Community-Based Human Rights Impact Assessment:
The Getting it Right Tool
TRAINING MANUAL

1The Getting it Right Tool | TRAINING MANUALABOUT GETTING IT RIGHT
In 2004, Rights & Democracy, a Canadian organization, developed the
Human Right Impact Assessment (HRIA) tool—a community-based,
participatory process to analyze the human rights impacts of private
foreign investments. The tool focuses on local communities as experts
and human rights advocates. Beginning in 2005, Rights & Democracy
commissioned five community-based organizations to test the tool.
The cases were conducted in Argentina, Peru, Philippines, Democratic
Republic of Congo, and Tibet. In 2009, Oxfam and the International
Federation for Human Rights (FIDH) partnered with Rights & Democracy
to further test and refine the tool through four pilot studies conductedin Bolivia, United States, Ecuador, and Cameroun. In 2011, the tool
was translated into a Web-based format, Getting it Right, and wasmade available in English, Spanish, and French. Getting it Right is the
only HRIA tool specifically designed to be used by community-basedorganizations. Although Rights & Democracy closed in 2012, the tool
can still be found at the following address: www.oxfamamerica.org/
hria and www.fidh.org/article7502.

TABLE OF CONTENTSABOUT THE INITIATIVE ................................................................. 6
ABOUT THE MANUAL ................................................................... 8
PROPOSED AGENDA................................................................. 12
THE TRAINING............................................................................ 13

MODULE 1
Are you Getting It Right?..............................................................16
ACTIVITY 1
What is a community-based HRIA? ..........................................17
ACTIVITY 2
About Getting it Right...............................................................20
ACTIVITY 3
Keys for a successful case . .......................................................22

MODULE 2
Getting started.............................................................................. 26
ACTIVITY 4
How to build a team . ...............................................................27
ACTIVITY 5
Backbone organizations, community-based organizations
and communities: Who’s doing what? . ...................................29
ACTIVITY 6
Objectives of an HRIA...............................................................32
ACTIVITY 7
How to develop a budget . .......................................................35
ACTIVITY 8
Stakeholder outreach . .............................................................38

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The Getting it Right Tool | TRAINING MANUALTABLE OF CONTENTS (CONTINUED)MODULE 3
Data collection, analysis, and release ..........................................40
ACTIVITY 9
The company and the investment projectPower Mapping . ...................................................................... 41
ACTIVITY 10
Adapting the tool.......................................................................45
ACTIVITY 11
About the consultation process withstakeholders ............................................................................. 47
ACTIVITY 12
Preparation of the report: challenges,
general tips and ways forward.................................................. 50
ACTIVITY 13
Follow-up options..................................................................... 53
CONCLUSION .......................................................................... 56

ANNEX 1
CASE STUDIES.......................................................................... 57
Case Study #1 .............................................................................. 57
Case Study #2 .............................................................................. 58
Case Study #3 ............................................................................. 59
Case Study #4 .............................................................................. 60

ANNEX 2OVERVIEW OF THE GETTING IT RIGHT TOOL............................. 62
Preparation................................................................................... 62
Legal Framework.......................................................................... 62

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The Getting it Right Tool | TRAINING MANUALTABLE OF CONTENTS (CONTINUED)
Adapting the Guide...................................................................... 63
Investigation Process.................................................................... 63
Analysis and Report...................................................................... 63
Engagement, Monitoring, and Follow-up.....................................64

ANNEX 3
REFERENCE SHEETS.................................................................. 65
Reference sheet #1....................................................................... 65
Reference sheet #2....................................................................... 67
Template 1: Power Map (blank) . .................................................70
Template 2: Power Map Guide ....................................................71

ANNEX 4
EXAMPLES OF REPORT STRUCTURES........................................ 72
Option #1...................................................................................... 72
Option #2...................................................................................... 73

ANNEX 5
Sample HRIA Workplan.................................................................74

ANNEX 6
Training evaluation form...............................................................75
Group debrief............................................................................... 77

5

The Getting it Right Tool | TRAINING MANUALCOMMUNITY-BASEDHUMAN RIGHTS IMPACT ASSESSMENT:THE GETTING IT RIGHT TOOLTRAINING MANUALABOUT THIS INITIATIVE

In a joint effort, Oxfam, and FIDH are committed to pursuing the work initiated by Rights &Democracy by improving access by communities, practitioners, and advocates to Getting it
Right. Oxfam, FIDH, other non-governmental organizations (NGOs), community organizations,and communities have had good success piloting Getting it Right as an accessible, practical, andinteractive guide. The challenge now is putting this tool into the hands of those on the front linesof private investment projects.
The purpose of this manual is to increase awareness and use of the tool. It also provides
useful information for backbone organizations* in their support role with community-basedorganizations. This training is designed to be replicated so that backbone organizations can trainother organizations and thus increase interest among community-based HRIAs.
There is a growing interest for HRIAs at the international level. Getting it Right isthe main tool available for community-based organizations. In raising awareness of this tool,Oxfam, and FIDH hope to highlight the importance of hearing the voices of the communities andadopt a human rights framework to ensure meaningful consultation.
The United Nations Framework and the accompanying Guiding Principles on Business and Human
Rights rest on three pillars. The second pillar requires businesses to exercise due diligence and to
implement policies and measures necessary to safeguard human rights. Likewise, the Organization
for Economic Co-operation and Development (OECD) Guidelines for Multinational Enterprises
require companies to act with due diligence, including through effective stakeholder engagement.
We believe HRIAs give communities a stronger negotiating voice in any discussion with businessand government about human rights. Communities can engage in solving human rights threatsby working with NGOs, companies, and governments on a more equal footing. By startingwith perspectives of affected people, the HRIA focuses on their concerns and their aspirations
for human rights realization. Community participation is key to ensure effective due diligenceprocesses and should be perceived as beneficial for all stakeholders.

* Note: By backbone organization we mean an organization that may not have direct link with the communities but has strong ties and trust with community-basedorganizations and has the capacity to support it throughout the process. Backbone organizations can be working at the national or international level.

6

The Getting it Right Tool | TRAINING MANUALABOUT OXFAM

Oxfam’s vision is a just world without poverty in which people can influence decisions that affecttheir lives, enjoy their rights, and assume their responsibilities. It is a world in which all humanbeings are valued and treated equally. Together with individuals and local groups in 94 countries,
Oxfam is addressing the root causes of poverty and social injustice. Oxfam implemented theGetting it Right tool in the United States and Bolivia and is currently launching two new casestudies in Brazil and Chile.

ABOUT FIDH

FIDH is an international NGO representing 178 organizations from nearly 120 countries. Since
1922, FIDH has been defending all human rights–civil, political, economic, social, and cultural–as
set out in the Universal Declaration of Human Rights. As part of its work on globalization andhuman rights, FIDH documents corporate-related abuses, conducts advocacy work at national,
regional and international levels, and is mobilized to ensure greater access to justice for victims.
FIDH conducted human rights impact assessments using the Getting it Right tool on investment
projects in Brazil and Ecuador and are currently conducting one in Colombia.

CREDITS

Oxfam and FIDH would like to extend our deepest appreciation to the main author of thispublication, Caroline Brodeur. We would also like to thank the many contributors to this manual:
Geneviève Paul and Marion Cadier (FIDH), Sarah Zoen, Michelle Katz, Irit Tamir, and Manon Aubry(Oxfam), Alejandro Gonzalez (PODER), Carole Samdup, and The Carter Center. Oxfam and FIDH
applaud the work done by Rights & Democracy in developing the Getting it Right tool.

7

The Getting it Right Tool | TRAINING MANUALABOUT THE MANUALHOW TO USE THIS TRAINING MANUAL?

Here are the key components of this training manual. Note that every section and activity in this manual can beadapted to better suit the participants’ reality.

About the manualThis first section is designed for the facilitators to support the preparation of the training. You will finduseful information on how to organize the training, things to think about when getting ready, and how to beprepared to facilitate the training.

Introduction

This is the first part of the training. In the introduction, the group establishes rules, reviews the trainings
objectives and gets to know each other through icebreaker activities.

Module 1: Are you getting it right?

This module introduces participants to HRIAs and explains the added value of a community-based HRIA.
Through a tour of the Getting it Right tool, participants gain knowledge of the tool and their ability to use it.
Activities 1 to 3 are included in Module 1.

Module 2: Getting started!

The activities included in this module provide guidance on the key steps of an HRIA. By analyzing a casestudy, participants understand the challenges associated to these activities and are then able to identify
strategies to overcome these difficulties. Tips for backbone organizations are also offered to help them intheir accompanying role with community-based organizations. Activities 4 to 8 are included in Module 2.

Module 3: Data collection, analysis and release

This final module will guide the facilitator and participants through the research investigation, analysis, andrelease of the report. Activities 9 to 13 will be covered in this section.

Annexes

1. Case studies: These case studies were developed to provide concrete examples of cases and encouragelearning by doing. The case studies can be adapted to be more relevant to the group. Other cases can also
be used. It is important to provide cases from various industries and countries to illustrate that the tool canbe used in various contexts.
2. Overview of the Getting it Right tool
3. Reference sheets: The material included in the reference sheets offers information needed to conduct someof the activities. More resources are provided to deepen knowledge of those specific topics. There is areference sheet on the different kinds of impact assessments and another one on how to do research on acompany and the investment project.
4. Examples of report structures
5. Sample HRIA work plan
6. Two examples of a training evaluation form

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The Getting it Right Tool | TRAINING MANUAL

WHO IS THIS MANUAL FOR?

Although a wide range of actors can use this manual, it isprimarily tailored for backbone organizations and civil society
organizations:o Involved in the area of business and human rights;
o With links to community-based organizations;o With potential interest in supporting a communitybased organization in conducting an HRIA;o With interest in promoting Getting it Right within their
network and region.
The training can also aid community-based organizations:o With strong organizational capacities;
o Involved in the area of business and human rights;
o With potential interest in doing an HRIA.

WHAT TO EXPECT FROM THIS TRAINING?

By the end of the training, participants should:
o Understand the value of a community-based HRIAin preventing or documenting ongoing human rights
abuses;o Be more familiar with the Getting it Right tool and havea better idea on how to get started using the tool;o Feel better equipped to support community-basedorganizations;o Be able to reproduce the training with other group.

i

FACILITATOR’SPREPARATIONBEFORE THE
TRAINING	

Rights & Democracy (2011). Getting it Right:
Human Rights Impact Assessment Guide.
www.oxfamamerica.org/hria	Rights & Democracy (2007). Human Rights
Impact Assessments for Foreign Investment
Projects: Learning from community experiencesin the Philippines, Tibet, the Democratic
Republic of Congo, Argentina, Peru;
Canada. http://publications.gc.ca/collections/collection_2007/dd-rd/E84-21-2007E.pdf
	Rights & Democracy and Oxfam America(2010), in collaboration with FIDH. Communitybased HRIA: practical lessons, a report froman international meeting; Canada. http://
policy-practice.oxfamamerica.org/static/oa3/
files/community-based-human-rights-impactassessments-practical-lessons.pdf
	Gabrielle Watson, Irit Tamir & Brianna Kemp
(2013). Human Rights Impact Assessment inPractice: Oxfam’s application of a communitybased approach, Impact assessment andProject Appraisal; 31:2, 118-127. (Article canbe downloaded—for a fee—at: http://www.
tandfonline.com/doi/
Reference sheet #1: Impact Assessments:
EIAs, SIAs, HRIAs. Annex 3 to this manual.
	Reference sheet #2: Corporate Research
for Community-led Human Rights Impact
Assessments. Annex 3 to this manual.
	Case studies presented in Annex
1 to this manual.
 ocuments to send in advance to theDparticipants:	Participants can browse through Getting it Right
to be more familiar with it.
Rights & Democracy and Oxfam America(2010), in collaboration with FIDH. Communitybased HRIA: practical lessons, a report from aninternational meeting; Canada.

9

The Getting it Right Tool | TRAINING MANUAL	Case studies presented in Annex 1 to thismanual.

HOW TO PREPARE FOR THE TRAINING?

For the facilitators:

Organizing the training will require several weeks of preparation. To help you prepare, we have provided a checklistof things for you to do. Of course, this varies depending on the type of training you are organizing, the number ofparticipants, and how far your participants are traveling to attend the training:o Identify the venue and make the arrangements to reserve it;o Send participants the invitation;o Identify a hotel and make room reservations;o Determine if you will need translation services and secure someone if necessary;o Ask participants to provide a short description of their work in the area of business and human rights, their
expectations from the training, details about prospective investment projects in their country, sectors ofparticular interest for them, priority sectors identified by the authorities in national development plans, etc.
This will help you prepare the training so it is relevant to the group;o Remind participants to notify you if they will require a visa to participate;o Prepare a draft letter for those requiring a visa so you are ready when they request it;o Send preparation materials such as: the agenda, arrival details, documents to read, etc.

NUMBER OF PARTICIPANTS

To maximize learning opportunities and exchanges between participants, a maximum of 25 participants is
recommended. Note that the training can be done with fewer participants, but activities will need to be adapted.
For example, for some activities you might divide the group into fewer or smaller teams and use fewer case studies.
Make sure to review the different activities with the number of participants in mind so you can adapt the training to
fit your group.

SELECTING THE PARTICIPANTS

When sending out invitations to potential participants, keep in mind the following:– Gender balance within the group;– Relevance of the training to the participants’ work and demonstrated interest in potentially using the tool
directly or training other people/organizations to use it;– Willingness/capacity of participants to replicate the training and share lessons with his/her organization;– Likelihood to have this work funded;– Experience in business and human rights;– Diversity of sector of interest (or similarity of field of interest);– Language barriers (this is important if you do not have funds for interpretation).

TIME NEEDED TO CONDUCT THE COMPLETE TRAINING

The training is intended to be carried out over a two-day period. However, if your time is limited, the training can beadapted and conducted over a smaller period depending on audience, objectives, and time available.
– If you have half a day: Concentrate on Module One as it provides contextual information about HRIAs andan overview of Getting it Right. You might want to add Activity 6 so the participants have the opportunity toexperience the tool with a concrete case.
– If you have one day: Go through Module One and Activities 6, 10, and 11 of Modules Two and Three, which
offer important tips on how to get started. If you have more time, you can add Activity 13 on follow-up options
Be aware that Module One concentrates on HRIA in a more general aspect and presents an overview of Getting it
Right while Modules Two and Three go deeper into the main phases of the tool in a very concrete manner. In sum,
don’t hesitate to adapt this training to fulfill your objectives and maximize the relevance for your participants.
10

The Getting it Right Tool | TRAINING MANUAL$ BUDGETThe costs of the training will vary depending on your specific context(e.g., where the training is hosted, the number of participants, where
they are coming from, etc.) But to help you plan this event, here is a listof items to consider:– Rental of a venue large enough to host 25 people and enable
work in small teams– Participants’ transportation, meals and lodging (if applicable)– Materials (see following page)– Printing costs– Facilitator’s honorarium (estimated preparation time five days
+two days of training + one day for follow-up)		
– Translation costs (during the event and possibly for materials)

MATERIALS NEEDED– Three or four computers—preferably laptops to move aroundthe room. If not, set up three or four computers in different
parts of the room to support teamwork around a computer. If
you don’t have enough laptops, you can ask some participants
to bring their own. Install the offline Getting it Right tool oneach laptop. The files can be found at the following address:
www.oxfamamerica.org/hria and www.fidh.org/article7502.
– Wi-Fi or Internet connection (some hotels charge extra for this)– Projector connected to a computer with Internet connection
to present Getting it Right– Flipchart sheets (see Activities 1, 3, 5, 6, and 9)– Color markers– Nametags for all participants– Sheets of paper with the various themes listed in Activity 3– Tags for role-play in Activity 11 (2X company representative, 2X
government representative, 2X community in favor,
2X community against)– Sticky notes in various colors

i SOME TIPS TO

PREPAREKeep in mind the diversity ofparticipants. Before the training starts,
you should have a good idea of the levelof knowledge and experience of thegroup. To do so, you can do a survey prior
to the training. This will help you ensure
the training is relevant to them and that itsupports their learning needs.
	Adapt the training to address yourparticipants’ needs and priorities. For
example, if the group is interested in a
specific sector, you could adapt the casestudies and create new ones that reflect
the participants’ work.
	
Think of yourself as a facilitator vs.
a trainer or teacher. This makes theparticipants more involved in their own
learning and creates more of a sharedlearning environment in which everyone
is seen as having something valuable tocontribute.
	This training puts a great emphasis
on learning by doing. Throughout theactivities, you should pursue a high levelof participation and collective effort.
	
There is no prescribed approach;encourage creative answers when
responding to difficulties and challenges.
	Keep in mind the gender dynamics whenfacilitating training (e.g., women might beless inclined to speak if conversations are
dominated by men).
	
Think about how you plan to follow
up with participants after the training.
Do you want them to fill out a survey
about their experience? How will you
keep the momentum after the training iscomplete? You might want to prepare an
HRIA certificate of completion to give toparticipants at the end of the training.

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The Getting it Right Tool | TRAINING MANUALPROPOSED AGENDA

In the following table, you will find a proposed agenda for the training. You should note that
all the activities could take longer than what has been planned. Therefore, if you intend togo over all the proposed activities, you will need to be very strict on time allocated for eachactivity. If you prefer to give participants more time for each activity, then you will need toprioritize some of the activities.
DAY 1

DAY 2

8:30

Welcoming participants

8:30

Welcoming participants

9:00

Introduction + icebreaker (30 minutes)
Activity #1: What is a community-based
HRIA? (60 minutes)

9:00

Activity #7: How to develop a budget?
(30 minutes)
Activity #8: Stakeholder outreach(30 minutes)

10:30

Break

10:00

Break

10:45

Activity #2: About Getting it Right(45 minutes)
Activity #3: Keys for a successful case?
(60 minutes)

10:15

Activity #9: The company and theinvestment project (60 minutes)
Activity #10: Adapting the tool
(45 minutes)

12:30

Lunch

12:00

Lunch

14:00

Activity #4: How to build a team
(45 minutes)
Energizer (10 minutes)
Activity #5: Backbone organization,community-based organization andcommunities: Who’s doing what?
(45 minutes)

13:30

Activity #11: About the consultation
process with stakeholders (60 minutes)
Energizer (10 minutes)
Activity #12: Preparation of the report (30minutes)

15:40

Break

15:10

Break

16:00

Activity #6: Objectives of an HRIA (45minutes)
Recap of the day (15 minutes)

15:30

Activity #13: Follow-up options(30 minutes)
Recap of the day (15 minutes)
Follow-up to the training (15 minutes)
Closing remarks by the facilitator(10 minutes)
Evaluation of the training (20 minutes)

17:00

End of day

17:00

End of day

17:30

Facilitator’s debrief

17:30

Facilitator’s debrief

12

The Getting it Right Tool | TRAINING MANUAL

AND NOW THE TRAINING...
INTRODUCTION
30 MINUTES
Introduction of participants (icebreakers)

Icebreakers are a fun way to create a group dynamic and help participants get to know each other. There are anumerous icebreaker activities, but here are a few examples to guide you. Don’t hesitate to choose other activities
that you find and think are better suited and culturally adapted for your group.1 Icebreakers are fun activities somake sure to keep a close eye to the time as they can take more time than initially planned.

Two truths and a lie

The facilitator asks each participant to write down 3 “facts” about themselves: two things that are true and onethat is a lie. Going around the room, each participant reads the three “facts.” The rest of the participants then guess
which “fact” they believe is the lie.

Peoples’ wheel

People stand in two circles of equal numbers, one inside the other so that each person in the inside faces someone
in the outside circle. The wheel can rotate (left or right) so that each person has addressed each person in thegroup. Participants have two questions to ask. For example: Where do people come from and what they work on?
This gives a good opportunity for people to get to know each other quickly.

SurveyThis activity increases mingling between participants so everyone has an opportunity to get to know each other.
The facilitator distributes a piece of paper to each participant with a series of questions to answer. For example:• Count the number of brown-eyed people in the room.
• Find out who has made the longest journey to get to the training.
• Who has the most unusual hobby?
• Who speaks the most languages?
• What is the most complex meal anyone has cooked?
• Find the funniest thing that happened to someone.
Participants will go around the room and ask their peers questions. The person who has the greater number ofanswers wins.

The sudden-story

The facilitator begins telling a story with a first sentence that ends with “SUDDENLY.” The next person adds the next
sentence to the story, which also ends with “SUDDENLY” For example: “Last week, I was cooking in the kitchen
when SUDDENLY…” Then the next participant continues the story with another sentence that also ends withSUDDENLY. This continues until everyone has contributed his or her sentence. The story becomes crazier as eachparticipant adds a piece to the story. If you have a recorder (or a phone), tape it and play it back for a good laugh!

What do we have in common?

Divide the group into teams of four or five. If some participants already know each other, we suggest numbering
them off to mix up the teams. Each group is given 10 minutes to find 10 things that everyone in the group has incommon. If you want this activity to be shorter, you can reduce the number of items. The items in common musthave nothing to do with work, clothing (e.g., it is common to wear pants or shoes) or body parts (e.g., everyone has
eyes and fingers). One person should take notes and will be in charge of reading the 10 items to the group.
1Here are links to some sites where you can find examples. These sites are meant to serve as examples to help the facilitator develop activities. Oxfam and FIDH are
not responsible for nor do they endorse the content.
1) http://www.icebreakers.ws2) http://insight.typepad.co.uk/40_icebreakers_for_small_groups.pdf3) http://www.group-games.com
4) http://humanresources.about.com/od/icebreakers/a/my-10-best-ice-breakers.htm

13

The Getting it Right Tool | TRAINING MANUALWHAT SHOULD BE ACCOMPLISHED AT THE END OF THE 2 DAYS?
Once participants have had the chance to break the ice, the facilitator can now discuss the main objectives of the
training. You can start by asking participants about their expectations. This will help you assess if your objectives
are realistic or not. It can also help you better respond to their needs by providing specific examples or emphasizing
certain topics.
At the end of the two days, participants should have a good understanding of:o What an HRIA iso What it can do and what it cannot do
o What Getting it Right iso What the main challenges and strategies to overcome these difficulties are
o How backbone organizations can support community-based organizations

Setting group rules

To maximize learning and ensure greater effectiveness, startby establishing rules for the group. These will vary dependingon your context, the number of participants, and the type ofinteraction you want. Here are some examples of basic rules
to set with your group:o Encourage everyone to participate;o Be respectful of the person speaking and don’tinterrupt them, wait your turn to speak;o If it is necessary, remind people to put their cellphones
and other devices away until the break;o Always be respectful of other participants even during
role-play.

Selection of daily feedback teams

There will be a lot of ideas shared throughout the day. In
order to maximize participants’ learning and ensure that theirideas are captured, it is important to have a daily recap at theend of the day.

i

TIPS FOR THE
FACILITATOR
To ensure buy-in and smoothfunctioning of your group, ask
participants to contribute to theserules by adding their own. Thisshould increase respect for theserules. You should pay special
attention to ensure the training isculturally adapted to all participants.

At the beginning of Day 1, ask two people to volunteer to be
the feedback team for Day 1 and two people for Day 2. At theend of the day they should take five to 10 minutes to go overthe main ideas that emerged from the day, ideas that need more reflections, discussions to continue, interestingsuggestions, etc. Other groups might prefer to do this recap in a collective way. You can ask all participants to throw
in what they identify as key ideas from the day.

Energizers

Before you get started with Module 1, it may be helpful to do a short energizer with your group. Energizers are shortactivities that can be done at various moments throughout the day. The objective is to keep participants awake,engaged, and energized. As a facilitator, use these activities when you feel that the energy level of the group is low
and needs a boost.
Here are few examples of energizers. Once again, you will find several other examples on the Internet or you might
already have in mind various ideas of activities that are appropriate for your group2. Don’t hesitate to adapt!
14

The Getting it Right Tool | TRAINING MANUALBring me…

The facilitator divides the group into small teams (four or five people). Then the facilitator calls out, “Bring me…,”
naming an item that is in the room. For example: Bring me a blue shoe or bring me a poster, etc. The teams willrace to bring what was requested. This can be done several times with various objects.

Throw the ballWith the group in a circle, the facilitator starts by throwing the ball to any participant and at the same time says
a word that instantly comes to mind. The person who receives the ball has to reply with a word that is related tothe previous word and then sends the ball to someone else. For example: If the first person says, “banana,” thenext one could say “fruit,” then the other one “tree,” etc. If someone keeps the ball for more than three seconds,
this person is eliminated.

Passing the rhythm

In a circle, the facilitator will start with a rhythm (e.g., snapping fingers), then he or she will pass the rhythm
to their neighbor by clapping in his or her hands. The rhythm is then passed around the circle. Once the groupcompletes a rhythm cycle, try to insert more rhythms so that several rhythms are passed around the group at thesame time!

2 More examples can be found on the Internet. These sites are meant to serve as examples to help the facilitator develop activities. Oxfam and FIDH are not responsible for nor do they endorse the content.
http://fr.slideshare.net/vickthorr/100-energizers
http://www.citehr.com/37945-list-energizers-icebraking-games-training.html
http://www.scu.edu/csl/upload/Energizer-Ideas-2.pdf

15

The Getting it Right Tool | TRAINING MANUALMODULE 1: ARE YOU GETTING IT RIGHT?

16

The Getting it Right Tool | TRAINING MANUALACTIVITY 1

WHAT IS A COMMUNITY-BASEDHRIA?
FACILITATOR’S PREPARATION BEFORE THIS ACTIVITY
Read case study # 1 that can be found in Annex 1 of this manual.
Read “Reference sheet #1 Impact assessments: EIAs, SIAs and
HRIAs” that can be found in Annex 3 of this manual.

DESCRIPTION OF THE ACTIVITY

1. The facilitator reads case study #1 to the group. (5 minutes)

o Understand theparticularity of a Human
Rights Impact Assessment(HRIA);o Understand the differences
and similarities between
a community-based HRIA
and a company-led HRIA.

TIME
60 minutes

2. In a large group discussion, participants will try to identify the main
characteristics of an HRIA. To do so, participants will analyze the casestudy as if they were conducting an HRIA. The facilitator’s role is toguide the discussions, extract important information and write it on
the flipchart sheets. (20 minutes)

M ATERIAL
NEEDED

3. After the exercise, the facilitator divides the group into two. One
group looks at case study #1 from the perspective of conducting
a company-led HRIA, while the other group approaches it froma community-led HRIA. Without knowing either of the two
methodologies, the goal is for each group to separately reflect on
the two processes and identify the main differences and challenges.
(15 minutes)

Markers

4. Participants then come back to the large group. Each team presents
its findings. (15 minutes)
5. Conclusion of the activity: The facilitator highlights the main
advantages and disadvantages of the different types of assessment
and presents the main challenges for each approach. (5 minutes)

i TIPS FOR THE FACILITATOR	
Here are some important ideas that should emerge from the first partof the activity on HRIA:
o HRIAs Anchored in binding national, regional and/or international
legal framework adopted by states Identify duty-bearers and rights holders
 Inter-relatedness and indivisibility of human rights: A single
situation can impact different rights
 The human rights framework helps looking at the situation in
a comprehensive way Should include human rights principles such as: participation,
non-discrimination, accountability, transparency, and accessto information
 Should be part of due diligence processes

17

OBJECTIVES OF
THE ACTIVITY

The Getting it Right Tool | TRAINING MANUAL

3 sheets of flipchart
paper: 1 with “HRIA”
written at the top and 1with “Community-based”
and 1 with “Company-led”

FOR THE FACILITATOR (continued)
i- TIPS
Here are the important elements regarding the differences
between company-led HRIA and community-based HRIA:o Company-led HRIAs (or company-resourced HRIAs,i.e., through a third party):Have greater access to information about theinvestment project;
Have access to more financial and human resources to
conduct the assessment;
Can have high impact if the company integrates thefindings into its operations and processes or in otherprojects;
Company-led HRIAs should also enable a meaningful
participation of rights holders, but companies facedifferent constraints and obstacles (time, lack ofknowledge on how to conduct consultation, lack ofunderstanding of human rights, cultural knowledge
to involve local communities, and sometimes lack ofwillingness).

o Community-led HRIAs:
 Put the community’s concerns at the center of theprocess;
 Ensure meaningful participation of communities;
 Have the potential to develop the community’scapacities in terms of human rights and contributes tocommunity mobilization;
 Are mainly done ex-post (once the investment project
has started) and finding can sometimes come too late(after negative impacts have already occurred).
o Both company and community-led HRIAs:
 Can face criticism around objectivity;
 Can have limited access to information(but in different areas); Can lack stakeholders’ involvement (community
can have limited access to government or company
representatives and company might not sufficiently
involve communities).
To stimulate discussions, you can ask the following questions:






18

Can HRIAs uncover environmental impacts?
If Social Impact Assessments (SIA) look at human rights,
are HRIAs needed?
Can community-led HRIAs be objective?
Can company-led HRIAs ensure meaningful
participation?
Could community-led HRIAs inform company-led HRIAs?

The Getting it Right Tool | TRAINING MANUALNOTE TO THE
FACILITATOR
	
Some participants might ask

questions about the differences
between Social Impact
Assessment, Environmental
Impact Assessment and HRIA.

	Although this training is notmeant to cover these othertypes of assessment, you willfind a reference sheet in annex
to the manual presenting somebroad characteristics about the
3 types.
	Additional readings are alsosuggested to help you provide
more background information
to participants.

TO LEARN MORE ABOUT THE TOPIC
Useful information on HRIAs can be found on the following websites:o Oxfam America: http://policy-practice.oxfamamerica.org/work/private-sectorengagement/community-based-human-rights-impact-assessment-initiativeo FIDH: http://www.fidh.org/en/globalisation-human-rights/business-and-humanrights/7502-community-based-human-rights-impact-assessmentso Business and Human Rights Resource Centre: http://business-humanrights.org/
en/documents/human-rights-impact-and-compliance-assessmentso London School of Economics and Political Science (LSE): http://blogs.lse.ac.uk/
businesshumanrights/

o Nordic Trust Fund, Human Rights Impact Assessments: A review of theliterature differences with other forms of assessments and relevancefor development, http://siteresources.worldbank.org/PROJECTS/
Resources/40940-1331068268558/HRIA_Web.pdf

o Danish Institute for human rights: https://hrca2.humanrightsbusiness.org
Useful information on SIA can be found on the following website:o International Association for Impact Assessment (IAIA), VIDEO: IAIA’s Social

Impact Assessment (SIA) Section answers the question, “What is Social Impact
Assessment?”: http://www.iaia.org/publications-resources/iaia-member-videos.
aspx

19

The Getting it Right Tool | TRAINING MANUALACTIVITY 2

ABOUT GETTING IT RIGHTFACILITATOR’S PREPARATION BEFORE
THIS ACTIVITY

 avigate the tool to ensure you have a good understandingNof the process, the different phases, and their content. You
should also be familiar with all the features (allow 30-45
minutes for this).
 ead case studies #2, #3, and #4 in advance. Decide whichRcase study the teams will use. The teams will be working
on this case for the entire training. Note that you can also
develop your own case or give participants the liberty to workon a real case if they have one in mind.
Read the summary of Getting it Right presented in Annex 2.

DESCRIPTION OF THE ACTIVITY
1. The facilitator presents the Getting it Right tool by navigating
through its six phases. (15 minutes)
2. Then the facilitator divides the group into three or four (depending on the number of computers available; there shouldbe about 5-6 people per team) and provides one case study
for the first two teams and another case study for the othertwo teams. The participants will represent the assessment
team and will role-play the case. (5 minutes)
3. Each group decides on a name to identify themselves. Thenthey quickly go through the various phases and steps to become more familiar with the tool. Aside from what is provided in the synopsis, the team can invent the rest of the casestudy and drive the case as they want. They should navigate
the tool as if they were the team conducting the HRIA. For
this activity, the objective is not to go in depth in each of thesteps or to answer all the questions, but to experiment withthe tool and become familiar with its various functions.
(15 minutes)
4. Returning to the large group, participants provide feedbackon their use of the tool, e.g., if they experienced difficulties
or if they have comments or questions. (10 minutes)
Note: If your time is limited, you can also decide to present
the main phases and steps to the large group and mention
to participants that they will have the opportunity tonavigate the tool in the next activities.
20

The Getting it Right Tool | TRAINING MANUALOBJECTIVES OF
THE ACTIVITYo Get to know Getting it Right

through a guided tour of its six
phases.

o Have a better idea about theprocess and its duration.

TIME
45 minutes

M ATERIAL NEEDED	Projector that is connected
to a computer with Internet
connection to navigate theGetting it Right tool in front of
the group.
	Three or four laptops with
Internet connections displayedin the room to enable teamwork

i TIPS FOR THE FACILITATOR• When presenting the tool—since you don’t have time to go through the 26 steps—it is very importantto focus on the main phases and briefly explain what is included in each of them. To help you with this,you will find a summary of the tool in Annex 2. This summary is an excerpt from the Getting it Right tool.
• Don’t forget to present the main features, such as: the virtual library, the various tabs (Definitions,
Experiences, Tips, Learn More, Worth Browsing, and Models), the selection of rights andquestions, the notes, etc.
• To aid the facilitation, you can use case study # 1 to illustrate how a team would do this.
• When the teams are testing the navigation themselves, go around and help them experiment withthe different features, such as: the notes, the virtual library, the “previous step/next” button, thedifferent tabs, etc.

i TIPS FOR THE BACKBONE ORGANIZATIONS	Navigating Getting it Right for the first time might be intense, as there are a lot of steps and a hugeamount of information. Local organizations or community members might not have strong computer
skills, resulting in a lack of automatisms that computer literates have (e.g., navigating, using the“previous” and “next pages” buttons). When initiating an HRIA with a team, it might be a good idea
to plan a face-to-face meeting to go through the tool together for the first time. This would give
participants the opportunity to ask questions, understand how the tool functions, and make sureeveryone is on the same page. In this first session, it could be useful to go through the first phase and ask
them a specific question (e.g., which type of expertise might they need during the research. The answer
would be in a pop-up in Step 2).

21

The Getting it Right Tool | TRAINING MANUALACTIVITY 3

KEYS FOR A SUCCESSFUL CASE
Note: The themes presented are only suggestions. Dependingon the context in which the study takes place, there might
be different elements (facilitating or challenges) than thosementioned in this list. This list needs to be adapted based on
the context in which the team is evolving. Other examples ofthemes include: information technology, presence of armed
groups, government relations, freedom of circulation, etc.

FACILITATOR’S PREPARATION BEFORE
THIS ACTIVITY
Read the content of Step 4, and explore the websites ofthe various organizations working to protect human rights
defenders listed in the tab “worth browsing”

DESCRIPTION OF THE ACTIVITY

1.	The facilitator divides participants in two (you can use
the same groups as for Activity 1). Each of the two groups
will have an equal number of themes. Teams will have 10
minutes to discuss and decide if their themes should beconsidered facilitating elements, challenges or both. They
will post their answers on the flipchart sheets. In addition
to these papers, the team can identify other elementsthat they consider facilitating or challenges. They will writethese new ideas on sheets of paper and post them on the
flipcharts. (20 minutes)
2.	Participants will come back to the large group to present
their answers and explain why they decided to put them inthe chosen category. (20 minutes)
3.	In large group, the facilitator will lead a discussion on
the risks associated with the realization of an HRIA. To
encourage discussions and identify additional challenges,
you can ask the following questions:oooWhat kind of risks can a team face?
What should a team that is documenting allegations ofhuman rights violations be cautious about?
What internal challenges can arise during such a lengthy
process?

For every risk or challenge mentioned, participants will identify astrategy. (20 minutes)

22

The Getting it Right Tool | TRAINING MANUALOBJECTIVES OF
THE ACTIVITY

o Provide examples of situations

that are more challenging andothers that are considered keys tosuccess;o Identify what is missing in themost difficult cases;o Explore ways to overcome theserisks and challenges; ando Reflect on ways to protect the
team.

TIME
60 minutes

M ATERIAL NEEDED	Three flipchart sheets: one for“Challenges,” one for “Facilitating
elements,” and one for“Strategies”
Blank sheets of paper (four or five
per team)
Markers
	Separate sheets of paper with
one theme written on each ofthem:o Community in favor of the
HRIA
o Community divided about
the investment projecto Political context
o Support from national orinternational organizationo Timingo Financial resourceso Human resourceso Broad action plano Stakeholder involvemento Relationship between thecompany and community
o Securityo Data collectiono Women in decision making
roles

LINK TO THE TOOL

Phase A—Step 4

i TIPS FOR THE FACILITATOR

Here are some important ideas that should emerge from the activity. Note that several themes
could be both in facilitating elements and challenges, depending on how the team explains them:

FACILITATING ELEMENTS (or favorable starting point)	Community is in favor of conducting an HRIA: This is a prerequisite. Considering that this is acommunity-based HRIA, there should be no HRIA conducted if the community (or a significant partof it) is not in favor of this process. To make sure the study adequately captures the community’s
concerns, it will require their participation throughout the process. A community-based HRIA should
be done in the community’s interest.

	
Women in decision-making roles: HRIAs are anchored in human rights principles that include
equality and non-discrimination. To ensure that women’s concerns are significantly taken into
consideration, it is important to include within the core team women who will be actively involvedin the decision-making process.
	
Political context: The context in which the study takes place can have a significant impact on
outcomes. Favorable social and political context could lead to concrete changes, reparation, or
prevention of human rights impact.
	
Human and financial resources: Conducting an HRIA requires significant involvement of teammembers. It is important that sufficient financial and human resources are dedicated to the process
to make sure all steps can be completed and that the team receives adequate remuneration for its
work.
	
Stakeholder involvement: To increase the chances of success of an HRIA, it is important that all
stakeholders be part of the process. In cases where a stakeholder refuses to participate to theprocess, the team should document all attempts made to reach out to them.
Timing: To increase chances of success, it is strategic to carefully think about the timing of the
HRIA. Is there an identified opportunities for change (e.g., international company is under higher
scrutiny)? Is there any strategic moment to share the report (e.g., the host country’s human rights
situation will be reviewed by the United Nations Universal Periodic Review, the company plans to
expend its operation to another site, etc.)?
Support from national or international organizations: Receiving support from an externalorganization can help in various ways. It can increase security of the team, support in the datacollection process. In some cases, it can also increase access to stakeholders and other organizations
working on the same issue.
Broader action plan: To make sure the process is useful, the HRIA should be part of a broader action
plan. There might be identified redress mechanisms that could be used (e.g., the home State of thecompany is a member of the OECD).

CHALLENGES (or unfavorable starting point)

The community is divided over the investment project: Because communities are not homogenous,
there is potential for internal conflict within the community. Some members might fear that theinvestment project might stop, thus causing the loss of employment opportunities. Others could fear
the impact of the research on their security. Division can also result from an inadequate consultation
process led by the company. This is not unusual, but participants should be aware that the fact that

23

The Getting it Right Tool | TRAINING MANUALan organization documents potential or allegations of human rights violations in such a context could
increase division within the communities. In other contexts, it could also smooth things out.
Relationship between the community and the company: Depending on the context, the relationshipwith the company can intensify as the assessment progresses. If there was a pre-existing conflict,the documentation of allegations of human rights violations can deteriorate the situation or, on
the contrary, contribute to generating a dialogue. Recording interactions with the company can be
strategic in some cases. However, in other cases, it can make the interviewee uncomfortable and lesslikely to speak. The decision to record is best made on a case-by-case basis and should be discussedwith the interviewee beforehand (you might also consider having a third party interview thecompanies to create some added neutrality).
Limited capacities and expertise of the assessment team: Every team has weaknesses, but it isimportant to identify backbone organizations or other community-based organizations that can fill
those gaps and help the team strengthen and develop their capacities. If these weaknesses are notfulfilled, the success of the HRIA can be put at risk. Lack of support from backbone organizations canjeopardize the completion of the case study. In cases where the assessment team has significant
weaknesses and limited capacities, it is crucial that the backbone organization provides a strong andongoing accompaniment.
Time: Conducting an HRIA generally takes longer than initially planned and requires greater
involvement for the team than expected.
Tension within the team: the HRIA process is lengthy and can be stressful. Divergence of opinions
regarding objectives, strategies, or other important matters can create tensions. It is important
to make sure that roles and responsibilities are clear and the team operates with transparency.
Continuous communication is crucial. If the situation deteriorates, it might be strategic to identify
people who can help resolve the issues (for instance the director of the community-basedorganization or a local respected leader).
Data collection: There might be cases where there is no identifiable opportunity for sufficient datacollection. In such a situation, it might be strategic to collaborate with other organizations that might
be able to support the data collection. However, if the team realizes that all their strategies are notshowing any results, it might not be possible to do the HRIA.
Timing and political context: The HRIA might not be the most effective means to protect human rightof those affected, or it might not have a specific value added due to the fact that there are alreadyhuman rights reports published on the investment project. This needs to be taken into account before
starting the HRIA process.
Security of the team and the community: Security is a major issue in many countries. Assessment
teams can face similar risks to human rights defenders. Some national civil society organizations
involved in the HRIA process can be composed of human rights defenders already in danger. It is
important to understand the security issues participants may face beforehand. Acquiring knowledge

24

The Getting it Right Tool | TRAINING MANUAL	
of the participants’ local context will help you understand potential risks. For participants working incontexts where security is a major issue, it is important to focus on developing strategies to protect theteam, organizations and the communities. Several strategies can be explored:
Maintain a constant communication with the assessment team.
Develop a comprehensive security plan and make sure to share it with all the team members.
Community-based organization is supported by national, regional, or international organizations;
To be accompanied by external actors, such as Peace Brigades International (PBI);
Let friendly embassies (and the host country embassy if possible/relevant) know about the process andplanned field visits;o Get in touch with organizations working for the protection of human rights defenders (see resources
below); ando Consider the need to ensure secured email and phone communications(see link to FIDH publication/short manual on securing communications: https://www.fidh.org/International-Federation-for-HumanRights/human-rights-defenders/16290-fidh-computer-security-good-practice-guide..
o
o
o
o
o

o

i TIPS FOR BACKBONE ORGANIZATIONSWhat will make a good case will highly depend on the case study itself (the investment project and its
context). But it will also depend on the capacities, skills, organization, and management of the assessment
team. At this stage, it is very important that the backbone organization identifies these potential
challenges to plan and adapt its support to the needs of the team in order to increase the potential for
success of the research and use these challenges to build the capacities of the team and communities
throughout the research. For example, the assessment team might need external legal or environmental
expertise. They might need to be supported throughout the process by someone with strong humanrights knowledge. These roles can either be filled directly by the backbone organization or backbone
organization can help identifying other partners to support.
Backbone organizations can help protect the team. If security is an issue, backbone organizations should
support the team and ensure a plan is developed to address these issues. The backbone organization
can accompany the assessment team to their first meeting with the company and/or government.
Disseminating information that the local team is being supported by national or international organizations
can be strategic because it reveals that there is an external organization protecting the team. It is important
to maintain constant contact with the assessment team and monitor the situation on a regular basis.

TO READ MOREF ront Line Defenders, in collaboration with the Tactical Technology Collective, Security in a box: www.
frontlinedefenders.org/digital-security#sthash.lNYqjhS6.dpuf
	
Front Line Defenders, 24 hours emergency hotline: www.frontlinedefenders.org/emergency#sthash.
g5y98C9p.dpuf
	
Observatory for the Protection of Human rights defenders (joint program between FIDH and the World
Organization Against Torture): http://www.fidh.org/en/human-rights-defenders/25

The Getting it Right Tool | TRAINING MANUALMODULE 2: GETTING STARTED26

The Getting it Right Tool | TRAINING MANUALACTIVITY 4

HOW TO BUILD A TEAMFACILITATOR’S PREPARATION BEFORE
THIS ACTIVITY

Read Step 2 of the tool, including the Experiences, Learn
More, Definitions, and Tips tabs at the bottom of the page.
Read “Who should be part of a community-based HRIA
assessment team” on page 6 of the Report from aninternational meeting, Canada, 2010, by Oxfam America andRights & Democracy, in collaboration with FIDH.

DESCRIPTION OF THE ACTIVITY

1. With the same teams as Activity #2, further develop
your “dream team” and all the expertise included.
Teams should navigate Step 2 to help them with this activity. Facilitator can also display the step on the screen
if the teams do not have a computer to work with.
Note that everything can be fictitious. Participants cangive themselves new names, titles, and expertise. Makea list of external expertise that is needed. Each teamshould clearly determine the role and responsibilitiesof each member: How will they divide tasks and coordinate them? Which coordination mechanisms theywould put in place? (25 minutes)
2. Participants return to the large group and the facilitator makes a list of all expertise mentioned. The groupand the facilitator reflect on additional expertise that
could be needed as well as discussing the roles andresponsibilities presented by the teams. The teams will
also discuss about the challenges encountered in thedecision process.
(20 minutes)

27

The Getting it Right Tool | TRAINING MANUALOBJECTIVES OF
THE ACTIVITYo Understand the importanceof setting up a strong teamcomposed of people withcomplementary skills andexpertise;o Gain a better idea of thechallenges associated withcreating an assessment teamand with the management,
organization and governance ofthe team;o Understand the difficulties thatcan emerge if this step is notcompleted adequately.

TIME
45 minutes

M ATERIAL NEEDED	Three or four computers

LINK TO THE TOOL
Phase A—Step 2

i TIPS FOR THE FACILITATOR

Here are some important ideas to keep in mind during the discussions:• One challenge often underestimated is related to the governance of the team (roles, responsibility,
accountability, etc.) and the budget management. The different teams should explore this question andmake sure they have the relevant expertise within their team to deal with these aspects.
• Teams should be gender balanced, not only in terms of number of women and men, but also in terms of
responsibilities and leadership;• It is very important to understand the ethnic dynamics and to report its diversity within the team;• Someone (or a team/focal point) from the affected community or at least highly involved in thecommunity should be part of the core team;• Expertise that is not present within the core team should be sought externally (keep in mind what thebudget implications might be).

i TIPS FOR BACKBONE ORGANIZATIONS	Setting up a team is a crucial step in the HRIA process. Having the right people on board can be a key tosuccess, while lacking the adequate human resources can have important consequences (or a poor teamdynamic can be equally detrimental to the process). Community-based organizations should be leading
the process of setting up their team since they know the community, the case, the local context, and they
will be working as a group for the duration of the HRIA.
	However, backbone organizations can also provide support by contributing missing expertise, and advising
the team to ensure all necessary expertise is represented. It is also important to reflect as a backbone
organization what your role will be during the process as well as after the completion of the HRIA. Make
sure that the community-based organization is supportive (you might also need to revisit this throughout
the HRIA process). If the backbone organization for any reason cannot be involved beyond the HRIA project,
this needs to be clearly stated in order not to raise unrealistic expectations and to enable the communitybased organization to develop realistic follow-up plans.

EXAMPLES OF RESOURCES
•
•
•
•
•
•
•
•
•

28

Retired engineers
Ally organizations
Probono and/or human rights law clinics (NGOs or law firms providing pro bono work)
Academic institutions that can support with data collection and analysis
Human rights experts (there are also experts for particular human rights who could be helpful)
Labor unions
Religious institutions with close ties to the community (i.e., for support with data collection)
Doctors
Graduate students, other volunteers/fellows

The Getting it Right Tool | TRAINING MANUALACTIVITY 5BACKBONE ORGANIZATIONS,COMMUNITY-BASEDORGANIZATIONS &COMMUNITIES:WHO’S DOING WHATDESCRIPTION OF THE ACTIVITY

1. Going back in their teams, participants develop theirpositions regarding the roles and responsibilities for eachactor. The main elements to discuss are the following:o Governance of the teamo Budget managemento Setting the objectives of the HRIAo Accessing stakeholderso Engagement with communitieso Methodological and technical support
o Drafting of report and revision process
o Branding of reporto Advocacy work + follow-up
The team will color in red the percentage of involvement ofcommunity-based organizations, in green the percentage
of involvement of backbone organizations, and in blue thepercentage of community involvement. As an indication:
50 percent= shared responsibility
60 percent= the lead is taken but with a strong support
from the other organization (specify which type of
support)80 percent= the case is mainly lead by one organization
with limited support. (20 minutes)
2. At the end of the allocated time, the teams come back to
the group. Each team presents their position statements.
They explain the difficulties they encountered and possible
unresolved issues. Other teams will have the chance to ask
questions or clarifications. (15 minutes)
3. Facilitator returns to the main issues encountered andhighlight other elements that might have not been
mentioned by the teams. Examples from previous casestudies can be provided to present different models.
(10 minutes)

29

The Getting it Right Tool | TRAINING MANUAL	OBJECTIVESOF THE ACTIVITYo Understand the importance toclarify roles and responsibilities
of community-basedorganizations and backbone
organizations (and local
communities if the leadingorganization is not from thecommunity);o Explore the different kindsof relationships that canexist between backbone
organizations, communitybased organizations andcommunities;

o Identify the challenges

associated to the division of
responsibilities.

TIME
45 minutes

M ATERIAL NEEDED	Flipchart sheets with one
thermometer representing eachtheme: (1) governance of theteam and budget management,(2) setting the objectives, (3)accessing stakeholders, (4)engagement with communities,(5) methodological andtechnical support, (6) draftingof report and revision process,(7) branding of report, and (8)advocacy work + follow-up.
	Color markers: red, green andblue (or any three colors)

i TIPS FOR THE FACILITATOR:

Here are some important ideas that should emerge from the activity:
There is no one-size-fits-all in terms of distribution of roles and responsibilities. But here are somethings to consider:
Governance of the team: Backbone organizations can support by providing tips and advices on thegovernance of the team (often the teams are made of people who have never worked together
and lack some coordination mechanisms). Backbone organizations can help setting coordination
mechanisms, including administrative and management issues. It is, however, important to provide
advices and make sure community-based organizations maintain the lead on their decisions.
Budget management: Backbone organizations can help setting up financial procedures (accounting,ledger, budget forecast, etc.).
Setting the objectives: While objectives are usually set by the community-based organization, it isimportant that the backbone organizations agree on these objectives and are willing to support them.
Furthermore, the objectives should be clear and if revisions are needed during the assessment, thisshould be discussed openly between the community-based organization and backbone organization.
Accessing stakeholders: Backbone organizations can play an important role in reaching out todifferent stakeholders. The presence of an external organization has proven to be useful to help
access various stakeholders such as company or state representatives. Also, if the situation is alreadytense between stakeholders, the presence of an external partner can provide some protection.
However, it can be strategic to ensure community-based organizations strengthen their relationshipwith the various stakeholders as this could help in their follow-up work.
Engagement with communities: Building trust with communities is crucial to the success of andthe follow-up of the HRIA. Because of their relationship with communities, community-basedorganizations should be highly involved in this aspect. This will help build trust with community
members.
Methodological and technical support: This includes support in data collection and analysis,
research on the legal framework, the companies involved, and human rights analysis. These
activities are important, but complex. The credibility of the research mostly lies on the rigor of its
research. Depending on the expertise of the team, support on specific aspects is needed. Backbone
organizations can provide methodological support to strengthen the rigor and the quality of theresearch. Also, documents are mainly written only in English. This might be an issue for somecommunity-based organizations. They might need support from backbone organization or otherresource.
Drafting of report and the revision process: This is a very tedious step, but one that can completelychange the results of the whole HRIA. The way facts are presented, the information included, andthe quality of the report—all these aspects will have repercussions on the outcomes of the HRIA.
Having various people (and organizations) involved can increase the quality of the report. But it canalso create a longer process and cause conflicting ideas or alter or dilute the tone of the report (theway information is presented might make more sense in the cultural context). These should all beconsidered when deciding who will contribute to this step. For more information on this important
step, see Activity #12 of the manual.

30

The Getting it Right Tool | TRAINING MANUALBranding of the report: There are some advantages and disadvantages to do co-branding. If a
backbone organization agrees to co-brand the report, it can provide more visibility. But it is important
to consider the organization’s flexibility and position regarding the content. Will the community-basedorganization have to dilute their conclusions to make sure the backbone organization’s management
approves it? In other cases, if the community-based organization is known to be very critical of thecompany or the investment project, it could be helpful to have an international organization
co-signing its name on the report, which could provide greater credibility. However, in other contexts
it could be perceived as produced or supported by a “foreign agent” (as some international and localorganizations can be referred to in repressive contexts). An alternative can be that the communitybased organization is the main author of the report and the backbone organization is mentioned ascontributor or support so that the name appears. This can provide visibility, but the community-basedorganization maintains its ownership.
Advocacy work + follow-up: If the objective of the assessment is to do advocacy at the international
level, or submit the case to an international human rights monitoring and protection mechanism,
it might be helpful to involve the backbone organization in developing this strategy. Additional
resources will be needed for these activities. This should be discussed and considered when deciding
who is involved. For more information on advocacy, see Activity 13.

i TIPS FOR BACKBONE ORGANIZATIONSAn important lesson learned from previous case studies is that an ongoing communication between the
backbone and the community-based organizations is highly important. Teams have noticed that reportingto each other regularly and agreeing on time frames beforehand improved the chances of success of sucha process.
It is important that the report reflects the communities’ concerns and that it supports the follow-up
actions planned by the community-based organizations. If you fear that your organization cannot support
the team’s conclusions and that your case would require major adaptation that undermines the content, it
might be more strategic not to be co-branding the report.
Backbone organizations can help build bridges between community-based organizations and national
and international organizations. For example, backbone organizations can support connections between
different organizations working on the same company, or with community-based and backbone
organizations from the home state of the company. Backbone organizations can also provide advice or
support national civil society organizations in their litigation initiatives, as well as facilitate access to judicial
and non-judicial recourse mechanisms (e.g., file an OECD complaint, etc.).

31

The Getting it Right Tool | TRAINING MANUALACTIVITY 6OBJECTIVES OF AN HRIA
FACILITATOR’S PREPARATION BEFORE
THIS ACTIVITYo Review the content of Step 6 of the Getting it Right tooland the Experiences Tab on that pageo Read Danish Institute for Human Rights, About the
HRCA: https://hrca2.humanrightsbusiness.org/PageAboutTheHrca-1.aspx

DESCRIPTION OF THE ACTIVITY

1. With their team, participants will identify the main
objective pursued in their case. Aside from this generalobjective, they should also identify other outcomesthat could emerge from the conduction of an HRIA andobjectives that could not be pursued. (20 minutes)
2. Coming back into a large group, participants will present
their objectives and explain what they think the HRIA
could achieve. The facilitator writes down the relevant
ideas on the flipchart sheets and facilitates a discussion
about “what an HRIA can do” and “what an HRIA cannot
do.” (20 minutes)
3. The facilitator provides a recap at the end of the activity.
(5 minutes)

i TIPS FOR THE FACILITATOR

Here are some important ideas that should emerge fromthe activity:o What community-based HRIAs can do: Document positive and negative impacts;
 Send recommendations to stakeholders involved;
 Inform a large group (decision makers, civil society,general public) about the situation;
 Help create equal footing between communities,
companies and authorities;
 Help establish dialogue with various stakeholders; Capacity-building process for the HRIA team andcommunity;
 Strengthen community mobilization;
 Increase human rights awareness within the community;
 Support long-term monitoring mechanisms or larger
objectives, such as legislative changes, to prevent abusesin other projects. (Note: This should be part of the followup actions and needs to be planned and budgeted for);and32

The Getting it Right Tool | TRAINING MANUALOBJECTIVES OF
THE ACTIVITYo Understand what communitybased HRIAs can and cannot
accomplish.

o Understand the challenges

and the importance of setting
objectives agreed upon by allteam members.

TIME
45 minutes

M ATERIAL NEEDED	Two flipchart sheets taped on
the wall with one question
written at the top of each sheet:“What an HRIA can do? “and“What an HRIA cannot do?”LINK TO THE TOOL
Phase A—Step 6

Seek a way to address impacts and obtain reparations (Note: this should be part of the follow-up
actions and it needs to be planned and budgeted for).

o What-community based HRIAs cannot do: Change the situation from one day to the next. The question of timing is highly important: HRIAs
require a lot of time and sometimes the results may come too late to take action (irrevocabledamages might have already occurred).
 The report in itself will not change things: follow-up actions are necessary to ensure that
concrete changes happen.
Examples of outcomes from previous case studies throughout the process and as a result of the research:o Argentina–the Centro de Estudios Legales y Sociales (CELS) and the Asociación Civil por la Igualdad y laJusticia ACIJ, along with other human rights and environmental organizations, filed an amicus curiae brief
in an investment arbitration concerning access to water and sanitation in Buenos Aires, Argentina.
http://publications.gc.ca/collections/collection_2007/dd-rd/E84-21-2007E.pdf
o Bolivia–CEADESC (El Centro de Estudios Aplicados a los Derechos Economicos, Sociales y Culturales), anda Guarani indigenous community in Muyupampa used Getting it Right to assess the human rights impactsof gas exploration activities. This emblematic undertaking between the Bolivian government and theFrench company, Total Fina Elf, is among the first foreign investment schemes in Bolivia’s hydrocarbon
sector in five years. In 2012 and as a result of the HRIA, Total Fina Elf contracted a third party, ECONAT, toconduct environmental impact assessments of their Bolivia operations to generate recommendations for
improvements. Total Fina Elf is in ongoing conversations with Oxfam Bolivia staff about how to integrate theGetting it Right tool into core business practice. http://www.ceadesc.org/wp-content/uploads/2011/08/
Total_EP_-EIDH.pdf
o Brazil—The process fostered community mobilization (the community created its own website and actively
engaged in negotiations with the authorities and the involved companies. The process also facilitatedthe ongoing resettlement process for one of the two affected communities. The community itself led theresettlement process and obtained international support, including from United Nations Special Procedures.
Report can be found: http://www.fidh.org/article7502
o Democratic Republic of Congo—The HRIA led by the Carter Center on Chemaf & Ruashi mining helped
the communities to get organized and petition both the company and the state using the human rights
discourse to claim their rights against forced evictions and environmental pollution. As a result, somecompensation has been granted by Chemaf to affected persons, and Ruashi mining set up a complaint
mechanism for local communities to address grievances to the company in case of negative impacts. On theother side, the central government set up an environmental commission in charge of investigating alleged
pollution of surrounding water and soil. Finally, some of the recommendations of the report to better
protect local communities (regarding consultation and resettlement procedures) have eventually been
included in the revision of the mining code. http://www.congomines.org/wp-content/uploads/2012/11/
TCC-Etude-dimpact-Chemaf-Ruashi-2012-FR.pdf
o Ecuador—Following the publication of the HRIA report, the UN Comittee on Economic, Social and Cultural
Rights (CESCR) reiterated its concerns regarding the failure to undertake adequate consultation of indigenous
peoples to obtain their free, prior, and informed consent vis à vis natural resources development projects
affecting them; and the Office of the Auditor General of Ecuador published an audit report reiterating someof the conclusions of the report published by FIDH and its member and partner organizations looking at thesocial-environmental impacts of the first large scale mining project in the Ecuadorian Amazon. http://www.
fidh.org/article7502
33

The Getting it Right Tool | TRAINING MANUAL

o Peru—The evidence collected through the HRIA process led by CEPEMA-Lulay has contributed to theformulation of public policies with a specific focus on human rights and gender. Specific items related to
the right to health, sexual and reproductive rights, and the environment were integrated into the 20132017 Regional Plan for gender equality in Junin, Peru. Important capacity building has been done with local
communities using theater and other creative tools. http://publications.gc.ca/collections/collection_2007/
dd-rd/E84-21-2007E.pdf
o Philippines—The research supported the filing of a complaint by the indigenous Subanon to the United
Nations Committee on the Elimination of Racial Discrimination (UNCERD). An indigenous leader from thecommunity presented the case at the UNCERD meeting in Geneva. Several communities received trainings
on indigenous rights and basic human rights, alongside paralegal trainings that instruct community leaders
how to document human rights violations and prepare affidavits. http://publications.gc.ca/collections/collection_2007/dd-rd/E84-21-2007E.pdf
o United States—The process opened up additional dialogue between the Farm Labor Organizing Committee(FLOC), a community-based organization, and Reynolds, the tobacco company. FLOC President Velasquez
and top Reynolds executives met to establish a landmark grievance mechanism for workers in their supply
chain. The report can be found: http://www.oxfamamerica.org/explore/research-publications/a-state-offear-human-rights-abuses-in-north-carolinas-tobacco-industry/i TIPS FOR BACKBONE ORGANIZATIONS

Setting the objectives is often a challenging step. It is important to clarify up front the objectives ofthe HRIA with the community-based organization and the communities. The experience has proventhat communities often have very high expectations, which might discourage the research teamduring the process. It is important to make sure they are realistic (refer to what HRIAs can do). If
the community aims to close down the private investment operation, this might not be the outcomeof the HRIA process. Backbone organizations should make sure they understand the objectives of
the team and that they are on the same page.

34

The Getting it Right Tool | TRAINING MANUALACTIVITY 7

HOW TO DEVELOP A BUDGET
Note to the facilitator: If the participants are planning an
HRIA, you might want to allocate more time for this activity.

FACILITATOR’S PREPARATION BEFORE
THIS ACTIVITY

Content of Step 8 including the Tips and Models tabs

DESCRIPTION OF THE ACTIVITY

1. Within their teams, participants develop a budget for theirproject. This includes, human resources (time to invest
over the year), financial and material resources. It might
be difficult to put in numbers, as this varies depending on
the context. However, the group should list all items thatneed to be included in the budget. The list takes into
consideration the various phases (from the creation of
the team to the dissemination of the report and follow-up
activities). It is suggested to use a calendar when developing
the budget (e.g., when more financial resources and morehuman resources should be invested in this period).
(20 minutes)
2. Going back to the larger group, each team presents its
budget to the group. The facilitator writes down the maincategories identified and lists the missing categories.
Based on the content of the reference sheet, the facilitator
provides some tips about important expenses to remember.
(10 minutes)

35

The Getting it Right Tool | TRAINING MANUALOBJECTIVES OF
THE ACTIVITYo Review things to include in thebudget and important elements
to remember.

TIME
30 minutes

M ATERIAL NEEDED	Flipchart sheets
Markers

LINK TO THE TOOL
Phase A—Step 8

i TIPS FOR THE FACILITATORo Teams	
often underestimate the time and effort needed to conduct an HRIA and this can undermine
their motivation. When developing the budget, it is very important to make sure that participants
understand this process lasts at least one year and the time invested by the team will be greater than
expected. Adequate salaries for the team should be included in the budget.
o The	 coordinator has an important role to play and invests a lot of time in the process. Several teams
have chosen to dedicate a full-time person to this position.
o When	thinking about human resources, it is important to consider the various experts that are needed:
engineers, water experts, etc. To decrease costs, some groups have decided to turn to university centers
to seek expertise.
o 	Equipment needed should be well anticipated: camera, printer, laptop, recorder, Internet access, etc.
o Consultation	
process: To complete interviews with various stakeholders—since you won’t be able to do
everything at once—you may need to plan several internal flights (or other transportation) to go backand forth to the capital and communities. Consistent travel is a high expense. If interpretation is needed,
this should be captured in the budget.
o Consultation
	with communities takes time. To ensure this is carried out with full community
participation, adequate time, and resources dedicated to capacity building need to be built into thebudget timeline.
o 	Research on legal frameworks and the company or some technical issues may require external expertise.
o Preparation	of the report is a difficult and time-consuming step that requires high investment from theteam.
o Translating	
the report ensures both local communities and the broader public have access to thecontent. However, translation costs are high and need to be captured in the budget.
o Costs	will vary depending on the type of publication chosen (printed report or electronic version, lengthof the report, etc.).
o The validation process within the team or with other stakeholders can require a lot of time.
o Follow-up
	
activities are crucial to making sure the report can be effective in preventing and remediating
human rights impacts. This must be taken into consideration when developing the budget: Assessment
teams should allocate some budget to follow-up activities. Concrete plans will be elaborated based on
the results of the HRIA process, but it is important to make sure that some funds will be available toimplement the various actions identified based on the findings.

36

The Getting it Right Tool | TRAINING MANUAL

i TIPS FOR BACKBONE ORGANIZATIONSDeveloping the budget is a very important step. To increase chances of success, everything must beplanned in advance.
In the past, teams have often underestimated the time invested by the assessment team. Thiscan result in over-committed staff with multiple priorities and a potentially tight budget. As an
accompanying organization, make sure that enough time is budgeted at the beginning of the project.
Perhaps you have to negotiate with the community-based organization’s leadership to secure staff time
for the project. It might be useful to develop a planning with clear objectives. For example, after thethird month, the aim is to have reached a specific stage.
Travel is needed to support the team at specific moments of the process. This should be discussed
when developing the budget: Will these costs be covered by the HRIA budget or can your organization
cover these fees?
It is important that community-based organizations anticipate when the funds are needed to ensure
they have enough cash flow so that the process is not delayed (i.e., data collection or the productionof the report require more funds than the preparation of the research). Backbone organizations canprovide advice to the community-based organizations on this.
If you are based in another country than the team, there may be resources in your country that could
be useful in supporting the team (experts, university centers, other organizations working on same
company, etc.). If possible, you can also identify resources in the home country of the company.

37

The Getting it Right Tool | TRAINING MANUALACTIVITY 8STAKEHOLDER OUTREACH
Note: Activities #8 and #11 are complementary. In Activity #11,
participants will have the opportunity to do some role-play to
explore the challenges faced when meeting with the various
stakeholders.

FACILITATOR’S PREPARATION BEFORE
THIS ACTIVITY

Carefully read the content of Step 9, including the Tips

and Experiences tabs.

DESCRIPTION OF THE ACTIVITY

1. For this activity, the different teams will explore how
to approach each stakeholder. Team members shouldcome to an agreement on the following questions:• How will they approach each stakeholder?
• What level of engagement is expected from eachstakeholder?
• What are the main challenges that could be met?
(15 minutes)
2. Returning to the large group, each team presents its
position. The facilitator guides the discussion and asks
participants to explain the main challenges they could
face and how they would overcome these difficulties. Using
information from Step 9 of Getting it Right,
the facilitator reviews some of these important elements
and discusses the example from the Peruvian team
mentioned in the Experiences tab. (15 minutes)

i TIPS FOR THE FACILITATOR

 efore reaching out to the community and stakeholders,B
the team must agree on each actor’s role and involvement.
This includes details about the consultation process(frequency and type of meetings) and their job regarding
the draft report. Decide on these questions before the firstmeeting with them. Of course, things can change
throughout the process, but it is important to have acommon initial position. Participants should reflect on thefollowing questions:o What if no international organization is involved?
o What if there is already a strong confrontation
with the company

38

The Getting it Right Tool | TRAINING MANUALOBJECTIVESOF THE ACTIVITY
Understand how and when
to approach:o The community (involving

communities through focal
points)o The company
o The governmento Other relevant stakeholders(i.e., other civil society groups,
growers, trade unions,investors, etc.)

TIME
30 minutes

M ATERIAL NEEDED	
Flipchart sheets foreach team and markers

LINK TO THE TOOL
Phase A—Step 9

EXCERPT FROM GETTING IT RIGHT•••

Some questions you may consider are:
How will the company’s comments be integrated into the report?
Will the company have the opportunity to revise the final version?
Will the company provide and/or would you like the company to provide human and financial
resources
to the study?

i TIPS FOR BACKBONE ORGANIZATIONSAs external actors, backbone organizations can play a significant role in reaching out to different
stakeholders. Your presence could facilitate the acceptance by other stakeholders to meet and possibly
provide protection to the team. It could also raise the profile of the assessment. However, in other cases,
the presence of an international organization could inhibit some stakeholders who might be reluctant to
see international actors getting involved in the case. In some situations it might make sense to engage witha third party to do the outreach with certain stakeholders. It is important to discuss this openly with thecommunity-based organization, as they understand the local dynamic and the impact of your presence atthese meetings.
Beware of the context and your audience. There are times where a human rights framework could beperceived as threatening. You might have to adapt your approach in order not to jeopardize the security ofthe team.
How to proceed with the consultation phase differs from one group to the other. Your partner organization
might need additional support in developing a complete consultation process that will enable to gather
enough data. That could include support for designing a data collection plan (whom to interview for which
information) and for the methodology (how to do it).

39

The Getting it Right Tool | TRAINING MANUALMODULE 3:
DATA COLLECTION, ANALYSIS, AND RELEASE

40

The Getting it Right Tool | TRAINING MANUALACTIVITY 9

THE COMPANY AND THE
INVESTMENT PROJECT–
POWER MAPPINGOBJECTIVESOF THE ACTIVITY

o Learn how to identify, map out
and evaluate the importanceof all stakeholders connected
to a company (target).

o Understand how to deal with

FACILITATOR’S PREPARATION BEFORE THISACTIVITYRead Reference sheet # 2;
 repare the Power Map using a piece of paper from the flipchart.
P
See the templates provided in Annex 3 for illustration;

Print
out one Power Map handout per participant. Use the image
found in Template 1.

DESCRIPTION OF THE ACTIVITY

1. The facilitator will begin by discussing the importance ofidentifying all of the stakeholders affected by the investment project (see tips for the facilitator).
2. Place the Power Map Flipchart in front of the participants
and choose a target (company) to place in the center. If
participants already have an investment project in mind,
you can use it. If not, you can use one of the case studies
in the annex.
a. Selecting the right target is key. If participants aren’t
sure whom to place in the center, use the following
guiding questions/criteria:o Learn where to get information
about the investment project.

o Understand how to employ
this information within
a broader research andadvocacy methodology).

TIME
60 minutes

M ATERIAL
NEEDED ower Map Flipchart.
P(Blank Power Map forillustration can be foundin Annex 3, Template 1)	One blank Power Map
handout per participant	One Power Map guide perparticipant (see Template 2
in Annex 3)

 What is the problem or situation we are trying tochange?

	One pen or pencil per
participant Which actor or actors are or might be causing the
problem?

Markers Which actor or actors are in a position to make andexecute decisions that could change the situation?
Which actor is the “ultimate” decision maker?
 Throughout the power-mapping exercise andthroughout the HRIA, participants’ opinions about
the right answer to these questions may evolve.
Emphasize that the Power Map is not static,that it can and should evolve as we obtain more
information. Also suggest that there is no limit to
how many Power Maps we can draw. For every
powerful stakeholder that is identified, a separate
Power Map can be elaborated.

41

legal framework of theinvestment project.

The Getting it Right Tool | TRAINING MANUAL

Sticky notes (optional)

LINK TO THE TOOL
Phase B—Steps 10, 11, 12

 In the context of an HRIA, we recommend that the target of the first power-mapping exercise be theinvestment project itself.
3. Ask participants to identify the different stakeholders connected to the target. If necessary explain the rulesof brainstorming and begin.
4. Every time participants come up with a stakeholder, ask them to add the stakeholder to the flipchart andexplain his or her relationship to the target.
5. Draw a line from the stakeholder to the target so it begins to build a web. Do this until the participants haveexhausted their ideas.
• Stakeholders can range from the most generic (e.g., workers) to the most specific (e.g., Mr. X, the ownerof Company X).
• While this is a brainstorm and all ideas should ultimately be put down on paper, you want to make theparticipants justify their ideas. This will strengthen the quality of their Power Map.
• Have the participants follow along on their handout.
6. As you populate the map, explain to participants that aPower Map can be a good starting point to answer thefollowing questions regarding the company and its
stakeholders:• How is the company rated by research agencies?
• Is the company domestic or foreign?
• Where does the company have its headquarters?
• Is it a public, private, or state-owned company?
• Who is operating the investment project?
Is it a subsidiary?
• Is the company listed on a stock exchange?
• Who are the major shareholders?
• If it is a state-owned company, who ingovernment is responsible for its operations?
• Does the company have partners in the investment?
• Who is providing money, loans, or guarantees tothe company for the investment?

Here are some research ideas:
o
o
o
o
o
o
o
o
o
o
o
o

http://www.ethicalcorp.com/
http://www.eiris.org/
http://www.msci.com/products/esg/
http://www.corporatewatch.org/
http://www.greenbiz.com/
www.fairfinanceguide.org,
http://sustainability-ranking.
channelnewsasia.com/
http://resources.oxfam.org.au/
pages/view.php?ref=460
http://oecdwatch.org/
http://business-humanrights.org/en
http://www.corporatecritic.org/
companies.aspx
http://www.ethical.org.au/

7. After or while placing stakeholders on the map, haveparticipants indicate who is exerting power over whomby including arrows on the lines connecting stakeholders
to the target and between stakeholders. Arrows can be bi-directional to signal an alliance (shared power).
8. Participants should also justify and engage in debate over the direction of power (from Step 7 above) by
explaining why one actor has power over another, such as what type of power they have and specificmechanisms for exerting that power.
9. Post a flipchart next to the Power Map where the facilitator lists questions that come up during the exercisethat signal information gaps that need to be filled in order to complete the Power Map, including thequestions from Step 6 above.
10. As a final step, ask participants to indicate on the map, using symbols or colors, which stakeholders are
current or potential allies of the community.

42

The Getting it Right Tool | TRAINING MANUAL

11. Review the completed Power Map and transition to the wrap-up:
Explain to participants why it is important to be able to identify all of the stakeholders connected to atarget and why doing so can increase the effectiveness of their research.
Ask them to discuss what might happen if they were not aware of a certain stakeholder or didn’t knowhow or why he or she was connected to the target. What sort of liabilities could this create for the
research?
 Example: What if participants did not know Company X had powerful political allies? How could that
impact their HRIA?
Stress that in order for the Power Map to maintain its usefulness in a campaign, community members,
and researchers must constantly update the map based on new information acquired.
 Example: If we learn the names of Company X’s top shareholders, this category should be filled in on
the map with those details.

i TIPS FOR THE FACILITATOR

Research on the investment project is highly important as accurate information will contribute to thecredibility of the HRIA report.
It is important to ensure diversity of sources (reports submitted to Securities and Exchange Commissions,company itself and its various reports, government / ministers / local authorities, local and internationalpress, etc.).
Researching different information will help you better understanding the project (all stakeholders
involved, business activities, relations with the government, environmental & social information,
revenue flows, etc.)
If participants try to conduct a power analysis on a target in a vacuum, they will learn very little useful
information.
Here are some important ideas that should emerge from the activity:
o The Power Map is a key component of corporate research methodology. It may well be the mosteffective tool for exhaustively identifying the stakeholders connected to a particular company or
project (the target of corporate research) and determining the nature of stakeholder-target andstakeholder-stakeholder relationships. This exercise is an indispensable, central part of power
analysis. As such, it can serve the assessment team not only in the research stage, but also indeveloping a targeted advocacy strategy.
o You should explain that a Power Map is a way to synthesize the constellation of interests and power
relationships to which a company could be subject.
o Knowing how a target is connected helps us understand what type of power it has, how heavily
human rights interests weigh on company decision-making, and what may be strategic leverage
points to counter that power. With this information, participants can produce better research andstrategies.
o Power never exists in a vacuum. Being able to identify the stakeholders connected to a target helps
identify potential allies as well as opponents for our strategies.
o A Power Map helps highlight potential leverage points and/or advocacy strategies and is, therefore,a good point of departure for further research and strategies.
o A Power Map is dynamic. It must be constantly modified and updated based on new information
obtained in the research or changes in the context of the project.

43

The Getting it Right Tool | TRAINING MANUAL

i TIPS FOR BACKBONE ORGANIZATIONS

Corporate research is often under-considered by both community-based and backbone organizations.
The research on the company and the investment project should start at the beginning of the project but
should continue throughout the assessment process as things might evolve and/or new information can be
discovered.
Some groups have decided to organize workshops for this specific step to train the team in finding relevant
documents. While going through the documents, some capacity building on identifying and understanding
relevant information can be done (such document can be very technical, e.g., information in annual reports).

TO READ MORE

Dirt Diggers Digest Guide to Strategic Corporate Research: http://corp-research.org/dddresearchguide
Project on Organizing, Development, Education and Research (PODER): www.projectpoder.org

44

The Getting it Right Tool | TRAINING MANUALACTIVITY 10

ADAPTING THE TOOL
FACILITATOR’S PREPARATION BEFORE
THIS ACTIVITYY ou should read carefully the content of Phase C of
Getting it Right.

DESCRIPTION OF THE ACTIVITY

1. Using the same case studies, each team works
with Getting it Right to select the rights affected
and generates a list of questions. (30 minutes)
2. Going back to the large group, each team briefly
presents the rights they have selected and shares theirexperience in selecting questions. (15 minutes)i 	It is important that participants understand the role
TIPS FOR THE FACILITATOR

of the questions within the tool. These questions are
based on human rights obligations and help the team
to develop their analysis. Using the example below,
you can explain the link between the core content
of the human right in question–as developed in the
General Comment developed by the United Nations
Treaty bodies: accessibility, affordability, availability, andquality–and the various human rights principles, such as
non-discrimination, equality, access to information, andaccess to remedy.

45

The Getting it Right Tool | TRAINING MANUALOBJECTIVESOF THE ACTIVITY

o Experiment with the challenges
of selecting which rights are to
be assessed;

o Understand the usefulness ofthe questions in developing ahuman rights analysis.

TIME
45 minutes

M ATERIAL NEEDED	Three or four computers

LINK TO THE TOOL
Phase C—Steps 13 and 14

EXCERPT FROM GETTING IT RIGHTThe right to food—the community and human rights
1. Has your access to good and affordable food in sufficient quantity been affected since thebeginning of the investment project?
2. Have some community groups’ access to food been specifically affected since the beginning of theinvestment project? If so:
3. Has women’s access to food been affected since the beginning of the investment project?
4. If there have been changes related to access to food in your community, were you informed of thesechanges?
5. What opportunities (legal or other) are available if you feel that your right to food has been affected?
6. If your right to food has been affected, did the government take any measures to redress the situation?

i TIPS FOR BACKBONE ORGANIZATIONS	Selecting the rights is a very important step, as it will shape the rest of the assessment. Of course, thisis an iterative process. It is always possible to come back and select other rights if there are new or
unforeseen impacts that have repercussions on different rights. If the community-based organization does
not have a strong background in human rights, you should support them and ensure they understandthe link between impact and rights. For example, they might spontaneously think about water pollution
and the impact on right to water, but might not see the link with the right to health if people are drinking
polluted water. This is a role that backbone organizations can play. You can point out the different usefulreferences included in the tool Getting It Right that help understanding the content of human rights underinternational human rights law (such as General Comments of UN treaty-monitoring bodies). You mightneed to hold additional exchanges on the content of human rights (the different components of the rightto food, water, housing, etc.). On the other hand, community-based organizations, with their knowledgeof local context and the related complexities, can contribute to shed light on human rights impacts that
may not be visible in the first place.
	Some teams may begin with a high number of rights to cover. Since each right generates an important
quantity of questions, this may require additional interviews to collect sufficient data, which can make theprocess very long and difficult. This can in turn discourage the team. Selecting the most relevant rights andensuring they focus on the key issues is important.
	However, although teams will need to select a limited number of rights to focus on, they must understandthe interconnectedness and indivisibility of human rights. It is important to reflect on why they havedecided to only look at the selected rights in detail. This will be helpful to provide justification bothinternally and externally.

46

The Getting it Right Tool | TRAINING MANUALACTIVITY 11

ABOUT THE CONSULTATIONPROCESS WITH STAKEHOLDERSFACILITATOR’S PREPARATION BEFORE
THIS ACTIVITY
Read case study #4

DESCRIPTION OF THE ACTIVITY

1. The facilitator names (or volunteers) 10 people to perform
a role-play. Roles are divided as follows:• Two representing the host government• Two representing the company• Two representing community in favor of the investment project• Two representing community against the investment project• Two representing the assessment team
The facilitator will read the case study to the group and will share
the relevant piece of information to each actor. Participants
should read carefully the information provided. It is importantthat each actor does not read the information provided to theother actors. They will have 10 minutes to prepare their rolewith their partner. The assessment team will identify key
questions to ask to the different stakeholders. They will needto adapt these questions based on the answers they will receive.
The facilitator can go around to the different teams to provide
them with some additional guidance or help them with theirposition to make sure it is as realistic as possible. The balance ofthe group follows the simulation. (10 minutes)
Note: If you have a larger group, you can split the group in two
and have them play the case study simultaneously so that more
people can participate in the role-play.
2. The assessment team decides the order in which they want tomeet the various stakeholders. They have five minuteswith each actor to gather as much information as possible.
The other stakeholders should leave the room so they do
not know the information provided by the other actors.
(25 minutes)
3. Following the first round of interviews, the assessment teamis given the opportunity to meet with two stakeholders of
their choosing, each for five minutes, to validate information.
(10 minutes)
4. Following the role play, the facilitator comes back to the main
challenges faced by the participants and discusses strategies tomitigate or address the challenges. (15 minutes)

47

The Getting it Right Tool | TRAINING MANUALOBJECTIVESOF THE
ACTIVITYo Understand the main
challenges that canbe met during theconsultation process.

o Identify strategies

to better support
community-basedorganizations.

TIME
60 minutes

M ATERIAL
NEEDED	Name tags with thedifferent categories
of stakeholders: hostgovernment (2),company (2), community
in favor (2), community
against (2) andassessment team (2).

LINK TO THE
TOOL
Phase D—Steps 15, 16, 17

i TIPS FOR THE FACILITATOR

Here are some important ideas that should emerge from this activity:

About the consultation process:o The way consultation is done will strongly impact on the credibility and legitimacy of the HRIA. It is,therefore, important to ensure a good and thorough consultation process.
o The consultation process is an opportunity to increase human rights awareness within the communities,
thereby, empowering communities and allowing them to engage in the process in the long term. Thisrequires time, but experience has shown that this can be a long lasting outcome of an HRIA process. In
some cases, it might be a good idea to involve the community in determining the process of consultation.
Engaging the community before the consultation even begins, around how they would like to be engaged
and what they see as the best process, is an empowering approach.
o Community-based organizations wishing to engage in an HRIA process will often be those that are
expressing concerns over an investment project’s potential negative human rights impacts. Such situations
should be addressed and the assessment team should nevertheless strive to reflect in its assessment
divergent views. This will give greater credibility to the assessment (while not compromising the analysis of
the negative human rights impacts of the project).
o It is important that an effort is clearly made to seek the views and perpsectives of all stakeholders
throughout the process.
o Because not all the information is obtained during the first meeting, teams may need to meet some actors
more than once. Important information might come in the second or third meeting. This may be because
the team found out about new information while meeting with another stakeholder. Or it can be because
stakeholders feel more comfortable with the team. It is, therefore, very important to take the time todevelop the trust with the various stakeholders, as this could help with the follow-up and implementationof some recommendations.
How to deal with the various versions of facts?
o Throughout the consultation process, you may hear versions of facts that vary and some that contradict.
It is important to compare and validate conflicting versions to get the most accurate information. Teams
should always strive to triangulate information received by one actor.
About the research methodologies:
o There are various types of research methodologies. The approach and strategy will not be the samedepending on the stakeholder you are meeting. Teams might decide to do formal meetings (for example,
with state or company representatives), focus groups or interviews with community members. Therefore,
it is important to know who your audience is and be prepared before meeting with them. Participants
should have a good idea about the information needed from each stakeholder. More information oninterview techniques and methodologies is provided in Steps 15, 16, and 17 of the tool.
o For example, in Brazil, the team used surveys they had designed with the help of members of theassessment team with sociology background to assess the communities’ health conditions. Questionnaires
were filled by community members with the help of community leaders involved in the process.

48

The Getting it Right Tool | TRAINING MANUAL

i TIPS FOR BACKBONE ORGANIZATIONSBackbone organizations play an important role in supporting their partner organization throughout
this key phase. If appropriate and strategic, backbone organizations might consider accompanying thecommunity-based organization for the initial stakeholder meeting. In the past, this has proven to help
open doors. Backbone organizations can intervene at specific points, for example, when tensions with astakeholder arise or sensitive information is needed and the presence of an external organization could
help.
As for the methodology, some backbone organizations have decided to do trainings using various
situations as examples, on how to conduct interviews, take notes and extract/use relevant information.
This is often the most challenging piece for community-based organizations. It is important to pay
attention to this for the preparation of the data collection. In some cases, it might be needed to consult
someone with research expertise to provide guidance about the rigor of the data collection process.
In some cases, the assessment team might be composed of community members that have a strong
position against the investment project. This can create some criticism regarding the legitimacy andcredibility of the report. In such a situation, this is all the more important that thorough consultation
be done. Backbone organizations can play a strong role in ensuring that the diversity of opinion isconsidered.

49

The Getting it Right Tool | TRAINING MANUALACTIVITY 12

PREPARATION OF THE REPORT:CHALLENGES, GENERAL TIPS
AND WAYS FORWARDOBJECTIVESOF THE ACTIVITYo Understand the challenges

associated with analyzing data
and developing the report;o Share tips to overcome these

FACILITATOR’S PREPARATIONBEFORE THIS ACTIVITY

Read carefully the content of Steps 20 to 23 of Getting it Right.
Review reports published by Rights & Democracy, Oxfam America
and FIDH that can be found at the following address:o Link to North Carolina report: http://www.oxfamamerica.
org/static/media/files/a-state-of-fear.pdf
o Link to Bolivia report: http://www.ceadesc.org/wp-content/
uploads/2011/08/Total_EP_-EIDH.pdf
o Link to Brazil and Ecuador reports: www.fidh.org/
article7502
o Democratic Republic of Congo: http://www.congomines.
org/wp-content/uploads/2012/11/TCC-Etude-dimpactChemaf-Ruashi-2012-FR.pdf
o Link to Argentina, Peru, Philippines, Tibet, and Democratic
Republic of Congo cases: http://publications.gc.ca/
collections/collection_2007/dd-rd/E84-21-2007E.pdf

DESCRIPTION OF THE ACTIVITY
o
o

o

50

In a large group, the facilitator will lead a discussion on themain elements that should be part of the report.
Then the facilitator presents different examples of 		
structures used by other teams. When discussing the 		different sections, the difference between a human rights
report and a human rights impact assessment report should
be made clear.
When discussing the preparation of the publication, thefacilitator reviews the main challenges associated with
developing the report, including: the magnitude of work,
conflicting versions, positive and negative impacts,
cobranding, standard of quality expected, presentation of
the report to the communities, etc.

The Getting it Right Tool | TRAINING MANUAL

challenges;

o Become better equipped tosupport a team during thedevelopment of the report.

TIME
30 minutes

M ATERIAL NEEDED	Flipchart sheets

LINK TO THE TOOL
Phase E—Steps 20 to 23

i

TIPS FOR THE FACILITATOR
Here are some questions to stimulate discussions:o How much time should be dedicated to drafting the report?
o What are the main steps needed to develop a report?
o Who is drafting what? (Does each organization draft different sections?)o What to do with positive impacts?
o What to do if the backbone organization and community-based organization do not agree on thefindings and/or the way they are presented?
o How to deal with the revision process and the integration of comments?
o How to take into account companies’ public reports (including corporate social responsibility andsocial compliance reports)?
Here are some important elements to address during the discussion
When presenting the structure of the report, make clear links between the facts, human rights, andthe attribution of impact to the different actors. Some impacts can be attributed to the company,
others, to the government. Both stakeholders do not have the same responsibilities and this is a key
element of an HRIA. Governments have the obligation to protect their population while companies
have the responsibility to respect human rights. In a case where a company infringes a specific humanright, if the government does not take any action to protect the population, then there are two levelsof responsibility: The government has failed to protect and the company has failed to respect humanrights.
An HRIA report should present facts, attribute the impact to the different stakeholders, and makerecommendations to government, company, civil society, etc.
A lot of materials are collected throughout the process. The analysis and organization of data can bevery complex. Support to organize and analyze data will probably be needed. This can come frombackbone organizations. In some cases, teams decided to hire an editor to help with this task. This canbe helpful, but teams should make sure that they agree with the style of the editor before starting
the work. This could influence the tone and the style of the report.
Looking at positive impacts can increase the credibility of the report. If relevant, teams can also takewhat the company presents as a positive impact and balance it with potential associated medium or
long-term negative effects.
Most teams underestimate the time and energy needed to develop the report and this impacts theirmotivation. In previous cases, it took several months to develop the draft, review it, and prepare it for
publication.
The revision process can be very tedious. Depending on the number of organizations working incollaboration, there will be numerous drafts passed back and forth. It is important to factor in time toshare the draft with participating stakeholders and even with stakeholders who did not want to engage
as a preview of what is to come. Teams should think about how they might incorporate feedback, if
the research team decides to take that approach. Requesting feedback can potentially provide greater
credibility to the report and the entire HRIA process.
Teams should think about whether they need to translate the report to one or more languages and thetime required for that. Perhaps the team just wants to translate the Executive Summary depending on
the report dissemination objectives.

51

The Getting it Right Tool | TRAINING MANUAL

i TIPS FOR BACKBONE ORGANIZATIONS	Considering the huge effort associated with developing a report, backbone organizations can provide
important support to community-based organizations writing the report and revising the output. It is
important that both organizations previously agree on expectations regarding the type of product and thestandard of quality and the roles and responsibilities of each of them.
	Backbone organizations could help analyze the data, define the structure of the report, train participants inwriting methodology and style. Some backbone organizations used different extracts from poorly written
reports. Support could also be provided during the process (revision of the different drafts) and after (final
edits).
	There are different advantages and disadvantages of co-branding a report. In some cases, it mightprovide visibility and/or credibility to have an international organization supporting the report. However,
it is important to make sure that both organizations share the same view and are comfortable with theway conclusions and recommendations of the report are presented. If for some reason, the backbone
organization does not have the flexibility to develop a report that is in line with the view of the team, but
believes that the findings are correct, it could be preferable not to co-brand the report.

THE MAIN ELEMENTS TO INCLUDE IN A REPORT(Some examples of structure are presented in Annex 4):

		
		
		
		
		
		
		
		
		

52

Executive Summary
Context
Presentation of the project
Methodology
The company and the investment project
National contexto Legal frameworko Industrial sector in the country
Impacts on each righto The impacto Responsibilities
Conclusions
Recommendations

The Getting it Right Tool | TRAINING MANUALACTIVITY 13

FOLLOW UP OPTIONSFACILITATOR’S PREPARATION BEFORE
THIS ACTIVITY

It would be good for the facilitator to have an understanding ofsome of the past cases to know what tactics were taken infollow-up activities.

DESCRIPTION OF THE ACTIVITY

1. Participants brainstorm ideas of follow-up actions thatcan be done with an HRIA report. These include the useof various recourse mechanisms, community mobilization,
litigation and non-litigation strategies, etc. (20 minutes)
2. The facilitator gives examples of positive outcomes fromprevious case studies (see Activity 5) and highlights what
to consider when developing an advocacy strategy.
(10 minutes)

i TIPS FOR THE FACILITATOR	Here are some important ideas that should emerge fromthe activity:– Follow-up strategies should be in line with the conclusions
and recommendations of the report. The objective of thefollow up is to make relevant stakeholders implement therecommendations that are based on the findings of thereport. Follow-up strategies should look at all responsible
actors, as well as other influential actors. There will bedifferent strategies targeting different actors dependingon the results of the HRIA. Any follow-up activity mustreflect the will of affected communities or be devised inconsultation with affected communities.
–To increase the impact of the follow-up strategy you mightwant to reach out to non-governmental organizations
working on the same case. Are there other allies working
on similar situations that you can team up with to makeyour voice heard? Think about trade unions, farmers’
cooperatives, indigenous groups, international NGOs, andother civil society actors that would be interested in working
with you to advocate for changes in the company’s or thegovernment’s response.

53

The Getting it Right Tool | TRAINING MANUALOBJECTIVESOF THE ACTIVITY

o To understand the importanceof having a strategy beyond thereport publication;o To reflect on options regarding
follow-up actions.

TIME
30 minutes

M ATERIAL NEEDED	Flipchart Sheets

LINK TO THE TOOL
Phase F—Step 24Things to consider if the company and/or the government do not appear to be receptive to the findings:– How will the team publicize the report to get some attention?
– What media outlets would be interested in the story? Think especially about media that cover theindustry in question.
Is the government the one that you should consider campaigning against?
– If the objective is to put pressure on the government, there are several strategies that can be developed.
– You can set up a multipartite roundtable to share recommendations and discuss ways to implement
them.
– You can participate in parliamentary hearings.
– You can also establish a dialogue with the government through bilateral or multipartite meetings. Youmight want to develop a strategy to include the different levels of government (local, regional, national)
and the different agencies.
– It might be strategic to team up with other organizations to help push your recommendations within thegovernment. It is important to make sure that all the organizations involved agree about the process andthe ideas to promote.
– Has the local government developed and committed to a National Action Plan on Business and Human
Rights? If so, there could be opportunities to influence the government on its business and human rights
strategies. (For more information: http://accountabilityroundtable.org/about/publications/#nap)– If the government is scheduled to be reviewed by a human rights body (e.g., Universal Periodic
Review, Committee on Economic, Social and Cultural Rights, Committee on the Elimination of Racial
Discrimination, etc.) you can decide to submit a communication or a report highlighting the issues andviolations that have been documented with the HRIA process.
Is the company the one that you should consider a campaign against?
– If you are targeting the company in a public campaign be sure to do a thorough power analysis of
the company to understand where the decision makers are within the company and where you haveinfluence. It is smart to consult with a lawyer before launching a campaign to minimize defamation risks.
– Is the company publicly held? If so, consider bringing in investors, especially socially responsible ones
that would be willing to have a dialogue with the company on your behalf or even file a resolution.
– Does the company have a formal grievance process that you can access? If not, are there local, national,
regional or international bodies that have grievance processes and have jurisdiction over the company,(e.g., the OECD mediation process).
– Could the company be legally liable for the violations in the country in which it is operating or in its homecountry? Consult attorneys that have experience in litigating human rights violations.
– What are other actors have influence over the company? For example, are there government agencies,
or other bodies that may be able to persuade the company to change its behavior or address theissues? Perhaps you can call upon a legislative body to hold a hearing on the issue, or ask an agency
to investigate the situation. Is the company a member of any certification body, industry association,
corporate social responsibility organizations or the UN Global Compact that has principles or standards
to which you could appeal?
– If launching a campaign against the company: Consult a lawyer to minimize defamation risks.
54

The Getting it Right Tool | TRAINING MANUALExamples from previous cases:
The Philippines team presented a communication to the United Nations Committee on the Elimination of
Racial Discrimination, and an indigenous leader presented the situation in front of the committee.
The assessment team in Ecuador set up a multipartite roundtable to discuss the findings andrecommendations.
The Brazilian team participated in negotiations led by the Prosecutor general from the state of Maranhao
with the participation of Açailândia municipality, representatives from the communities, civil society,company, and unions.
Also refer back to Pages 33-34 of this manual for more case examples.

i TIPS FOR BACKBONE ORGANIZATIONS

To increase the impact of the report, it might be strategic to link it with a broader advocacy strategy.
Backbone organizations can play an important role in this, for example, by connecting the communitybased organization with other activists in the company’s home state; helping community groups accessinternational forums; and by filing a complaint to international bodies (e.g., OECD).

FOR MORE INFORMATION

Corporate Accountability for Human Rights Abuses: A Guide for Victims and NGOs on Recourse
Mechanisms: http://www.fidh.org/article8258
Reach out to NGOs working on the issue of Business and Human Rights (e.g., FIDH, Oxfam, Canadian
Network on Corporate Accountability, European Coalition on Corporate Justice, etc.)
Visit the International Corporate Accountability Roundtable website for the most up to date information:
http://accountabilityroundtable.org/
Example an existing campaign: The Brazilian community of Piquia da Baixo developed a website
following the publication of the case study report: http://piquiadebaixo.justicanostrilhos.org/
Reassentamento; the Reynolds campaign led by FLOC: http://www.floc.com/wordpress/reynoldscampaign/

55

The Getting it Right Tool | TRAINING MANUALCONCLUSION AILY RECAPD
10 TO 15 MINUTES

The team provides a brief recap of the highlights of the day.

F OLLOW-UP TO THE TRAINING
15 MINUTES

To increase synergies around HRIAs and maximize the use of this training, the facilitator discusses thefollowing topics with participants:o How to stay connected;
o Ideas of follow-up activities, including other training opportunities;o How Getting it Right can be integrated into your organization’s work;o Main obstacles for participants to conduct an HRIA. The idea here is to explore real situation experienced
by the participants, in light with all what has been seen during the training.
o The advantages of using Getting it Right.
o How to look for funds and get donors to support HRIAs

E VALUATION OF THE TRAINING
20 MINUTES

There are different types of evaluation. You can decide to ask participants to fill out an evaluation form. You
could also decide to do a group debriefing. There are two options presented in this manual (see Annex 6):
an evaluation form including pre-training and post-training questions and a list of questions to do a groupdebrief. Feel free to develop your own evaluation form or to adapt the one presented in this manual, and to
do it in the format that suits the best your group.

 ote to the facilitator: Feel free to share with us the evaluation conducted in your training.
N
You can send them to hria@oxfamamerica.org.

56

The Getting it Right Tool | TRAINING MANUALANNEX 1 – CASE STUDIESCASE STUDY #1
Activity #1 Community-led impact assessment vs. company-led impact assessment

THE CASE

Company’s name: Minero Inc.
Country of origin: Betonio
Project location: Pandora
Type of industry: Extractive industry
Status of project: In the planning phase
In 2013, Minero Inc. obtained a concession in the Northern part of Pandora. The area is mainly composed of small
agricultural villages. Highly dependent upon on natural resources, the population suffers from an important lack of
employment opportunities. Poverty rate is very high. Access to health services is limited. The nearest clinic is located
20 km away. The population also suffers from a limited access to drinking water and food shortages are frequent,mainly in rainy season. Access between villages is difficult due to poor road condition.
In the 1970s, artisanal mining has started. Young men left subsistence agriculture, seeking job opportunities. Thishas created large development of villages.
The beginning of the operation will have several repercussions in the area. In terms of positive outcomes, theinvestment project will create important employment opportunities. It will improve access to services, such as
health and education, through the opening of a school and a clinic nearby the mine site. The development of roads
to serve the mine will improve access to the village and will connect the village to other cities.
However, it also means the end of artisanal mining, which could cause potential conflicts with parts of the local
population. The project will also require the displacement of religious sites as well as relocation of 200 families. The
displacement of landowners will affect access to agriculture. As it is often the case, the opening of a mine will cause
an important population influx through construction workers and job seekers. This could in turn result in increase ofsocial tensions including an increase in prostitution, sex trafficking, and sexually transmitted diseases.

57

The Getting it Right Tool | TRAINING MANUALCASE STUDY #2
This case study is to be used throughout the training.

THE CASE

Company’s name: Wood & Co.
Country of origin: Contega
Project location: Voro
Type of Industry: Forestry
Status of the project: 3rd year in operation

MAIN ACTORS• The company• The workers• The government• CEHR,
the community-based organization leading the HRIA
• The indigenous community living on ancestral lands• The local community living around the area of the project

Organization Profile: Center for Environment and Human Rights (CEHR)

CEHR is close with the communities it serves and has helped them recognize their rights by conducting trainings
and seminars. In Contega, it serves and has successfully litigated cases against company operations and helped
communities gain back 20,000 hectares of their land. Additionally, it has legally overseen several forestry projects toensure that companies adhere to set regulations and respect human rights.

According to the community-based organization, the main issues are:
o
o
o
o
o
o

Absence of consultation;
Degradation of ancestral lands;
Displacement of indigenous population from ancestral lands;
Flooding due to loss of natural infrastructure;
Loss of livelihoods;
Environmental destruction.

According to the company:ooooProject has created 75 jobs;
They conducted an EIA after year 1;
They have the support from the government and obtained their license to operate; andAt the end of the project, they will restore the site and invest money in training for people to find new
employment opportunities.

i TIPS FOR THE FACILITATOR
o
o
o
o
o
o
58

HUMAN RIGHTS AFFECTED INCLUDE:

The right to freedom from forced evictions
The right to self-determination
The right to an adequate standard of living
The right to participation
The right to water (depends how the team defines environmental impact and flooding)
The right to health (depends how the team defines environmental impact and flooding)
The Getting it Right Tool | TRAINING MANUALCASE STUDY #3
This case study is to be used throughout the training.

THE CASE

Company’s name: Mahila Morgeto
Country of origin: Cobaney
Project location: Morgeto
Industry: Manufacturing
Status of the project: 15 years in operation

MAIN ACTORS• The company• The government• National union• The community-based organization• The workers

Organization Profile:

Mahila Morgeto has a well-established alliance with union organizations that support the workers. They haveworked with major manufacturers where it has engaged with companies, helping them to establish new internal
policies to improve working conditions. In addition to human rights trainings, Mahila Morgeto has worked withpartner organizations to set up workshops and trainings for women to increase awareness and information on laborrights.

According to the community-based organization.
Workers Face:o Unsafe working conditionso Pregnancy discriminationo Dismissal of employees wanting to unionizeo Exploitation of working hours with poor wages
o Discrimination and sexual harassment of womenAccording to the company:o It employs 200 people (85 percent of women);o It gives higher wages than competitors in the country; ando Over the last year, it provided their staff training on prevention of discrimination.

i TIPS FOR THE FACILITATORHUMAN RIGHTS AFFECTED INCLUDE:

o The right to just and favorable working conditionso The right to freedom of association and to collective bargaining for better working conditionso The principle of non-discrimination, including gender equality

59

The Getting it Right Tool | TRAINING MANUALCASE STUDY #4
This case study is to be used for activity #11.

THE CASE

Company’s Name: Goldor
Country of origin: Republic of Tomani
Project location: Itumi
Industry: Extractive industry
Status of the project: 8 years in operation

MAIN ACTORS• The company• The host government• The workers and community in favor• The local community against the project• The organization leading the HRIA

Organization Profile

The organization is based in the capital. It has a minor relationship with the community. But it is aware of andimmersed in issues of human rights for the past ten years. It has supported organizations in various parts of thecountry.

This information can be shared with all actors

Goldor started its operation eight years ago in an agricultural area of Itumi;
The population suffers from an important lack of employment opportunities in the area;
The mining company is now the main employer of the region;
When it started its operation, the company opened a health clinic and a school;
The company has financed the development of roads to serve the mine;
The investment project is located in a region that is affected by local conflicts. Different armed groups arepresent in the area;o However, the arrival of the company also meant the end of artisanal mining, which has caused conflicts withparts of the local population;o The displacement of landowners has affected access to agriculture; ando The level of water pollution has considerably increased in the last years.
o
o
o
o
o
o

 ote to the facilitator: You should only provide the following information to the participants playing
Nthe actor.

		60

FOR THE INVESTIGATION TEAM
o
o
o
o
o
o

The rights affected could include:
The right to an adequate standard of living
The right to adequate foodThe right to liberty and security of person
The right to health
The right to water
The right to freedom of movement
The Getting it Right Tool | TRAINING MANUAL	INFORMATION FOR THE COMMUNITY EXPRESSING CONCERNS
VIS-À-VIS THE INVESTMENT PROJECT

In your view:• Major source of livelihood in the area is agriculture and fishing and not mining;• Militarization of the area which increase insecurity and limits freedom of circulation;• 3 people killed by security agents during a protest;• Health impacted by pollution;• Major environmental impact on rivers and land (oil spills);• Pollution of the river with cyanide;• Access to clinic and school limited to employees and community in favor of project; and• You believe that community members in favor of the investment project are receiving a salaryfrom the company.

INFORMATION FOR THE COMPANY

In your view:• The company has built a road which has improved access to neighboring communities;• The mining project created 1,250 jobs;• As part of the relocation that was needed to make space for the mining activities, the old school has
been demolished. It was very old and unsafe for the children attending. The company has opened a
new school nearby the mine site;• The company opened a clinic for the staff, but because of limited resources, it cannot receive every
community members;• The company considers that it has the consent from the legitimate community leaders;• The pollution is both from small-scale miners that operate in the region and from the other mine that
operates few kilometers away from the site, up the river; and• The organization leading the HRIA is not legitimate as it is not from the area. It is based in the capital.

INFORMATION FOR THE HOST GOVERNMENT

In your view:• The company has fulfilled all its obligation in terms of impact assessment at the beginning of the
project;• It generates important revenues for the area and the country through employment and taxes. Small
scale miners never generated that level of revenue;• The company contributes to health services and education in this remote area; and• Company has caused oil spills and has to compensate communities affected in addition to restoring
the area. But the government has never implemented the conclusions of this environmental study.

INFORMATION FOR THE COMMUNITY IN FAVOR

In your view:• Important employment opportunities;• Increased standard of living;• Greater access to health services and school;• Better roads; and• You believe that community members that are against the investment project are opposing because
they wanted to be employed by the company but were not hired.

61

The Getting it Right Tool | TRAINING MANUALANNEX 2: OVERVIEW OF THE GETTING IT RIGHT TOOLThis guide is a step-by-step process that allows assessment teams to take stock of the positive and negative humanrights impacts of an investment project. Throughout the steps outlined below, information and additional references
are provided including reference documents on human rights, examples of research techniques, relevant websites,and details on where to find specific information.
This guide is divided into six parts. Even though the steps in this HRIA guide are presented within a framework ofconsecutive phases, the process is iterative and you may find yourself going back and forth between phases.

Phase A: Preparation
In this first phase, you will take steps to prepare for your human rights impact assessment, including taking apreliminary look at the foreign investment project you intend to study and identifying the main people and groups
who are or will be affected by this project. Specific human rights that may be affected by the project are also
addressed so that you can keep them in mind throughout your investigation. As well, there are tips on putting yourassessment team together, thinking about how you will conduct your investigation, and developing a budget andwork plan.
This phase includes the following steps:
Step 1 – Take a preliminary look at the foreign investment project
Step 2 – Build your assessment team
Step 3 – Identify the stakeholders
Step 4 – Protect yourself and your team
Step 5 – Meet with the community
Step 6 – Set objectives
Step 7 – Think about how you will gather information
Step 8 – Develop a work plan and budget
Step 9 – Contact selected stakeholders

Phase B: Legal Framework
This phase—the most difficult according to several teams who have already conducted HRIAs—is comprised of threemajor components: the legal framework of the country, specific details about the company, and the legal framework
governing the investment project. You will dig deeper into details about the company (or companies) behind theinvestment project, as well as the government’s legal obligations to uphold human rights. The steps in Phase B will
help you to better understand the legal obligations of the company with regards to the investment project and of
the government with regards to human rights.
The first step, Step 10, will certainly be the easiest one as all this information is freely available on the Internet. The
information collected in this step will allow you to clearly understand the context in which the investment projectis taking place. Because the obligations to respect, protect and fulfill human rights lie with the government, youwill identify the government’s various human rights obligations according to the human rights instruments it has
ratified. Subsequently, you will take a closer look at the company to determine who is involved and what kind of
relationship the company has with its host and home governments. Finally, you will try to understand the type of
legal framework within which the company operates. Remember that this last step, Step 12, is not easy and you may
have difficulties gathering the necessary information. You may also require assistance from a legal expert to analyze
this information.
62

The Getting it Right Tool | TRAINING MANUALThis phase includes the following steps:
Step 10 – What do you know about the country?
Step 11 – What do you know about the company?
Step 12 – Establish the legal framework governing the investment project

Phase C: Adapting the Guide
In this third phase, you will start building your own human rights impact assessment by selecting the relevant
human rights you will focus on and developing the questions you will want to answer. To help create your casespecific assessment model, this guide offers a sampling of research questions with references to various indicatorsfor each right (developed by other organizations). Of course, every project is unique and each assessment pursues its
own objectives. Consequently, each research team must adapt the questions and develop new ones to ensure thatthe final assessment report truly reflects the particular situation, the local context, the type of investment and thecommunities affected.
This phase includes the following steps:
Step 13 – Select human rights
Step 14 – Select questions

Phase D: Investigation Process
In this fourth phase, you will expand your investigation, looking more closely at the human rights record of yourgovernment and of the company. You will also be gathering more information from communities and other groups
and individuals who are or will be affected by the project. Once you have gathered quite a bit of information, wesuggest that you review what you have, make sure it is valid, and develop your preliminary findings.
This phase includes the following steps:
Step 15 – The community and human rights
Step 16 – The government and the national human rights context
Step 17 – The company and human rights
Step 18 – Take stock of information received
Step 19 – Validate information
Step 20 – Preliminary recommendations

Phase E: Analysis and Report
This fifth phase provides suggestions on how to best prepare your draft report, circulate it for comments and thenfinalize it.
This phase includes the following steps:
Step 21 – Analyze your findings
Step 22 – Develop a draft report with conclusion
Step 23 – Circulate the draft report for comments
Step 24 – Finalize the report
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The Getting it Right Tool | TRAINING MANUALPhase F: Engagement, Monitoring and Follow-up
This sixth and final phase focuses on the different ways you can most effectively make use of your completed report,
as well as other activities you might want to undertake.
This phase includes the following step:
Step 25 – Undertake follow-up activities
SOURCE: Rights & Democracy, GETTING IT RIGHT TOOL, 201164

The Getting it Right Tool | TRAINING MANUALANNEX 3: REFERENCE SHEETS
Reference sheet #1

IMPACT ASSESSMENTS: EIAS, SIAS, HRIAS

Environmental Impact Assessment (EIA) is a process of evaluating the likely environmental impacts of a proposed
project or development, taking into account inter-related socio-economic, cultural and human-health impacts, both
positive and negative. The United Nations Environment Program (UNEP) defines an EIA as a tool used to identify theenvironmental, social and economic impacts of a project prior to decision making. It aims to predict environmental
impacts at an early stage in project planning and design, to find ways and means to reduce adverse impacts, andto shape projects to suit the local environment and present the predictions and options to decision-makers. By
using EIA both environmental and economic benefits can be achieved, such as reduced cost and time of project
implementation and design, avoided treatment/cleanup costs and impacts of laws and regulations.
Social Impact Assessment (SIA) is an overarching framework that embodies the evaluation of all impacts on humans
and on all the ways in which people and communities interact with their socio-cultural, economic and biophysicalsurroundings. SIA includes the processes of analyzing, monitoring, and managing the intended and unintendedsocial consequences (both positive and negative) of planned interventions, and any social change processes invokedby those interventions. Its primary purpose is “to bring about a more sustainable and equitable biophysical andhuman environment”3. SIA assumes that social, economic and biophysical impacts are interconnected. SIA covers
indicators such as poverty, health, education and gender equality. SIAs can include interesting indicators on theenvironmental impacts (biological diversity, etc.). It can be applied in different contexts and for different purposes,
and it can be ex ante (before an activity takes places) as well as ex post (after the activity has taken place). SIA has
strong links with a wide range of specialist sub-fields and therefore cannot normally be undertaken by a single
person, but requires a team approach.
Human Rights Impact Assessment (HRIA) is a process to measure the gap between the human rights commitmentsof the state (human rights in principle) and the actual enjoyment of these rights by rights-holders (human rights inpractice). By calling on the participation of all stakeholders involved in the project, the assessment seeks to identify
the rights that are not respected, or indications that they might not be respected in the future, so that satisfactory
solutions can be found. HRIA is based on the normative framework of international human rights law described ininternational instruments such as the Universal Declaration of Human Rights, the International Covenants on Civil
and Political rights, and on Economic, Social and Cultural Rights. HRIAs examine a wide range of different activities
from the human rights perspective, including the impact of development programs of foreign governments on
beneficiary countries, the impact of government policy and legislation on domestic protection of human rights,
the human rights impact of multinational companies, and the extent to which human rights-related NGOs haveachieved their policy aims and objectives. A main benefit of HRIA is that it helps users to collect data in a structured
way, making a clear link with international human rights standards, to analyze the effects of a policy, and to bindgovernments [and companies] to action and trigger improvements with regards to affected communities’ humanrights situation. HRIAs are part of a larger advocacy process. They should be seen as a means, and not an end.
Therefore, follow-up activities should be thought about from the onset.

3. International Association for Impact Assessment (IAIA), Impact Assessment Wiki, http://www.iaia.org/iaiawiki/sia.ashx

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The Getting it Right Tool | TRAINING MANUALHRIAs can be ex ante (before an activity takes place), or ex post (after the activity has taken place). It is importantto carry out the HRIA at the earliest possible stage so that the outcome can be incorporated in the decision making
process. Ex post HRIAs aim to determine the actual impact of activities or policies on human rights. While HRIAs cantake various shapes and be led by different stakeholders, all share the ultimate goal of protecting human rights andimproving accountability among stakeholders.

Limitations of SIAs and added value of HRIAs:
o SIAs do not adequately capture HR impact and regularly fail to foresee human rights violations;o Topics covered in SIAs are so vast that it is difficult if not impossible to follow all possible outcomes to theirlogical ends—this leads to some ends being reached prematurely and some human rights impacts being missed
entirely;o HRIA give particular attention to rights-holders (as opposed to only referring to “stakeholders” who may havedifferent interests) and will pay a particular attention to vulnerable and marginalized groups.
HRIAs fill gaps not addressed by SIAs. The baseline established by HRIAs depicts the pre-project status of eachhuman right in the International Bill of Rights. Then it comprehensively investigates the ways rights will be
increasingly or decreasingly protected and respected during (and after) project development. This has three
implications for the study of a project’s impacts:
1. HRIAs focus the study on issues that are established by internationally negotiated and ratified human rights
treaties;
2. HRIAs enable a project to see its greater, broader, overlapping repercussions on rights (in contrast to thelinear connections that SIA makes); and3. HRIAs are grounded in international human rights law. They have the advantage of considering the rights ofevery individual as well as peoples’ rights, which includes collective rights.

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The Getting it Right Tool | TRAINING MANUALREFERENCE SHEET #2

CORPORATE RESEARCH FOR COMMUNITY-LED HUMAN RIGHTS IMPACTASSESSMENTS

PODER generously contributed this reference sheet: http://projectpoder.org/

The purpose of corporate research as a part of a human rights impact assessment (HRIA) is to understand how acompany’s particular characteristics can augment or diminish the risk that human rights violations will take place inthe context of an investment project.
There are three basic steps of corporate research. The first is to identify the main company behind the investment.
Identifying the company covers establishing the exact name and variations of the name of the company, as wellas its broader corporate “family” (structure). The goal in the second step is to widen our view of the company toencompass additional actors related to the company, as well as to identify their interests in the investment project
and finally, possible mechanisms through which they could exert influence over the company. The final step is todraw a Power Map, a tool that synthesizes information about the company and related actors to provide evaluators
an approximation of which influential actors could be mobilized during the process to help prevent and/or
remediate human rights violations.
Below, we elaborate the contents of the three steps. For each step, we include a summary of why the step isimportant for the HRIA, and some tips on how to find the information and/or what methods to use to analyze it.
1. Identify the company
a. Corporate tree: Is the company a subsidiary of another company? What is the parent company? Draw out
the corporate structure of the entire company starting with the parent company so that you know all of
the other companies that are part of this “family.”
Why? Seeing how different subsidiaries of the company behave in different situations sheds
light on what can be expected of other subsidiaries of the same company. For example, arethere cases of complicity in human rights violations by other subsidiaries? Were mechanisms
in place to address allegations and were these mechanisms applied effectively or not? Did theparent company play a constructive or complicit role? To be able to answer these questions,
we first need to map out which are the component companies of the corporate family. This isa corporate tree. The corporate tree is also crucial because it can reveal how much decisionmaking autonomy the subsidiary actually has, for example, if it is in reality controlled by aparent company.
How? The most authoritative source on subsidiaries comes from the company’s own annual
reports, where they generally include a list of subsidiaries. Unfortunately, companies do notalways include all of their subsidiaries in their reports, nor do all companies publish annual
reports. When open-source information is hard to come by, the research team should getin direct contact with the company, either by email, phone or in person, and ask an official
representative of the company if it is a subsidiary of another company, if yes, of what company,
and if it has other subsidiaries. This can be done when initiating the project and seeking tomeet with all stakeholders.
b. It is important to keep in mind that companies’ names can change during their lifespan, for example,
due to restructuring. Look at the corporate history of the company and make sure you are aware of any
alternative names by which the company may be referred.

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Why? Knowing the different names and faces of the company is essential to minimize the riskthat the assessment team overlook important information about a company in their analysis by
failing to recognize the company as the subject of the HRIA. Also, it is important for credibility
and precision of the research to ensure that in research and publication, the HRIA is using thecompany’s current, correct name. Finally, beware different companies may bear very similarnames.
How? Review old company reports and presentations, and throughout the research, take noteof every time you notice even slight differences in the company name. Again, the company
itself is the most authoritative source on its own name.However, in some contexts, government
records, such as property registries, may also be a reliable source, depending on how regularly
and carefully the official records are updated.
c. Basic company profile Home country (location of headquarters).
Why? This tells us what legal framework has jurisdiction over the company’s actions.
How? Company webpage, company reports, company’s official address according to publicrecords.
 If it is publicly traded and on what stock exchange(s).
Why? This tells us how much open-source information we can find on the company, what it islegally obliged to disclose to the public, as well as where we can access company reports.
How? Search for the company, its parent, or its major subsidiaries on major stock exchange
websites (Ex: Securities and Exchange Commission, System for Electronic Document Analysis
and Retrieval (SEDAR), Singapore stock exchange, etc.). This information should also be readily
available on company webpages and company reports.
2. Who exerts control over the company?
The following is a list of all categories of actors that could, in theory, exert control over a company,
incentivizing it to either respect human rights or overlook human rights impacts.
o Shareholders
o Members of the Board of Directorso Investorso Lenderso Clients/customers
o Workerso Unionso Providers of raw materialso Service providerso Home country government and regulatorso Host country government and regulatorso Media (local, national, international)o Stock markets
o Commodities markets
o Regional human rights bodies
o International human rights bodies
o National courts
o National human rights institutionso Company-level policies on transparency, sustainability, due diligence, etc.
o Civil society organizationso Communities

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Why? By identifying exactly who the different actors are, as specifically as possible, we can arrive at anunderstanding of what interests and capacities these actors have with respect to controlling the humanrights impact of the project.Once the actors are identified, as well as their interests, we look for the
specific mechanisms through which they can exert influence over company decisions.
How? Many different research and analysis methodologies can be applied to dig deeper into each of theactor categories listed above. The most basic of these are:• Shareholder analysis: Does the company trade on a stock exchange? Who owns shares in thecompany? Is there a controlling shareholder? Are their activist investors? Is a public pension fund an
investor? What are the human rights track records of its most important shareholders?
• Lender analysis: Does the company have debt? Which institutions are lending it money, and on
what terms? Do these institutions require human rights impact safeguards to be in place? Are publicbanks, regional or international development banks or export-credit agencies providing loans? What
are the human rights track records of its most important lenders?
• Supply chain analysis: Which companies provide raw materials or services to the company? On whatterms? Can these providers be easily substituted? What are the human rights track records of its
most important providers?
• Client analysis: Who are the company’s major clients? Is it highly dependent on any client to maintainbusiness or to maintain one of its subsidiaries? What are the human rights track records of its mostimportant clients?
3. Power Map• Upon completing steps a-c above (identify actors, interests, and mechanisms of influence), we can draw,
literally, a “Power Map”.
• Power Map is a way to synthesize the constellation of interests and power relationships to which a company
could be subject. It is a dynamic tool that should be regularly updated as new information is uncovered or as
the situation evolves.
Why? A detailed, clear Power Map is a qualitative analytical tool that can help evaluators reach an informed
conclusion about how heavily human rights interests weigh on company decision-making.
How? In practice, the assessment team and/or community members should receive a training in power
analysis and Power Mapping. These trainings discuss the concept of power and the different ways it canmanifest itself, and introduces power-mappers to a broader vocabulary and sensitivity to the nuances andfluid nature of power relationships. (Please contact PODER if you would like to request training modules
on Power Mapping: training@projectpoder.org)

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The Getting it Right Tool | TRAINING MANUAL

Template 1: Power Map (blank)

POWER MAP

(Target)70

The Getting it Right Tool | TRAINING MANUAL

Template 2: Power Map Guide

POWER MAP
BOARD OFDIRECTORSCOMPETITIORSSUPPLIERSLENDERSSHAREHOLDERS

CLIENTSMANAGEMENT
WORKERS/UNIONSORGANIZED CRIMESERVICEPROVIDERSCOMPANYCOMMUNITYLOCAL LEADERS/AUTHORITIESCIVIL SOCIETY
ACADEMIA
INTERNATIONALINSTITUTIONSARMED FORCES
COURTSMEDIAPOLITICALPARTIES71

The Getting it Right Tool | TRAINING MANUAL

GOVERNMENT- Regulators- Federal- Municipal- StateANNEX # 4: EXAMPLES OF REPORT STRUCTURESOPTION #1

INTRODUCTION

Scoping
The context

Research on the investment
The company
The contract
Home-state involvement
The methodology

OUTCOMES OF THE RESEARCH

Human rights in principle
Right #1
Right #2
Right #3
Human rights in practice
Right # 1
Right #2
Right #3

CONCLUSIONS

Responsibilities
Right #1
Responsibilities
Right # 2
Responsibilities
Right #3

Recommendations
The government (home state and host state)
The company
Other relevant actors

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The Getting it Right Tool | TRAINING MANUALOPTION #2

INTRODUCTION
Methodology
The case study

NATIONAL CONTEXTNational and international human rights framework
Status of the industry in the country
Industry regulations
The region of the investment project

THE COMPANY

The investment project
The human rights policies and practices

OUTCOME OF THE RESEARCH•

Right #1
-Human rights in principle-Human rights in practice-Responsibilities• Right #2-Human rights in principle-Human rights in practice-Responsibilities• Right #3-Human rights in principle-Human rights in practice-Responsibilities

RECOMMENDATIONS•

Right #1
-Government (host and home)-Company-Other relevant actors• Right #2-Government (host and home)-Company-Other relevant actors• Right #3-Government (host and home)-Company-Other relevant actors

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The Getting it Right Tool | TRAINING MANUALANNEX 5: SAMPLE HRIA WORKPLANMONTHACTIVITY

December••

Build the team
Learn the tool, develop initial work plan

January•••

Draft goals
Draft letter to stakeholders
Review existing materials

February••

Start identifying camps
Begin research: meet with research group• Human rights principles, international laws
• Reynolds corporate research• State/federal laws
Identify which rights to focus on
Draft questions
Staff Retreat:• finalize objectives and rights• discuss strategy for interviews and stakeholder contacts

•
•
•

March

•
•
•
•

Check in with research groupContinue mapping camps
Finalize strategy for camp meetings and worker interviews
Contact other groups to help identify camps/workers (e.g., migrant health clinics)

April

•
•
•
•
•

Determine who will do stakeholder interviews
Contacting stakeholders: send letters
Continue mapping camps
Begin worker interviews
Collect research memos from research group: end of April

May

•
•
•

Stakeholder interviews: company and government
Continue mapping camps
Worker interviews

June

•

Worker interviews

July

•
•
•

Worker interviews
Taking stock, reviewing data collected: write initial summary of findings, determine
what we need to focus on for the remainder of the season
Week of camp visits with a photographer?

August••Finish up worker interviews
Begin organizing data

September••

Begin drafting report
Draft shorter versions for different audiences

October•••

Editing report; 2nd draft
Send to backbone organization
Video clip for report

November••

Finalize report
Host country in front of UPR

December•••Release report
Contact media, organize event for release of report
Host country in front of UPR

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The Getting it Right Tool | TRAINING MANUAL

StatusX
X
X
X
OngoingX

ANNEX 6: Training evaluation form
I am part of:

Backbone organization
Community-based organization

Academic
Other (Explain) ___________________

PRE-TRAINING QUESTIONS:
Note: Participants should also fill the “Self-assessment of knowledge and skills” section before starting the training.
1. What are your main objectives in taking this training? What motivates you?
2. What do you hope to learn? What could this training bring you?
3. How could this training be relevant to your work?

POST-TRAINING QUESTIONS:
1. What are the three most important things you learned during this training?

2. Was an appropriate amount of material covered during this training? If not, was too much material
covered or too little?
3. What do you think about the methodology of the training (facilitation, materials, etc.)?
4. Please rate the course in terms of its impact and usefulness in the following areas, using the scale below.
Circle the numbers that apply to your opinions.

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The Getting it Right Tool | TRAINING MANUAL

1 = Not useful at all
5 = Very Useful
AREA
Useful in your daily work
Increasing your willingness to train and mentor others
Increasing your ability to train and mentor mentors

1
1
1
1

2
2
2
2

3
3
3
3

4
4
4
4

5
5
5
5

5. Think about what you already knew and what you learned during this training. Then evaluate yourknowledge in each of the following topic areas related to HRIAs Before and After this training.
1 = No knowledge or skills

3 = Some knowledge or skills

5 = A lot of knowledge or skills

Self-assessment of Your Knowledge
and Skills Related to:

Before Training
1
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Activity 1: What is a community-based HRIA?
Activity 2: About Getting it Right
Activity 3: Keys for a successful case
Activity 4: How to build a team?
Activity 5: Backbone organization, community-basedorganization and communities—who’s doing what?
Activity 6: Objectives of an HRIA
Activity 7: How to develop a budget?
Activity 8: Stakeholders outreach
Activity 9: The company and the investment project
Activity 10: Adapting the tool
Activity 11: About the consultation process
Activity 12: Preparation of the report
Activity 13: Follow-up and advocacy strategies
Conclusion and follow-up to the training

After Training
1
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6. Do you think you will have the opportunity to utilize the training skills you’ve practiced during this workshop
YesNo
within the next three months?
7. If yes, please briefly describe when and how you might apply these skills.
8. If no, please explain why you will not be able to utilize these training skills within the next three months.
9. If you were given the task of redesigning the workshop, what would you change?
10. Suggestions to improve the training?

Source: International Training & Education Center on HIV (I-TECH), HIV Care and Nursing Implications, Train-the-trainer (2004)

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The Getting it Right Tool | TRAINING MANUALGroup DebriefDate:
1. What worked well over the two last days?

2. What didn’t work well? Do you know why?

3. What are the most important elements that you learned during the training?

4. What was not covered that you would have liked to be covered?

5. Any suggestions on how to do the training differently?

THANK YOU FOR YOUR PARTICIPATION!

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The Getting it Right Tool | TRAINING MANUAL