Learn the names of each participant and use their names frequently. This creates a collegial atmosphere and helps participants feel valued and included. Don’t turn your back to the room, but don’t stay frozen in one spot either. Moving around engages the participants, keeps their attention, and helps everyone hear you. Stay flexible with the agenda. It is important that participants understand the material and produce high quality work. If you spend more time on one area, plan to make up time elsewhere so all of the material will be covered. Debrief with the facilitation team for a short meeting at the end of each day to review the daily participant feedback and decide how to adjust the next day’s content and agenda accordingly. This meeting is indispensable and crucial to successful workshop outcomes. Table Coaching During small group work, the facilitator(s) should float among teams as a mentor or “table coach.” As a floating table coach, your primary role is to make sure participants follow instructions, understand the learning concepts, and apply those concepts correctly in their work. You are closely positioned to look for areas where participants may be confused and to answer questions as they arise. If there are two facilitators, one facilitator should serve as the table coach for the same small group(s) for the duration of the workshop. During small group work, follow these general guidelines: Allow teams to work independently before jumping in. Position yourself nearby while groups work independently and observe. Pay attention to the conversation. If the team is getting off track or members clearly don’t understand a concept correctly, don’t hesitate to redirect or clarify ideas. Encourage the group’s critical thinking. If the team asks you a question, respond with another question to get them thinking. Watch the clock. Teams may get into vigorous discussions, easily lose track of time, and thus fail to complete an activity. Offer time reminders at mid-point and five to ten minutes before the activity ends. Encourage the group to assign roles. Teams can function in an efficient and effective manner if a timekeeper, recorder, and spokesperson are assigned at the beginning of an activity.
Explain that policy advocacy is often confused with other concepts that share similar elements. These other concepts are information, education, and communication (IEC) and behavior change communication (BCC) activities, fundraising efforts, raising issue awareness, or community and social mobilization. To differentiate between these concepts it can be helpful to consider the targets, objectives, and outcomes of each approach. Guide participants to complete the table as below. Prompt with questions such as: When conducting IEC/BCC activities, who is your target audience? What do you want them to do? How do you know if they did it? Concept Target Audience Objective How is success measured? IEC/BCC Individuals or of the population (e.g., pregnant women, men over 50) Change a specific behavior or action Desired behavior is adopted Raising awareness of issues General public Raise awareness and educate on a specific issue Increased knowledge of the issue and/or favorable impressions of issue Fundraising Donors Raise funds for organization Resources received Community/social mobilization or grassroots organizing Community members Increase awareness and involvement More people are aware and actively engaged Policy advocacy Policy Influence policy change Policy change is achieved Facilitate a brief discussion about how policy advocacy is similar and different from the other concepts. Prompt with questions such as: How has your impression of policy advocacy changed? How might these other approaches play a role in policy advocacy? Summarize with the following KEY POINTS: In policy advocacy, the media, community members, religious leaders, and health providers are not the final target audience. But outreach to these groups can be a strategic tactic to influence decision-makers, who are the final target. Getting money from the government for your organization to implement a specific program or training is not policy advocacy. It is policy advocacy if your organization influences the government to improve or adopt a program or training through policy. makers
Laptop, LCD projector Screen, power cords PowerPoint slide set Flip charts, easels, tape Colored markers, scissors Index cards Name tags/name placards Attendance log Agenda Getting Sorted signs PPT Report out template Obstacle Course descriptions Part 2 Worksheet: Identifying Potential Advocacy Goals Part 3 Worksheet: Identifying Decision-makers and Influencers Part 4 Worksheet: Identifying Decision-maker’s Key Interests Part 5 Worksheet: Addressing Opposition Part 5 Worksheet: Overcoming Obstacles Part 6 Worksheet: Taking Inventory of Assets and Gaps Today’s Materials
DAY 3 FACILITATION INSTRUCTIONS Parts 7 and 8 Closing Session Today’s Schedule (Reconvene in plenary room as large group) Opening Session 9:00–9:15 Ideas Exchange Fair 9:15–10:15 Break 10:15–10:30 (break in to 4 separate workshop groups) Part 7: Advocacy Partners 10:30–13:00 Lunch 13:00-14:00 Part 8: Advocacy Tactics 14:00-15:30 Break 15:30–15:45 Part 8: Advocacy Tactics continued 15:45-17:15 Closing Session 17:15–17:30 Today’s Materials Laptop, LCD projector Screen, power cords PowerPoint slide set Flip charts, easels, tape Colored markers, scissors Attendance log Agenda Family Planning/TMA Case Study Partner Mingle cards Qualities of Effective Partnerships flash cards, 3 sets Types of Collaboration flash cards Qualities of a Compelling Message flash cards Part 7 Worksheet: Selecting Advocacy Partners Part 8 Worksheet: Developing Objectives Part 8 Worksheet: Developing a Work Plan OPENING SESSION
STEP 4. ACTIVITY: ADVOCACY ACTIVITY CAROUSEL 30 minutes Have participants count off into 4 groups. Assign each group to a flip chart easel. Explain that each flip chart represents a different category of advocacy activities: 1. Media/communications 2. Events/meetings 3. Materials/publications 4. Generating data/evidence for advocacy Instruct each team to write down as many different general types of advocacy activities in their category as they can in 30 seconds. The examples are not specific to their own advocacy goals, but for any advocacy goal. Start the timer and ask them to start writing. After thirty seconds, signal for groups to rotate clockwise to the next flip chart and add what they can to the existing list. Again, allow 30 seconds. Continue in this way until all groups have had a chance to contribute to each flip chart. You may choose to rotate teams repeatedly through each chart if the lists are minimal. Gather participants in front of one flip chart and discuss the list. Prompt teams to elaborate on their ideas with questions such as: How would you use this activity for advocacy? What are the pros and cons of using this activity? What would you need to consider when planning this activity? How would a decision-maker respond to this type of activity? If there are a lot of traditional advocacy activities, what new and unusual activities could get the interest of decision-makers? Repeat this discussion at each flip chart. If any major ideas are missing, refer to the box below for ideas in each category. Materials/Publications
Write your two issues from the first worksheet in the top row. Rate each of your potential advocacy issues using the criteria below. Then total the number of highs, mediums, and lows. Select which issue would be better to target with policy advocacy and write it in the bottom box. Criteria Issue 1: Issue 2: The selected issue is specific and clear. High (very specific/clear) Medium (fairly clear/specific) Low (unclear/unspecific) High (very, specific/clear) Medium (fairly specific/clear) Low (unclear/unspecific) Qualitative or quantitative data exist to prove it is an issue. High (strong evidence) Medium (some evidence) Low (none/weak evidence) High (strong evidence) Medium (some evidence) Low (none/weak evidence) Partnership potential exists among influential organizations, leaders and stakeholders. High (many partners) Medium (some partners) Low (no partners) High (many partners) Medium (some partners) Low (no partners) Political will exists to address the issue. High (supportive) Medium (neutral) Low (opposed) High (supportive) Medium (neutral) Low (opposed) Your organization has a unique experience or expertise to contribute. High (very unique role) Medium (fairly unique role) Low (many others have this) High (very unique role) Medium (fairly unique role) Low (many others have this) Your organization has advocacy resources to address the issue. High (many resources) Medium (some resources) Low (no resources) High (many resources) Medium (some resources) Low (no resources) The goal carries no or little risk for your organization. High (no risk) Medium (minimal risk) Low (significant risk) High (no risk) Medium (minimal risk) Low (significant risk) Policy change is likely to have significant impact on the issue. High (significant impact) Medium (some impact) Low (no impact) High (significant impact) Medium (some impact) Low (no impact) Success is feasible in 3–5 years. High (very likely) Medium (possible/maybe) Low (unlikely) High (very likely) Medium (possible/maybe) Low (unlikely) Totals # of Highs ____ # of Mediums ____ # of Lows ____ # of Highs ____ # of Mediums ____ # of Lows ____ Final Advocacy Issue:
Key Decision-Makers (from Part 3) A. Current Position on Issue B. Decision-maker’s key interests High Support Low Support High Opposition Non-Mobilized 1. 2. High Support Low Support High Opposition Non-Mobilized 1. 2. High Support Low Support High Opposition Non-Mobilized 1. 2. High Support Low Support High Opposition Non-Mobilized 1. 2.
A. Opponents B. Reason for opposition C. Influence on decision-makers D. Known arguments and tactics of opposition E. Ways to lessen their influence High Medium Low, none High Medium Low, none High Medium Low, none High Medium Low, none Research Needed:
You represent the Community Health Board that manages community health funds and oversees healthcare facilities. Your key audience is community leaders and members. The CHB has strong community linkages and the ability to mobilize. You represent a youth advocacy organization that champions efforts to help young people make informed and responsible decisions about their health. Your key audience is youth and community members. You work with a public interest media center that helps nonprofits use media and new technologies for public education and policy change. Your key audience is media, policymakers, and the general public. The center is known for its technical skills and experience in communications and innovative media. You represent a regional policy organization that does policy research and evidence-based advocacy on good governance. The organization has expertise with strong policy analysis and research skills. Your key audience is regional organizations and policymakers. You represent the National Pharmacist Society. Your main objectives are to advance the practice and to create and maintain a standard for professional conduct and code ethics. You have a strong network of pharmacists You represent a women’s rights NGO that works for social justice rights of women, youth and children. It has a long history of collaboration and activism, frequently with well-known personalities. Your key audience is the national government and local businesses. You represent the National Health Foundation, a foundation at the forefront of health policy advocacy and research in the country. It has funding and expertise in health policy analysis and strategic policy development. Your key audience is policymakers and government institutions. You are with the National League of Community Health Workers. It delivers frontline services and education and interfaces with professional health worker associations and the Ministry of Health. It is highly visible and strongly influential at the community level.
Swift attention to problems Partners deal with any issues promptly. Differences are resolved to the benefit of all partners. Shared power Partners share power as equally as possible and all are involved in decision-making. Clear expectations Partners know what to expect from each other in order to avoid misunderstandings. Mutual responsibility Partners share responsibility to participate in and contribute to activities and to stay accountable to one another. Ample recognition, thanks and praise Partners encourage and motivate each other through praise, affirmation, and gratitude for each other’s contributions. Inspiration and celebration Partners celebrate victories, large and small, to stay energized when advocacy work is demanding and change is slow.
Strategic thinking Strategic planning is an important part of building partnerships and charting activities. Thinking and working together strategically saves resources, energy, and time. Clear decision-making process The decision-making process is transparent and mutually understood, which minimizes confusion or conflicts. Persistence Advocacy work can be slow and requires sustained effort. Partners see the value of hard work to achieve their goals. Personal and regular contact Relationships between partners are strengthened through regular contact via phone calls, e-mails, or group meetings. Regular flow of information Partners easily share and receive information. Partners feel involved and invested when they are updated regularly on activities and progress. Focused goal-setting Strong partnerships center on clear and achievable goals and stick to them!
Brief Decision-makers are very busy and are pulled in many directions. Be ready to deliver your complete message in 3–5 minutes. Focused Do not overwhelm the decision-maker with too much information. Present only one issue at a time. If you have too many “asks” your decision-maker won’t be able to tell what is most important to you. Solution-oriented Introduce the problem but move quickly to the solution so you don’t fatigue the compassion. Supported by evidence It is important to have data and research to back up your points. However, data and research may not always be enough to convince your decision-maker. Targets key interests of the decision-maker This helps the decision-maker connect personally to the issue and care more about it. Therefore, different decision-makers may need different messages. Uses non-technical language Keep it simple or your decision-maker may not fully understand your argument and become disinterested.