatives, Interests, Options, Legitimacy, Communications, Relationships, and Commitments), these were applied to five critical issues that Burundi faces as identified by the participants.issues that they identified as critical to Burundis future: Those were: problems surroundingThe problems of womens inheritance rights, election laws, land rights, the conflict between the government and independent radio, and the lack of respect for the Arusha Accords. Here we offer some highlights of these analyses; While Annex Appendix 13 offers greater detail. , pages 3-9, give specific detail on the participants analysis of each of these issues, it would be instructive just to highlight in this summary a few of the more compelling ones: Womens inheritance rights: International and national law, Burundian adherence to treaties guaranteeing womens rights, and other African precedents in this regard were cited as appropriate criteria of legitimacy on this issue. that should be brought to bear in resolving this issue. While the participants considered such options as and alternatives of strike actions, forced removals from land, and work stoppages, were mentioned, the participants focused focused primarily on legal recourseslegal tools available to guarantee and defend womens rights. Election laws: Elections have been called for under the Arusha Accords but there remain outstanding questions are onconcerning both the structure of the electoral system and the timing of the elections. Different players such as political parties, the military, ethnic communities, and the international community have different interests and see the questions of power-sharing, ethnic quotas, direct representation (one man, one vote) or proportional representation differently. Approaches to problem-resolution discussed by the participants included focused onreliance upon the courts negotiations in court to s to resolve the outstanding issues, olve the timing and format along with an extensive communication campaign to inform the public and to receiveget their feedback from the grassroots. Land rights: The participants began by is critical issue is best understood by defining distinguishing the key actors and interests:. T those who are being repatriated, current land occupants, internally displaced persons, and the state all have different interests revolving around historical ties, indemnification demands, current residence and investment returnseconomic considerations, abiding bythe rule of law, and the requirements for maintaining public tranquility. Alternative oOptions of purchase, confiscation, and redistribution of land have immense repercussions in economic, political, and security terms. Government and independent radio: Participants noted that tThe role of the media in periods of conflict is difficult and both sides havethe government and the media have responsibilities. The media, while having a duty to inform the public, must do so objectively and accurately. The government must protect the public which includes controlling information that favors the enemy or demoralizes its troops. Options for addressing the current crisiscurrent conflict between the government and independent radio might include revolved around mediation mediation of the immediate dispute and structuring legal remedies, to include a code of professional ethics and laws protecting public media rights. Lack of respect for Arusha Accords: Issues of concern identified by participants include how to insure accountability for the past actions of leaders and others; how to insure minority interests will be represented and protected;the automatic protection of leaders, impunity for past crimes, representation and protection of minorities, resentment about the pressures from facilitators that forced the agreement;, and theand fact thata continuing concern that those who have continued the hostilities and have remained outside of Arusha may, in the end, bbe disproportionately benefited more in the new institutions of transition. 4. The Lessons of SimsocSIMSOC SimsocSIMSOC, which is fully described in the March report, divides an imaginaryis a simulated society comprised of four regions that are distinguished by an extreme inequality of economic resources. One region (Red) is a veritable ghetto: its residents lack food and money, and do not even have the travel coupons enabling them to leave their region. Another region (Green) is distinguished by the concentration of economic resources that are found there: it includes an industry, a political party headquarters, and several travel and subsistence agencies. The Blue and Yellow regions are essentially middle-class. into four regions with very unequal resource bases, one being a virtual ghetto. The members of SIMSOC It apportions the players between the regions and challenges them to employ the resourcesmust do everything they would do in the real world: secure employment, subsist, decide on how to use whatever resources they have (whether to invest in private industries, or in public welfare programs, or in the creation of police forces, etc.), decide on how to organize their affairs and their relationships. they have subsistence, employment creation, travel, communications, investment in social welfare, etc., all reflecting actions they can take in the real world. The decisions they make, collectively and individually, determines whether their society thrives or collapses societies basic institutions survive and collapse.. Such factors as the numbers of deaths (which result when individuals fail to secure subsistence for two consecutive game sessions) and levels of unemployment have impact on the national indicators. If the indicators go up, more income is available to the society; if the indicators go down, societal income declines; if any indicator falls below zero, the society has collapsed. As in Ngozi I, so in Ngozi II SIMSOC collapsed after the third game session. In the intense 2 hour feedback session that followed, and in a written exercise, the The society did eventually collapse and in the verbal evaluation session afterward, the participants identified a number of lessons learned (summarized on pages 10-11, Annex 3Appendix 4). Some of their more Key graphic observations, presented in their own words, follow: often moving words of the participants, as submitted to the training team and included at Annex 4, included the following: Generally, the regions and the participants were only occupied with their personal interests, followed by those of their group, and forgetting those of the nation. Yet, instability and extreme poverty in one single region was a threat to the whole nation. I was in the rich region and had all I needed, but I never thought about the others who had nothing. I understood that humans are moved to spontaneously defend there interests (personal or group); to help redress this fact, the mass media must play its correct role. Hopefully the moral forces, religious representatives, will also have a recognized role in reforming society. The life, the death, or the prosperity of a society depends on the degree of collaboration among its members. My survival depends on the survival of others. Equality is an ideal that is difficult to realize, but it is essential to be conscious of disparities, of the social injustice that exists, and have the will to correct them. I was in the rich region but I didnt have subsistence. During the two sessions, my envelope always came back empty and I found that unjust. I was forced to thinkg of the others who had nothing, of their disappointment, their sadness, etc., instead of lamenting my situation, and I was able to find the means to survive. One must look for security for everyone, not by reinforcing the police, which is very costly, but by an equal distribution of national resources. You must neglect no one. In playing the game, we were forced to react as we would in real life. 5. Applying the Four Quadrant Tools The Four Quadrant analytic tool for problem-solving --s of identifying the problem, examining its causes (diagnosis), considering alternate solutions, and suggesting deciding on the best course of action -- was described, along with the 4P analytical model for strategic planning (Purpose, People, Process, and Product). (all detailed in the March report), were explained and then a discussionThe participants then sought to apply these tools in an examination of key on the application of these tools was centered around the identification of key obstacles to Burundis progress. These The participants distinguishedwere divided in two categories of obstacles, global and personal, obstacles and the participants were asked to structure reach one of them into aand then applied the four quadrant tool in fleshing out possible solutions. Four Quadrant format. Detailed in Annex 3,Appendix 14, pages 11 22, the global obstacles identified by the participants were: insecurity, social injustice, exclusion, poverty, and bad governance. Personal obstacles were identified as: lack of finances, risk aversion, indecision, lack of confidence, and mistrust. The suggested actions were often very concrete and there emergedthe participants developed an extensive list of possible projects that would respond toto tackle these obstacles that lay in the way of Burundis post-war reconstruction.. 6. Commitments of the Participants In the closing sessions of the workshop, the participants identified several actions committed themselves to pursue several initiatives thatin which they would apply should be taken in the future to apply the skills learned and experiences gained from their training, they would taketake advantage of the new relationships that had been formed, and they would respond to the challenges set forthlaid out in the previous working sessions. These were iterated and thenCommitments made fell into three categories: those representing commitments of personal action; those representing commitments in which participants would function as a group; and those involving the Burundi Leadership Training Program (through the support of divided into commitments on a personal, group, or project (through the support of the BLTP office and staff). basis (see Annex 3, pages 23-25).(See Appendix 14 for a complete listing of the commitments entered into by the participants.) While not prioritizing in any wayIn no particular order of priority, key commitments the options set forth, they included the following: tto hHold regular meetings and to create a functioning leadership network; to dDevelop a communications system within the group, to include internet use; Tto identify Find aa viable project and try to concretize andto bring it fruition; bring to fruition that project ; Tto aApply the tools learned, to live them and to share them; Tto dDevelop relations between press media institutions and government; Tto jJoin forces with the Ngozi I participants to broaden and strengthen the leadership network. For most of the options set forth, coordinators were designated and some specific very concrete and detailed commitments were made: To oOrganize a reunion on Friday, October 17. Meeting chairpersons were chosen and the BLTP office staff were asked to facilitate the meeting. An agenda was formulated. This included forming a coordination committee to prioritize training needs for inclusion in the agenda. (Note: This meeting did not take place because a national peace march was later scheduled for the same date. It has been rescheduled for November 7.) To cCreate an internet discussion group and to collect and disseminate the e-mails of all participants. Coordinators were chosen and athat chat site has already been created:  HYPERLINK "mailto:bltpngozi2@yahoogroupe.fr" bltpngozi2@yahoogroupe.fr. To pPlan for a follow-up training event in November (now due to take place on November 17-18 in Bujumbura). This would include an evaluation by participants of the impact of Ngozi II on their work and personal lives between September and November, the reenforcementdeepening the team-building among of the Ngozi II participants,team, project planning, a discussion of training of trainers, and non-violent conflict resolution strategies. IV. Participant Evaluations of Ngozi II 1. Open-ended Questions As a part of the evaluation process for the workshop, each participant was asked at the end of the workshop to undertake a written evaluation. The evaluation instrument first asked the participants to respond to three open-ended questions: --What is your general opinion of the workshop? --; What are the strong and weak points of the workshop?; and,? -- What aspects of the program require the most improvement or the least improvement? The individual evaluations have been retained and are available for review. However, attached at Annexas Appendix 5 is a compilation of the responses to these questions. What emerges from a reading of all the narrative responses is a a universalremarkably shared enthusiasm for the make-up of the workshop participant group, the training methodology, the quality of the training and trainers, the focus on economic recovery and development, and the personal impact of the training. The venue and logistics of the workshop received satisfactory evaluations. comments. 2. Quantitative Evaluations At Annex 6, there areAppendix 6 presents quantitative evaluations graphs illustrated byand charts which representdepicting the sum of the responses of the various participants to the evaluation questionnaire instrument which they filled out. We have used the same graphic format withto which the participants respondedwere presented, but merely have entered the total of responses in each numerical block. The responses to any specific question do not always add up to the same total number of participants because, we must assume, everyone did not answer every question. Also, five participants were not able to stay remain for the final evaluation session. In general, the assessments offered by the participants ranged from were positive to very positive in terms of the teaching methodology, the support materials, and the various training games exercises and simulations, and the role and skills of the trainers. V. Management Team Observations Ngozi II tookOur training retreats have been sited place in Ngozi, a provincial capital in Burundi located some 70 miles north, northeast of Bujumbura. Situated in the highlands, in an agriculturally rich setting, Ngozi was has been chosen as the workshop site for several reasons: First, the Search for Common Ground has a newly built headquarters with spacious training facilities that they offered to the Management Team on a gratis basis for the workshop. Second, Ngozi, not too distant from the Rwanda border, is one of the more secure areas of Burundi, with no significant fighting or disturbances having occurred there for several years. Ngozi has little strategic value and also is far from rebel supply lines. Its growing economy, even though agriculturally based, offers wide spread employment and keeps potential recruits out of rebel ranks. Finally, Ngozi is a bustling and busy commercial center, graced with Burundis first private university outside Bujumbura, which hosts some 1500 students from Burundi, Rwanda, and the Congo, and boasting a coffee factory, hotels, an active market, and adequate infrastructure. Hutu/Tutsi cooperation since the 1993 violence has been exemplary on all fronts and many Burundians hold Ngozi up as a role model for reconciliation and economic progress. Ngozi can be accessed by paved road, an approximately 2 hour drive. However, driving raises security concerns as one passes through the Kibira Forest and Bujumbura Rurale, both areas of CNDD/FDD presence and occasional guerrilla activity. Therefore, the Management Team hoped to move the staff and participants principally by air to Ngozi. The World Food Programme graciously assented to fly on its aircraft all training project staff and the training team to Ngozi, along with those participants who represented civil society. However, other participants with government, military or rebel affiliations had to be taken overland to via military convoy for reasons of security. Actually, two convoys were employed, one with a South African detachment from the African Union Military Protection Force in Burundi (AMIB) as escort. This was primarily for participants from rebel organizations. Another convoy under protection of the Burundi National Army transported the government, army, and political party representatives. The BLTP would like to thank the South African Consul General, George Rautenbach, and the Commanding Officer of the protective units of the South African forces, Colonel WallyJohn Verey, along with the Chief of Staff of the Burundi Army, General Germain Niyoyankana, . for thosefor their assistance in facilitating these security arrangements. The Management Team would had one office fully equipped with computer and printer at the Search for Common Group facility. This served as an informal secretariat for the duration of the workshop. The computer equipment was loaned by Search. The workshop facility provided by the Search for Common Ground was exactly suited to the training needsour training requirements, with one large room fully equipped with an adequate number of tables and chairs for the plenary sessions. There were also four smaller rooms available for breakout sessions during the SIMSOC exercise as well as for working groups during the other training modules. The BLTP would like to thank Search for Common Ground Burundi Director, Mark Rogers, for his cooperation in the use of theese facilities and equipment that Search made available in Ngozi. for BLTP use. AnnexAppendices 1. Participant Work Summary French The Agenda - French 2. The Agenda - French The List of Participants 3. The List of Participants Participant Work Summary French 4. Synthesis of Participant Responses to Lessons Learned from Simsoc - French 5. Participant Evaluation Narrative Response French 6. Graph and Pie Charts Illustrating Evaluation ResponsesDepicting Participant Quantitative Evaluations 7. The Evaluation Form Enclosures 1 Enclosures8 1. Conflict Management Groups Training Manual 292. 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