Team Kermit - Seven Elements of Creative Course Design
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Advocacy Impact for Health
A Training of Facilitators Workshop
Clockwise from Top Left: PATH/
Monique Berlier
, PATH/Mike Wang, PATH/Mike Wang, PATH/Satvir Malhotra
[Insert date of workshop]
[Insert location of
workshop]
Training of Facilitators (TOF) objectives
•
Explain the key elements of PATH’s 10-part framework to
developing a policy advocacy strategy.
•
Understand and follow the instructions in the
Advocacy
Impact for Health
Facilitator’s Guide.
•
Utilize effective facilitation techniques and instructional
approaches to deliver the workshop.
2
Facilitation instructions
3
Facilitation instructions
4
Icons in the Facilitator’s Guide
5
6
•
Only one lead facilitator for the session, while the other
serves as the co-facilitator.
•
Facilitator should lead a complete concept or session, and
then exchange roles with co-facilitator.
•
Use your co-facilitator to:
•
Record information on a flip chart.
•
Offer an additional perspective.
•
Help answer a question.
Effective co-facilitation
7
•
When serving as the co-facilitator:
•
Allow the lead facilitator to manage the session flow.
•
Trust that he/she has a plan.
•
Don’t jump in unless signaled to do so.
•
Write on the flip charts so the lead facilitator can face the
audience and keep dialogue flowing.
•
Check in with each other during breaks and at the end of
day.
•
Establish cues for each other:
•
“I think we need a quick time-out.”
•
“Help me explain this concept.”
Effective co-facilitation
8
•
Allow small groups to self-direct their own discussion.
•
Observe groups from afar. Then subtly “check-in” to
make sure they understand the concepts and are
progressing correctly.
•
Inject help or guidance only when needed, and then step
away.
•
Guide groups to think critically to discover their own
answers.
•
Watch for dominant personalities, and draw others out.
•
Monitor the time, and keep groups focused and
productive.
Effective table coaching
Teaching adults
Adults have unique motivations, needs, and learning styles.
•
Adults are autonomous and self-directed.
•
Adults are goal-oriented.
•
Adults prefer learning to be relevant and practical.
•
Adults are sensitive to
“
wasted time.
”
•
Adults may feel anxious about activities where they might
appear less competent.
9
Learning styles
Observers
: Watching, seeing, reading
Listeners
: Listening, hearing sounds
Thinkers
:
Thinking, problem-solving, analyzing
Doers
: Doing, touching, practicing, and moving
10
Main facilitation techniques
•
Brainstorming
•
Facilitated discussions
•
Using flip charts
•
PowerPoint slides
•
Discovery learning activities
•
Role-plays
•
Small group collaboration on worksheets
11
Facilitation techniques and learning styles
•
Brainstorming
•
Facilitated discussions
•
Using flip charts
•
PowerPoint slides
•
Discovery learning activities
•
Role-plays
•
Small group collaboration on
worksheets
12
Observers
Listeners
Thinkers
Doers
Qualities of an effective facilitator
•
Stays flexible with the schedule
•
Requests and uses feedback
•
Uses the “wisdom in the room”
•
Encourages critical thinking
•
Asks open-ended questions
•
Creates a welcoming atmosphere
•
Is eager for participants to learn
13
•
Shows enthusiasm
•
Remains neutral
•
Always comes prepared
•
Is observant and responsive
•
Stays mindful of physical
presence
What is policy advocacy?
STEP 1 Introduce the session objectives
•
Define policy advocacy.
•
Identify different types of policy change and policy
implementation.
•
Differentiate policy advocacy from other related concepts.
STEP 2 Define policy advocacy
•
Brainstorm what advocacy means.
•
Provide definition of advocacy, and explain components.
•
Brainstorm types of policies.
STEP 3 Compare advocacy with similar concepts
•
Lead flip chart exercise and group discussion to compare
policy advocacy with similar concepts.
14
What is policy advocacy?
Session Objectives
After this session participants will be able to:
•
Define policy advocacy.
•
Identify different types of policy change and policy implementation.
•
Differentiate policy advocacy from other related concepts.
15
Policy advocacy definition
Policy advocacy is the
deliberate process
of
informing and
influencing decision-makers
in support of
evidence-based
policy change and policy implementation
, including resource
mobilization.
16
Policy advocacy definition
•
Policy advocacy is a
deliberate process
.
•
It aims to
inform and influence decision-makers
.
•
Policy advocacy seeks changes that are
evidence-based
.
•
The ultimate goal of policy advocacy is to achieve a desired
policy change
or ensure that an existing policy is
implemented
.
17
Types of policy change and policy implementation
Policy change can include
:
•
Elimination of a harmful policy.
•
Updating or amending an existing policy.
•
Developing a new policy.
•
Allocating or committing resources within a budget.
Policy implementation can include
:
•
Disseminating a policy.
•
Enforcing a policy.
•
Disbursing allocated funds appropriately.
•
Demonstrating accountability for policy commitments and
carrying out the provisions called for within policies.
18
Introduction to the 10 parts
STEP 1 Introduce the session objective
•
Identify the critical components of an advocacy strategy
framework.
STEP 2 Review the 10 parts
•
Describe the main components of each part.
STEP 3 Activity: Case study
•
Review in small groups a case study to identify the 10
parts.
STEP 4 Preparing to develop an advocacy strategy
•
Discuss steps to take before beginning an advocacy
strategy to help understand the policy landscape.
19
Part 1: Advocacy issue
STEP 1 Introduce the session objectives
•
Identify qualities of a good issue for advocacy.
•
Evaluate potential issues for advocacy.
STEP 2 What makes a good issue for policy advocacy?
•
Brainstorm qualities of a good issue for advocacy.
•
Review slide on the five criteria for a good issue.
STEP 3 Activity: Group exercise
•
Lead flip chart exercise (demonstrates worksheet
Identifying Potential Advocacy Issues
) to identify problems
and root causes to select potential advocacy issues.
20
Part 1: Advocacy issue
STEP 4 Activity: Small group work
•
Complete the worksheet
Identifying Potential Advocacy
Issues
.
•
Debrief and discuss.
STEP 5 Prioritizing issues for policy advocacy
•
Brainstorm factors in choosing among issues.
•
Show slides on criteria to evaluate potential advocacy issues.
•
Lead flip chart exercise (demonstrates worksheet
Choosing
an Advocacy Issue
) to evaluate potential advocacy issues.
STEP 6 Activity: Small group work
•
Complete the
Choosing an Advocacy Issue
worksheet to
assess and select an advocacy issue.
•
Debrief and discuss.
21
Part 1: Advocacy issue
Session Objectives
After this session participants will be able to:
•
Identify qualities of a good issue for advocacy.
•
Evaluate potential issues for advocacy.
22
A good issue for policy advocacy is…
•
A current objective or natural outgrowth of your program’
s
work.
•
Based in evidence.
•
Readily improved with a policy change or implementation of
an existing policy.
•
Reasonably attainable in three to five years.
•
Suitably specific and clear.
23
Criteria for prioritizing advocacy issues
•
Specificity and clarity.
•
Amount of evidence to prove the problem.
•
Potential for partnership to address the issue.
•
Amount of political will to address the issue.
•
Organization has unique experience and expertise to contribute to
addressing the issue.
•
Availability of resources (time, money, and influence) to address
the issue.
•
Risk to your organization to address the issue.
•
Likelihood the policy change or action will significantly impact the
problem.
•
Feasibility of success in three to five years.
24
25
•
As you prepare, notice:
•
Materials you will need.
•
Sequence of steps.
•
Key points you should make.
•
Any flip charts you should prepare.
•
Note any adjustments to timing written on your
practice card.
•
Instructions are not a script. Be flexible as the
conversation unfolds.
•
Be mindful of time allotted for your session, and try to
stick to it.
•
This is a practice. The goal is to become familiar with
the content and practice key facilitation skills.
Preparing for practice
WELCOME TO DAY TWO
26
Facilitation practice guidelines
•
Prepare your flip charts before you begin.
•
Practice your time management skills.
•
Use your co-facilitator.
•
Take an active role as a workshop participant.
•
Learn from and help each other.
•
Have fun!
27
Giving helpful feedback
•
Too general:
“You were good when Jonathon was going off topic.”
•
More specific:
“I liked how you asked Jonathon’s permission to interrupt and
gently suggested we write his comment in the Parking Lot to
discuss later. I think he felt acknowledged, and you kept the
process moving.”
28
Part 2: Advocacy goal
STEP 1 Introduce the session objectives
•
Identify the essential components of an advocacy goal.
•
Develop an advocacy goal for your strategy.
STEP 2 Identify potential solutions
•
Review the four elements of a policy advocacy goal.
•
Help participants identify a policy advocacy solution—the
change they’d like to see and the decision-making institution
that could make the change.
29
Part 2: Advocacy goal
STEP 3 Turn policy advocacy solutions into advocacy goals
•
Lead flip chart exercise (demonstrates
Identifying Potential
Advocacy Goals
worksheet) to develop a policy advocacy
goal.
STEP 4 Activity: Small group work
•
Complete the worksheet
Identifying Potential Advocacy
Goals
.
•
Debrief and discuss
.
30
Part 2: Facilitation practice
STEP 1 Introduce the session objectives:
•
Identify the essential components of an advocacy goal.
•
Develop an advocacy goal for your strategy.
STEP 2 Identify potential solutions
•
Review the four elements of a policy advocacy goal.
•
Help participants identify a policy advocacy solution.
STEP 3 Turn policy advocacy solutions into advocacy goals
•
Lead a flip chart exercise (demonstrates
Identifying Potential
Advocacy Goals
worksheet) to develop a policy advocacy goal.
STEP 4 Activity: Small group work
•
Complete the worksheet
Identifying Potential Advocacy Goals
.
•
Debrief and discuss.
31
Four elements of a policy advocacy goal
•
WHO
:
the decision-making institution with the power to take
action on your advocacy issue.
•
WHAT
:
the change you would like to see relative to your
advocacy issue.
•
HOW
:
the specific action the decision-making institution can
take to accomplish the change.
•
WHEN
:
a time frame for the action to occur (often between
six months and three to five years, depending on the
particular advocacy effort).
Page 32
Optional session: Developing an evidence dossier
STEP 1 Introduce the session objective
•
Learn how to create a dossier of the major evidence available
to support your advocacy issue and goal.
STEP 2 Compiling evidence for advocacy
•
Brainstorm sources of evidence that may help in advocacy
efforts.
•
Discuss the importance of using evidence in advocacy.
STEP 3 Review the worksheet
•
Introduce participants to the worksheet
Developing an
Evidence Dossier
, to be completed after the workshop.
33
Part 3: Decision-makers and influencers
STEP 1 Introduce the session objectives
•
Identify key decision-makers and influencers.
•
Target advocacy goals to the appropriate decision-makers.
STEP 2
Define and identify decision-makers
•
Review slide to define decision-maker.
•
Brainstorm examples of decision-makers and ways to reach
them.
34
Part 3: Decision-makers and influencers
STEP 3 Define and identify key influencers
•
Review slide to define key influencers.
•
Brainstorm examples of key influencers
.
STEP 4 Activity: Small group work
•
Complete the worksheet
Identifying Decision-makers
.
•
Complete the worksheet
Identifying Influencers
.
•
Debrief and discuss .
35
Part 3: Facilitation practice
STEP 2
Define and identify decision-makers
•
Review slide to define decision-maker.
•
Brainstorm examples of decision-makers and ways to reach
them.
STEP 3 Define and identify key influencers
•
Review slide to define key influencers.
•
Brainstorm examples of key influencers
.
STEP 4 Activity: Small group work
•
Complete the worksheet
Identifying Decision-makers
.
•
Complete the worksheet
Identifying Influencers
.
•
Debrief and discuss.
36
Definition of decision-makers
Decision-makers
:
People with the formal power or authority to take the desired
policy action and/or their key advisors or staff.
37
Definition of influencers
Key influencers
:
People or groups who can have a compelling force on the
actions, opinions, or behavior of decision-makers.
38
Part 4: Decision-makers’ key interests
STEP 1 Introduce the session objectives
•
Evaluate the awareness and position of your key decision-
makers on your issue and advocacy goal.
•
Identify decision-makers’ key interests as a means to
persuade them on your issue and advocacy goal.
STEP 2 Awareness and position of decision-makers
•
Review slides to explain the levels of awareness and
various positions of decision-makers.
•
Lead flip chart exercise to demonstrate the worksheet
Identifying Decision-makers’ Key Interests
.
39
Part 4: Decision-makers’ key interests
STEP 3 Activity: Small group work
•
Complete the worksheet
Identifying Decision-makers’ Key
Interests
to identify the awareness, position, and key
interests of their decision-makers.
STEP 4 Activity: Getting sorted
•
Lead a discovery learning activity to debrief the small group
work.
40
Part 4: Facilitation practice
STEP 2 Awareness and position of decision-makers
•
Review slides to explain the levels of awareness and
various positions of decision-makers.
•
Lead flip chart exercise to demonstrate the worksheet
Identifying Decision-makers’ Key Interests
.
STEP 3 Activity: Small group work
•
Complete the worksheet
Identifying Decision-makers’ Key
Interests
to identify the awareness, position, and key
interests of their decision-makers.
41
Decision-maker’s awareness of an issue
•
Unaware
: not familiar with your issue.
•
Aware of the issue, but inaccurately informed
: has heard of
the issue but may have information that is outdated or
inaccurate.
•
Aware of the issue, but mostly uninformed
: has heard of your
issue but may not have much information.
•
Accurately informed of the issue
: aware and correctly
informed of your issue.
42
Decision-maker’s position on an issue
•
Opposed
: clearly committed against your viewpoint. You are
not likely to change his or her mind.
•
Non-mobilized
: doesn’t yet have an opinion or is undecided
on position.
•
Low support
: won’
t oppose your goal but also not likely to be
an active, visible promoter either. Generally supportive of the
issue.
•
High support
: actively working or speaking out on behalf of
your goal as a visible and vocal champion to make a change
.
43
Part 5: Advocacy opposition and obstacles
STEP 1 Introduce the session objective
•
Identify mechanisms for addressing resistance, opposition,
and obstacles to your policy advocacy goal.
STEP 2 Analyzing the opposition
•
Ask participants to brainstorm reasons why someone might
oppose their advocacy goal.
•
Review slide on analyzing the opposition.
•
Lead flip chart exercise (demonstrates the
Addressing
Opposition
worksheet) with a participant example.
44
Part 5: Advocacy obstacles
STEP 3 Activity: Obstacle course
•
Brainstorm common advocacy obstacles.
•
Lead the obstacle course activity to create solutions to
common advocacy obstacles.
•
Debrief and discuss.
STEP 4 Activity: Small group work
•
Complete the worksheet
Addressing Opposition
. Then they
complete the second worksheet
Overcoming Obstacles
to
strategize about their obstacles.
•
Debrief and discuss.
45
Part 5: Facilitation practice
STEP 2 Analyzing the opposition
•
Ask participants to brainstorm reasons why someone might
oppose their advocacy goal.
•
Review slide on analyzing the opposition.
•
Lead flip chart exercise (demonstrates the
Addressing
Opposition
worksheet) with a participant example.
STEP 3 Activity: Obstacle course
•
Brainstorm common advocacy obstacles.
•
Lead the obstacle course activity to create solutions to
common advocacy obstacles.
•
Debrief and discuss.
46
Analyzing your opposition
•
Know the opposition and their motives.
•
Identify their tactics and arguments.
•
Assess the risks and benefits of confronting them.
•
Mitigate their influence.
•
Pick the right partnerships.
47
Part 6: Advocacy assets and gaps
STEP 1 Introduce the session objective
•
List the types of skills, expertise, and resources needed for
advocacy efforts.
STEP 2 Assess organizational capacity
•
Brainstorm skills and resources needed for advocacy work.
•
Lead a flip chart exercise (demonstrates the
Taking
Inventory of Advocacy Assets and Gaps
worksheet) to
assess the resource levels at a participant’
s organization.
STEP 3 Activity: Small group work
•
Complete the worksheet
Taking Inventory of Assets and
Gaps
to identify their organizational assets and gaps.
•
Debrief and discuss.
48
Part 6: Facilitation practice
STEP 1 Introduce the session objective
•
List the types of skills, expertise, and resources needed for
advocacy efforts.
STEP 2 Assess organizational capacity
•
Brainstorm skills and resources needed for advocacy work.
•
Lead a flip chart exercise (demonstrates the
Taking
Inventory of Advocacy Assets and Gaps
worksheet) to
assess the resource levels at a participant’
s organization.
STEP 3 Activity: Small group work
•
Complete the worksheet
Taking Inventory of Assets and
Gaps
to list their organizational assets and gaps.
•
Debrief and discuss.
49
50
•
As you prepare, notice:
•
Materials you will need.
•
Sequence of steps.
•
Key points you should make.
•
Any flip charts you should prepare.
•
Note any adjustments to timing written on your practice
card.
•
Instructions are not a script. Be flexible as the
conversation unfolds.
•
Be mindful of time allotted for your session, and try to
stick to it.
•
Remember the techniques and skills your colleagues
used. Integrate into your practice session as appropriate.
Preparing for practice
WELCOME TO DAY THREE
51
Part 7: Advocacy partners
STEP 1 Introduce the session objectives
•
Assess qualities of a strategic partnership.
•
Identify different types of collaboration.
STEP 2 Activity: Partner mingle
•
Review slide with strategic reasons for partnering.
•
Brainstorm other strategic reasons to partner.
•
Lead a discovery learning activity to demonstrate creative,
strategic partnering.
•
Facilitate a debrief discussion.
STEP 3 What are effective advocacy partnerships?
•
Review slide on the key points of effective partnerships.
•
Brainstorm potential risks that accompany partnerships.
52
Part 7: Advocacy partners
STEP 4 Activity: The Perfect Partner
•
Lead activity where groups select qualities of effective
partnerships from cards.
•
Facilitate a debrief discussion.
STEP 5 Activity: Types of collaboration
•
Discuss five different types of collaboration using slides and
flash cards.
•
Discuss advantages and disadvantages of coalitions.
STEP 6 Activity: Small group work
•
Groups complete the
Selecting Advocacy Partners
worksheet to identify potential advocacy partners.
•
Debrief discussion.
53
Strategic reasons to partner
•
Adds to the number of organizations actively working on the
issue.
•
Brings together new constituents demonstrating wide-scale
and diverse support for the issue.
•
Demonstrates benefit to multiple sectors of importance.
•
Improves ability to reach and persuade a wider set of
decision-makers and influencers.
•
Helps to mitigate the influence of the opposition.
•
Yields additional expertise, skills, and resources.
•
Helps fill an organization’s advocacy gaps.
54
Part 7: Facilitation practice
STEP 2 Activity: Partner Mingle
•
Introduce strategic reasons to partner.
•
Lead activity to demonstrate creative, strategic partnering.
STEP 3 What are effective advocacy partnerships?
•
Review slide on the key points of effective partnerships.
STEP 4 Activity: The Perfect Partner
•
Lead activity where teams select qualities of effective
partnerships from cards. Facilitate a debrief discussion.
55
Effective partnerships
Ideal partners:
•
Bring resources to the advocacy effort.
•
Are generally easy to work with.
•
Are aligned with your advocacy goal.
•
Bring few risks.
56
Qualities of an effective partner
•
Swift attention to problems
•
Shared power
•
Clear expectations
•
Mutual responsibility
•
Ample recognition, thanks, and praise
•
Inspiration and celebration
•
Strategic thinking
•
Persistence
•
Personal and regular contact
•
Regular flow of information
•
Focused goal-setting
Page 57
Part 7: Facilitation practice
STEP 5 Activity: Types of collaboration
•
Discuss five different types of collaboration using slides and
flash cards.
•
Discuss advantages and disadvantages of coalitions.
STEP 6 Activity: Small group work
•
Complete the
Selecting Advocacy Partners
worksheet to
identify potential advocacy partners.
•
Debrief and discuss.
58
Types of collaboration
•
Information and data sharing
•
Developing common messages
•
Mutual consulting
•
Joint planning and strategizing
•
Joining coalitions and alliances
59
Part 8: Advocacy tactics
STEP 1 Introduce the session objectives
•
Design objectives to reach an advocacy goal.
•
Determine advocacy activities and tactics.
•
Develop an advocacy work plan.
STEP 2 Creating advocacy objectives
•
Brainstorm the components of a work plan.
•
Review slides with the definition of an objective.
•
Discuss the components of an effective advocacy objective.
•
Guide participants to improve a poorly written sample
objective.
•
Develop a sample objective from one participant’s advocacy
goal, demonstrating the worksheet
Developing Advocacy
Objectives
.
60
Part 8: Advocacy tactics
STEP 3 Activity: Small group work
•
Complete the worksheet
Developing Advocacy Objectives
.
STEP 4 Activity: Advocacy Activity Carousel
•
Lead an activity to identify different types of advocacy
activities.
•
Lead a debrief discussion on selecting advocacy activities.
STEP 5 Prioritizing advocacy activities
•
Review slide on helpful questions to ask when prioritizing
activities for a work plan.
•
Brainstorm potential activities for one participant’
s
advocacy goal and related objective.
61
Part 8: Advocacy tactics
STEP 6 Resource planning
•
Review slide on resources needed in an advocacy work plan.
•
Flip chart potential resources needed for one participant’s
advocacy objective and activities.
STEP 7 Activity: Small group work
•
Complete small groups’ advocacy work plans on the second
worksheet,
Developing a Work Plan
.
•
Debrief and discuss.
62
Definition of objective
Objective
:
•
Desired accomplishment or outcome that will contribute to
the overall goal.
•
A step toward your advocacy goal.
63
Elements of an advocacy objective
•
WHO
: which specific decision-maker or key stakeholder
you want to take action.
•
WHAT
: what action the decision-maker should take.
•
WHEN
: a time frame for the action to occur.
64
SMART objectives
Advocacy objectives should also be SMART:
•
S
pecific
•
M
easurable
•
A
chievable
•
R
elevant
•
T
ime-based
65
Part 8: Facilitation practice
STEP 3 Activity: Small group work
•
Complete the worksheet
Developing Advocacy Objectives
.
STEP 4 Activity: Advocacy Activity Carousel
•
Lead an activity to identify different types of advocacy
activities.
•
Lead a debrief discussion on selecting advocacy activities.
66
Part 9: Advocacy messages
STEP 1 Introduce the session objectives
•
Craft targeted and effective advocacy messages to influence
decision-makers.
•
Evaluate potential messengers for advocacy communications.
STEP 2 Activity: The Perfect Message
•
Lead activity where teams select qualities of compelling
advocacy messages from flash cards.
•
Facilitate a debrief discussion.
STEP 3 Developing advocacy messages
•
Review the four parts of an advocacy message on a slide.
•
Lead a flip chart exercise, demonstrating the worksheet
Crafting Advocacy Messages
.
67
Part 9: Advocacy messages
STEP 4 Activity: Small group work
•
Complete the worksheet
Crafting Advocacy Messages
.
STEP 5 Activity: Role-Play
•
Lead a role-play activity allowing participants to
practice delivering their advocacy messages.
•
Facilitate a debrief discussion.
STEP 6 Who is a messenger?
•
Brainstorm types of advocacy messengers.
•
Review slides on ideal messengers.
68
Part 9: Advocacy messages
STEP 7 Choosing the best messengers
•
Lead flip chart exercise (demonstrates the
Identifying
Advocacy Messengers
worksheet) to evaluate potential
messengers on their levels of expertise and influence.
STEP 8 Activity: Small group work
•
Complete the second worksheet
Identifying Advocacy
Messengers
.
•
Facilitate a debrief discussion.
69
Part 9: Facilitation practice
STEP 2 Activity: The Perfect Message
•
Lead activity where teams select qualities of compelling
advocacy messages from flash cards.
•
Facilitate a debrief discussion.
STEP 3 Developing advocacy messages
•
Review the four parts of an advocacy message on a slide.
•
Lead a flip chart exercise, demonstrating the worksheet
Crafting Advocacy Messages
.
STEP 4 Activity: Small group work
•
Complete the worksheet
Crafting Advocacy Messages
.
70
Qualities of a compelling message
•
Brief
•
Focused
•
Solution-oriented
•
Supported by evidence
•
Targeted re: the key interests of the decision-maker
•
Non-technical in its language
•
Optimistic and hopeful
•
Clear in its request
71
Four parts of an advocacy message
1.
What is the issue?
2.
Why should the decision-maker care about the issue?
3.
What is the proposed solution and how will it impact the
problem?
4.
What do you want the decision-maker to specifically do
following your interaction?
72
Part 9: Facilitation practice
STEP 6 Who is a messenger?
•
Brainstorm types of advocacy messengers.
•
Review slides on ideal messengers.
STEP 7 Choosing the best messengers
•
Lead flip chart exercise (demonstrates the
Identifying
Advocacy Messengers
worksheet) to evaluate potential
messengers on their levels of expertise and influence.
STEP 8 Small group work
•
Small groups complete the second worksheet
Identifying
Advocacy Messengers
.
•
Facilitate a debrief discussion.
73
Ideal messengers
•
Messengers should be diverse.
•
Messengers should represent a range of seniority.
•
Messengers should be effective public speakers.
•
Messengers should support your advocacy goal.
74
Part 10: Plan to measure success
STEP 1 Introduce the session objectives
•
Distinguish between output and outcome indicators.
•
Develop indicators to help measure progress toward
achieving an advocacy goal.
STEP 2 Role of measurement
•
Brainstorm reasons for measuring the progress and
success of advocacy work.
75
Part 10: Plan to measure success
STEP 3 Outputs and outcomes
•
Review slides to define outputs and outcomes.
•
Lead a flip chart exercise (demonstrates the
Planning to
Measure Success
worksheet) to brainstorm examples of
outputs and outcomes for advocacy.
STEP 4 Activity: Small group work
•
Complete the
Planning to Measure Success
worksheet to
identify outputs and outcomes for their advocacy
strategies.
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Debrief and discuss.
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Congratulations!
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Utilize brainstorming techniques to enhance student engagement and learning outcomes. Discuss strategies for integrating interdisciplinary perspectives, problem-based learning, and hands-on experiences in educational settings. Explore ways to motivate students through real-world challenges and small collaborative groups.
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Advocacy Impact for Health A Training of Facilitators Workshop [Insert date of workshop] [Insert location of workshop] Clockwise from Top Left: PATH/Monique Berlier, PATH/Mike Wang, PATH/Mike Wang, PATH/Satvir Malhotra
Training of Facilitators (TOF) objectives Explain the key elements of PATH s 10-part framework to developing a policy advocacy strategy. Understand and follow the instructions in the Advocacy Impact for Health Facilitator s Guide. Utilize effective facilitation techniques and instructional approaches to deliver the workshop. 2
Icons in the Facilitators Guide ? Read? from? a? PowerPoint? slide.? ? Use? a? flip? chart.? ? Lead? an? activity.? Deliver? this? key? point.? ? ? 5
Effective co-facilitation Only one lead facilitator for the session, while the other serves as the co-facilitator. Facilitator should lead a complete concept or session, and then exchange roles with co-facilitator. Use your co-facilitator to: Record information on a flip chart. Offer an additional perspective. Help answer a question. 6
Effective co-facilitation When serving as the co-facilitator: Allow the lead facilitator to manage the session flow. Trust that he/she has a plan. Don t jump in unless signaled to do so. Write on the flip charts so the lead facilitator can face the audience and keep dialogue flowing. Check in with each other during breaks and at the end of day. Establish cues for each other: I think we need a quick time-out. Help me explain this concept. 7
Effective table coaching Allow small groups to self-direct their own discussion. Observe groups from afar. Then subtly check-in to make sure they understand the concepts and are progressing correctly. Inject help or guidance only when needed, and then step away. Guide groups to think critically to discover their own answers. Watch for dominant personalities, and draw others out. Monitor the time, and keep groups focused and productive. 8
Teaching adults Adults have unique motivations, needs, and learning styles. Adults are autonomous and self-directed. Adults are goal-oriented. Adults prefer learning to be relevant and practical. Adults are sensitive to wasted time. Adults may feel anxious about activities where they might appear less competent. 9
Learning styles Observers: Watching, seeing, reading Listeners: Listening, hearing sounds Thinkers: Thinking, problem-solving, analyzing Doers: Doing, touching, practicing, and moving 10
Main facilitation techniques Brainstorming Facilitated discussions Using flip charts PowerPoint slides Discovery learning activities Role-plays Small group collaboration on worksheets 11
Facilitation techniques and learning styles Brainstorming Observers Facilitated discussions Using flip charts Listeners PowerPoint slides Discovery learning activities Thinkers Role-plays Small group collaboration on worksheets Doers 12
Qualities of an effective facilitator Stays flexible with the schedule Shows enthusiasm Requests and uses feedback Remains neutral Uses the wisdom in the room Always comes prepared Encourages critical thinking Is observant and responsive Asks open-ended questions Stays mindful of physical presence Creates a welcoming atmosphere Is eager for participants to learn 13
What is policy advocacy? STEP 1 Introduce the session objectives Define policy advocacy. Identify different types of policy change and policy implementation. Differentiate policy advocacy from other related concepts. STEP 2 Define policy advocacy Brainstorm what advocacy means. Provide definition of advocacy, and explain components. Brainstorm types of policies. STEP 3 Compare advocacy with similar concepts Lead flip chart exercise and group discussion to compare policy advocacy with similar concepts. 14
What is policy advocacy? Session Objectives After this session participants will be able to: Define policy advocacy. Identify different types of policy change and policy implementation. Differentiate policy advocacy from other related concepts. 15
Policy advocacy definition Policy advocacy is the deliberate process of informing and influencing decision-makers in support of evidence-based policy change and policy implementation, including resource mobilization. 16
Policy advocacy definition Policy advocacy is a deliberate process. It aims to inform and influence decision-makers. Policy advocacy seeks changes that are evidence-based. The ultimate goal of policy advocacy is to achieve a desired policy change or ensure that an existing policy is implemented. 17
Types of policy change and policy implementation Policy change can include: Elimination of a harmful policy. Updating or amending an existing policy. Developing a new policy. Allocating or committing resources within a budget. Policy implementation can include: Disseminating a policy. Enforcing a policy. Disbursing allocated funds appropriately. Demonstrating accountability for policy commitments and carrying out the provisions called for within policies. 18
Introduction to the 10 parts STEP 1 Introduce the session objective Identify the critical components of an advocacy strategy framework. STEP 2 Review the 10 parts Describe the main components of each part. STEP 3 Activity: Case study Review in small groups a case study to identify the 10 parts. STEP 4 Preparing to develop an advocacy strategy Discuss steps to take before beginning an advocacy strategy to help understand the policy landscape. 19
Part 1: Advocacy issue STEP 1 Introduce the session objectives Identify qualities of a good issue for advocacy. Evaluate potential issues for advocacy. STEP 2 What makes a good issue for policy advocacy? Brainstorm qualities of a good issue for advocacy. Review slide on the five criteria for a good issue. STEP 3 Activity: Group exercise Lead flip chart exercise (demonstrates worksheet Identifying Potential Advocacy Issues) to identify problems and root causes to select potential advocacy issues. 20
Part 1: Advocacy issue STEP 4 Activity: Small group work Complete the worksheet Identifying Potential Advocacy Issues. Debrief and discuss. STEP 5 Prioritizing issues for policy advocacy Brainstorm factors in choosing among issues. Show slides on criteria to evaluate potential advocacy issues. Lead flip chart exercise (demonstrates worksheet Choosing an Advocacy Issue) to evaluate potential advocacy issues. STEP 6 Activity: Small group work Complete the Choosing an Advocacy Issue worksheet to assess and select an advocacy issue. Debrief and discuss. 21
Part 1: Advocacy issue Session Objectives After this session participants will be able to: Identify qualities of a good issue for advocacy. Evaluate potential issues for advocacy. 22
A good issue for policy advocacy is A current objective or natural outgrowth of your program s work. Based in evidence. Readily improved with a policy change or implementation of an existing policy. Reasonably attainable in three to five years. Suitably specific and clear. 23
Criteria for prioritizing advocacy issues Specificity and clarity. Amount of evidence to prove the problem. Potential for partnership to address the issue. Amount of political will to address the issue. Organization has unique experience and expertise to contribute to addressing the issue. Availability of resources (time, money, and influence) to address the issue. Risk to your organization to address the issue. Likelihood the policy change or action will significantly impact the problem. Feasibility of success in three to five years. 24
Preparing for practice As you prepare, notice: Materials you will need. Sequence of steps. Key points you should make. Any flip charts you should prepare. Note any adjustments to timing written on your practice card. Instructions are not a script. Be flexible as the conversation unfolds. Be mindful of time allotted for your session, and try to stick to it. This is a practice. The goal is to become familiar with the content and practice key facilitation skills. 25
Facilitation practice guidelines Prepare your flip charts before you begin. Practice your time management skills. Use your co-facilitator. Take an active role as a workshop participant. Learn from and help each other. Have fun! 27
Giving helpful feedback Too general: You were good when Jonathon was going off topic. More specific: I liked how you asked Jonathon s permission to interrupt and gently suggested we write his comment in the Parking Lot to discuss later. I think he felt acknowledged, and you kept the process moving. 28
Part 2: Advocacy goal STEP 1 Introduce the session objectives Identify the essential components of an advocacy goal. Develop an advocacy goal for your strategy. STEP 2 Identify potential solutions Review the four elements of a policy advocacy goal. Help participants identify a policy advocacy solution the change they d like to see and the decision-making institution that could make the change. 29
Part 2: Advocacy goal STEP 3 Turn policy advocacy solutions into advocacy goals Lead flip chart exercise (demonstrates Identifying Potential Advocacy Goals worksheet) to develop a policy advocacy goal. STEP 4 Activity: Small group work Complete the worksheet Identifying Potential Advocacy Goals. Debrief and discuss. 30
Part 2: Facilitation practice STEP 1 Introduce the session objectives: Identify the essential components of an advocacy goal. Develop an advocacy goal for your strategy. STEP 2 Identify potential solutions Review the four elements of a policy advocacy goal. Help participants identify a policy advocacy solution. STEP 3 Turn policy advocacy solutions into advocacy goals Lead a flip chart exercise (demonstrates Identifying Potential Advocacy Goals worksheet) to develop a policy advocacy goal. STEP 4 Activity: Small group work Complete the worksheet Identifying Potential Advocacy Goals. Debrief and discuss. 31
Four elements of a policy advocacy goal WHO: the decision-making institution with the power to take action on your advocacy issue. WHAT: the change you would like to see relative to your advocacy issue. HOW: the specific action the decision-making institution can take to accomplish the change. WHEN: a time frame for the action to occur (often between six months and three to five years, depending on the particular advocacy effort). Page 32
Optional session: Developing an evidence dossier STEP 1 Introduce the session objective Learn how to create a dossier of the major evidence available to support your advocacy issue and goal. STEP 2 Compiling evidence for advocacy Brainstorm sources of evidence that may help in advocacy efforts. Discuss the importance of using evidence in advocacy. STEP 3 Review the worksheet Introduce participants to the worksheet Developing an Evidence Dossier, to be completed after the workshop. 33
Part 3: Decision-makers and influencers STEP 1 Introduce the session objectives Identify key decision-makers and influencers. Target advocacy goals to the appropriate decision-makers. STEP 2 Define and identify decision-makers Review slide to define decision-maker. Brainstorm examples of decision-makers and ways to reach them. 34
Part 3: Decision-makers and influencers STEP 3 Define and identify key influencers Review slide to define key influencers. Brainstorm examples of key influencers. STEP 4 Activity: Small group work Complete the worksheet Identifying Decision-makers. Complete the worksheet Identifying Influencers. Debrief and discuss . 35
Part 3: Facilitation practice STEP 2 Define and identify decision-makers Review slide to define decision-maker. Brainstorm examples of decision-makers and ways to reach them. STEP 3 Define and identify key influencers Review slide to define key influencers. Brainstorm examples of key influencers. STEP 4 Activity: Small group work Complete the worksheet Identifying Decision-makers. Complete the worksheet Identifying Influencers. Debrief and discuss. 36
Definition of decision-makers Decision-makers: People with the formal power or authority to take the desired policy action and/or their key advisors or staff. 37
Definition of influencers Key influencers: People or groups who can have a compelling force on the actions, opinions, or behavior of decision-makers. 38
Part 4: Decision-makers key interests STEP 1 Introduce the session objectives Evaluate the awareness and position of your key decision- makers on your issue and advocacy goal. Identify decision-makers key interests as a means to persuade them on your issue and advocacy goal. STEP 2 Awareness and position of decision-makers Review slides to explain the levels of awareness and various positions of decision-makers. Lead flip chart exercise to demonstrate the worksheet Identifying Decision-makers Key Interests. 39
Part 4: Decision-makers key interests STEP 3 Activity: Small group work Complete the worksheet Identifying Decision-makers Key Interests to identify the awareness, position, and key interests of their decision-makers. STEP 4 Activity: Getting sorted Lead a discovery learning activity to debrief the small group work. 40
Part 4: Facilitation practice STEP 2 Awareness and position of decision-makers Review slides to explain the levels of awareness and various positions of decision-makers. Lead flip chart exercise to demonstrate the worksheet Identifying Decision-makers Key Interests. STEP 3 Activity: Small group work Complete the worksheet Identifying Decision-makers Key Interests to identify the awareness, position, and key interests of their decision-makers. 41
Decision-makers awareness of an issue Unaware: not familiar with your issue. Aware of the issue, but inaccurately informed: has heard of the issue but may have information that is outdated or inaccurate. Aware of the issue, but mostly uninformed: has heard of your issue but may not have much information. Accurately informed of the issue: aware and correctly informed of your issue. 42
Decision-makers position on an issue Opposed: clearly committed against your viewpoint. You are not likely to change his or her mind. Non-mobilized: doesn t yet have an opinion or is undecided on position. Low support: won t oppose your goal but also not likely to be an active, visible promoter either. Generally supportive of the issue. High support: actively working or speaking out on behalf of your goal as a visible and vocal champion to make a change. 43
Part 5: Advocacy opposition and obstacles STEP 1 Introduce the session objective Identify mechanisms for addressing resistance, opposition, and obstacles to your policy advocacy goal. STEP 2 Analyzing the opposition Ask participants to brainstorm reasons why someone might oppose their advocacy goal. Review slide on analyzing the opposition. Lead flip chart exercise (demonstrates the Addressing Opposition worksheet) with a participant example. 44
Part 5: Advocacy obstacles STEP 3 Activity: Obstacle course Brainstorm common advocacy obstacles. Lead the obstacle course activity to create solutions to common advocacy obstacles. Debrief and discuss. STEP 4 Activity: Small group work Complete the worksheet Addressing Opposition. Then they complete the second worksheet Overcoming Obstacles to strategize about their obstacles. Debrief and discuss. 45
Part 5: Facilitation practice STEP 2 Analyzing the opposition Ask participants to brainstorm reasons why someone might oppose their advocacy goal. Review slide on analyzing the opposition. Lead flip chart exercise (demonstrates the Addressing Opposition worksheet) with a participant example. STEP 3 Activity: Obstacle course Brainstorm common advocacy obstacles. Lead the obstacle course activity to create solutions to common advocacy obstacles. Debrief and discuss. 46
Analyzing your opposition Know the opposition and their motives. Identify their tactics and arguments. Assess the risks and benefits of confronting them. Mitigate their influence. Pick the right partnerships. 47
Part 6: Advocacy assets and gaps STEP 1 Introduce the session objective List the types of skills, expertise, and resources needed for advocacy efforts. STEP 2 Assess organizational capacity Brainstorm skills and resources needed for advocacy work. Lead a flip chart exercise (demonstrates the Taking Inventory of Advocacy Assets and Gaps worksheet) to assess the resource levels at a participant s organization. STEP 3 Activity: Small group work Complete the worksheet Taking Inventory of Assets and Gaps to identify their organizational assets and gaps. Debrief and discuss. 48
Part 6: Facilitation practice STEP 1 Introduce the session objective List the types of skills, expertise, and resources needed for advocacy efforts. STEP 2 Assess organizational capacity Brainstorm skills and resources needed for advocacy work. Lead a flip chart exercise (demonstrates the Taking Inventory of Advocacy Assets and Gaps worksheet) to assess the resource levels at a participant s organization. STEP 3 Activity: Small group work Complete the worksheet Taking Inventory of Assets and Gaps to list their organizational assets and gaps. Debrief and discuss. 49
Preparing for practice As you prepare, notice: Materials you will need. Sequence of steps. Key points you should make. Any flip charts you should prepare. Note any adjustments to timing written on your practice card. Instructions are not a script. Be flexible as the conversation unfolds. Be mindful of time allotted for your session, and try to stick to it. Remember the techniques and skills your colleagues used. Integrate into your practice session as appropriate. 50
