Advocacy Matters: Helping children change their world F · B. Develop and send pre-workshop...

Advocacy Matters:Helping children change their world An International Save the Children Alliance guide to advocacy Fa

cilita

tor’s

man

ual

This advocacy training guide was created by:

The International Save the Children Allianceadvocacy guide steering group:Aina Bergstrom, Save the Children NorwayBirgit Lundbak, Save the Children DenmarkCarol Miller, Save the Children US Mali Nilsson, Save the Children SwedenSarah Roma, Save the Children US (coordinator)Julia Sherwood, Save the Children UKAnita Sheth, Save the Children Canada

Written by Louisa Gosling and David Cohenwith contributions from all the above.

Gosling and Cohen are independent consultants with many years experience in training, facilitation and advocacy.

Produced byThe International Save the Children Alliance

For further information please contact:The CoordinatorCampaigns and Advocacy TeamSave the Children UK1 St John’s LaneLondon EC1M 4AR

Tel: +44 (0) 20 7012 6400

First Produced 2007

© The International Save the Children Alliance 2007

REGISTERED CHARITY NO. 10768220

This publication is copyright, but may bereproduced by any method without fee or priorpermission for teaching purposes, but not forresale. For copying in any other circumstances,prior written permission must be obtained fromthe publisher, and a fee may be payable.

Designed by Joely Merrington

Edited by Kathryn O’Neill

Illustrated by Jess Stockham

This project was supported in part by TheCanadian Partnership Branch, the CanadianInternational Development Agency (CIDA)

The International Save the Children Alliance is the world’s leadingindependent children’s rights organisation, with members in 27 countriesand operational programmes in more than 100.We fight for children’srights and deliver lasting improvements to children’s lives worldwide.

Vision

Save the Children works for a world:

• that respects and values each child

• that listens to children and learns

• where all children have hope and opportunity

Mission

Save the Children fights for children’s rights.

We deliver immediate and lasting improvements to children’s lives worldwide.

Facilitator’s Manual

Advocacy Matters:Helping children change their world An International Save the Children Alliance guide to advocacy

This guide has been designed to help Save the Children staff andcolleagues from other organisations to run training workshops that will enable them to carry out advocacy. It consists of a Participant’sManual and a Facilitator’s Manual that complement each other and are designed to be used together.

4Facilitator’s manual

Contents

5

Part 1

How to use this manual to plan and run your workshop

1 Overview of the guide 82 Planning your workshop

A. Find out what the participants need from the workshop 9B. Develop and send the pre-workshop assignment 9C. Select the right sessions 12D. Tailor the sessions to your needs 13E. Draw up a workshop agenda 14F. Gather additional material 15G. Specific language preparation 15H. Context-specific preparation 16I. Advocacy in emergencies 16J. Sample workshop agenda 17

3 Running your workshopA. Role of the facilitator 20B. Some participatory methodologies 23

4 Closing your workshop 27

6

Part 2

Session plans

Opening Session 29

1 Welcome to advocacy1.1 You can do it 321.2 Advocacy in Save the Children 35

2 Child participation in advocacy 40

3 Being strategic in your advocacy3.1 Stages in the advocacy cycle 463.2 Selecting an advocacy issue 533.3 What makes good evidence for advocacy 573.4 Setting advocacy goals and objectives 613.5 Assessing your advocacy capacity 643.6 Assessing the risks of advocacy 68

4 Understanding the policy environment4.1 Analysing policy and power 724.2 Identifying opportunities for advocacy 77

5 Advocacy targets5.1 Identifying key targets and influentials 815.2 Influencing your targets 85

6 Making the case6.1 Developing messages for advocacy 896.2. Lobbying 966.3.Working with the media 100

7 Building added strength 7.1.Working with alliances 1047.2. Mobilising the public 1087.3. Engaging with the private sector 111

8 Action planning8.1. Drawing up an action plan 116

9 Monitoring and evaluating advocacy9.1. Practical ways of monitoring advocacy 1219.2. Evaluating the outcomes of advocacy 126

10 Mobilising resources 132

Closing Session 136Evaluation form 139

Feedback form for the International Save the Children guide to advocacy 142

1 7Facilitator’s manualPart

Part 1How to use this manual to plan and run your workshop

1 Overview of the facilitator’s guide2 Planning your workshop3 Running your workshop4 Closing your workshop

What is this guide?

This guide is for Save the Children staff and partners who are involved in advocacy.You can use it to help you run an advocacy workshop, or as a general advocacy resource.The training material consists of a mixture of practical exercises and theory so thatparticipants learn about advocacy in a way that is relevant to their specific needs andcontext, and they will come out of the workshop with a draft of an advocacy strategy.

The guide consists of two complementary manuals: the Facilitator’s Manual and theParticipant’s Manual that are designed to be used together.

• The Facilitator’s Manual is aimed at anyone who is designing or facilitating an advocacyworkshop, including people who do not necessarily have much experience either astrainers or as advocates. Part One contains information on how to design, plan and run a workshop, with some tips on methodologies. Part Two contains individual sessionplans with detailed instructions on how to conaduct each session.

• The Participant’s Manual contains background material on each topic, case stories,and references to further resources. It is intended to be a resource guide for bothfacilitators and participants.The Participant’s Manual can also be used on its own as a general advocacy resource.

Objectives:

Participants in this training will:

• gain a deeper understanding, and develop a working definition, of experience andevidence-based advocacy as it applies to children’s needs and rights.

• understand the basic elements of advocacy, its role in Save the Children, and how it is integrated into programme work to achieve real and lasting results for children.

• learn a set of steps to plan for strategic advocacy and begin to develop an advocacyplan related to your work.

• strengthen personal relationships with fellow advocates, learning from each other’sexperience, and working towards building a community of advocacy practitioners.

• develop a plan to share this workshop’s learning with colleagues, allies and constituents.

Who is it for?

The guide is designed as a resource for Save the Children staff and their colleagues fromother organisations.The main target audiences are:

• programme staff members who include advocacy in their work,

• programme staff members who will provide advocacy training to colleagues andpartners as part of their work,

• senior staff members who will demonstrate sufficient familiarity with advocacy to model for others in the organisation,

• staff members who are learning about advocacy as part of staff development,

• people in critical functional areas such as advocacy, communications, fundraising, research.

1. Overview of the International Save the Children Allianceguide to advocacy


part

1ov

ervi

ew

A. Find out what participants need from the workshop

What do they know about advocacy already?Find out how much experience the participants already have in advocacy. Howconfident are they about doing advocacy? How comfortable are they with advocacy in the context of Save the Children’s work?

What are their expectations in terms of increasing their knowledge and understanding?What practical skills do they want to develop?

Where are they in the advocacy planning process?What have they already done, what do they want to focus on now?

What outputs – plans and analysis – do participants need from the workshop? What levelof detail is required, and what is achievable?

Who will be responsible for taking the plan forward, and what is their capacity?

SOURCES OF INFORMATION: You can get the answers to some of these questions through the pre-workshop questionnaire and assignment (see below) but you should cross-check this by liaising with the person who has requested theworkshop. Self-assessment can be unreliable as people may think they know more (or less) about advocacy than they really do.

B. Develop and send pre-workshop assignment

The pre-workshop questionnaire and assignment should be sent to participants at leastone month before the workshop. Information from the assignment can help you designand fine tune your workshop plan.You may need to adapt the pre-workshopquestionnaire and assignment to your particular needs.

Part 1 is to gather information about participants’ experience, and their currentadvocacy focus.The questions also serve to encourage participants to gather materialthey will need during the workshop about the context of their advocacy issue.This willensure that they have the relevant information about policy processes and advocacytargets, and will have started thinking about their advocacy plan before they come.

Part 2 encourages people to gather stories from their previous experience to sharewith other participants during the workshop to help inspire and learn from each other.

2. Planning your workshop


part

1p

lan

nin

g yo

ur

wo

rksh

op

Part 1: Please tell us about your expectations, experience,and current advocacy work

1. Name and job title

2.Advocacy experience

• Current and future role in advocacy in Save the Children

• On a scale of 1 (not at all) to 5 (a lot), please rate the amount of experience that you have with advocacy. Please highlight one number.

1 2 3 4 5

• What practical experience of advocacy do you have?

3.Workshop expectations

• What would you like to learn from this workshop?

• (If you send a draft agenda) Which sessions do you think will be the most important for you?

• Are any sessions missing?

4.The advocacy focus of this workshop

• Please list 1-2 advocacy goals and objectives that you are currently working on or would like to work on during the workshop. These should be the policyissues that are the biggest challenges to your work.

• What will be the main obstacles to getting this change implemented?

• What information do you need to gather about your advocacy objective(s) before you come to the workshop?

~ Why is this important to advocate for? How will this policy change improve children’s lives? What evidence do you have for this?

~ What is the process and potential timeline for getting the relevant decisions made?

~ Has any work been conducted already on this issue? If so, by whom,and what is the status of that work?

Pre-workshop questionnaire and assignment


part

1p

lan

nin

g yo

ur

wo

rksh

op

PART 2: Write up a story about your advocacy experience to share withother participants at the workshop

Use the following format, and keep your description very brief – no more thantwo pages, preferably less. Or prepare it as a poster or PowerPoint presentation.

1. Brief description of advocacy:

• objectives – what were you trying to achieve?

• process – how was it done, what were the main challenges, how did youovercome them?

• results – what happened as a result?

e.g. what was achieved in terms of policy change, in terms of changedawareness, or changed relationships with decision-makers or others, or anincreased capacity to carry out advocacy in the future?

2.What can we learn from this experience?

• What went well, what could have gone better, and what would you dodifferently next time?

• How can this experience help others?as inspiration as an example of a particular approach as an example of advocacy in a particular contextas an example of involving children in advocacy


part

1p

lan

nin

g yo

ur

wo

rksh

op

C. Select the right sessions

You will always need an opening and closing session, but the rest of the workshopagenda should reflect the participants’ needs.

Which modules and sessions to focus on will depend on the participants’ levels ofunderstanding of advocacy and the extent to which they have already developed theiradvocacy strategies, and how much time you have for a workshop.You may need towork through each module, or you may need to skip some and concentrate on others,spending enough time on the practical exercises to really come out with useable plansand analysis.

For example:

If participants do not feel confident about advocacy work, after the opening, you may need to spend more time on the module introducing advocacy (1), involving children in advocacy (2), being strategic in advocacy (3) and policy and power analysis (4), finishing with next steps and follow-up.

If your participants have already spent time analysing the policy environment, afterthe opening, you may want to start with an overview of the stages of advocacyplanning (3.1) and then go straight to setting advocacy goals and objectives (3.4),identifying targets (5), developing messages (6), and working with others (7).Youmay need to draw up a detailed action plan, including monitoring and evaluation and discussing how to resource your advocacy strategy (8, 9, and 10), finishing with next steps and commitments.*

However, most groups have participants with varying levels of experience, and willtherefore need a comprehensive overview. You will have to decide how much time to spend on the different modules.

It may be best to carry out the training in several short workshops over a longerperiod of time, giving participants time to collect additional information and analysisbetween the different modules.

For example:

Do modules 1, 2 and 4 then let people spend some time finding out more about policy and power mechanisms before coming back to do modules 3, 4, 6,and 7 and sketch out the action plan in 8.

Then give participants more time to find out about targets they have identified and advocacy opportunities, before coming back for a third workshop to review and refine your previous analysis, consolidate their action plan, draw up a monitoring and evaluation plan (9) learn how to mobilise resources (10), and finish next steps and commitments.

* See sample workshop agenda on page 24.


part

1p

lan

nin

g yo

ur

wo

rksh

op

D.Tailor the sessions to your needs

Read through all the materials first to decide what you will use and what you need to amend depending on the participants’ needs.This training package includes thefollowing material for each session:

Detailed session plan

• The sessions are based on the Kolb learning cycle,1 which has been found to help adults learn by combining an example from experience, reflecting on thatexperience, developing and creating theory, and an opportunity to put what you have learned into practice by experimenting and planning.

• Each session begins with an overview to introduce the objectives, outputs, supportingmaterials, session overview and time that you will need for that session.

• Following the overview, a detailed session plan describes each of the four phases youneed to take participants through (experience, observation/reflection, theory/principles,experimenting/planning), providing detailed instructions of how to do this.

Powerpoint presentation

• The presentation will take you through the theory section of the session.You can useit as a Powerpoint presentation, or you can use a printout of the slides as promptsfor verbal presentation, or to help you develop flip charts.

• Run through the presentation beforehand, and adapt the points to your participantsif necessary.

• Use relevant materials from the Participant’s Manual to help prepare your presentation.

• A presentation is much more effective if it is illustrated with examples or stories.You can use your own experience or the case stories in the Participant’s Manual.

Background material in Participant’s Manual

• Background material is included in the accompanying Participant’s Manual. As youprepare for the workshop, the Participant’s Manual will provide you with anintroduction to and more in-depth explanations of each topic, and case stories toillustrate different points in practice. This material will also be a good resource forparticipants both during and after the workshop.

Worksheets

• These can be completed during the session, to summarise your discussions.Whencompleted they will form the basis of the participant’s advocacy strategy.


part

1

1. J S Atherton Learning and Teaching: Experiential Learning [Online] 2005 Available at: http://www.learningandteaching.info/learning/experience.htm

pla

nn

ing

you

r w

ork

sho

p

Notes on adapting the sessions and materials

• You can use the detailed session plans and PowerPoint slides as they are, or youcan adapt them.

• For example, if participants are already quite comfortable with the theory of asession you could give a brief introduction, and then encourage them to discussand complete the worksheet, using the relevant parts of the Participant’s Manualas reference material.

• Most of the session plans start with the experience phase of the Kolb learningcycle.You can start at different points of the cycle if you prefer, but will then haveto amend the content accordingly.

• If you don’t want to go into a topic in depth you could just use the case story and discussion to raise the main issues, using the PowerPoint slides as an aide memoire.

• You can add PowerPoint slides, stories and pictures from your own context asrequired. Or you can leave out slides that are not relevant to the context or level of your participants.

E. Draw up a workshop agenda

Once you have selected the sessions you need, you will have to prioritise which ones to spend the most time on. Draw up a workshop plan (see example on pages25 and 26) with rough timings. Make sure you leave some time to discuss issues that arise during the workshop.

You need to allow enough time for group work, and for group feedback.The moregroups you have, the longer this will take and you may need a quicker way to feedback group work to the plenary (see participatory methodologies, page 17). Youshould also remember to allow time for energisers, especially after meals, to wakepeople up (see participatory methodologies for some examples).

If you are working with translators you will also need to allow roughly 1/3 extra time.


part

1p

lan

nin

g yo

ur

wo

rksh

op

F. Gather additional material

1. Make sure you have any background information about specific targets, policyprocesses and power structures.

2. Have information on relevant international instruments.

3. Bring in external resource people to advise on specific technical issues where relevant.

4. Use the pre-workshop assignment to ensure participants bring relevant experiencewith them.

5. Gather materials you need, flip charts, cards, PowerPoint projector.

6. Look for any good photographs or film clips that you could use to illustrate your sessions.

G. Specific language preparation

If you are working in different languages, part of your preparation should be to consultwith people who know about advocacy and how to translate advocacy-specific wordsinto participants’ language(s). Language is critical and we cannot assume that there is adirect translation of every word with exactly the same meaning. The word “advocacy”,for instance, can be translated in different ways in different languages, with differentimplications.

One way to prepare is to agree on translations of key words before the workshop,and make sure these are given to translators and to those providing verbal translationduring the workshop.

It can take some time to agree on how to translate different words. For example,when Save the Children held an advocacy workshop in the Latin American region theydiscovered that different countries use different terms. After considerable discussionthey all agreed to use the following Spanish translations:

Advocacy: abogacia

Empowerment: empoderamiento

Target audience: Audiencia meta o objetivo

Enabling Environment: Entorno favorable

Result: Resultado

Achievement: Logro

SMART: Especifico, Medible, Preciso, Razonable y que Lleva a la Accion

Stakeholders: Actores

Remember to add time to the agenda if you are working through interpreters.


part

1p

lan

nin

g yo

ur

wo

rksh

op

H. Context-specific preparation

These training materials provide a general guidance to advocacy.They may need to beadapted to different contexts in relation to the political environment, or where thereare specific risks associated with advocacy.

I.Advocacy in emergencies

In an emergency context, use the material on advocacy in emergencies in Module 3 to amend the relevant sessions.


part

1p

lan

nin

g yo

ur

wo

rksh

op

JOSIE C

OH

EN

J. Sample workshop agenda

Ethiopia workshop on health and HIV, January 2007

Workshop objective:

Develop a plan to implement the advocacy objectives of the Health and HIV and AIDSProgramme Plan (2007-2012) building on the draft advocacy plan already prepared.

Specific focus

• Evidence base required for advocacy

• Advocacy partners (especially civil society groups and networks)

• Targets at woreda, regional and federal level

• Key message for each advocacy objective

• Detailed plan of action for first two years of advocacy plan

Before the workshop participants will have:

• Selected priority advocacy objectives for 2007/8 from the draft advocacy strategy so that these can be focused on during the planning workshop.

• Identified gaps in our knowledge of targets, allies and policy processes so thisinformation can be gathered prior to the advocacy planning workshop.

• Clarified the evidence base to find out what evidence there is that the policy change is required, and what work has already been conducted by Save the Children andothers on this issue.

• Clarified the policy process to find out who has the power to make the change inpolicy or practice, and what is the process and potential timeline in the relevantministry to achieve the policy change.

• Considered the likelihood of achieving change and the main obstacles to getting thischange in policy or practice implemented, including what the possible entry pointsare to engage in advocacy, and our value added.

• Considered (based on the above answers) if this an issue we are likely to be able toinfluence in 2007/8.


part

1p

lan

nin

g yo

ur

wo

rksh

op

Workshop Agenda

Example

18

part

1p

lan

nin

g yo

ur

wo

rksh

op

Opening

1 Introduction You can do it

2 Outcomes frompreparatory work

3 The advocacy cyclein relation to yourissue

4 Identifying targets and influentials

Introductions

Clear expectations

Agreed methods toensure workshop willrespond to needs ofparticipants.

An agreed diagram ofthe advocacy planningprocess, highlightingwhich steps havealready been covered,which still need to beaddressed, and whichneed to be revisited.

Table of targets andinfluentials in relationto objectives.

Tactics forapproaching them.

Opening session

Session 1.1Pre-workshop assignment information.

Presentation onoutcomes.

Session 3.1Cards to build up diagram of advocacy cycle.

Handouts

Session 5.1 and 5.2handouts.

Outcome fromstakeholder analysis and preparation onpower analysis.

Objectives Specific outcomes Materials required

Day one

5 Evidence foradvocacy

6 Key message foreach advocacyobjective

7 Advocacy partners

Understand the role ofevidence in advocacyand what evidence isneeded to achievechange objectives.

Frame advocacymessages based on theevidence in a way thatis most persuasive totheir audience.

Understand who arethe main allies andhow to work withthem.

Table of what evidencethere is, where are the gapswhat sort of evidence is stillrequired, how it will be obtained, by whomand when.

Core message

Table of differentmessages for differentaudiences.

Table of allies andtypes of alliance, withnotes included onpossible risks andcompromises.

Outline ground rulesfor engagement.

Session 3.3 and handouts.

Preparatory analysis ofwhat evidence is availableand what is still required.

Examples of successfulevidence-based advocacyin Ethiopia, e.g. using theHousehold EconomyApproach.

Session 6.1and handouts.

Examples of similarhealth/HIV messages.

Session 7.1 and handouts.Existing stakeholderanalysis from preparatorywork.Examples from previousexperience of work withalliances, networks, etc.

Day two

Participants clear abouthow the workshop willhelp in their work.

Participants feelempowered to doadvocacy.

All participants up todate with:• latest objectives• power analysis• policy map

Participants share anunderstanding of thedifferent stages ofplanning advocacy, andwhere they are in thatprocess.

Identify key targets andtheir influentials inrelation to changeobjectives.

Understand different waysof approaching them.

Facilitator’s manual

Workshop Agenda cont.


part

1p

lan

nin

g yo

ur

wo

rksh

op

8 Detailed plan ofaction for first twoyears of advocacyplan

9 Monitoring andevaluation

10 Conclude theworkshop

Identify opportunitiesfor advocacy and drawup advocacy plan.

Incorporate practicalmonitoring into action plan to ensure learning.Identify indicators for intermediate andlong-term impact.

Participants know whatto do next, when to doit and who will lead.

Facilitators know howto improve workshopstructure for next time.

Calendar of opportunitiesfor advocacy.

Phased plan of activitiesincluding with who tolead, and resourcesneeded.

Monitoring frameworkfor regular feedback and co-ordination.

Long-term andintermediate milestonesand indicators.

Plan of work requiredto set the next steps toadvance the advocacystrategy.

Completed evaluation of workshop.

Session 8 andhandouts.

Information aboutrelevant national andinternational policyprocesses.

Session 9 andhandouts.

Closing session.Evaluation form.

Day three

This agenda provided the general framework for the workshop.

Following this, a more detailed timetable was drawn up, which also allowed time for discussion of issues that arose during the workshop, especially about the risks of advocacy in the Ethiopian context.

Objectives Specific outcomes Materials required

A. Role of the facilitator2

It is the responsibility of the facilitator to present each session’s background materialand activities as clearly as possible.The facilitator is also responsible for maintaining acomfortable learning environment for participants and for facilitating group dynamicsand sharing.The facilitator needs to constantly assess the progress of the work andmake adjustments to the workshop as needed. Some of the skills needed for goodfacilitation include the following:

Non-verbal communication

• Maintain eye contact with everyone in the group when speaking.Try not to favourcertain participants.

• Move around the room without distracting the group. Avoid pacing or addressing thegroup from a place where you cannot be easily seen.

• React to what people say by nodding, smiling, or engaging in other actions that showyou are listening.

• Stand in front of the group, particularly at the beginning of the session. It is importantto appear relaxed and at the same time be direct and confident.

Verbal communication

• Ask open-ended questions that encourage responses. If a participant responds with a simple yes or no, ask: “What makes you say that?”

• Ask other participants if they agree with a statement someone makes.

• Be aware of your tone of voice. Speak slowly and clearly.

• Avoid using slang, jargon or other ‘special’ language.

• Be sure that participants talk more than you do.

• Let participants answer each other’s questions. Say: “Does anyone have an answer to that question?”

• Encourage participants to speak and provide them with positive reinforcement.

• Paraphrase participants’ statements in your own words. You can check yourunderstanding of what they are saying and reinforce statements.

• Keep the discussion moving forward and in the direction you want.Watch fordisagreements and draw conclusions.

• Reinforce statements by sharing a relevant personal experience.You might say:“That reminds me of something that happened last year…”

• Summarise the discussion. Be sure that everyone understands the main points.

3. Running your workshop


part

1

2.Adapted from The Policy Project Networking forPolicy Change:An advocacy training manual, 1999

run

nin

g yo

ur

wo

rksh

op

Setting the learning climate

• Review all materials and activities before each training session so that you are fullycomfortable with the content and process.

• Start on time and clearly establish yourself as the facilitator by calling the grouptogether.

• Organise all the materials you need for the session and place them close at hand.Stay within the suggested time frames.

• Gain participants’ attention and interest by creating a friendly and comfortableatmosphere between yourself and them.

• Prepare responses and examples to help move the discussion forward.

Starting each session

• Present the objectives as stated on the front of the session plan, and the sessionoverview.Write these up on a flip chart.

• Provide a link between the previous session and the current one.

Leading the group exercises

• Introduce group exercises clearly and write instructions on a flip chart.

• Go round to each group to make sure they have understood the task and tostimulate discussion. Go round again five minutes before the end to remind them to finish on time, or check if they need more time.

Discussing lessons learned from group exercises

• Ask participants to identify key points that emerged from the experience and the discussion.

• Encourage participants to briefly report back group work to the plenary.

• Make sure they receive feedback on their work from each other and from you.

• Guide discussion of the experience.Write up key points from plenary on a flip chart.

• Help participants draw general conclusions from the experience. Allow time for reflection.

Applying lessons learned to real-life situations

• In the experimenting part of each session you should encourage participants todiscuss how the information learned in the activity will be helpful in their own work.

• Discuss problems participants might experience in applying or adapting what theyhave learned to their own or different situations.

• Discuss what participants might do to help overcome difficulties they encounterwhen applying their new learning.


part

1ru

nn

ing

you

r w

ork

sho

p

Providing closure

• Briefly summarise the activities at the end of each session

• Refer to the objective(s) and discuss whether and how they were achieved.

• Discuss what else is needed for better retention or further learning in the subjectarea, or for putting it into practice for the advocacy strategy.

• Provide linkages between the session and the rest of the workshop.

• Help participants leave with positive feelings about what they have learned.

Covering all the details

• Prepare all training materials (resources for research, reference materials, handouts,visual aids, and supplies) and deal with logistics (venue, tea breaks, and audio-visualequipment) in advance.

• Clarify everyone’s roles and areas of responsibility if other facilitators are helping toconduct the training. Meet with the co-facilitators daily to monitor the progress ofthe workshop and to give each other feedback.

• Make sure you know which participants will have the main responsibility for takingtheir advocacy strategy forward after the workshop. Make sure they feel confidentthat they are getting what they need out of the workshop.

Managing a range of experience and personalities

• Use participatory methodologies.Work in small groups of three or four people.

• Make up groups according to the workshop objectives, for example, all thoseworking on a particular advocacy objective, or theme.

• The groups’ composition could be changed during the workshop to bring in freshideas, or provide a different mix of personalities.

• If there is a wide range of advocacy experience among participants, make sure each group has a mix of experienced and inexperienced people. Ask the moreexperienced people to share their experience, but also to act as facilitators,ensuring that others speak out. (See the opening exercise for a way to rank people by experience).

• Ask participants with more experience if they would like to prepare and contributean experience as a case story to illustrate a session.

Staying responsive to needs

• Ask participants to evaluate the training both daily and at the end of the workshop.This can be done by setting up ‘home’ groups of participants who meet half an hourbefore the end of each day to discuss what went well and what didn’t, and then feedback their findings to facilitators.

• Facilitators should also discuss each day and revise their plan for the next dayaccording to feedback.


part

1ru

nn

ing

you

r w

ork

sho

p

• Keep some sessions free in the workshop plan for groups to continue work ondifferent parts of their advocacy strategy if they want, or to discuss specific issuesthat come up.

• Try and keep to the planned timetable, and don’t let the sessions overrun (‘home’groups may act as timekeepers). But also be flexible and sensitive to the specificneeds of participants – for example, providing time to pray, or to spend longer on a particularly important or sensitive discussion.

• Be aware of participants’ energy and concentration levels. If these are low you mayneed an energising activity.This could also possibly be a task for the ‘home’ groups.

• Invite one participant (or group of participants) to present a brief review of eachday’s learning at the beginning of the next day. Make sure they are warned in advance!

• Keep a record of key questions that are raised but do not fit into your plannedsessions, (create a ‘parking lot’). Make time to cover these before the workshop endsthrough discussion or presentation, as appropriate.

• Keep an eye on participants requiring translation. Check they are able to follow the discussions.

B. Some participatory methodologies

Participatory methodologies can hugely increase the learning of participants. Somehave already been included in the session plans. Use this list to adapt the session plans, and add more participatory sessions. Check that everyone can take part in the exercises, particularly if they require mobility.

Techniques to enable people to participate fully and contribute ideas

• Small groups: Participants form groups of four to eight people to discuss topics and problems more deeply and enable everyone to participate. Groups can be pre-selected according to topic or work area, with names written on a flip chart in advance. Or they can be assembled randomly, for example, by counting round a circle 1,2,3, 1,2,3… in order to form three groups.

• Triads (sometimes referred to as buzz groups): Participants are in a threesome that interact with each other, discuss differences, ensure full participation, buildrelationships, share ways of dealing with specific questions and get to know each other better.

• Diads: Participants are in groups of two.This is very useful for introductions. It has the same benefits as Triads but does not offer the range of different viewpoints oroutlooks.

• ‘Home’ groups: Participants form teams to review the day’s activities, plan future onesor design specific sessions.


part

1ru

nn

ing

you

r w

ork

sho

p

Techniques to practise skills or share experience

• Role-play: Playing pre-assigned roles that illustrate the problem at hand.

• Fish bowl: Often used in role-play. People in the role-play are in the fishbowl. A feware assigned outside of the fishbowl to comment on what the participants are doingor saying.

• Story: Circles open people up to listening, sharing emotion, and creating empathy.The facilitator identifies a common theme around which each participant tells a storyshe or he has personally experienced. In small groups each participant has a chanceto share a story in no more than three minutes. No questions are asked until allstories are complete. Confidentiality is a condition of participating in a group. Themethod often bonds the group emotionally.

Techniques to contribute ideas and encourage reflection

• Brainstorm: This is often used in a large group or plenary. Its importance is that allideas or points are made and accepted before making any judgements. It is a safespace for addressing a question in all possible ways. It enables all thoughts andsuggestions to be voiced. Analysis, evaluation, agreement, and disagreement willcome later.

• Index cards or Post-it notes: A form of written brainstorm that is then posted for allto see. It enables the group to cluster answers and/or suggestions.

• Quiz the experienced: Participants pose questions to the whole group, for example:“What do I do if…” Some empty chairs are placed in the centre of the room andparticipants who have suggestions can go in and respond about how they wouldhandle the problem. When they have answered they leave the chair. This draws outparticipants’ expertise, widens participation, increases confidence, voices new ideas,and stimulates discussion.

• Place yourself on a scale: Create a space in the room, and draw an imaginary line,with 0 at one end and 10 at the other. Ask people to stand at the point on the scale they consider themselves to be, for example, in terms of their advocacycapacity. Ask people what made them choose a particular point, what support andexperience has helped them to get to that level, and what would help them to move to the next stage on the scale.This helps people to feel more confident about where they are and how to move forward.

• The walk of power: Give each participant an identity: for example, governmentminister, Save the Children staff member, displaced boy or girl, woman infected with HIV. Ask them to stand together in a line.Then read through a series of 10-12statements, for example: “I can access good education, I can choose when to meetfriends, I can get enough food, I do not normally feel threatened by violence, I canget access to decision-makers, I can influence decisions about my future…”Tellparticipants to take a step forward each time the statement applies to them.


part

1ru

nn

ing

you

r w

ork

sho

p

When you have finished reading the statements, walk around the room and askpeople to consider where they are in relation to others ahead or behind them.What does this tell them about their power in relation to the power of others, andhow does this affect their ability to influence decisions and action? This helps peoplethink about power and what it enables them to do. It also helps people appreciatediversity, showing how gender, disability, or ethnic group can affect a person’s power.

• Counselling wheel: Place chairs facing each other in two concentric circles.The peoplesitting on the inner circle are counsellors, while those outside are seeking advice.Each person in the outside circle asks one question of the person sitting opposite,who has two minutes to respond.The outside group then move one chair round the circle to ask the next counsellor the same question, and so on round the circle.The two groups then switch so the people asking questions become counsellors.This exercise shows that everyone can provide advice. It is very empowering for participants.

• Pause and action: While in the midst of planning, stop yourselves and pause to analysethe strategies, tactics and actions being suggested. This is a useful way to encouragepeople to pause and think rather than taking action in the emotion of the moment.

Techniques for organising and presenting information

• Mobile plenary: This presents on a flip chart the work of a small group through text,posters or collages. One or two members of each small group are present to explainand/or answer questions as the plenary looks at the group’s work.This allows formovement by the plenary. It avoids listening, sometimes monotonously – to smallgroup presentations. It can lead to informal discussions that are deeper.

• Gallery: Similar to the above, but people just read the material displayed and thencome back to discuss in plenary. This is good if you have a lot of groups and limitedtime for reporting back.

• Glossary building: Recognises the importance of language and phrases to understandadvocacy, power, social justice, oppression and much more. As the training goes on,participants build their own glossary that includes meanings they have discussed andgood quotes that come out in the discussions. This can also be used when workingin different languages to find suitable translations for difficult terms.

Techniques to energise groups when energy levels are low

• Birthday line-up: People line up according to the day and month of their birthday.It’s a quick way to get people out of their chairs and stretch their legs. It can be used to help form groups.

• Experience line-up: People line up according to their length of service in theorganisation, or advocacy experience.This is good as an icebreaker at the beginningof the workshop, and can help form groups of mixed experience.


part

1ru

nn

ing

you

r w

ork

sho

p

• Fruit salad: The facilitator divides participants into an equal number of three to fourfruits, such as oranges and bananas. Participants then sit on chairs in a circle. Oneperson stands in the centre of the circle of chairs.The facilitator shouts out the nameof one of the fruits, such as ‘oranges’, and all the oranges must change places withone another.The person who is standing in the middle tries to take one of theirplaces as they move, leaving another person in the middle without a chair. The newperson in the middle shouts another fruit and the game continues. A call of ‘fruitsalad’ means that everyone has to change seats.

• Match the cards: The facilitator chooses a number of well-known phrases, and writeshalf of each phrase on a piece of paper or card. For example, they write ‘Happy’ onone piece of paper and ‘Birthday’ on another, or ‘Save’ and ‘Children’. (The number ofpieces of paper should match the number of participants in the group.) The foldedpieces of paper are put into a hat. Each participant takes a piece of paper from thehat and tries to find the member of the group with the matching half of the phrase.

• Names in the air: Ask participants to write their name in the air first with their righthand, then their left hand. Finally, ask them to write their name in the air with bothhands at the same time. Or they can use their elbow, nose, knee or any other part of the body. This exercise helps people to stretch.

For many more examples, see: 100 Ways to Energise Groups: Games to use in workshops,meetings and the community, International HIV/AIDS Alliance

http://www.aidsalliance.org/sw7452.asp

Finally…

These are just a few examples of various training methodologies. You may know ofothers. Develop your own methodologies: share them with others in your community,country and around the world.


part

1ru

nn

ing

you

r w

ork

sho

p

An advocacyworkshop in Liberia, 2007

JOSIE C

OH

EN

At the end of the workshop you need to provide an opportunity for participants toassess what they have learnt and to reflect on how they can put it into practice toimprove their advocacy work.

Facilitators also need to find out what worked well in the workshop and how it can beimproved in the future.

Finally, everyone involved in the training should make a commitment to support eachother in developing future advocacy.

The detailed plan for the closing session includes an evaluation form to get feedbackon the workshop, and a follow-up worksheet where participants can set out how theywill advance their advocacy strategy after the workshop.

4. Closing your workshop


part

1cl

osi

ng

you

r w

ork

sho

p

2 28Facilitator’s manualPart

Part 2Session Plans

Opening sessionModule 1 Welcome to advocacyModule 2 Child participation in advocacyModule 3 Being strategic in your advocacyModule 4 Understanding the policy environmentModule 5 Advocacy targetsModule 6 Making the caseModule 7 Building added strength Module 8 Action planningModule 9 Monitoring and evaluating advocacyModule 10 Mobilising resourcesClosing session

29F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

open

ing

sess

ion

Op

enin

g se

ssio

n

Ob

ject

ives

:

•Pa

rtic

ipan

ts a

re in

trod

uced

to

each

oth

er

•Pa

rtic

ipan

ts’ e

xpec

tatio

ns a

re c

lear

ly a

rtic

ulat

ed

•Pa

rtic

ipan

ts u

nder

stan

d th

e w

orks

hop

agen

da,

grou

nd r

ules

,and

how

the

wor

ksho

p w

ill b

e ru

n

•Pa

rtic

ipan

ts a

gree

on

a m

etho

d fo

r m

onito

ring

and

adap

ting

the

wor

ksho

p

Ou

tpu

ts:

•C

lear

exp

ecta

tions

and

con

cern

s

•Es

tabl

ishe

d ‘h

ome’

gro

ups

to m

onito

r w

orks

hop

•A

gree

d gr

ound

rul

es

Tim

e n

eed

ed:1

20 m

inu

tes

Su

pp

ort

ing

mat

eria

l:

1.Po

wer

poin

t pr

esen

tatio

n:O

peni

ng s

essi

on

2.Pr

epar

ed fl

ip c

hart

with

exp

ecta

tions

from

pre

-wor

ksho

p as

sign

men

t

3.Pr

epar

ed fl

ip c

hart

with

wor

ksho

p ag

enda

4.D

iffer

ent

colo

ur s

ticky

not

es o

r ca

rds

5.Fl

ip c

hart

pap

er a

nd p

ens

Ses

sio

n o

verv

iew

:

1.Pa

rtic

ipan

ts in

trod

uce

them

selv

es a

nd t

heir

exp

ecta

tions

and

con

cern

s fo

rth

e w

orks

hop

2.R

efle

ct o

n ex

pect

atio

ns a

nd h

ow t

hey

com

pare

to

the

wor

ksho

p ob

ject

ives

3.Pr

esen

tatio

n:in

trod

uce

agen

da,w

orks

hop

proc

ess,

grou

nd r

ules

4.Ex

erci

se:s

et u

p ‘h

ome’

gro

ups

to m

onito

r w

orks

hop

and

feed

back

to

faci

litat

ors,

agre

e on

gro

und

rule

s

Co

mm

ent

Faci

litat

or s

houl

d ha

ve lo

oked

at

the

pre-

wor

ksho

p as

sign

men

t,an

d ca

n w

rite

up t

he a

nsw

ers

to t

he q

uest

ion

“wha

t w

ould

you

like

to

lear

n fr

om t

his

wor

ksho

p” o

n a

flip

char

t.T

his

will

rem

ind

part

icip

ants

of t

heir

ear

lyex

pect

atio

ns a

nd p

rovi

de a

sta

rtin

g po

int

for

disc

ussi

ons.

Wri

te u

p th

e in

stru

ctio

ns fo

r th

e fir

st e

xerc

ise

on a

flip

cha

rt.

The

intr

oduc

tory

ses

sion

can

be

adap

ted

to b

e m

ore

hum

orou

s,fo

r ex

ampl

e,by

ask

ing

peop

le t

o de

scri

be t

heir

rel

atio

nshi

p to

adv

ocac

y,(c

ould

be

as a

new

acqu

aint

ance

,old

frie

nd,d

iffic

ult

aunt

,fri

ghte

ning

pro

fess

or…

).

30F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

open

ing

sess

ion

4.E

xper

imen

tin

g /

Pla

nn

ing

1.Se

t up

‘hom

e’ g

roup

s to

mon

itor

the

wor

ksho

pan

d fe

ed b

ack

to fa

cilit

ator

s on

a d

aily

bas

is.

Faci

litat

or a

sks

the

part

icip

ants

to

line

up in

ord

erof

adv

ocac

y ex

peri

ence

(or

leng

th o

f ser

vice

in t

heor

gani

satio

n).P

artic

ipan

ts c

ount

dow

n th

e lin

e:1,

2,3…

to

mak

e gr

oups

.The

re s

houl

d be

one

gro

upfo

r ea

ch d

ay o

f the

wor

ksho

p,an

d al

l par

ticip

ants

shou

ld b

e in

a g

roup

.

Faci

litat

or in

trod

uces

the

rol

es o

f “ho

me”

gro

ups

(as

sum

mar

ised

on

the

pow

erpo

int

slid

e),a

ndex

plai

ns t

hat

each

hom

e gr

oup

shou

ld m

eet

ever

yda

y to

dis

cuss

wha

t w

orke

d w

ell a

nd w

hat

didn

’t,an

d to

feed

thi

s ba

ck t

o th

e fa

cilit

ator

s.

Als

o,ea

ch ‘h

ome’

gro

up s

houl

d ta

ke r

espo

nsib

ility

duri

ng o

ne d

ay fo

r pr

esen

ting

a fiv

e-m

inut

esu

mm

ary

of t

he p

revi

ous

day

at t

he s

tart

of t

hene

xt d

ay –

if p

ossi

ble

be c

reat

ive

(the

atri

cal,

hum

orou

s,in

terv

iew

tec

hniq

ue..)

.‘Hom

e’ g

roup

sm

ay a

lso

take

res

pons

ibili

ty fo

r ot

her

item

s lik

etim

ekee

ping

or

iceb

reak

ers

as d

ecid

ed b

y th

egr

oup

and

faci

litat

ors.

20 m

inut

es

2.Fa

cilit

ator

lead

s a

plen

ary

disc

ussi

on o

f gro

und

rule

s an

d w

rite

s th

ese

up o

n a

flip

char

t.M

ake

sure

the

rule

s ad

dres

s co

ncer

nsex

pres

sed

bypa

rtic

ipan

ts in

exe

rcis

e 1.

20 m

inut

es

1.E

xper

ien

ce

1.Fa

cilit

ator

ask

s pa

rtic

ipan

ts t

o w

ork

inpa

irs

to in

terv

iew

eac

h ot

her

– 5

min

utes

each

,on

the

follo

win

g qu

estio

ns,w

hich

ca

n be

wri

tten

on

a fli

p ch

art:

Nam

e,ho

w lo

ng h

ave

you

been

wor

king

in

adv

ocac

y? *

(see

alte

rnat

ive

ques

tion

inco

mm

ent

abov

e),a

nd s

omet

hing

abo

uty o

urse

lf th

at is

not

on

your

CV

(fo

rex

ampl

e,ho

bbie

s,fa

mily

).

Each

per

son

brie

fly in

trod

uces

the

ir n

ewfr

iend

to

the

plen

ary.

25 m

inut

es

2.Ea

ch p

erso

n w

rite

s on

e ex

pect

atio

nfr

om t

he w

orks

hop

and

one

conc

ern

ondi

ffere

nt c

olou

red

stic

ky n

otes

.

10 m

inut

es

3.T

heo

ry/P

rin

cip

les

Faci

litat

or p

rese

nts

Ope

ning

Ses

sion

pow

erpo

int,

emph

asisi

ng t

he

follo

win

g:

Intr

oduc

e w

orks

hop

agen

da.

Intr

oduc

e pa

rtic

ipat

ory

appr

oach

,exp

lain

how

the

ses

sion

s ar

e st

ruct

ured

to

max

imis

e le

arni

ng b

y co

mbi

ning

exp

erie

nce

with

the

ory.

Intr

oduc

e im

port

ance

of m

onito

ring

and

amen

ding

the

wor

ksho

p da

ily,a

nd t

he u

se

of ‘h

ome’

gro

ups.

Intr

oduc

e w

orks

heet

s an

d m

etho

d fo

rw

ritin

g up

the

wor

ksho

p ou

tcom

es.

Intr

oduc

e gr

ound

rul

es t

o be

set

by

part

icip

ants

.

15 m

inut

es

2.O

bse

rvat

ion

/Ref

lect

ion

Plen

ary:

Part

icip

ants

stic

k th

eir

expe

ctat

ions

and

con

cern

s on

the

wal

l.

The

faci

litat

or g

roup

s th

em in

to c

ateg

orie

s,in

dis

cuss

ion

with

par

ticip

ants

,and

iden

tifie

s w

hich

exp

ecta

tions

can

be

met

by

the

wor

ksho

p as

pla

nned

.Tho

se t

hat

do n

ot fi

t w

ith t

he w

orks

hop

obje

ctiv

esca

n be

par

ked

sepa

rate

ly t

o be

dis

cuss

ed.

The

faci

litat

or a

lso

grou

ps t

he c

once

rns

into

cat

egor

ies

and

disc

usse

s th

em b

rief

ly,ad

dres

sing

the

m w

here

pos

sibl

e.

The

faci

litat

or e

mph

asiz

es t

hat

we

will

leav

e th

e ex

pect

atio

ns s

omew

here

in t

hew

orks

hop

room

and

ret

urn

to t

hem

peri

odic

ally

thr

ough

out

the

wor

ksho

p to

see

if w

e ar

e m

eetin

g th

em.

Faci

litat

or h

ands

out

wor

ksho

p tim

etab

le.

30 m

inut

es

31F

acili

tato

r’s

man

ual

•p

ower

po

ints

open

ing

sess

ion

32F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le1:

wel

com

e to

ad

voca

cy 1

.1

Mo

du

le 1

:S

essi

on

1.1

Wel

com

e to

adv

ocac

y:Yo

u ca

n do

it

Ob

ject

ives

:

•Pa

rtic

ipan

ts fe

el e

mpo

wer

ed t

o do

adv

ocac

y

•Pa

rtic

ipan

ts fe

el c

omfo

rtab

le s

hari

ng a

nd le

arni

ng

from

one

ano

ther

’s ad

voca

cy e

xper

ienc

es

Ou

tpu

ts:

•A

naly

sis

of S

ave

the

Chi

ldre

n’s

pow

er a

nd le

gitim

acy

to m

ake

chan

ges

•St

atem

ent

of e

xist

ing

rele

vant

exp

erie

nce

and

skill

sth

at p

artic

ipan

ts a

lrea

dy h

ave

to c

ondu

ct a

dvoc

acy

•C

reat

ion

of w

orks

hop

envi

ronm

ent

cond

uciv

e to

shar

ing

and

lear

ning

from

one

ano

ther

’s ad

voca

cyex

peri

ence

s

Tim

e n

eed

ed:7

0 -

90 m

inu

tes

Su

pp

ort

ing

mat

eria

l:

1.Po

wer

poin

t pr

esen

tatio

n 1.

1

2.Pa

rtic

ipan

t’s M

anua

l,In

trod

uctio

n an

d M

odul

e 1

3.Pa

rtic

ipan

ts’ c

ase

stor

ies

from

pre

-wor

ksho

p as

sign

men

t

4.Pr

epar

ed fl

ip c

hart

s:Se

ssio

n ob

ject

ives

and

ove

rvie

w,

ques

tions

for

part

s 1,

2 an

d 4

5.Fl

ip c

hart

pap

er a

nd p

ens

Ses

sio

n o

verv

iew

:

1.Sh

are

part

icip

ants

’ exp

erie

nce

of a

dvoc

acy

in d

iffer

ent

cont

exts

2.D

iscu

ss w

hy y

ou d

id w

hat

you

did,

the

chal

leng

es y

ou fa

ced,

and

how

you

got

sup

port

from

oth

ers

3.Pr

esen

tatio

n:El

emen

ts o

f adv

ocac

y

4.Ex

erci

se:E

xplo

re S

ave

the

Chi

ldre

n’s

pow

er a

nd le

gitim

acy

to

advo

cate

for

chan

ge,a

nd e

xplo

re y

our

own

pow

er a

nd m

otiv

atio

n

Co

mm

ent

Faci

litat

or s

houl

d en

cour

age

peop

le t

o th

ink

abou

t an

y ex

ampl

e of

any

asp

ect

of a

dvoc

acy.

If th

ey h

ave

no e

xper

ienc

e of

adv

ocac

y in

the

ir w

ork,

ask

them

to

thin

k of

any

situ

atio

n in

whi

ch t

hey

have

tri

ed t

o ch

ange

som

eone

els

e’s

beha

viou

r.

33F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le1:

wel

com

e to

ad

voca

cy 1

.1

4.E

xper

imen

tin

g /

Pla

nn

ing

Part

icip

ants

dis

cuss

the

follo

win

g qu

estio

ns in

plen

ary,

in t

he c

onte

xt o

f the

ir w

ork:

•W

hat

pow

er a

nd le

gitim

acy

does

Sav

e th

eC

hild

ren

have

to

mak

e ch

ange

s?

•W

hy s

houl

d de

cisi

on-m

aker

s lis

ten

to S

ave

the

Chi

ldre

n?

(For

exa

mpl

e,its

hist

ory

loca

lly a

nd in

tern

atio

nally

,its

dire

ct w

ork

with

chi

ldre

n,its

focu

s on

chi

ldre

n an

d th

eir

right

s).

•W

hat

expe

rien

ce d

o yo

u al

read

y ha

ve/c

an y

oubu

ild o

n to

bec

ome

an a

dvoc

ate?

(For

exa

mpl

e,ex

perie

nce

in r

aisin

g pu

blic

aw

aren

ess,

inw

orki

ng o

n po

licy

or le

gisla

tion,

in o

rgan

ising

mee

tings

or w

orks

hops

).

The

faci

litat

or s

houl

d w

rite

the

se q

uest

ions

on

afli

p ch

art

befo

re t

he d

iscu

ssio

n an

d su

mm

aris

e th

em

ain

poin

ts r

aise

d du

ring

th

e di

scus

sion

.

15 -

30

min

utes

1.E

xper

ien

ce

In g

roup

s of

thr

ee,e

ach

part

icip

ant

tells

ast

ory

of t

heir

ow

n ex

peri

ence

of a

dvoc

acy,

eith

er in

a w

ork

or a

per

sona

l con

text

.Use

the

follo

win

g qu

estio

ns (

wri

tten

by

the

faci

litat

or o

n a

flip

char

t) t

o gu

ide

the

stor

ies:

•W

hat

was

thi

s ad

voca

cy t

ryin

g to

achi

eve?

•H

ow d

id y

ou d

o it?

•W

hat

was

the

out

com

e?

Each

pre

sent

atio

n sh

ould

be

no lo

nger

tha

n5

min

utes

.

20 m

inut

es

3.T

heo

ry/P

rin

cip

les

Faci

litat

or p

rese

nts

pow

erpo

int

1.1

on e

lem

ents

of

advo

cacy

,em

phas

ising

th

e fo

llow

ing:

Adv

ocac

y is

str

aigh

tfor

war

d,yo

u ha

ve t

okn

ow:

WH

AT c

hang

es y

ou w

ant

to h

appe

n,W

HO

can

mak

e th

ose

chan

ges

happ

en,a

nd H

OW

you

can

conv

ince

the

m t

o m

ake

the

chan

ges

you

wan

t.

Save

the

Chi

ldre

n ha

s a

long

his

tory

of

fight

ing

for

the

righ

ts o

f chi

ldre

n,ag

ains

tgr

eat

odds

.

We

can

all d

o it!

10 m

inut

es

2.O

bse

rvat

ion

/Ref

lect

ion

Part

icip

ants

ref

lect

on

the

exam

ples

and

disc

uss

in p

lena

ry:

•W

hat

was

you

r m

otiv

atio

n? W

hy d

id

you

do it

?

•W

hat

was

the

big

gest

cha

lleng

e? H

owdi

d yo

u ov

erco

me

it?

•W

hat

was

the

rol

e of

oth

ers

insu

ppor

ting

or s

usta

inin

g yo

u?

•W

hat

does

it t

ell y

ou a

bout

you

r po

wer

to c

hang

e th

ings

?

The

faci

litat

or s

houl

d w

rite

the

se q

uest

ions

up o

n a

flip

char

t be

fore

the

dis

cuss

ion,

and

sum

mar

ise

the

mai

n po

ints

rai

sed

duri

ng

the

disc

ussi

on.

20 -

30

min

utes

34F

acili

tato

r’s

man

ual

•p

ower

po

ints

mo

du

le1:

wel

com

e to

ad

voca

cy 1

.1

35F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le1:

wel

com

e to

ad

voca

cy 1

.2

Mo

du

le 1

:S

essi

on

1.2

Wel

com

e to

adv

ocac

y:A

dvoc

acy

in S

ave

the

Chi

ldre

n

Ob

ject

ives

:

•Pa

rtic

ipan

ts k

now

wha

t Sa

ve t

he C

hild

ren

mea

ns b

yad

voca

cy

•Pa

rtic

ipan

ts u

nder

stan

d ho

w a

dvoc

acy

can

build

on

and

be in

tegr

ated

into

pla

nnin

g fo

r di

rect

inte

rven

tions

to

crea

te a

gre

ater

and

wid

er im

pact

on c

hild

ren

•Pa

rtic

ipan

ts u

nder

stan

d ho

w c

hild

ren’

s ri

ghts

pro

vide

a fr

amew

ork

and

a to

ol fo

r ad

voca

cy

Ou

tpu

ts:

•C

ompl

eted

mat

rix

of a

dvoc

acy

vers

us r

elat

edco

ncep

ts

Tim

e n

eed

ed:9

0 –1

50 m

inu

tes

Su

pp

ort

ing

mat

eria

l:

1.Po

wer

poin

t pr

esen

tatio

n 1.

2

2.Pa

rtic

ipan

t’s M

anua

l,M

odul

e 1

- C

ase

stor

ies:

Exam

ples

of d

iffer

ent

appr

oach

es t

o ad

voca

cy (

faci

litat

or s

elec

tsfr

om t

he P

artic

ipan

t’s M

anua

l)

3.W

orks

heet

1.2

:A

dvoc

acy

rela

ted

conc

epts

4.Pr

epar

ed fl

ip c

hart

s:Se

ssio

n ob

ject

ives

and

over

view

,que

stio

ns fo

r di

scus

sion

in p

arts

1 an

d4

5.Fl

ip c

hart

pap

er a

nd p

ens

Ses

sio

n o

verv

iew

:

1.Sh

are

part

icip

ants

’ exp

erie

nce

of a

dvoc

acy

indi

ffere

nt c

onte

xts

2.D

iscu

ss d

iffer

ent

type

s of

adv

ocac

y an

ddi

ffere

nt a

ppro

ache

s

3.Pr

esen

tatio

n:W

hat

is a

dvoc

acy

for

Save

th

e C

hild

ren?

4.Ex

erci

se:E

xplo

re t

he li

nks

betw

een

Save

the

Chi

ldre

n pr

ogra

mm

es a

nd a

dvoc

acy;

and/

or d

oan

exe

rcis

e to

exp

lore

how

adv

ocac

y is

rel

ated

to a

nd d

iffer

ent

from

sev

eral

rel

ated

con

cept

s(I

nfor

mat

ion,

Educ

atio

n an

d C

omm

unic

atio

n;Be

havi

or C

hang

e an

d C

omm

unic

atio

n;Pu

blic

Rel

atio

ns;a

nd C

omm

unity

Mob

iliza

tion)

Co

mm

ent

The

faci

litat

or s

houl

d en

cour

age

peop

le t

o th

ink

abou

tan

y ex

ampl

e of

any

asp

ect

of a

dvoc

acy.

If th

ey h

ave

noex

peri

ence

of a

dvoc

acy

in t

heir

wor

k,th

ey c

an t

hink

of

any

situ

atio

n in

whi

ch t

hey

have

tri

ed t

o ch

ange

som

eone

els

e’s

beha

viou

r.

If yo

u ne

ed t

o sh

orte

n th

e se

ssio

n,sh

orte

n th

epo

wer

poin

t pr

esen

tatio

n by

sel

ectin

g th

e sl

ides

mos

tap

prop

riat

e fo

r yo

ur p

artic

ipan

ts.

In p

art

4,th

e fa

cilit

ator

sho

uld

deci

de w

hich

exe

rcis

e(s)

wou

ld b

e m

ost

appr

opri

ate

for

the

grou

p ba

sed

onth

eir

lear

ning

obj

ectiv

es a

nd e

xper

ienc

e.If

ther

e is

stil

lso

me

conf

usio

n ar

ound

the

con

cept

of a

dvoc

acy,

the

exer

cise

com

pari

ng a

dvoc

acy

and

rela

ted

conc

epts

coul

d be

hel

pful

.

36F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le1:

wel

com

e to

ad

voca

cy 1

.2

4.E

xper

imen

tin

g /

Pla

nn

ing

Eit

her

:In

grou

ps,p

artic

ipan

ts d

iscu

ss h

owad

voca

cy c

an in

crea

se t

he im

pact

of t

heir

exi

stin

gor

pla

nned

pro

gram

me

wor

k.

•H

ow c

an a

dvoc

acy

addr

ess

the

root

cau

ses

ofth

e pr

oble

ms

your

pro

gram

me

is r

espo

ndin

g to

?

•H

ow c

an y

our

prog

ram

me

expe

rien

ce b

e us

edas

evi

denc

e fo

r ad

voca

cy?

•H

ow c

an y

ou u

se r

elat

ions

hips

tha

t ha

ve b

een

deve

lope

d th

roug

h pr

ogra

mm

e w

ork

for

advo

cacy

?

•D

oes

your

pro

gram

me

expe

rien

ce p

rovi

dele

gitim

acy

for

advo

cacy

?

30 m

inut

es

To d

ebri

ef,e

ach

grou

p fe

eds

back

the

ir m

ain

poin

tsab

out

how

adv

ocac

y ca

n in

crea

se t

he im

pact

of

thei

r pr

ogra

mm

e w

ork.

The

faci

litat

orsu

ms

up t

hem

ain

poin

ts o

n a

flip

char

t.

10 m

inut

es

An

d/o

r:In

a p

lena

ry,p

artic

ipan

ts w

ork

toge

ther

to fi

ll ou

t Wor

kshe

et 1

.2.

The

faci

litat

or s

houl

djo

in s

ever

al fl

ipch

arts

tog

ethe

r to

cre

ate

a la

rge

vers

ion

of t

he w

orks

heet

to

wor

k on

with

the

grou

p.T

he g

roup

bra

inst

orm

s an

d di

scus

ses

answ

ers

for

each

box

,whi

le t

he fa

cilit

ator

rec

ords

the

grou

ps’ t

houg

hts

on t

he fl

ipch

art

and

uses

the

oppo

rtun

ity t

o cl

arify

diff

eren

ces

betw

een

advo

cacy

and

the

rel

ated

con

cept

s.

40 m

inut

es

1.E

xper

ien

ce

In s

mal

l gro

ups,

part

icip

ants

dis

cuss

exam

ples

of t

heir

ow

n ex

peri

ence

of

advo

cacy

in a

wor

k co

ntex

t.T

hese

cou

ld

be t

he e

xam

ples

wri

tten

up

as t

he p

re-

wor

ksho

p ex

erci

se.Q

uest

ions

to

guid

e th

e di

scus

sion

(w

ritt

en b

y fa

cilit

ator

on

a fli

p ch

art)

:

•W

hat

was

thi

s ad

voca

cy t

ryin

g to

achi

eve?

•H

ow d

id y

ou/t

hey

do it

?

Or,

each

gro

up r

eads

and

dis

cuss

es o

ne o

fth

e ad

voca

cy e

xam

ples

in P

artic

ipan

t’sM

anua

l Mod

ule

1,us

ing

the

sam

e qu

estio

ns.

20 m

inut

es

3.T

heo

ry/P

rin

cip

les

Faci

litat

or p

rese

nts

pow

erpo

int

1.2,

emph

asisi

ng t

he f

ollo

win

g:

Diff

eren

t m

embe

rs h

ave

thei

r ow

nde

finiti

ons

of a

dvoc

acy,

but

the

Alli

ance

has

agre

ed o

n a

defin

ition

for

its a

dvoc

acy

wor

k.

For

Save

the

Chi

ldre

n,ad

voca

cy a

ims

toch

ange

pol

icy

and

prac

tice

and

crea

te m

ore

polit

ical

spa

ce fo

r ad

voca

cy.

Prog

ram

mes

incl

ude

both

dir

ect

inte

rven

tions

and

adv

ocac

y to

mak

e as

big

an im

pact

as

poss

ible

.

The

UN

CR

C p

rovi

des

a fr

amew

ork

and

ato

ol fo

r ad

voca

cy.

Adv

ocac

y in

em

erge

ncie

s m

ust

focu

s on

hum

anita

rian

pri

ncip

les

10 -

20

min

utes

2.O

bse

rvat

ion

/Ref

lect

ion

Base

d on

the

se e

xam

ples

,par

ticip

ants

go

into

buz

z gr

oups

to

disc

uss

“wha

t is

advo

cacy

?” li

stin

g di

ffere

nt a

ctiv

ities

the

yw

ould

cla

ssify

as

advo

cacy

.The

faci

litat

orw

rite

s th

ese

up o

n a

flip

char

t.

10 m

inut

es

Part

icip

ants

dis

cuss

in p

lena

ry e

ach

type

iden

tifie

d,an

d ag

ree

whi

ch o

nes

are

real

lyad

voca

cy a

nd w

hich

one

s ar

e no

t (s

ee t

hePa

rtic

ipan

t’s M

anua

l Mod

ule

1,“w

hat

isad

voca

cy?”

).

20 m

inut

es

Opt

iona

l,fo

r m

ore

expe

rien

ced

part

icip

ants

,dis

cuss

:

•H

ow d

o di

ffere

nt c

ultu

ral c

onte

xts

affe

ctad

voca

cy?

•W

hy a

re s

ome

appr

oach

es b

ette

r in

cert

ain

cultu

ral c

onte

xts

than

oth

ers?

•W

hat

mak

es u

s m

ore

succ

essf

ul in

som

esi

tuat

ions

tha

n ot

hers

?

30 m

inut

es

37F

acili

tato

r’s

man

ual

•p

ower

po

ints

mo

du

le1:

wel

com

e to

ad

voca

cy 1

.2

38F

acili

tato

r’s

man

ual

•p

ower

po

ints

mo

du

le1:

wel

com

e to

ad

voca

cy 1

.2

39F

acili

tato

r’s

man

ual

•w

ork

shee

tm

od

ule

1:w

elco

me

to a

dvo

cacy

1.2

WO

RK

SH

EE

T

1.2

Ad

voca

cy R

elat

ed C

on

cep

ts

Beha

viou

r C

hang

e an

dC

omm

unic

atio

n (B

CC

);In

form

atio

n,Ed

ucat

ion,

Com

mun

icat

ion

(IEC

)

Publ

ic R

elat

ions

Com

mun

ity M

obili

satio

n

Adv

ocac

y

Co

nce

pt

Targ

et a

ud

ien

ceO

bje

ctiv

eH

ow d

o y

ou

mea

sure

su

cces

s?

40F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le2:

child

par

tici

pat

ion

in a

dvo

cacy

2

Mo

du

le 2

:S

essi

on

2

Chi

ld p

artic

ipat

ion

in a

dvoc

acy

Ob

ject

ives

:

•Pa

rtic

ipan

ts u

nder

stan

d w

hen

and

how

chi

ldre

n ca

nbe

invo

lved

in a

n ad

voca

cy s

trat

egy,

and

why

the

ysh

ould

be

invo

lved

•Pa

rtic

ipan

ts u

nder

stan

d th

e et

hics

,pri

ncip

les

and

prac

tical

con

side

ratio

ns o

f inv

olvi

ng c

hild

ren,

and

know

how

to

appl

y th

em in

the

ir o

wn

case

Ou

tpu

ts:

•A

pla

n of

the

act

ions

req

uire

d to

ens

ure

mea

ning

ful

child

par

ticip

atio

n in

adv

ocac

y

and/

or

•A

pla

n of

the

leve

l of c

hild

par

ticip

atio

n re

quir

ed fo

rdi

ffere

nt s

tage

s of

adv

ocac

y pl

anni

ng,i

mpl

emen

tatio

n,m

onito

ring

and

eva

luat

ion

Tim

e n

eed

ed:9

0 m

inu

tes

Su

pp

ort

ing

mat

eria

l:

1.Po

wer

poin

t pr

esen

tatio

n 2

2.Pa

rtic

ipan

t’s M

anua

l,M

odul

e 2

- C

ase

stor

ies

of c

hild

ren’

s pa

rtic

ipat

ion

in a

dvoc

acy

3.W

orks

heet

2A

:Act

ion

requ

ired

to

ensu

re c

hild

par

ticip

atio

n.W

orks

heet

2B:

Plan

ning

how

to

invo

lve

child

ren

at d

iffer

ent

stag

es

of t

he a

dvoc

acy

stra

tegy

4.Pr

epar

ed fl

ip c

hart

s:Se

ssio

n ob

ject

ives

and

ove

rvie

w,q

uest

ions

for

disc

ussi

on p

arts

1 a

nd 2

5.Fl

ip c

hart

and

pen

s

Ses

sio

n o

verv

iew

:

1.Sh

are

part

icip

ants

’ exp

erie

nce

of c

hild

-led

and

child

-cen

tere

d ad

voca

cy

2.D

iscu

ss p

ros

and

cons

,cha

lleng

es a

nd p

ract

ical

con

side

ratio

ns o

f chi

ldpa

rtic

ipat

ion

in a

dvoc

acy

3.Pr

esen

tatio

n:ke

y co

nsid

erat

ions

in c

hild

par

ticip

atio

n

4.Ex

erci

se:p

lan

whe

n an

d ho

w t

o in

volv

e ch

ildre

n in

you

r ad

voca

cy s

trat

egy

Co

mm

ent

Faci

litat

or s

houl

d as

k pa

rtic

ipan

ts t

o re

ad t

he c

ase

stor

ies

on c

hild

par

ticip

atio

nin

adv

ocac

y be

fore

thi

s se

ssio

n.

Faci

litat

or s

houl

d de

cide

whi

ch o

f the

exe

rcis

es t

o us

e in

ste

p 4.

Wor

kshe

et

3A is

use

ful e

arly

in t

he a

dvoc

acy

plan

ning

pro

cess

to

ensu

re y

ou p

lan

for

child

part

icip

atio

n.W

orks

heet

3B

will

be

usef

ul if

par

ticip

ants

hav

e pl

anne

d th

eir

advo

cacy

and

are

rea

dy t

o m

ap o

ut t

he le

vel o

f chi

ldre

n’s

part

icip

atio

n at

diffe

rent

sta

ges.

41F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le2:

child

par

tici

pat

ion

in a

dvo

cacy

2

4.E

xper

imen

tin

g /

Pla

nn

ing

In g

rou

ps,

par

tici

pan

ts e

ith

er:

A.U

se W

orks

heet

2A

to

cons

ider

the

follo

win

g in

rel

atio

n to

the

ir a

dvoc

acy.

•H

ow w

ill c

hild

ren

influ

ence

adv

ocac

y pl

ans?

•H

ow c

an c

hild

ren

be in

volv

ed t

hrou

ghou

t th

ead

voca

cy c

ycle

?

•H

ow w

ill y

ou e

nsur

e th

at c

hild

ren’

s pa

rtic

ipat

ion

is s

afe,

mea

ning

ful a

nd e

thic

al?

•W

hat

capa

city

-bui

ldin

g w

ork

need

s to

be

done

to e

nsur

e ‘ta

rget

gro

ups’

and

oth

er s

take

hold

ers

valu

e ch

ildre

n’s

part

icip

atio

n?

•W

hat

reso

urce

s ar

e ne

eded

to

prov

ide

crea

tive

way

s fo

r ch

ildre

n to

adv

ocat

e th

eir

key

mes

sage

s –

for

exam

ple,

med

ia,a

nd t

heat

refo

r de

velo

pmen

t?

30 m

inut

es

or:

B.U

se W

orks

heet

2B

and

the

child

ren’

s pa

rtic

ipat

ion

tabl

e in

the

han

dout

s to

pla

n w

hen

and

how

child

ren

shou

ld b

e in

volv

ed in

adv

ocac

y.

30 m

inut

es

1.E

xper

ien

ce

In s

mal

l gro

ups

part

icip

ants

dis

cuss

and

draw

imag

es t

o ill

ustr

ate

the

role

of

child

ren

in a

dvoc

acy,

and

the

valu

e of

the

irpa

rtic

ipat

ion.

15 m

inut

es

Gro

up A

:ill

ustr

ate

child

-cen

tred

adv

ocac

y,w

here

chi

ldre

n ar

e in

volv

ed in

adu

lt-le

dad

voca

cy o

n ch

ildre

n’s

conc

erns

Gro

up B

:illu

stra

te c

hild

-led

advo

cacy

,w

here

chi

ldre

n ca

rry

out

advo

cacy

on

issu

es o

f con

cern

for

them

,sup

port

ed b

yad

ults

Gro

ups

brie

fly p

rese

nt t

heir

illu

stra

tions

inpl

enar

y

5 m

inut

es

3.T

heo

ry/P

rin

cip

les

Faci

litat

or p

rese

nts

pow

erpo

int

2,em

phas

ising

the

follo

win

g:

•W

hy is

Sav

e th

e C

hild

ren

com

mitt

ed t

och

ild p

artic

ipat

ion

in a

dvoc

acy?

•W

hat

are

the

barr

iers

to

effe

ctiv

e ch

ildpa

rtic

ipat

ion?

•W

hat

are

the

key

poin

ts t

o co

nsid

erw

hen

plan

ning

/ fa

cilit

atin

g ch

ild-c

entr

ed

advo

cacy

/ c

hild

-led

advo

cacy

?

•W

hat

prin

cipl

es e

nsur

e ef

fect

ive

child

part

icip

atio

n in

adv

ocac

y?

•H

ow h

ave

we

invo

lved

chi

ldre

n in

advo

cacy

?

15 m

inut

es

2.O

bse

rvat

ion

/Ref

lect

ion

In p

lena

ry,p

artic

ipan

ts r

efle

ct o

n th

eex

ampl

es o

f chi

ld p

artic

ipat

ion

in a

dvoc

acy

and

faci

litat

or w

rite

s up

on

two

flip

char

ts:

•T

he b

enef

its o

f pla

nnin

g an

d fa

cilit

atin

gch

ild p

artic

ipat

ion

in a

dvoc

acy

•T

he c

halle

nges

and

key

lear

ning

poi

nts

ofch

ild p

artic

ipat

ion

30 m

inut

es

Issu

es t

hat

mig

ht a

rise

from

thi

s di

scus

sion

incl

ude:

tool

s an

d ap

proa

ches

for

part

icipa

tion;

pow

er d

ynam

ics

betw

een

child

ren

and

adul

ts;

child

ren

and

adul

ts’c

apac

ities

;cul

tura

l con

text

and

adul

t pe

rcep

tions

of

child

ren;

ethi

cs;r

isks;

child

pro

tect

ion;

child

ren’

s ro

les;

acce

ss t

ode

cisio

n-m

aker

s;qu

ality

and

acc

essib

ility

ofin

form

atio

n fo

r ch

ildre

n.

42F

acili

tato

r’s

man

ual

•p

ower

po

ints

mo

du

le2:

child

par

tici

pat

ion

in a

dvo

cacy

2

43F

acili

tato

r’s

man

ual

•p

ower

po

ints

mo

du

le2:

child

par

tici

pat

ion

in a

dvo

cacy

2

44F

acili

tato

r’s

man

ual

•w

ork

shee

tm

od

ule

2:ch

ild p

arti

cip

atio

n in

ad

voca

cy

2

WO

RK

SH

EE

T

2A A

ctio

n r

equ

ired

to

en

sure

ch

ild p

arti

cip

atio

n

How

will

chi

ldre

n in

fluen

ce y

our

advo

cacy

pla

ns?

How

can

chi

ldre

n be

invo

lved

th

roug

hout

the

adv

ocac

y cy

cle?

How

will

you

ens

ure

child

ren’

s pa

rtic

ipat

ion

in a

dvoc

acy

is s

afe,

mea

ning

ful a

nd e

thic

al?

Wha

t ca

paci

ty-b

uild

ing

wor

k ne

eds

to b

e do

ne t

o en

sure

tha

t ta

rget

gr

oups

and

oth

er s

take

hold

ers

valu

e ch

ildre

n’s

part

icip

atio

n?

Wha

t re

sour

ces

are

need

ed t

o pr

ovid

e cr

eativ

e w

ays

for

child

ren

to c

omm

unic

ate

thei

r ke

y m

essa

ges;

for

exam

ple,

usin

g th

e m

edia

,or

thea

tre

for

deve

lopm

ent?

Qu

esti

on

sA

nsw

erA

ctio

n t

o t

ake,

and

wh

o w

ill le

ad o

n t

his

45F

acili

tato

r’s

man

ual

•w

ork

shee

tm

od

ule

2:ch

ild p

arti

cip

atio

n in

ad

voca

cy

2

WO

RK

SH

EE

T

2B P

lan

nin

g h

ow t

o in

volv

e ch

ildre

n a

t d

iffer

ent

stag

es o

f th

e ad

voca

cy s

trat

egy

Plan

ning

Impl

emen

tatio

n

Mon

itori

ng

Eval

uatio

n

Kee

p c

hild

ren

info

rmed

C

on

sult

ch

ildre

nC

hild

ren

pro

vid

ein

pu

tsC

hild

ren

as

equ

alp

artn

ers

Ch

ildre

n p

lay

ale

adin

g ro

le

46F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le3:

bei

ng

stra

tegi

c in

yo

ur

advo

cacy

3.1

Mo

du

le 3

:S

essi

on

3.1

Bein

g st

rate

gic

in y

our

advo

cacy

:Sta

ges

in t

he a

dvoc

acy

cycl

e

Ob

ject

ives

:

•Pa

rtic

ipan

ts u

nder

stan

d th

e di

ffere

nt s

tage

s of

advo

cacy

pla

nnin

g,an

d kn

ow w

here

the

y ar

e in

th

at p

roce

ss

•Pa

rtic

ipan

ts u

nder

stan

d an

d ap

prec

iate

the

impo

rtan

ce o

f up-

fron

t pl

anni

ng a

nd b

eing

str

ateg

icin

adv

ocac

y

•Pa

rtic

ipan

ts u

nder

stan

d th

e st

ages

of t

he a

dvoc

acy

cycl

e as

the

ove

rall

fram

ewor

k fo

r th

e re

st o

f th

e w

orks

hop

Ou

tpu

ts:

•C

hart

sho

win

g w

hat

stag

es o

f the

adv

ocac

y pl

an h

ave

been

com

plet

ed,a

nd w

hat

still

nee

ds t

o be

don

e

Tim

e n

eed

ed:9

0 m

inu

tes

Su

pp

ort

ing

mat

eria

l:

1.Po

wer

poin

t 3.

1

2.Pa

rtic

ipan

t’s M

anua

l,Se

ssio

n 3.

1

- C

ase

stor

ies:

Bad

plan

ning

:Adv

ocat

ing

on H

IV/A

IDS

with

out

adeq

uate

pla

nnin

g;

Goo

d pl

anni

ng:P

lann

ing

advo

cacy

ste

p by

ste

p in

Nor

way

3.W

orks

heet

3.1

A:S

teps

in p

lann

ing

advo

cacy

4.Pr

epar

ed fl

ip c

hart

s:Se

ssio

n ob

ject

ives

and

ove

rvie

w,q

uest

ion

for

disc

ussi

on in

par

t 2

5.Se

t of

car

ds w

ith s

tage

s of

adv

ocac

y cy

cle,

3.1B

pho

toco

pied

(1

set

per

grou

p) a

nd c

ut o

ut

6.Fl

ip c

hart

pap

er a

nd p

ens

Ses

sio

n o

verv

iew

:

1.Sh

are

exam

ples

of a

dvoc

acy

with

out

plan

ning

,and

/or

advo

cacy

with

goo

d pl

anni

ng

2.Ex

erci

se:w

hat

are

the

step

s of

adv

ocac

y pl

anni

ng?

3.Pr

esen

tatio

n:di

scus

s th

e st

eps

in m

ore

deta

il

4.Ex

erci

se:w

here

are

you

in t

he a

dvoc

acy

plan

ning

pro

cess

? Wha

t m

ore

do y

ou n

eed

to d

o?

Co

mm

ent

Faci

litat

or s

houl

d en

cour

age

peop

le t

o th

ink

abou

t an

y ex

ampl

e of

any

asp

ect

of a

dvoc

acy

that

they

did

with

out

real

ly p

lann

ing.

If th

ey d

o no

t ha

ve t

his

expe

rien

ce t

hey

can

use

the

case

stud

y.T

hey

shou

ld a

lso

thin

k of

an

exam

ple

of a

n as

pect

of a

dvoc

acy

that

wor

ked

wel

lbe

caus

e th

ey h

ad p

lann

ed c

aref

ully

and

wer

e ab

le t

o m

ake

good

use

of o

ppor

tuni

ties.

47F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le3:

bei

ng

stra

tegi

c in

yo

ur

advo

cacy

3.1

4.E

xper

imen

tin

g /

Pla

nn

ing

Faci

litat

or a

sks

part

icip

ants

to

cons

ider

the

step

s of

adv

ocac

y pl

anni

ng in

rel

atio

n to

thei

r is

sue:

Part

icip

ants

arr

ange

the

car

ds a

s he

adin

gson

tw

o sh

eets

of f

lip c

hart

pap

er s

tuck

toge

ther

.The

y sh

ould

leav

e sp

ace

unde

rea

ch h

eadi

ng t

o fil

l in

info

rmat

ion

as t

hey

go t

hrou

gh t

he w

orks

hop.

•W

hich

ste

ps o

f adv

ocac

y pl

anni

ng h

ave

they

alr

eady

cov

ered

?

•W

here

are

the

gap

s,or

whi

ch s

teps

do

they

nee

d to

rev

isit?

•W

hen

and

how

will

the

y do

it? W

ho w

illle

ad?

Part

icip

ants

sho

uld

cont

inue

to

upda

te t

his

char

t as

the

wor

ksho

p pr

ogre

sses

.The

yca

n su

mm

aris

e th

e in

form

atio

n fo

r th

eir

reco

rds

on W

orks

heet

3.1

A.

20 m

inut

es

1.E

xper

ien

ce

Faci

litat

or a

sks

an e

xper

ienc

ed a

dvoc

ate

tosh

are

a st

ory

of s

ucce

ssfu

l,w

ell-p

lann

edad

voca

cy,o

r a

stor

y of

adv

ocac

y th

at d

idno

t w

ork

beca

use

of in

adeq

uate

pla

nnin

g.Th

e ex

ampl

e of

goo

d pl

anni

ng c

ould

be

of a

nop

port

unity

tha

t w

as u

sed

to g

ood

effe

ct,o

rho

w li

mite

d re

sour

ces

wer

e ta

rget

ed t

opr

oduc

e a

big

effe

ct.T

he e

xam

ple

ofin

adeq

uate

pla

nnin

g m

ay s

how

how

too

muc

htim

e an

d re

sour

ces

wer

e sp

ent

influ

enci

ngpe

ople

with

no

real

pow

er,o

r be

ing

dist

ract

edby

oth

er is

sues

(ev

en if

the

y ar

e im

port

ant)

,or

tryin

g to

ach

ieve

som

ethi

ng t

hat

was

unre

alist

ic.

If no

one

has

a s

uita

ble

stor

y,us

e th

e ca

sest

orie

s in

Par

ticip

ant’s

Man

ual,

Sess

ion

3.1.

20 m

inut

es

3.T

heo

ry/P

rin

cip

les

Faci

litat

or p

rese

nts

pow

erpo

int

3.1,

emph

asisi

ng t

he f

ollo

win

g po

ints

:

Thi

s is

one

mod

el o

f an

advo

cacy

fram

ewor

k fo

r pl

anni

ng p

urpo

ses.

Oth

er m

odel

s ar

e po

ssib

le.

The

adv

ocac

y cy

cle

and

build

ing

bloc

ks

of a

dvoc

acy

help

you

ana

lyse

and

pla

n yo

ur w

ork.

Adv

ocac

y is

diff

eren

t in

diff

eren

t co

ntex

ts.

You

need

to

keep

ask

ing

how

are

you

ref

fort

s w

orki

ng? W

hat

is w

orki

ng w

ell?

Wha

t ne

eds

to b

e ch

ange

d?

The

four

ste

ps in

the

cen

tral

cir

cle

have

to

be

carr

ied

out

thro

ugho

ut t

he a

dvoc

acy

cycl

e.

How

can

you

stil

l be

oppo

rtun

istic

and

flexi

ble

with

in a

str

ateg

y?

20 m

inut

es

2.O

bse

rvat

ion

/Ref

lect

ion

1.Fa

cilit

ator

wri

tes

on a

flip

cha

rt t

hequ

estio

n:“W

hat

are

the

diffe

rent

ele

men

tsyo

u ne

ed t

o th

ink

abou

t in

adv

ance

for

plan

ning

effe

ctiv

e ad

voca

cy?”

Par

ticip

ants

disc

uss

in p

lena

ry.

10 m

inut

es

2.W

orki

ng in

sm

all g

roup

s,pa

rtic

ipan

tsta

ke a

set

of c

ards

with

the

ste

ps o

fad

voca

cy p

lann

ing

(3.1

B) a

nd d

iscu

ss a

ndar

rang

e th

em in

the

seq

uenc

e th

at m

akes

mos

t se

nse

to t

he g

roup

.

10 m

inut

es

3.Ea

ch g

roup

bri

efly

pre

sent

s th

eir

sequ

ence

to

the

plen

ary.

Faci

litat

or a

ndpa

rtic

ipan

ts n

ote

and

brie

fly d

iscu

ss a

nysi

mila

ritie

s an

d di

ffere

nces

bet

wee

n gr

oups

.

10 m

inut

es

30 m

inut

es in

tot

al

48F

acili

tato

r’s

man

ual

•p

ower

po

ints

mo

du

le3:

bei

ng

stra

tegi

c in

yo

ur

advo

cacy

3.1

49F

acili

tato

r’s

man

ual

•p

ower

po

ints

mo

du

le3:

bei

ng

stra

tegi

c in

yo

ur

advo

cacy

3.1

50F

acili

tato

r’s

man

ual

•p

ower

po

ints

mo

du

le3:

bei

ng

stra

tegi

c in

yo

ur

advo

cacy

3.1

51F

acili

tato

r’s

man

ual

•w

ork

shee

tm

od

ule

3:b

ein

g st

rate

gic

in y

ou

r ad

voca

cy 3

.1

Wh

ich

par

ts o

f th

is h

ave

you

are

alr

ead

yco

mp

lete

d?

Wh

at is

sti

ll le

ft t

o d

o?

Wh

en w

ill y

ou

do

it?

Wh

o is

res

po

nsi

ble?

WO

RK

SH

EE

T

3.1A

Ste

ps

in p

lan

nin

g ad

voca

cy (

the

advo

cacy

cyc

le)

Ana

lyse

the

situ

atio

n

Iden

tify

advo

cacy

issu

e

Set

goal

s an

d ob

ject

ives

Ana

lyse

pol

icy

and

pow

er

Iden

tify

targ

ets

and

influ

entia

ls

Dev

elop

mes

sage

s

Build

add

ed s

tren

gth

Dev

elop

and

impl

emen

t ac

tion

plan

Mob

ilise

res

ourc

es

Gat

her

evid

ence

Mon

itor

and

eval

uate

Invo

lve

child

ren

Co

nce

pt

52F

acili

tato

r’s

man

ual

•w

ork

shee

tm

od

ule

3:b

ein

g st

rate

gic

in y

ou

r ad

voca

cy 3

.1

An

alys

e th

e si

tuat

ion

Set

go

al a

nd

ob

ject

ives

Bu

ild a

dded

str

engt

h

An

alys

e p

olic

y an

d p

ower

Iden

tify

tar

gets

an

din

fluen

tial

sM

ob

ilise

res

ou

rces

Iden

tify

ad

voca

cy is

sue

Dev

elo

p m

essa

ges

Dev

elo

p a

nd

imp

lem

ent

acti

on

pla

n

Gat

her

evi

den

ceM

on

ito

r an

d e

valu

ate

Invo

lve

child

ren

3.1B

Car

ds

wit

h s

tage

s o

f ad

voca

cy c

ycle

!

53F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le3:

bei

ng

stra

tegi

c in

yo

ur

advo

cacy

3.2

Mo

du

le 3

:S

essi

on

3.2

Bein

g st

rate

gic

in y

our

advo

cacy

:Sel

ectin

g an

adv

ocac

y is

sue

Ob

ject

ive:

•Pa

rtic

ipan

ts c

an id

entif

y is

sues

to

be a

ddre

ssed

thro

ugh

advo

cacy

,bas

ed o

n si

tuat

ion

anal

ysis

or

prog

ram

me

expe

rien

ce

Ou

tpu

ts:

•A

dvoc

acy

issu

es s

elec

ted

•A

n ov

eral

l adv

ocac

y go

al id

entif

ied

Tim

e n

eed

ed:1

05 m

inu

tes

Su

pp

ort

ing

mat

eria

l:

1.Po

wer

poin

t pr

esen

tatio

n 3.

2

2.Pa

rtic

ipan

t’s M

anua

l,Se

ssio

n 3.

2

- Ex

erci

se 3

.2A

:Che

cklis

t of

que

stio

ns t

o pr

iori

tise

issu

es fo

r ad

voca

cy

- Ex

erci

se 3

.2B:

Prob

lem

tre

e an

alys

is

3.W

orks

heet

3.2

:Cho

osin

g an

adv

ocac

y is

sue

chec

klis

t

4.Pr

epar

ed fl

ip c

hart

s:Se

ssio

n ob

ject

ive

and

over

view

5.Fl

ip c

hart

pap

er a

nd p

ens

Ses

sio

n o

verv

iew

:

1.Ex

ampl

e of

situ

atio

n an

alys

is id

entif

ying

ran

ge o

f iss

ues

for

child

ren

2.Ex

erci

se:w

hat

mak

es a

n is

sue

suita

ble

for

advo

cacy

?

3.Pr

esen

tatio

n:ho

w t

o id

entif

y an

adv

ocac

y is

sue

4.Ex

erci

se:a

naly

se p

robl

em a

nd s

elec

t an

issu

e fo

r ad

voca

cy (

or c

heck

whe

ther

an

issu

e al

read

y se

lect

ed m

eets

the

cri

teri

a fo

r a

good

ad

voca

cy is

sue)

54F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le3:

bei

ng

stra

tegi

c in

yo

ur

advo

cacy

3.2

4.E

xper

imen

tin

g /

Pla

nn

ing

Part

icip

ants

wor

k in

gro

ups

to d

raw

apr

oble

m t

ree

for

thei

r ad

voca

cy is

sue,

usin

g th

e in

stru

ctio

ns a

nd e

xam

ple

in t

hePa

rtic

ipan

t’s M

anua

l (3.

2B):

1.D

raw

a p

robl

em t

ree

on fl

ip c

hart

pap

erto

sho

w h

ow d

iffer

ent

issu

es a

re r

elat

edth

roug

h ca

use

and

effe

ct.

2.U

se t

he c

rite

ria

list

(3.2

A)

to d

iscu

ss a

ndse

lect

issu

es fr

om t

his

anal

ysis

tha

t ca

nbe

add

ress

ed t

hrou

gh a

dvoc

acy.

3.Fo

rmul

ate

this

as

a so

lutio

n.T

his

is t

head

voca

cy g

oal b

ecau

se it

des

crib

es t

hesi

tuat

ion

whe

n th

e pr

oble

m is

sol

ved.

1 ho

ur

Gro

ups

disp

lay

thei

r pr

oble

m t

rees

on

the

wal

l,an

d ev

eryo

ne w

alks

aro

und

to lo

ok a

tth

e di

ffere

nt t

rees

.In

ple

nary

,par

ticip

ants

disc

uss

wha

t th

ey h

ave

lear

nt in

thi

sex

erci

se.

10 m

inut

es

1.E

xper

ien

ce

Faci

litat

or o

r on

e of

the

par

ticip

ants

tel

ls a

stor

y to

the

gro

up o

f a s

ituat

ion

in w

hich

ara

nge

of d

iffer

ent

issu

es a

ffect

ing

child

ren

are

iden

tifie

d,se

vera

l of w

hich

cou

ld b

ead

dres

sed

by a

dvoc

acy.

If po

ssib

le u

se a

n ex

ampl

e fr

om y

our

own

expe

rien

ce.I

f thi

s is

not

pos

sibl

e us

e th

eSa

mpl

e Pr

oble

m T

ree

from

Exe

rcis

e 3.

2B

in t

he P

artic

ipan

t’s M

anua

l.

5 m

inut

es

3.T

heo

ry/P

rin

cip

les

Faci

litat

or p

rese

nts

pow

erpo

int

3.2

emph

asisi

ng t

he fo

llow

ing:

A g

ood

situ

atio

n an

alys

is w

ill h

elp

you

unde

rsta

nd t

he c

ause

s of

pro

blem

saf

fect

ing

child

ren

and

who

is a

ccou

ntab

le,

and

iden

tify

whi

ch o

f the

se y

ou c

an a

ddre

ssth

roug

h ad

voca

cy.

You

need

to

asse

ss t

he li

kelih

ood

of a

chie

ving

cha

nge

by a

naly

sing

the

po

licy

envi

ronm

ent.

Use

cri

teri

a to

hel

p se

lect

issu

es t

o fo

cus

on.

A g

ood

advo

cacy

issu

e m

ust

be fo

cuse

den

ough

to

be li

nked

to

a cl

ear

polic

yso

lutio

n.

10 m

inut

es

2.O

bse

rvat

ion

/Ref

lect

ion

In s

mal

l gro

ups

part

icip

ants

dis

cuss

the

ques

tion:

wha

t m

akes

a p

artic

ular

issu

esu

itabl

e fo

r ad

voca

cy?

5 m

inut

es

In p

lena

ry,p

artic

ipan

ts c

ontr

ibut

e th

epo

ints

tha

t ha

ve b

een

rais

ed in

the

irgr

oups

.The

faci

litat

or w

rite

s th

em

up o

n a

flip

char

t,gr

oupi

ng s

imila

r po

ints

tog

ethe

r.

15 m

inut

es

55F

acili

tato

r’s

man

ual

•p

ower

po

ints

Fac

ilita

tor’

s m

anu

al •

pow

erp

oin

tsm

od

ule

3:b

ein

g st

rate

gic

in y

ou

r ad

voca

cy 3

.2

56F

acili

tato

r’s

man

ual

•w

ork

shee

tm

od

ule

3:b

ein

g st

rate

gic

in y

ou

r ad

voca

cy 3

.2

WO

RK

SH

EE

T

3.2

Ch

oo

sin

g an

ad

voca

cy is

sue

chec

klis

t

How

rel

evan

t is

it t

o Sa

ve t

he

Chi

ldre

n’s

mis

sion

and

str

ateg

ies?

How

rel

evan

t is

it t

o yo

ur p

rogr

amm

e w

ork?

Is d

ocum

enta

tion

and

rese

arch

av

aila

ble?

(D

o yo

u ha

ve e

vide

nce

from

you

r di

rect

inte

rven

tion

wor

k?)

Do

you

have

a c

lear

pos

ition

and

a

posi

tive

alte

rnat

ive?

Is t

here

a c

hanc

e fo

r su

cces

s?

How

impo

rtan

t is

the

sol

utio

n to

chi

ldre

n?

How

man

y ch

ildre

n w

ill b

enef

it fr

om

the

solu

tion?

Wha

t gr

oups

of c

hild

ren

will

be

affe

cted

?

Wha

t ar

e th

e ri

sk fa

ctor

s to

peo

ple

and/

or

to y

our

prog

ram

me?

Can

you

bui

ld s

trat

egic

alli

ance

s,in

clud

ing

with

oth

er m

embe

rs o

f the

Sa

ve t

he C

hild

ren

Alli

ance

?

Wha

t st

rate

gic

oppo

rtun

ities

are

the

re

for

influ

enci

ng?

Do

you

have

ade

quat

e re

sour

ces

and

staf

f?

Wha

t po

tent

ial i

s th

ere

for

incr

easi

ng t

he

role

of c

hild

ren

in c

ivil

soci

ety?

Issu

e/P

robl

em a

rea

Co

mm

ent

Do

es it

mee

t th

e cr

iter

ia?

(yes

/no

)

57F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le3:

bei

ng

stra

tegi

c in

yo

ur

advo

cacy

3.3

Mo

du

le 3

:S

essi

on

3.3

Bein

g st

rate

gic

in y

our

advo

cacy

:Wha

t m

akes

goo

d ev

iden

ce fo

r ad

voca

cy

Ob

ject

ives

:

•Pa

rtic

ipan

ts u

nder

stan

d th

e ro

le o

f evi

denc

e in

adv

ocac

y

•Pa

rtic

ipan

ts id

entif

y w

hat

evid

ence

the

y al

read

y ha

vean

d w

here

the

re a

re g

aps

Ou

tpu

ts:

•A

tab

le o

f exi

stin

g ev

iden

ce t

o su

ppor

t th

e ad

voca

cy s

trat

egy,

and

wha

t m

ore

has

to b

e do

ne

to fi

ll th

e ga

ps

Tim

e n

eed

ed:9

0 m

inu

tes

Su

pp

ort

ing

mat

eria

l:

1.Po

wer

poin

t pr

esen

tatio

n 3.

3

2.Pa

rtic

ipan

t’s M

anua

l,Se

ssio

n 3.

3

- C

ase

stor

ies

of e

vide

nce

for

advo

cacy

- C

ase

stor

y fr

om m

odul

e 9:

Influ

enci

ng t

he W

orld

Ban

k’s

nutr

ition

pol

icy,

if ne

eded

,for

par

t 1

3.W

orks

heet

3.3

:Evi

denc

e ba

se

4.Pr

epar

ed fl

ip c

hart

s:se

ssio

n ob

ject

ives

and

ove

rvie

w,q

uest

ions

for

disc

ussi

on in

par

ts 2

and

4

Ses

sio

n o

verv

iew

:

1.Ex

ampl

es fr

om e

xper

ienc

e of

usi

ng e

vide

nce

to s

uppo

rt a

dvoc

acy

2.D

iscu

ssio

n of

wha

t m

akes

str

ong

evid

ence

for

advo

cacy

3.Pr

esen

tatio

n on

typ

es o

f evi

denc

e an

d ho

w t

o m

ake

it w

ork

for

advo

cacy

4.Ex

erci

se t

o lo

ok a

t ev

iden

ce a

vaila

ble

for

your

adv

ocac

y,w

here

the

re a

rega

ps,a

nd h

ow t

o ge

t ev

iden

ce t

o fil

l the

m

Co

mm

ent

Faci

litat

or s

houl

d em

phas

ise

that

gat

heri

ng e

vide

nce

is im

port

ant

at e

very

sta

geof

adv

ocac

y pl

anni

ng,a

nd d

urin

g im

plem

enta

tion.

58F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le3:

bei

ng

stra

tegi

c in

yo

ur

advo

cacy

3.3

4.E

xper

imen

tin

g /

Pla

nn

ing

Part

icip

ants

dis

cuss

in g

roup

s:

For

thei

r si

tuat

ion,

bear

ing

in m

ind

thei

rad

voca

cy is

sue

and

who

the

y w

ill w

ant

toin

fluen

ce:

•W

hat

evid

ence

do

they

hav

e/w

hat

mor

edo

the

y ne

ed?

•W

hat

mor

e do

the

y ne

ed t

o do

to

thei

rex

istin

g ev

iden

ce t

o va

lidat

e it?

•H

ow c

an t

hey

gath

er n

ew e

vide

nce?

Who

els

e m

ight

be

able

to

help

gat

her

evid

ence

?

•W

ho w

ill le

ad o

n it?

Fill

in W

orks

heet

3.3

:Evi

denc

e ba

se

30 m

inut

es

In p

lena

ry,p

artic

ipan

ts d

iscu

ss w

hat

they

have

lear

nt fr

om t

his

sess

ion.

10 m

inut

es

1.E

xper

ien

ce

Eith

er:G

roup

exe

rcis

e

In g

roup

s of

thr

ee,p

artic

ipan

ts s

hare

the

irow

n ex

peri

ence

of u

sing

evi

denc

e fo

rad

voca

cy p

urpo

ses,

wha

t so

rt o

f evi

denc

eth

ey u

sed,

and

to w

hat

exte

nt t

he e

vide

nce

help

ed t

o pe

rsua

de t

heir

aud

ienc

e.

Or:

Cas

e st

ory

Save

the

Chi

ldre

n nu

triti

on a

dvoc

acy.

Save

the

Chi

ldre

n ca

rrie

d ou

t th

eir

own

rese

arch

to

show

tha

t th

e W

orld

Ban

knu

triti

on p

roje

ct in

Ban

glad

esh,

whi

ch w

asab

out

to b

e sc

aled

up,

was

not

effe

ctiv

e an

dsh

ould

be

amen

ded.

20 m

inut

es

3.T

heo

ry/P

rin

cip

les

Faci

litat

or p

rese

nts

pow

erpo

int

3.3,

emph

asisi

ng t

he fo

llow

ing:

Evid

ence

mus

t be

rel

iabl

e an

d re

leva

nt t

oth

e in

tere

st o

f the

tar

get.

The

re a

re d

iffer

ent

type

s of

evi

denc

e:qu

alita

tive,

quan

titat

ive,

natio

nal a

ndin

tern

atio

nal.

Diff

eren

t ty

pes

of e

vide

nce

are

mos

t su

ited

for

diffe

rent

adv

ocac

y pu

rpos

es.

Evid

ence

of i

mpa

ct o

n ch

ildre

n is

cru

cial

and

can

be p

rovi

ded

by c

hild

ren.

Evid

ence

can

be

orga

nise

d di

ffere

ntly

for

diffe

rent

aud

ienc

es.

10 m

inut

es

2.O

bse

rvat

ion

/Ref

lect

ion

In p

lena

ry,p

artic

ipan

ts d

iscu

ss

1.D

iffer

ent

way

s in

whi

ch e

vide

nce

is u

sed

for

advo

cacy

.

For

exam

ple,

how

is e

vide

nce

used

:

•to

per

suad

e an

ally

?

•to

ove

rcom

e op

posi

tion?

•to

con

vinc

e a

med

ia p

erso

n?

•to

per

suad

e an

ele

cted

offi

cial

?

•to

per

suad

e a

bure

aucr

at?

2.W

hat

mak

es s

tron

g ev

iden

ce fo

rad

voca

cy,a

nd w

hat

mak

es w

eak

evid

ence

.

Faci

litat

or w

rite

s up

the

poi

nts

that

are

rais

ed in

dis

cuss

ion

on a

flip

cha

rt.

20 m

inut

es

59F

acili

tato

r’s

man

ual

•p

ower

po

ints

mo

du

le3:

bei

ng

stra

tegi

c in

yo

ur

advo

cacy

3.3

60F

acili

tato

r’s

man

ual

•w

ork

shee

tm

od

ule

3:b

ein

g st

rate

gic

in y

ou

r ad

voca

cy 3

.3

WO

RK

SH

EE

T

3.3

Evi

den

ce b

ase

Ob

ject

ive

Evi

den

ce n

eed

ed f

or

wh

om

Evi

den

ce a

vaila

ble

Gap

s to

add

ress

Wh

o is

res

po

nsi

ble

for

taki

ng

forw

ard

Map

out

wha

t ev

iden

ce y

ou t

hink

you

will

ne

ed t

o bu

ild a

rob

ust

case

tha

t w

ill in

fluen

ce y

our

targ

ets

for

each

of y

our

obje

ctiv

es:

61F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le3:

bei

ng

stra

tegi

c in

yo

ur

advo

cacy

3.4

Mo

du

le 3

:S

essi

on

3.4

Bein

g st

rate

gic

in y

our

advo

cacy

:Set

ting

advo

cacy

goa

ls a

nd o

bjec

tives

Ob

ject

ive:

•Pa

rtic

ipan

ts c

an fo

rmul

ate

clea

r go

als

and

obje

ctiv

esfo

r ad

voca

cy

Ou

tpu

ts:

•A

cle

ar a

dvoc

acy

goal

and

obj

ectiv

e

Tim

e n

eed

ed:9

0 m

inu

tes

Su

pp

ort

ing

mat

eria

l:

1.Po

wer

poin

t pr

esen

tatio

n 3.

4

2.Pa

rtic

ipan

t’s M

anua

l,Se

ssio

n 3.

4

3.Pr

epar

ed fl

ip c

hart

s:Se

ssio

n ob

ject

ive

and

over

view

,ins

truc

tions

for

part

2,d

iscu

ssio

nqu

estio

ns fo

r pa

rt 4

4.Fl

ip c

hart

pap

er a

nd p

ens

Ses

sio

n o

verv

iew

:

1.Pr

esen

tatio

n:go

als,

obje

ctiv

es,m

ilest

ones

2.Ex

erci

se:s

et a

dvoc

acy

goal

s an

d ob

ject

ives

3.Sh

are

expe

rien

ce o

f goa

ls a

nd o

bjec

tives

,an

d di

fficu

lties

enc

ount

ered

4.Ex

erci

se:r

evis

it ob

ject

ives

to

mak

e th

emcl

eare

r,an

d ag

ree

a go

od p

roce

ss fo

r se

ttin

g ob

ject

ives

Co

mm

ent

Faci

litat

or s

houl

d en

cour

age

peop

le.S

ettin

gad

voca

cy o

bjec

tives

is o

ften

a d

iffic

ult

proc

ess

but

it ca

n be

don

e!

Sett

ing

obje

ctiv

es is

an

itera

tive

proc

ess.

You

will

need

to

draf

t yo

ur o

bjec

tives

and

kee

p co

min

gba

ck t

o re

fine

them

as

you

find

out

mor

e ab

out

the

advo

cacy

tar

gets

,the

pol

icy

envi

ronm

ent,

and

how

the

situ

atio

n is

cha

ngin

g.

Adv

ocac

y is

the

art

of s

tret

chin

g w

hat

ispo

ssib

le.T

hat’s

how

we

achi

eve

ambi

tious

obje

ctiv

es.

Adv

ocac

y go

als

and

obje

ctiv

es s

houl

d he

lp y

ou

to fo

cus

your

adv

ocac

y pl

an s

o th

at a

ll yo

urad

voca

cy a

ctiv

ities

are

wor

king

on

push

ing

in

the

sam

e di

rect

ion.

Enco

urag

e pe

ople

to

look

bac

k at

the

pro

blem

tree

use

d in

ses

sion

3.2

to

clar

ify t

he li

nkag

esbe

twee

n pr

oble

ms,

caus

es a

nd e

ffect

s,an

d to

us

e th

e so

lutio

n tr

ee t

o he

lp id

entif

y th

e go

al

and

obje

ctiv

es.

62F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le3:

bei

ng

stra

tegi

c in

yo

ur

advo

cacy

3.4

4.O

bse

rvat

ion

/Ref

lect

ion

Plen

ary

disc

ussi

on:

•W

hat

are

the

chal

leng

es in

set

ting

clea

rob

ject

ives

?

•W

hat

is a

goo

d pr

oces

s fo

r se

ttin

gob

ject

ives

?

•H

ow c

an c

hild

ren

be in

volv

ed in

set

ting

obje

ctiv

es?

Faci

litat

or’s

prom

pts:

Setti

ng o

bjec

tives

is a

n ite

rativ

e pr

oces

s –

draf

tan

obj

ectiv

e an

d ke

ep r

efin

ing

it as

you

find

out

mor

e ab

out

targ

ets,

polic

y en

viron

men

t,an

d al

lies.

15 m

inut

es

1.T

heo

ry/P

rin

cip

les

Faci

litat

or p

rese

nts

pow

erpo

int

3.4,

emph

asisi

ng t

he fo

llow

ing:

Adv

ocac

y go

als

and

obje

ctiv

es m

ust

cont

ribu

te t

o yo

ur o

vera

ll pr

ogra

mm

e go

al.

A g

oal i

s w

hat

you

are

wor

king

tow

ards

.A

n ob

ject

ive

is w

hat

you

expe

ct t

o ac

hiev

eth

roug

h yo

ur e

ffort

s,on

the

way

to

the

goal

.

A g

ood

advo

cacy

obj

ectiv

e sh

ould

be

SMA

RT:s

peci

fic,m

easu

rabl

e,ac

hiev

able

,re

alis

tic a

nd t

imeb

ound

,ide

ntify

ing

who

has

to d

o w

hat

by w

hen.

Adv

ocac

y is

a lo

ng p

roce

ss.Y

ou n

eed

shor

t-te

rm a

nd lo

ng-t

erm

obj

ectiv

es,a

ndm

ilest

ones

as

mar

kers

alo

ng t

he w

ay.

10 m

inut

es

3.E

xper

ien

ce

Each

gro

up p

rese

nts

thei

r go

al a

ndob

ject

ive

to t

he p

lena

ry.O

ther

s ca

n as

kqu

estio

ns t

o ch

eck

that

the

obj

ectiv

e is

real

ly S

MA

RT e

noug

h.

20 m

inut

es

2.E

xper

imen

tin

g /

Pla

nn

ing

Part

icip

ants

wor

k in

gro

ups

on t

hefo

llow

ing:

(The

faci

litat

or c

an w

rite

the

inst

ruct

ions

on

a fli

p ch

art)

:

1.D

efin

e th

e go

al o

f you

r ad

voca

cyst

rate

gy.

2.N

ow w

ork

on a

flip

cha

rt.D

raw

a r

oad

lead

ing

from

whe

re y

ou a

re n

ow t

o th

epo

int

whe

re y

ou h

ave

achi

eved

you

rlo

ng-t

erm

goa

l.

3.N

ow m

ark

on t

he r

oad

the

maj

orac

hiev

emen

ts y

ou n

eed

to a

ccom

plis

h in

orde

r to

ach

ieve

you

r go

al.T

hese

will

be

your

sho

rt-

and

long

-ter

m o

bjec

tives

.

4.Fi

nally

,sel

ect

one

obje

ctiv

e an

d m

ake

itSM

ART

.

45 m

inut

es

63F

acili

tato

r’s

man

ual

•p

ower

po

ints

mo

du

le3:

bei

ng

stra

tegi

c in

yo

ur

advo

cacy

3.4

64F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le3:

bei

ng

stra

tegi

c in

yo

ur

advo

cacy

3.5

Mo

du

le 3

:S

essi

on

3.5

Bein

g st

rate

gic

in y

our

advo

cacy

:Ass

essi

ng y

our

advo

cacy

cap

acity

Ob

ject

ive:

•Pa

rtic

ipan

ts u

nder

stan

d w

hat

capa

citie

s ar

e re

quir

edfo

r ad

voca

cy,

and

asse

ss t

heir

ow

n in

divi

dual

and

orga

nisa

tiona

l adv

ocac

y ca

paci

ty

Ou

tpu

ts:

•A

sses

smen

t of

you

r cu

rren

t st

reng

ths

and

wea

knes

ses

•Li

st o

f way

s to

incr

ease

you

r ca

paci

ty

Tim

e n

eed

ed:1

20 m

inu

tes

Su

pp

ort

ing

mat

eria

l:

1.Po

wer

poin

t pr

esen

tatio

n 3.

5

2.Pa

rtic

ipan

t’s M

anua

l,Se

ssio

n 3.

5

- Ex

ampl

e of

adv

ocac

y ca

paci

ty a

sses

smen

t

3.W

orks

heet

3.5

:Ass

essi

ng y

our

advo

cacy

cap

acity

4.Pr

epar

ed fl

ip c

hart

s:Se

ssio

n ob

ject

ive

and

over

view

,ins

truc

tions

for

part

4

5.Fl

ip c

hart

pap

er a

nd p

ens

Ses

sio

n o

verv

iew

:

1.Ex

erci

se t

o as

sess

adv

ocac

y ca

paci

ty

2.D

iscu

ss w

ays

of in

crea

sing

cap

acity

3.Pr

esen

tatio

n:w

hat

indi

vidu

al a

nd o

rgan

isat

iona

l cap

aciti

es a

re n

eede

d fo

r ad

voca

cy?

4.Ex

erci

se:m

ap o

ut y

our

exis

ting

advo

cacy

cap

acity

and

dis

cuss

how

to

incr

ease

it

Co

mm

ent

If fa

cilit

ator

s w

ant

a m

ore

deta

iled

vers

ion

of t

he c

apac

ity a

sses

smen

t ex

erci

se,

one

is a

vaila

ble

from

the

Inte

rnat

iona

l Adv

ocac

y A

dvis

er in

the

Sav

e th

eC

hild

ren

UK

Cam

paig

ns a

nd A

dvoc

acy

Team

.How

ever

,the

mor

e de

taile

dve

rsio

n is

not

nec

essa

ry t

o ca

rry

out

the

exer

cise

bel

ow.

65F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le3:

bei

ng

stra

tegi

c in

yo

ur

advo

cacy

3.5

4.E

xper

imen

tin

g /

Pla

nn

ing

Faci

litat

or g

ives

the

follo

win

g in

stru

ctio

ns fo

rpa

rtic

ipan

ts t

o w

ork

in g

roup

s:(t

hese

can

be

wri

tten

on

a fli

p ch

art)

1.a)

Use

the

list

of i

ndiv

idua

l and

org

anis

atio

nal

capa

citie

s in

Ses

sion

3.5

to

rate

you

r or

gani

satio

n’s

advo

cacy

cap

acity

.Dra

w a

spi

der

diag

ram

(as

show

n in

the

han

dout

) on

a fl

ip c

hart

.Plo

t th

era

tings

for

your

diff

eren

t ca

paci

ties

on t

he d

iagr

am.

30 m

inut

es

b)Lo

ok a

t th

e sh

ape

of t

he d

iagr

am.W

hat

does

it

tell

you

abou

t yo

ur s

tren

gths

and

wea

knes

ses?

15 m

inut

es

c)W

hat

next

ste

ps w

ill y

ou t

ake

as a

n in

divi

dual

and

wha

t w

ill y

ou s

ugge

st fo

r yo

ur o

rgan

isat

ion

to in

crea

se a

dvoc

acy

capa

city

? Ea

ch g

roup

sho

uld

wri

te t

hese

ste

ps o

n a

flip

char

t.

15 m

inut

es

2.Fa

cilit

ator

sho

ws

the

pow

erpo

int

slid

e on

advo

cacy

lead

ersh

ip.I

n bu

zz g

roup

s pa

rtic

ipan

tsdi

scus

s th

ese

poin

ts a

nd c

ome

up w

ith t

hree

conc

rete

ste

ps t

hat

will

hel

p to

str

engt

hen

lead

ersh

ip fo

r th

eir

advo

cacy

issu

e.A

dd t

hese

to

the

flip

cha

rt p

rodu

ced

in 1

c.

10 m

inut

es

Part

icip

ants

look

at

the

diffe

rent

gro

ups’

out

puts

and

disc

uss

in p

lena

ry w

hat

they

hav

e le

arnt

in t

his

sess

ion. 20 m

inut

es

1.E

xper

ien

ce

Faci

litat

or s

houl

d cr

eate

a s

pace

in t

hero

om,a

nd d

raw

an

imag

inar

y lin

e,w

ith 0

at

one

end

and

10 a

t th

e ot

her.

Ask

part

icip

ants

to

stan

d at

the

poi

nt o

n th

esc

ale

whe

re t

hey

cons

ider

the

mse

lves

to

bein

ter

ms

of t

heir

adv

ocac

y ca

paci

ty.S

elec

t3-

4 pe

ople

at

diffe

rent

poi

nts

on t

he s

cale

and

ask:

•W

hat

mad

e th

em s

tand

at

a pa

rtic

ular

poin

t on

the

sca

le,a

nd w

hat

help

ed t

hem

to g

et fr

om z

ero

to t

hat

leve

l?

•W

hat

wou

ld h

elp

them

to

mov

e to

the

next

sta

ge o

n th

e sc

ale?

15 m

inut

es

3.T

heo

ry/P

rin

cip

les

Faci

litat

or p

rese

nts

pow

erpo

int

3.5,

emph

asisi

ng t

he fo

llow

ing:

Adv

ocac

y ne

eds

indi

vidu

al a

ndor

gani

satio

nal c

apac

ity,a

nd e

ffect

ive

lead

ersh

ip t

hat

emph

asis

es c

olla

bora

tion

and

co-o

pera

tion.

Build

ing

capa

city

is a

gra

dual

pro

cess

and

can

be c

arri

ed o

ut in

diff

eren

t w

ays,

thro

ugh

trai

ning

,men

tori

ng,c

oach

ing,

expe

rien

ce,a

nd w

ork

with

oth

ers,

for

exam

ple.

5 m

inut

es

2.O

bse

rvat

ion

/Ref

lect

ion

In p

lena

ry,f

acili

tato

r w

rite

s th

e po

ints

rais

ed b

y th

e pa

rtic

ipan

ts o

n a

flip

char

tun

der

two

head

ings

.

•W

hat

incr

ease

s yo

ur a

dvoc

acy

capa

city

?(m

ight

incl

ude

expe

rien

ce,e

njoy

men

t,w

orki

ng w

ith o

ther

s,tr

aini

ng,m

ento

ring

,co

achi

ng,e

tc.)

•W

hat

mor

e co

uld

be d

one

to in

crea

sepe

rson

al a

nd o

rgan

isat

iona

l cap

acity

?

Invi

te o

ther

s to

add

the

ir v

iew

s an

ddi

scus

s. 20 m

inut

es

66F

acili

tato

r’s

man

ual

•p

ower

po

ints

mo

du

le3:

bei

ng

stra

tegi

c in

yo

ur

advo

cacy

3.5

67F

acili

tato

r’s

man

ual

•w

ork

shee

tm

od

ule

3:b

ein

g st

rate

gic

in y

ou

r ad

voca

cy 3

.5

WO

RK

SH

EE

T

3.5

Ass

essi

ng

you

r ad

voca

cy c

apac

itie

s

1.C

arry

out

pol

icy

anal

ysis

and

res

earc

h

2.D

evel

op lo

ng-t

erm

str

ateg

ic v

isio

n of

cha

nge

3.C

omm

unic

ate

mes

sage

s an

d in

fluen

ce p

olic

ies

4.C

reat

e an

d su

ppor

t ne

twor

ks

and

part

ners

hips

5.C

arry

out

,mon

itor

and

eval

uate

adv

ocac

y

6.En

sure

sus

tain

able

adv

ocac

y w

ork

(hum

an r

esou

rces

)

7.Pl

an a

nd m

anag

e ad

voca

cy

8.R

espo

nd t

o ch

angi

ng p

olic

y en

viro

nmen

t

9.In

volv

e st

akeh

olde

rs in

all

stag

es o

f adv

ocac

y

10.M

obili

se m

embe

rs o

f pub

lic

Cap

acit

y to

:C

om

men

tR

atin

g (1

-4)

68F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le3:

bei

ng

stra

tegi

c in

yo

ur

advo

cacy

3.6

Mo

du

le 3

:S

essi

on

3.6

Bein

g st

rate

gic

in y

our

advo

cacy

:Ass

essi

ng t

he r

isks

of a

dvoc

acy

Ob

ject

ives

:

•Pa

rtic

ipan

ts u

nder

stan

d th

e lik

elih

ood

and

seve

rity

of

ris

ks o

f the

ir a

dvoc

acy

• Pa

rtic

ipan

ts k

now

how

to

miti

gate

the

se r

isks

Ou

tpu

ts:

•Li

st o

f pos

sibl

e ad

voca

cy r

isks

ass

ocia

ted

with

yo

ur a

dvoc

acy

•A

sses

smen

t of

like

lihoo

d of

ris

ks a

nd a

ctio

n to

miti

gate

ris

ks

Tim

e n

eed

ed:1

10 m

inu

tes

Su

pp

ort

ing

mat

eria

l:

1.Po

wer

poin

t pr

esen

tatio

n 3.

6

2.Pa

rtic

ipan

t’s M

anua

l,Se

ssio

n 3.

6

- C

ase

stor

y:R

isks

of g

athe

ring

evi

denc

e fo

r ad

voca

cy t

o pr

otec

t ch

ildre

n in

Col

umbi

a

3.W

orks

heet

3.6

:Ris

k as

sess

men

t m

atri

x

4.Pr

epar

ed fl

ip c

hart

s:Se

ssio

n ob

ject

ives

and

ove

rvie

w,i

nstr

uctio

ns fo

rex

erci

se in

par

t 4

5.Fl

ip c

hart

pap

er a

nd p

ens

Ses

sio

n o

verv

iew

:

1.C

ompa

re e

xper

ienc

es o

f adv

ocac

y ri

sks

2.Ex

erci

se t

o pl

an h

ow t

o m

itiga

te r

isks

3.Pr

esen

tatio

n on

ris

ks o

f adv

ocac

y

4.Ex

erci

se t

o id

entif

y lik

elih

ood

and

seve

rity

of r

isks

Co

mm

ent

Part

icip

ants

may

feel

ner

vous

abo

ut d

iscu

ssin

g th

e ri

sks

invo

lved

in a

dvoc

acy,

soth

e fa

cilit

ator

sho

uld

ensu

re t

hat

they

feel

saf

e an

d co

mfo

rtab

le.

It m

ay b

e be

stfo

r pe

ople

to

sit

in a

cir

cle

for

the

first

par

t of

thi

s se

ssio

n.

69F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le3:

bei

ng

stra

tegi

c in

yo

ur

advo

cacy

3.6

4.E

xper

imen

tin

g /

Pla

nn

ing

Part

icip

ants

wor

k in

gro

ups:

(the

faci

litat

orca

n w

rite

the

follo

win

g in

stru

ctio

ns o

n a

flip

char

t)

1.Br

ains

torm

all

the

poss

ible

ris

ks o

fad

voca

cy o

n yo

ur is

sue

and

wri

te t

hem

on a

flip

char

t.(U

se t

he R

isk

asse

ssm

ent

mat

rix

in P

artic

ipan

t’s M

anua

l,Se

ssio

n3.

6 as

a p

rom

pt).

2.Se

lect

the

hig

hest

ris

ks –

tho

se w

hich

are

mos

t lik

ely

and

whi

ch w

ould

hav

eth

e m

ost

seri

ous

cons

eque

nces

.

3.D

iscu

ss w

hat

you

can

do t

o re

duce

them

.

4.C

ompl

ete

Wor

kshe

et 3

.6 t

o su

mm

aris

eth

e ac

tion

you

will

tak

e to

min

imis

e th

eri

sks

you

have

iden

tifie

d.

5.W

eigh

the

pot

entia

l ben

efits

of t

here

mai

ning

hig

h-ri

sk a

ctiv

ities

and

dis

cuss

whe

ther

the

ben

efits

out

wei

gh t

he r

isks

.

45 m

inut

es

In p

lena

ry:e

ach

grou

p br

iefly

pre

sent

s an

ddi

scus

ses

its c

oncl

usio

ns.

20 m

inut

es

1.E

xper

ien

ce

Wor

k in

ple

nary

:

Part

icip

ants

dis

cuss

the

ir o

wn

expe

rien

ces

of a

dvoc

acy

risk

s,or

the

exp

erie

nces

of

othe

r or

gani

satio

ns in

volv

ed in

adv

ocac

y in

thei

r co

untr

y.

15 m

inut

es

3.T

heo

ry/P

rin

cip

les

Faci

litat

or p

rese

nts

pow

erpo

int

3.6

emph

asisi

ng t

he fo

llow

ing:

Som

e ad

voca

cy w

ill in

volv

e ri

sks

acco

rdin

gto

the

app

roac

h an

d co

ntex

t.

You

need

to

wei

gh u

p th

e po

ssib

le r

isks

of

advo

cacy

aga

inst

its

likel

y be

nefit

s.

Iden

tify

the

poss

ible

ris

ks,a

sses

s th

e le

vel

of r

isk,

and

wha

t yo

u ca

n do

to

miti

gate

the

mos

t se

riou

s ri

sks.

The

n de

cide

whe

ther

the

ben

efits

out

wei

ghth

e ri

sks.

10 m

inut

es

2.O

bse

rvat

ion

/Ref

lect

ion

In p

lena

ry:p

artic

ipan

ts d

iscu

ss

1.W

hat

risk

s m

ight

be

invo

lved

in c

arry

ing

out

advo

cacy

in y

our

coun

try

on t

heis

sues

you

are

wor

king

on?

2.W

hat

fact

ors

mak

e ad

voca

cy m

ore

orle

ss r

isky

in y

our

coun

try?

(Fo

r ex

ampl

e,th

e w

ay it

is c

arri

ed o

ut,w

ho d

oes

it,an

dso

on)

.

20 m

inut

es

70F

acili

tato

r’s

man

ual

•p

ower

po

ints

mo

du

le3:

bei

ng

stra

tegi

c in

yo

ur

advo

cacy

3.6

71F

acili

tato

r’s

man

ual

•w

ork

shee

tm

od

ule

3:b

ein

g st

rate

gic

in y

ou

r ad

voca

cy 3

.6

WO

RK

SH

EE

T

3.6

Ris

k as

sess

men

t m

atri

x

Org

anis

atio

n

Ind

ivid

ual

s

Ris

k:E

xam

ple

sL

evel

of

risk

Hig

h/m

ediu

m/lo

wP

ote

nti

al b

enef

itH

igh/

med

ium

/low

Mit

igat

ing

mea

sure

sR

emai

nin

g ri

skH

igh/

med

ium

/low

72F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le4:

un

der

stan

din

g th

e p

olic

y en

viro

nm

ent

4.1

Mo

du

le 4

:S

essi

on

4.1

Und

erst

andi

ng t

he p

olic

y en

viro

nmen

t:A

naly

sing

pol

icy

and

pow

er

Ob

ject

ives

:

•Pa

rtic

ipan

ts u

nder

stan

d ho

w t

o m

ap a

nd a

naly

se a

polic

y pr

oces

s in

rel

atio

n to

a s

peci

fic p

olic

y is

sue

•Pa

rtic

ipan

ts u

nder

stan

d po

wer

rel

atio

ns in

the

cont

ext

of p

olic

y ch

ange

and

the

rol

e of

civ

il so

ciet

yin

influ

enci

ng p

olic

y fo

rmul

atio

n an

d im

plem

enta

tion

Ou

tpu

ts:

•A

map

of t

he p

olic

y pr

oces

s in

rel

atio

n to

an

advo

cacy

issu

e,w

ith m

ain

pow

er r

elat

ions

iden

tifie

dat

diff

eren

t st

ages

of t

he p

roce

ss

•A

list

of t

he m

ain

chal

leng

es c

once

rnin

g po

wer

rela

tions

tha

t ad

voca

tes

shou

ld b

e aw

are

of

Tim

e n

eed

ed:9

0 m

inu

tes

Su

pp

ort

ing

mat

eria

l:

1.Po

wer

poin

t pr

esen

tatio

n 4.

1

2.Pa

rtic

ipan

t’s M

anua

l,Se

ssio

n 4.

1

- Ex

erci

se 4

.1:M

appi

ng t

he d

ecis

ion-

mak

ing

proc

ess

in t

wo

step

s

- C

ase

stor

y:Sa

ve t

he C

hild

ren

and

part

ners

use

a re

gion

al m

inis

teri

al in

itiat

ive

in M

yanm

ar(S

essi

on 4

.2)

3.W

orks

heet

4.1

:Map

ping

the

pol

icy

proc

ess

(opt

iona

l)

4.Pr

epar

ed fl

ip c

hart

s:Se

ssio

n ob

ject

ives

and

over

view

5.St

icky

labe

ls,c

olou

red

pens

,flip

cha

rt p

aper

Ses

sio

n o

verv

iew

:

1.Pr

esen

tatio

n on

ana

lysi

ng p

olic

y an

d po

wer

2.G

roup

exe

rcis

e to

map

pol

icy

proc

ess

and

pow

er in

rel

atio

n to

dec

isio

n-m

akin

g

3.Pr

esen

t m

aps

to p

lena

ry a

nd d

iscu

ss

exam

ples

of h

ow c

ivil

soci

ety

can

influ

ence

deci

sion

-mak

ing

4.R

efle

ct o

n m

ain

chal

leng

es in

rel

atio

n to

pow

er a

nd p

olic

y ch

ange

in t

he c

onte

xt o

fyo

ur a

dvoc

acy

Co

mm

ent

Faci

litat

or s

houl

d ch

eck

with

par

ticip

ants

bef

ore

the

sess

ion

to fi

nd o

ut w

ho h

as a

ny e

xper

ienc

eof

influ

enci

ng p

olic

y ch

ange

at

diffe

rent

sta

ges

ofth

e de

cisi

on-m

akin

g pr

oces

s,an

d as

k th

em t

oth

ink

of s

tori

es t

hat

mig

ht h

elp

to il

lust

rate

.

Faci

litat

or c

an e

ncou

rage

peo

ple

to s

umm

aris

eth

e po

licy

map

the

y dr

aw in

sta

ge 2

in W

orks

heet

4.1,

if th

ey w

ish.

73F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le4:

un

der

stan

din

g th

e p

olic

y en

viro

nm

ent

4.1

4.O

bse

rvat

ion

/Ref

lect

ion

In p

lena

ry,p

artic

ipan

ts d

iscu

ss t

hefo

llow

ing,

•In

you

r co

ntex

t:w

hat

are

the

key

obst

acle

s to

bri

ngin

g ab

out

the

chan

ges

that

you

see

k?

•W

hat

are

the

mai

n po

wer

rel

atio

nsar

ound

the

adv

ocac

y is

sue?

•W

hat

are

your

ow

n so

urce

s of

pow

er t

och

ange

the

out

com

e of

thi

s is

sue?

The

faci

litat

or s

houl

d m

ake

a no

te o

f the

mai

n po

ints

rai

sed

duri

ng t

his

disc

ussi

on,t

oen

sure

tha

t th

ey a

re fo

llow

ed u

p in

furt

her

sess

ions

on

targ

ets

and

tact

ics.

20 m

inut

es

1.T

heo

ry/P

rin

cip

les

Faci

litat

or p

rese

nts

pow

erpo

int

4.1

emph

asisi

ng t

he fo

llow

ing:

Bein

g st

rate

gic

mea

ns t

hink

ing

ahea

d ab

out

wha

t ne

eds

to b

e ch

ange

d,an

d ho

w t

oin

fluen

ce t

hose

with

pow

er t

o m

ake

the

chan

ge.

The

re a

re d

iffer

ent

stag

es o

f pol

icy

form

ulat

ion

and

diffe

rent

peo

ple

have

pow

er a

t di

ffere

nt s

tage

s.

Be a

war

e of

the

diff

eren

t so

rts

of p

ower

–op

en,h

idde

n,in

visi

ble.

Und

erst

and

the

sour

ces

of S

ave

the

Chi

ldre

n’s

pow

er a

nd r

ecog

nise

the

rol

e of

civi

l soc

iety

in a

dvoc

atin

g fo

r po

licy

chan

gean

d im

plem

enta

tion.

10 m

inut

es

3.E

xper

ien

ce

Each

gro

up p

rese

nts

its m

ap b

rief

ly t

o th

epl

enar

y (5

min

utes

eac

h),a

nd o

ther

part

icip

ants

pro

vide

feed

back

on

the

map

s.

At

this

poi

nt t

he fa

cilit

ator

sho

uld

enco

urag

e pa

rtic

ipan

ts t

o sh

are

thei

rex

peri

ence

s of

influ

enci

ng p

olic

y ch

ange

at

diffe

rent

sta

ges

of d

ecis

ion-

mak

ing,

indi

ffere

nt c

onte

xts,

and

in d

iffer

ent

way

s.If

part

icip

ants

hav

e no

exp

erie

nce,

the

faci

litat

or c

an b

rief

ly p

rese

nt a

cas

e st

ory

of in

fluen

cing

pol

icy

and

hold

ing

thos

e w

ithpo

wer

to

acco

unt.

For

exam

ple,

Mya

nmar

case

sto

ry in

Mod

ule

4.

15 m

inut

es

2.E

xper

imen

tin

g /

Pla

nn

ing

In g

roup

s,pa

rtic

ipan

ts d

raw

a m

ap o

f the

polic

y-m

akin

g pr

oces

s ba

sed

on t

heir

advo

cacy

issu

e.T

hey

shou

ld u

se t

hein

stru

ctio

ns fo

r m

appi

ng t

he d

ecis

ion-

mak

ing

proc

ess

in P

artic

ipan

t’s M

anua

l,Se

ssio

n 4.

1

Faci

litat

or w

rite

s th

e fo

llow

ing

on a

flip

char

t:

•H

ow d

oes

the

polic

y pr

oces

s ha

ppen

inre

latio

n to

you

r ad

voca

cy is

sue?

•W

ho is

invo

lved

at

diffe

rent

sta

ges?

•W

ho h

as e

xplic

it po

wer

to

mak

e ch

ange

sat

eac

h st

age?

•W

hat

othe

r fo

rms

of p

ower

are

in p

lay?

Part

icip

ants

dis

cuss

the

se p

oint

s as

the

ydr

aw t

he m

ap.

Each

gro

up w

ill n

eed

flip

char

t pa

per

(2-3

shee

ts s

tuck

tog

ethe

r),p

ost-

it no

tes

and

colo

ured

pen

s.T

he o

utco

mes

can

be

sum

mar

ised

in W

orks

heet

4.1

.

45 m

inut

es

74F

acili

tato

r’s

man

ual

•p

ower

po

ints

mo

du

le4:

un

der

stan

din

g th

e p

olic

y en

viro

nm

ent

4.1

75F

acili

tato

r’s

man

ual

•p

ower

po

ints

mo

du

le4:

un

der

stan

din

g th

e p

olic

y en

viro

nm

ent

4.1

76F

acili

tato

r’s

man

ual

•w

ork

shee

tm

od

ule

4:u

nd

erst

and

ing

the

po

licy

envi

ron

men

t 4

.1

WO

RK

SH

EE

T

4.1

Map

pin

g th

e p

olic

y p

roce

ss

Age

nda

sett

ing

Form

ulat

ion

and

enac

tmen

t

Impl

emen

tatio

n an

d en

forc

emen

t

Mon

itori

ng a

nd e

valu

atio

n

Ph

ases

Dec

isio

n-m

aker

san

d in

fluen

tial

sin

volv

ed

Form

al

dec

isio

n-m

akin

gp

roce

ss

Info

rmal

dec

isio

n-

mak

ing

pro

cess

Ap

pro

xim

ate

dat

eo

f ac

tio

nH

ow c

an w

ein

fluen

ce t

he

pro

cess

at

this

sta

ge

77F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le4:

un

der

stan

din

g th

e p

olic

y en

viro

nm

ent

4.2

Mo

du

le 4

:S

essi

on

4.2

Und

erst

andi

ng t

he p

olic

y en

viro

nmen

t:Id

entif

ying

opp

ortu

nitie

s fo

r ad

voca

cy

Ob

ject

ive:

•Pa

rtic

ipan

ts id

entif

y op

port

uniti

es fo

r ad

voca

cy a

ndst

art

to d

evel

op a

n ad

voca

cy t

imel

ine

Ou

tpu

ts:

•T

imel

ine

for

advo

cacy

to

form

the

bas

is o

f you

rad

voca

cy a

ctio

n pl

an

Tim

e n

eed

ed:9

0 m

inu

tes

Su

pp

ort

ing

mat

eria

l:

1.Po

wer

poin

t pr

esen

tatio

n 4.

2

2.Pa

rtic

ipan

t’s M

anua

l,Se

ssio

n 4.

2

- Ex

erci

se 4

.2:I

dent

ifyin

g ad

voca

cy o

ppor

tuni

ties

- C

ase

stor

y:M

ass

mob

ilisa

tion

for

Educ

atio

n fo

r A

ll in

the

DR

C (

Sess

ion

7.2)

3.W

orks

heet

4.2

:Opp

ortu

nitie

s pl

anne

r

4.Pr

epar

ed fl

ip c

hart

s:Se

ssio

n ob

ject

ive

and

over

view

5.Fl

ip c

hart

pap

er a

nd c

olou

red

pens

Ses

sio

n o

verv

iew

:

1.Pr

esen

tatio

n on

wha

t m

akes

a g

ood

advo

cacy

opp

ortu

nity

2.Ex

erci

se:d

raw

a t

imel

ine

of p

ossi

ble

advo

cacy

opp

ortu

nitie

s fo

r yo

ur is

sue

3.D

iscu

ss e

xper

ienc

e of

tak

ing

adva

ntag

e of

opp

ortu

nitie

s

4.Ex

erci

se:s

tart

to

draf

t a

cale

ndar

of a

dvoc

acy

oppo

rtun

ities

for

your

str

ateg

y

Co

mm

ent

Thi

s se

ssio

n is

the

firs

t st

age

of a

ctio

n pl

anni

ng,a

nd li

nks

to M

odul

e 8:

Act

ion

plan

ning

.You

may

pre

fer

to c

over

thi

s at

the

sam

e tim

e as

dra

win

g up

the

ac

tion

plan

.

78F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le4:

un

der

stan

din

g th

e p

olic

y en

viro

nm

ent

4.2

4.O

bse

rvat

ion

/Ref

lect

ion

Base

d on

thi

s ex

peri

ence

,in

plen

ary:

•Pa

rtic

ipan

ts r

efle

ct o

n w

hat

mak

es a

nef

fect

ive

advo

cacy

opp

ortu

nity

in t

heco

ntex

t of

the

ir is

sue.

Faci

litat

or w

rite

sup

key

poi

nts

on a

flip

cha

rt.

•O

n a

flip

char

t,(o

r us

ing

wor

kshe

et 4

.2),

part

icip

ants

dra

w u

p an

opp

ortu

nitie

spl

anne

r,ba

sed

on t

he t

imel

ine.

Part

icip

ants

pri

oriti

se w

hich

act

iviti

esw

ill b

e m

ost

impo

rtan

t in

ter

ms

of t

hede

cisi

on-m

akin

g pr

oces

s.

•Pa

rtic

ipan

ts h

ang

thei

r pl

anne

rs o

n th

ew

all.

Part

icip

ants

will

be

able

to

retu

rnto

it a

nd a

men

d it

duri

ng fu

rthe

rse

ssio

ns o

n ta

rget

s an

d ta

ctic

s.It

will

form

the

bas

is o

f the

ir a

dvoc

acy

actio

npl

an.(

See

mod

ule

8).

20 m

inut

es

1.T

heo

ry/P

rin

cip

les

Faci

litat

or p

rese

nts

pow

erpo

int

4.2,

emph

asisi

ng t

he fo

llow

ing:

Adv

ocac

y op

port

uniti

es a

re e

vent

s th

at y

ouca

n us

e to

influ

ence

the

dec

isio

n-m

akin

gpr

oces

s.

The

re a

re a

num

ber

of r

elev

ant

soci

al a

ndpo

litic

al e

vent

s,in

clud

ing

inte

rnat

iona

lin

stru

men

ts a

nd r

epor

ting

proc

esse

s.

You

need

to

be w

ell p

repa

red

to t

ake

adva

ntag

e of

opp

ortu

nitie

s.

10 m

inut

es

3.E

xper

ien

ce

In s

mal

l gro

ups,

part

icip

ants

dis

cuss

from

thei

r ow

n ex

peri

ence

sto

ries

of a

dvoc

acy

even

ts,a

nd w

ays

of t

akin

g ad

vant

age

ofop

port

uniti

es.

Or

(if p

artic

ipan

ts d

o no

t ha

ve a

ny r

elev

ant

expe

rien

ce t

hem

selv

es)

the

faci

litat

orpr

esen

ts t

he D

RC

cas

e st

ory

(Edu

catio

nfo

r A

ll).

Part

icip

ants

iden

tify

wha

t w

orke

d w

ell,

and

wha

t di

d no

t w

ork

wel

l.

15 m

inut

es

2.E

xper

imen

tin

g /

Pla

nn

ing

1.Pa

rtic

ipan

ts w

ork

in g

roup

s.Ea

ch g

roup

join

s tw

o fli

p ch

arts

tog

ethe

r.U

sing

the

inst

ruct

ions

in E

xerc

ise

4.2

in t

hePa

rtic

ipan

t’s M

anua

l,pa

rtic

ipan

ts d

raw

atim

elin

e sh

owin

g:

•St

ages

in t

he d

ecis

ion-

mak

ing

proc

ess,

and

oppo

rtun

ities

to

influ

ence

the

deci

sion

s

•W

hich

key

dec

isio

n-m

aker

s ha

ve m

ost

influ

ence

at

diffe

rent

sta

ges

2.Pa

rtic

ipan

ts d

iscu

ss a

nd id

entif

y re

leva

ntso

cial

or

polit

ical

eve

nts

over

the

dec

isio

n-m

akin

g pe

riod

,inc

ludi

ng in

tern

atio

nal

even

ts o

r re

port

ing

proc

esse

s

20 m

inut

es

3.G

roup

s pr

esen

t th

eir

timel

ines

to

the

plen

ary

and

brie

fly d

iscu

ss

5 m

inut

es e

ach

79F

acili

tato

r’s

man

ual

•p

ower

po

ints

mo

du

le4:

un

der

stan

din

g th

e p

olic

y en

viro

nm

ent

4.2

80F

acili

tato

r’s

man

ual

•w

ork

shee

tm

od

ule

4:u

nd

erst

and

ing

the

po

licy

envi

ron

men

t 4

.2

WO

RK

SH

EE

T

4.2

Op

po

rtu

nit

ies

pla

nn

er

Dat

eE

ven

t/o

pp

ort

un

ity

to in

fluen

ceTa

rget

Po

ssib

le a

dvo

cacy

act

ivit

yW

ho

will

tak

e it

fo

rwar

d

81F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le5:

advo

cacy

tar

gets

5.1

Mo

du

le 5

:S

essi

on

5.1

Adv

ocac

y ta

rget

s:Id

entif

ying

key

tar

gets

and

influ

entia

ls

Ob

ject

ive:

•Pa

rtic

ipan

ts id

entif

y ke

y ta

rget

s an

d in

fluen

tials

inre

latio

n to

the

ir c

hang

e ob

ject

ives

Ou

tpu

ts:

•Su

mm

ary

of t

arge

ts a

nd t

heir

influ

entia

ls,a

nd t

heir

inte

rest

in t

he a

dvoc

acy

issu

e

Tim

e n

eed

ed:9

0 -

120

min

ute

s

Su

pp

ort

ing

mat

eria

l:

1.Po

wer

poin

t pr

esen

tatio

n 5.

1

2.Pa

rtic

ipan

t’s M

anua

l,Se

ssio

n 5.

1

- Ex

erci

se 5

.1:S

take

hold

er m

appi

ng e

xerc

ise

3.W

orks

heet

5.1

:Tar

gets

and

influ

entia

ls

4.Pr

epar

ed fl

ip c

hart

s:O

bjec

tive

and

sess

ion

over

view

,que

stio

ns fo

r di

scus

sion

in

par

ts 2

and

4

Ses

sio

n o

verv

iew

:

1.Pr

esen

tatio

n on

sta

keho

lder

s,ta

rget

s an

din

fluen

tials

2.Ex

erci

se:i

dent

ify t

he m

ain

advo

cacy

stak

ehol

ders

and

map

out

the

ir p

ower

and

th

e le

vel o

f the

ir s

uppo

rt

3.D

iscu

ss a

ny e

xper

ienc

e of

the

tar

gets

and

influ

entia

ls id

entif

ied

4.C

onsi

der

your

tar

gets

’ and

influ

entia

ls’

inte

rest

s in

rel

atio

n to

you

r ad

voca

cy is

sue

Co

mm

ent

Thi

s is

the

firs

t of

tw

o st

ages

:in

this

ses

sion

you

iden

tify

the

mai

n st

akeh

olde

rs,i

n th

e se

cond

(Ses

sion

5.2

) yo

u th

ink

abou

t ho

w b

est

toin

fluen

ce t

hem

.

If yo

u ar

e sh

ort

of t

ime,

or p

artic

ipan

ts h

ave

alre

ady

iden

tifie

d th

eir

targ

ets,

this

ses

sion

can

be

com

bine

d w

ith 5

.2 a

s fo

llow

s:

1.St

art

with

pre

sent

atio

n (c

ombi

ning

Pow

erpo

ints

5.1

and

5.2

)

2.C

arry

out

sta

keho

lder

ana

lysi

s (p

art

2 of

5.1

)

3.D

iscu

ss e

xper

ienc

es o

f inf

luen

cing

peo

ple

(par

t 1

of 5

.2)

4.Pl

an h

ow t

o in

fluen

ce y

our

targ

ets

(par

t 4

of 5

.2)

82F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le5:

advo

cacy

tar

gets

5.1

4.O

bse

rvat

ion

/Ref

lect

ion

Part

icip

ants

wor

k in

sm

all g

roup

s:

1.C

onsi

der

the

targ

ets’

inte

rest

s in

rela

tion

to y

our

advo

cacy

obj

ectiv

e,an

dw

hat

you

wan

t th

em t

o do

.

2.Su

mm

aris

e th

e in

form

atio

n in

W

orks

heet

5.1

.N

ote:

you

can

keep

upd

atin

g th

isin

form

atio

n as

you

impl

emen

t yo

urad

voca

cy a

nd fi

nd o

ut m

ore

abou

t yo

urch

osen

tar

gets

and

influ

entia

ls.

20 -

30

min

utes

1.T

heo

ry/P

rin

cip

les

Faci

litat

or p

rese

nts

pow

erpo

int

5.1,

emph

asisi

ng t

he fo

llow

ing:

You

need

to

know

how

dec

isio

n-m

akin

gre

ally

hap

pens

to

iden

tify

key

targ

ets

and

influ

entia

ls.

You

need

to

know

you

r ta

rget

s an

d th

eir

inte

rest

in y

our

advo

cacy

issu

e.

5 m

inut

es

3.E

xper

ien

ce

In p

lena

ry,t

he g

roup

s pr

esen

t th

eir

diag

ram

s of

tar

gets

and

influ

entia

ls a

ndre

ceiv

e fe

edba

ck.

Mak

e su

re t

hat

any

part

icip

ants

who

kno

wth

e ta

rget

s or

influ

entia

ls s

hare

the

irex

peri

ence

s of

wor

king

with

the

m.

20 -

30

min

utes

2.E

xper

imen

tin

g /

Pla

nn

ing

Wor

king

in g

roup

s,pa

rtic

ipan

ts p

ick

one

ofth

eir

advo

cacy

obj

ectiv

es,a

nd b

ase

thei

rw

ork

on t

he p

ower

ana

lysi

s fr

om s

essi

on4.

1.

1.W

orki

ng o

n a

flip

char

t,us

e ex

erci

se 5

.1in

the

par

ticip

ant’s

man

ual.

Brai

nsto

rmth

e di

ffere

nt s

take

hold

ers

for

your

advo

cacy

obj

ectiv

e an

d m

ap o

ut t

he le

vel

of t

heir

sup

port

for

your

adv

ocac

yob

ject

ive

and

thei

r po

wer

to

mak

ech

ange

.Ide

ntify

the

mai

n ad

voca

cyta

rget

s (t

hose

with

mos

t po

wer

).

2.N

ow id

entif

y th

eir

influ

entia

ls:t

hose

who

have

som

e in

fluen

ce (

posi

tive

orne

gativ

e) o

ver

them

and

who

can

affe

ctth

eir

deci

sion

-mak

ing.

You

can

use

flip

char

t pa

per

to d

raw

a d

iagr

am.S

elec

ton

e ke

y ta

rget

,wri

te t

heir

nam

e in

the

cent

re o

f the

pap

er a

nd w

rite

the

nam

esof

t

hose

with

mos

t in

fluen

ce c

lose

st t

oth

e ta

rget

.Dis

cuss

the

nat

ure

of t

heir

influ

ence

.

45 -

55

min

utes

83F

acili

tato

r’s

man

ual

•p

ower

po

ints

mo

du

le5:

advo

cacy

tar

gets

5.1

84F

acili

tato

r’s

man

ual

•w

ork

shee

tm

od

ule

5:ad

voca

cy t

arge

ts 5

.1

WO

RK

SH

EE

T

5.1

Targ

ets

and

influ

enti

als

Targ

et

Mai

n de

cisio

n-m

aker

s,sh

ould

be

indi

vidu

als

not

orga

nisa

tions

Influ

enti

als

Tho

se w

ho c

an in

fluen

ce t

he

deci

sion-

mak

ers

and

the

likel

y fo

rm o

f the

ir in

fluen

ce

Inte

rest

of

targ

et in

re

lati

on

to

ad

voca

cy a

nd

w

hat

yo

u w

ant

them

to

d

o t

o b

rin

g ab

ou

t ch

ange

s

Pow

er o

f ta

rget

to

brin

g ab

out

chan

geH

igh/

Med

ium

/Low

Will

of

targ

et

to m

ake

chan

ge h

appe

nSt

rong

/Med

ium

/Wea

k

For

each

ob

ject

ive

85F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le5:

advo

cacy

tar

gets

5.2

Mo

du

le 5

:S

essi

on

5.2

Adv

ocac

y ta

rget

s:In

fluen

cing

tar

gets

Ob

ject

ives

:

•Pa

rtic

ipan

ts u

nder

stan

d th

eir

advo

cacy

tar

gets

and

sele

ct t

he b

est

way

to

influ

ence

the

m

Ou

tpu

ts:

•D

iagr

am o

f the

bes

t w

ays

to a

ppro

ach

advo

cacy

tar

gets

Tim

e n

eed

ed:1

00 -

120

min

ute

s

Su

pp

ort

ing

mat

eria

l:

1.Po

wer

poin

t pr

esen

tatio

n 5.

2

2.Pa

rtic

ipan

t’s M

anua

l,Se

ssio

n 5.

2

- Ex

erci

se 5

.2A

:Wha

t do

the

y kn

ow a

nd c

are

abou

t?

- C

ase

stor

y:U

sing

diff

eren

t ta

ctic

s fo

rdi

ffere

nt t

arge

ts in

Nep

al

3.W

orks

heet

5.2

:Wha

t do

the

y kn

ow a

nd c

are

abou

t?

4.Pr

epar

ed fl

ip c

hart

s:O

bjec

tives

and

ses

sion

over

view

;que

stio

ns fo

r di

scus

sion

in e

xerc

ises

5.Fl

ip c

hart

pap

er a

nd p

ens

Ses

sio

n o

verv

iew

:

1.Ex

erci

se:d

iscu

ss,f

rom

exp

erie

nce,

diffe

rent

way

s of

influ

enci

ng t

arge

ts

2.D

iscu

ss t

he r

oles

of y

our

targ

ets,

and

wha

t w

ill in

fluen

ce t

hem

3.Pr

esen

tatio

n on

sel

ectin

g ap

proa

ches

and

tact

ics

for

targ

ets

4.Ex

erci

se t

o dr

aw a

dia

gram

of t

he d

iffer

ent

tact

ics

that

cou

ld b

e us

ed t

o in

fluen

ce y

our

mai

n ta

rget

Co

mm

ent

If yo

u ar

e sh

ort

of t

ime

this

ses

sion

can

be

com

bine

d w

ith 5

.1 a

s fo

llow

s:

1.St

art

with

pre

sent

atio

n (c

ombi

ning

Po

wer

Poin

ts 5

.1 a

nd 5

.2)

2.C

arry

out

sta

keho

lder

ana

lysi

s (p

art

2 of

5.1

)

3.D

iscu

ss e

xper

ienc

es o

f inf

luen

cing

peo

ple

(par

t 1

of 5

.2)

4.Pl

an h

ow t

o in

fluen

ce y

our

targ

ets

(par

t 4

of 5

.2)

Emph

asis

e th

e im

port

ance

of c

ontin

uous

lyga

ther

ing

info

rmat

ion

abou

t th

e pe

ople

you

are

tryi

ng t

o in

fluen

ce,a

nd w

hat

sort

of t

actic

s w

ork

best

with

diff

eren

t de

cisi

on-m

aker

s.R

emem

ber,

advo

cacy

is a

long

-ter

m p

roce

ss a

nd y

our

know

ledg

e an

d re

latio

nshi

ps d

evel

op o

ver

time.

86F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le5:

advo

cacy

tar

gets

5.2

4.E

xper

imen

tin

g /

Pla

nn

ing

Part

icip

ants

wor

k in

gro

ups:

they

sho

uld

choo

se o

ne a

dvoc

acy

obje

ctiv

e to

:

1.Se

lect

one

of t

heir

mai

n ta

rget

s fo

r th

atob

ject

ive.

2.D

iscu

ss t

he b

est

way

to

appr

oach

the

m,

both

dir

ectly

and

thr

ough

the

irin

fluen

tials

.

3.O

n a

flip

char

t dr

aw a

dia

gram

of t

hepa

thw

ays

of in

fluen

ce t

o sh

ow h

ow t

hey

plan

to

influ

ence

the

tar

get.

If re

leva

ntth

ey c

an s

umm

aris

e w

hen

the

diffe

rent

tact

ics

shou

ld b

e us

ed,a

t w

hich

sta

ges

ofth

e de

cisi

on-m

akin

g pr

oces

s an

d ad

d to

the

timel

ine

deve

lope

d in

mod

ule

4.

45 -

60

min

utes

4.Pa

rtic

ipan

ts d

ispl

ay t

heir

dia

gram

s an

ddi

scus

s in

ple

nary

.

15 m

inut

es

1.E

xper

ien

ce

In p

lena

ry,t

he fa

cilit

ator

,(or

a p

artic

ipan

tw

ith r

elev

ant

expe

rien

ce),

desc

ribe

s so

me

exam

ples

of t

actic

s an

d ap

proa

ches

tha

tha

ve in

fluen

ced

diffe

rent

dec

isio

n-m

aker

s in

your

cou

ntry

in t

he p

ast.

If no

-one

has

rel

evan

t ex

peri

ence

,the

n us

ea

case

stu

dy fr

om t

he P

artic

ipan

t’s M

anua

l.

5 -

10 m

inut

es

3.T

heo

ry/P

rin

cip

les

Faci

litat

or p

rese

nts

pow

erpo

int

5.2,

emph

asisi

ng t

he fo

llow

ing:

Con

stan

tly b

uild

,nur

ture

and

exp

and

rela

tions

hips

.

Kno

w y

our

targ

ets

and

thei

r in

tere

sts

–pe

rson

al,p

oliti

cal,

back

grou

nd.

Wor

k in

diff

eren

t w

ays

and

use

diffe

rent

appr

oach

es:c

olla

bora

ting,

conf

ront

ing,

pers

uadi

ng.

5 m

inut

es

2.O

bse

rvat

ion

/Ref

lect

ion

Part

icip

ants

wor

k in

sm

all g

roup

s to

:

1.C

onsi

der

the

role

s of

the

mai

n ta

rget

sth

ey h

ave

iden

tifie

d:as

ele

cted

offi

cial

s,bu

reau

crat

s,co

mm

unity

lead

ers,

priv

ate

sect

or w

orke

rs a

nd in

divi

dual

s.

2.C

ompl

ete

Wor

kshe

et 5

.2:W

hat

they

know

and

car

e ab

out.

3.D

iscu

ss:w

hat

will

mak

e ta

rget

s ch

ange

and

influ

ence

the

ir d

ecis

ions

?

30 m

inut

es

87F

acili

tato

r’s

man

ual

•p

ower

po

ints

mo

du

le5:

advo

cacy

tar

gets

5.2

88F

acili

tato

r’s

man

ual

•w

ork

shee

tm

od

ule

5:ad

voca

cy t

arge

ts 5

.2

WO

RK

SH

EE

T

5.2

Wh

at d

o t

hey

kn

ow a

nd

car

e ab

ou

t?

Au

die

nce

,i.e

.,ta

rget

s an

din

fluen

tial

sW

hat

do

es t

he

aud

ien

ce k

now

abo

ut

the

issu

e?W

hat

do

es t

he

aud

ien

ce b

elie

ve?

Wh

at is

th

eir

atti

tud

e?W

hat

do

es t

he

aud

ien

ce c

are

abo

ut

(eve

n if

it is

un

rela

ted

to

you

r is

sue)

?

89F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le6:

mak

ing

the

case

6.1

Mo

du

le 6

:S

essi

on

6.1

Mak

ing

the

case

:Dev

elop

ing

mes

sage

s fo

r ad

voca

cy

Ob

ject

ive:

•Pa

rtic

ipan

ts c

an fr

ame

advo

cacy

mes

sage

s in

a w

ayth

at is

mos

t pe

rsua

sive

to

thei

r au

dien

ce

Ou

tpu

ts:

•C

ore

mes

sage

and

one

-min

ute

mes

sage

for

your

advo

cacy

issu

e

•A

tab

le s

how

ing

how

to

tailo

r yo

ur m

essa

ge fo

rdi

ffere

nt a

udie

nces

Tim

e n

eed

ed:7

5 -

145

min

ute

s

Su

pp

ort

ing

mat

eria

l:

1.Po

wer

poin

t pr

esen

tatio

n 6.

1

2.Pa

rtic

ipan

t’s M

anua

l:Se

ssio

n 6.

1

- C

ase

stor

ies:

Tailo

ring

the

mes

sage

on

phys

ical

and

hum

iliat

ing

puni

shm

ent

inA

fgha

nist

an;U

sing

the

rig

ht la

ngua

ge t

o ge

t th

e m

essa

ge a

cros

s in

Col

ombi

a

3.W

orks

heet

6.1

A:M

essa

ge d

evel

opm

ent

Opt

iona

l:W

orks

heet

6.1

B:S

umm

ary

of

mai

n co

nsid

erat

ions

for

each

of y

our

advo

cacy

aud

ienc

es

4.Pr

epar

ed fl

ip c

hart

s:Se

ssio

n ob

ject

ive

and

over

view

5.Fl

ip c

hart

pap

er a

nd p

ens

Ses

sio

n o

verv

iew

:

1.Pr

esen

tatio

n on

the

pur

pose

of a

dvoc

acy

com

mun

icat

ion

and

how

to

cons

truc

t an

advo

cacy

mes

sage

2.Ex

erci

se t

o cr

eate

a c

ore

mes

sage

for

your

advo

cacy

str

ateg

y

3.Pr

esen

t a

one-

min

ute

mes

sage

to

a sp

ecifi

cau

dien

ce

4.R

efle

ctio

n on

the

rol

e-pl

ay e

xerc

ise

to s

how

how

the

mes

sage

s co

uld

be im

prov

ed

Co

mm

ent

Faci

litat

or s

houl

d pr

epar

e fo

r th

is s

essi

on b

yth

inki

ng w

hich

diff

eren

t au

dien

ces

wou

ld b

esu

itabl

e fo

r th

e ex

erci

se in

par

t 3.

Part

3 m

ay b

edo

ne in

pos

ter

form

at a

s su

gges

ted

in t

he le

sson

plan

,or

it m

ay a

lso

be a

dapt

ed a

nd d

one

in a

role

-pla

y fo

rmat

,with

par

ticip

ants

pre

sent

ing

thei

r on

e-m

inut

e m

essa

ges

to t

heir

tar

get

audi

ence

in a

fict

itiou

s sc

enar

io (

e.g.

a on

e-m

inut

ech

ance

enc

ount

er in

an

elev

ator

).T

his

help

spa

rtic

ipan

ts t

o pr

actic

e de

liver

ing

mes

sage

s in

real

istic

situ

atio

ns –

on

the

spot

,in

shor

tam

ount

s of

tim

e,w

hen

targ

ets

are

perh

aps

dist

ract

ed.

If th

e le

sson

nee

ds t

o be

sho

rter

,ask

par

ticip

ants

to c

reat

e a

one-

min

ute

mes

sage

in p

art

2,an

d as

kth

em t

o w

ork

on t

he c

ore

mes

sage

out

side

the

wor

ksho

p.Yo

u co

uld

also

ski

p th

e la

st a

ctiv

ity in

part

4,a

nd s

ugge

st t

hat

part

icip

ants

dev

elop

Wor

kshe

et 6

.2 la

ter.

90F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le6:

mak

ing

the

case

6.1

4.O

bse

rvat

ion

/Ref

lect

ion

Part

icip

ants

dis

cuss

in p

lena

ry h

ow t

hem

essa

ge n

eeds

to

chan

ge fo

r di

ffere

ntau

dien

ces

(pol

itici

ans,

tech

nica

l exp

erts

,do

nors

etc

.).

15 m

inut

es

Opt

iona

l:G

roup

wor

k:ea

ch g

roup

sel

ects

one

audi

ence

and

com

plet

es W

orks

heet

6.1

B to

est

ablis

h ho

w t

o ad

apt

the

core

mes

sage

for

the

sele

cted

aud

ienc

e.

45 m

inut

es

1.T

heo

ry/P

rin

cip

les

Faci

litat

or p

rese

nts

pow

erpo

int

6.1,

emph

asisi

ng t

he fo

llow

ing:

The

pur

pose

of a

dvoc

acy

com

mun

icat

ion

is t

o in

form

,to

pers

uade

,and

to

mov

e to

act

ion.

To h

elp

com

mun

icat

e yo

ur m

essa

ge y

ouca

n de

velo

p a

posi

tion

pape

r,a

core

mes

sage

,and

a o

ne-m

inut

e m

essa

ge.

You

then

nee

d to

fram

e yo

ur m

essa

ges

for

diffe

rent

aud

ienc

es,c

hoos

e m

esse

nger

sw

ho a

re t

rust

ed b

y th

e au

dien

ce,a

nd u

seth

e m

ost

appr

opri

ate

chan

nel.

Wor

k w

ith c

hild

ren

so t

hey

can

deve

lop

thei

r ow

n m

essa

ges.

10 m

inut

es

3.E

xper

ien

ce

Exer

cise

:Fac

ilita

tor

assi

gns

each

gro

up t

o a

diffe

rent

aud

ienc

e (e

g,a

polit

icia

n,te

chni

cal

expe

rts,

dono

rs,s

tude

nt a

ctiv

ists

,gro

up

of c

hild

ren)

.The

gro

ups

have

20

min

utes

to

cre

ate

a on

e-m

inut

e m

essa

ge fo

r th

at a

udie

nce.

Dra

w a

pos

ter

to il

lust

rate

th

e m

essa

ge.

20 -

30

min

utes

Each

gro

up t

hen

pres

ents

the

ir p

oste

r an

dre

ads

out

thei

r on

e-m

inut

e m

essa

ge t

o th

e pl

enar

y,w

ho s

houl

d pr

eten

d to

be

the

inte

nded

aud

ienc

e,an

d pr

ovid

e fe

edba

ck a

ccor

ding

ly.

5 m

inut

es fo

r ea

ch g

roup

2.E

xper

imen

tin

g /

Pla

nn

ing

Part

icip

ants

wor

k in

gro

ups,

for

each

advo

cacy

obj

ectiv

e:

1.C

reat

e a

mes

sage

usi

ng

Wor

kshe

et 6

.1 A

.You

may

ada

pt t

his

mes

sage

for

diffe

rent

aud

ienc

es

20 -

30

min

utes

2.Pr

esen

t th

e m

essa

ges

to p

lena

ry,w

ithpa

rtic

ipan

ts g

ivin

g ea

ch o

ther

feed

back

.

5 -

10 m

inut

es p

er g

roup

91F

acili

tato

r’s

man

ual

•p

ower

po

ints

mo

du

le6:

mak

ing

the

case

6.1

92F

acili

tato

r’s

man

ual

•p

ower

po

ints

mo

du

le6:

mak

ing

the

case

6.1

93F

acili

tato

r’s

man

ual

•p

ower

po

ints

mo

du

le6:

mak

ing

the

case

6.1

94F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le6:

mak

ing

the

case

6.1

WO

RK

SH

EE

T

6.1A

Mes

sage

dev

elo

pm

ent

Mes

sage

co

nte

nt

Sta

tem

ent

(Cen

tral

idea

of t

he m

essa

ge;m

ay c

onta

in

a br

ief s

umm

ary

of t

he p

robl

em,y

our

solu

tion

and

why

cha

nge

is im

port

ant)

Evi

den

ce(T

o su

ppor

t th

e st

atem

ent,

may

be

fact

s an

d fig

ures

)

Exa

mp

le(O

ften

add

s a

hum

an fa

ce t

hat

supp

orts

yo

ur s

tate

men

t)

Act

ion

Des

ired

(Wha

t yo

u w

ant

your

tar

get

audi

ence

to

do)

Mes

sage

Del

iver

y(F

orm

at(s

) m

ost

likel

y to

rea

ch y

our

targ

et a

udie

nce)

Mes

sen

gers

(Who

will

the

tar

get

audi

ence

res

pond

to

and

find

cre

dibl

e?)

Tim

e an

d P

lace

fo

r D

eliv

ery

Targ

et a

ud

ien

ce

95F

acili

tato

r’s

man

ual

•w

ork

shee

tm

od

ule

6:m

akin

g th

e ca

se 6

.1

WO

RK

SH

EE

T

6.1B

Su

mm

ary

of

mai

n c

on

sid

erat

ion

s fo

r ea

ch o

f yo

ur

advo

cacy

au

die

nce

s

Dec

isio

n-m

aker

sN

atio

nal

Reg

iona

lD

istr

ict

Do

no

rsM

ultil

ater

al a

genc

ies

Bila

tera

l age

ncie

s

Jou

rnal

ists

Rep

orte

rsEd

itors

Econ

omic

s re

port

ers

Civ

il so

ciet

y gr

ou

ps

CSO

sTr

ade

unio

nsG

rass

root

s gr

oups

etc

.

Issu

e-re

leva

nt

pra

ctit

ion

ers

Indi

vidu

al

prof

essi

onal

sTr

ade

asso

ciat

ions

etc

.

Gen

eral

pu

blic

Op

inio

n le

ader

sR

elig

ious

lead

ers

Trad

ition

al lo

cal l

eade

rs

Au

die

nce

Au

die

nce

co

nce

rns

inre

lati

on

to

issu

eM

essa

ge c

on

ten

tN

otes

on

lang

uage

and

prot

ocol

sui

tabl

efo

rau

dien

ce

So

urc

e/ m

esse

nge

rm

ost

tru

sted

by

aud

ien

ce

Form

at m

ost

like

ly t

ore

ach

au

die

nce

96F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le6:

mak

ing

the

case

6.2

Mo

du

le 6

:S

essi

on

6.2

Mak

ing

the

case

:Lob

byin

g

Ob

ject

ive:

•Pa

rtic

ipan

ts u

nder

stan

d w

hat

is in

volv

ed in

the

dir

ect

lobb

ying

of d

ecis

ion-

mak

ers

Ou

tpu

ts:

•Li

st o

f who

to

lobb

y fo

r yo

ur a

dvoc

acy

stra

tegy

•Le

sson

s fr

om t

he e

xper

ienc

e of

lobb

ying

rol

e-pl

ay

Tim

e n

eed

ed:1

20 m

inu

tes

Su

pp

ort

ing

mat

eria

l:

1.Po

wer

poin

t pr

esen

tatio

n 6.

2

2.Pa

rtic

ipan

t’s M

anua

l,Se

ssio

n 6.

2

- Ex

erci

se 6

.2:L

obby

ing

role

-pla

y

3.Pr

epar

ed fl

ip c

hart

s:Se

ssio

n ob

ject

ive

and

over

view

Ses

sio

n o

verv

iew

:

1.Pr

esen

tatio

n:w

hat

is lo

bbyi

ng,t

ips

for

succ

essf

ul lo

bbyi

ng

2.Ex

erci

se:p

lan

who

to

lobb

y,pr

epar

e fo

r on

e of

the

lobb

ying

vis

its

3.R

ole-

play

:in

pair

s,pr

actic

e yo

ur lo

bbyi

ng v

isit

4.R

efle

ct o

n th

e ex

peri

ence

,dis

cuss

wha

t yo

u ha

ve le

arnt

and

ref

ine

your

list

of w

ho t

o lo

bby

Co

mm

ent

Faci

litat

or s

houl

d pr

epar

e fo

r th

is s

essi

on b

y th

inki

ng a

bout

the

diff

eren

tpo

ssib

le p

oliti

cian

s as

exa

mpl

es fo

r th

e lo

bbyi

ng e

xerc

ise.

Con

side

r lo

cal

cust

oms

and

proc

edur

es fo

r m

eetin

g w

ith a

pol

icy-

mak

er.

Prep

are

an a

rea

of t

he r

oom

for

the

role

-pla

y ex

erci

se.F

or e

xam

ple,

you

may

arra

nge

a ta

ble

and

chai

rs t

o be

like

a m

inis

ter’s

offi

ce.I

nclu

de a

ny p

rops

tha

tm

ight

mak

e it

mor

e re

alis

tic.

Faci

litat

ors

shou

ld v

isit

the

diffe

rent

gro

ups

duri

ng t

he r

ole-

play

exe

rcis

e,an

dsh

are

feed

back

com

men

ts in

par

t 4.

97F

acili

tato

r’s

man

ual

•se

ssio

n p

lan

mo

du

le6:

mak

ing

the

case

6.2

4.O

bse

rvat

ion

/Ref

lect

ion

Part

icip

ants

dis

cuss

the

exp

erie

nce

in p

lena

ry:

•H

ow d

id it

feel

to

be t

he p

oliti

cian

?

•W

hat

wor

ked

wel

l in

the

lobb

ying

,wha

tw

as e

ffect

ive?

•W

hat

did

not

wor

k w

ell,

wha

t di

d no

tco

me

acro

ss c

lear

ly?

•H

ow c

ould

it h

ave

been

impr

oved

?

•W

hat

othe

r le

sson

s ca

n pa

rtic

ipan

tssh

are

from

the

ir o

wn

lobb

ying

expe

rien

ces?

20 m

inut

es

•Pa

rtic

ipan

ts c

oncl

ude

by r

efin

ing

thei

rlis

t of

who

to

lobb

y an

d th

e pr

epar

atio

nre

quir

ed.

20 m

inut

es

1.T

heo

ry/P

rin

cip

les

Faci

litat

or p

rese

nts

pow

erpo

int

6.2,

emph

asisi

ng t

he fo

llow

ing:

Lobb

ying

dec

isio

n-m

aker

s is

an

impo

rtan

tta

ctic

in y

our

advo

cacy

wor

k.

Oth

er a

ctiv

ities

hel

p in

crea

se lo

bbyi

ngim

pact

by

mak

ing

your

issu

e a

prio

rity

with

publ

ic a

nd p

oliti

cal s

uppo

rt.

Try

lobb

ying

firs

t –

you

may

be

succ

essf

ul –

no n

eed

for

a pu

blic

cam

paig

n.

You

need

to

prep

are

for

your

vis

it,an

dfo

llow

sim

ple

tips

for

good

lobb

ying

cond

uct.

10 m

inut

es

3.E

xper

ien

ce

Rol

e-pl

ay e

xerc

ise:

Each

gro

up o

fpa

rtic

ipan

ts s

elec

ts o

ne p

erso

n to

be

the

polit

icia

n,th

e re

st o

f the

gro

up a

re t

hede

lega

tion

of lo

bbyi

sts.

Lobb

yist

s de

cide

who

spe

aks

first

,and

who

mak

es w

hich

poi

nt,b

ased

on

thei

r pr

epar

edm

essa

ge

Polit

icia

n th

inks

abo

ut h

is/h

er r

ole

and

prep

ares

a r

eact

ion

base

d on

the

list

of

prio

ritie

s an

d qu

estio

ns fr

om e

xper

ienc

e or

the

lobb

ying

exe

rcis

e in

the

han

dout

.

10 m

inut

es

Car

ry o

ut a

rol

e-pl

ay o

f the

vis

it,w

ith t

helo

bbyi

sts

tryi

ng t

o ge

t th

e m

essa

ge a

cros

s,an

d th

e po

litic

ian

resp

ondi

ng a

ccor

ding

to

thei

r po

sitio

n an

d pr

iori

ties.

15 m

inut

es

2.E

xper

imen

tin

g /

Pla

nn

ing

Part

icip

ants

wor

k in

gro

ups,

for

thei

rad

voca

cy is

sues

:

•Pl

an w

ho,a

nd w

hen

to lo

bby.

15 m

inut

es

•Pr

epar

e on

e vi

sit

base

d on

the

lobb

ying

tips

in M

odul

e 6.

2

•U

sing

the

mes

sage

you

dev

elop

ed in

sess

ion

6.1,

prep

are

wha

t yo

u w

ill s

aydu

ring

the

lobb

ying

vis

it.

•If

you

are

doin

g th

is e

xerc

ise

but

have

not

done

ses

sion

6.1

,use

the

sam

ple

mes

sage

in t

he lo

bbyi

ng e

xerc

ise

inSe

ssio

n 6.

2.

30 m

inut

es

98F

acili

tato

r’s

man

ual

•p

ower

po

ints

mo

du

le6:

mak

ing

the

case

6.2

99F

acili

tato

r’s

man

ual

•p

ower

po

ints

mo

du

le6:

mak

ing

the

case

6.2

100

Fac

ilita

tor’

s m

anu

al •

sess

ion

pla

nm

od

ule

6:m

akin

g th

e ca

se 6

.3

Mo

du

le 6

:S

essi

on

6.3

Mak

ing

the

case

:Wor

king

with

the

med

ia

Ob

ject

ive:

•Pa

rtic

ipan

ts u

nder

stan

d w

hen

and

how

to

use

the

med

ia t

o ge

t th

eir

mes

sage

acr

oss

to t

he p

ublic

Ou

tpu

ts:

•Le

sson

s fr

om e

xper

ienc

e of

con

duct

ing

a m

edia

inte

rvie

w

Tim

e n

eed

ed:7

0 -

90 m

inu

tes

Su

pp

ort

ing

mat

eria

l:

1.Po

wer

poin

t pr

esen

tatio

n 6.

3

2.Pa

rtic

ipan

t’s M

anua

l,Se

ssio

n 6.

3

- Ex

erci

se 6

.3:M

edia

rol

e pl

ay

- C

ase

stor

y:U

sing

med

ia t

o ra

ise

awar

enes

sof

chi

ldre

n’s

righ

ts in

Col

ombi

a

3.Pr

epar

ed fl

ip c

hart

s:Se

ssio

n ob

ject

ive

and

over

view

4.Fl

ip c

hart

pap

er a

nd p

ens

5.(O

ptio

nal)

Film

ing

equi

pmen

t

Ses

sio

n o

verv

iew

:

1.Pr

esen

tatio

n:ho

w t

o us

e th

e m

edia

for

advo

cacy

2.Ex

erci

se:p

repa

re fo

r a

med

ia in

terv

iew

bas

edon

you

r m

essa

ges

and

evid

ence

3.R

ole-

play

:in

pair

s,pr

actic

e yo

ur m

edia

inte

rvie

w

4.R

efle

ct o

n th

e ex

peri

ence

,dis

cuss

wha

t yo

uha

ve le

arnt

and

how

to

do b

ette

r ne

xt t

ime

Co

mm

ent

Faci

litat

or s

houl

d pr

epar

e fo

r th

is s

essi

on b

yth

inki

ng a

bout

the

diff

eren

t au

dien

ces

for

the

exer

cise

.

Faci

litat

or s

houl

d pr

epar

e a

spac

e in

the

roo

m

for

a m

edia

inte

rvie

w.I

f pos

sibl

e,fil

m it

(w

hich

will

req

uire

adv

ance

pre

para

tion

for

equi

pmen

t).

Ask

som

eone

to

act

as in

terv

iew

er in

adv

ance

,us

ing

the

note

s in

the

Par

ticip

ant’s

Man

ual

to p

repa

re.

If yo

u ne

ed t

o sh

orte

n th

e se

ssio

n,ju

st c

arry

out

step

s 2,

3 an

d 4.

101

Fac

ilita

tor’

s m

anu

al •

sess

ion

pla

nm

od

ule

6:m

akin

g th

e ca

se 6

.3

4.O

bse

rvat

ion

/Ref

lect

ion

Part

icip

ants

dis

cuss

the

exp

erie

nce

in p

lena

ry:

•W

hat

was

effe

ctiv

e ab

out

the

inte

rvie

ws?

•W

hat

did

not

com

e ac

ross

cle

arly

?

•H

ow c

ould

it h

ave

been

impr

oved

?

20 m

inut

es

1.T

heo

ry/P

rin

cip

les

Faci

litat

or p

rese

nts

pow

erpo

int

6.3,

emph

asisi

ng t

he fo

llow

ing:

You

can

use

the

med

ia t

o ge

t yo

urad

voca

cy m

essa

ge a

cros

s to

the

pub

lic,a

ndto

rai

se t

he p

rofil

e of

you

r or

gani

satio

n.

You

may

use

the

med

ia fo

r ad

voca

cy in

are

activ

e w

ay,w

hen

the

med

ia a

ppro

ach

you

for

an in

terv

iew

,or

in a

pro

activ

e w

ay t

oge

t yo

ur m

essa

ge a

cros

s.Pr

epar

atio

n is

the

key

to s

ucce

ss w

ith t

he m

edia

.

Be p

repa

red

to b

e m

isqu

oted

.

10 m

inut

es

3.E

xper

ien

ce

Faci

litat

or o

rgan

ises

rol

e-pl

ay in

gro

ups.

Part

icip

ants

sel

ect

two

peop

le t

o do

the

role

-pla

y w

hile

oth

ers

wat

ch (

if po

ssib

le,

repe

at w

ith a

dditi

onal

pai

rs):

•In

terv

iew

er r

eads

the

sug

gest

edqu

estio

ns in

med

ia e

xerc

ise

in m

odul

e6.

3 an

d co

nduc

ts t

he in

terv

iew

.

•In

terv

iew

ee r

espo

nds

to t

he q

uest

ions

whi

le t

ryin

g to

get

his

/her

mes

sage

acro

ss.

Part

icip

ants

in t

he a

udie

nce

wat

ch

the

inte

rvie

w a

nd k

eep

scor

e of

how

m

any

times

the

res

pons

e w

as ‘o

n m

essa

ge’,

and

how

man

y tim

es t

he r

espo

nse

was

‘off

mes

sage

.’

Part

icip

ants

feed

the

sco

res

back

to

inte

rvie

wee

s af

ter

each

inte

rvie

w.

10 -

20

min

utes

2.E

xper

imen

tin

g /

Pla

nn

ing

In g

roup

s,pa

rtic

ipan

ts u

se t

heir

ow

nad

voca

cy m

essa

ge,o

r th

e ca

se

stor

y pr

ovid

ed in

the

rol

e-pl

ay e

xerc

ise

for

lobb

ying

:

Prep

are

for

a T

V in

terv

iew

.U

se y

our

core

mes

sage

to

deci

de w

hat

poin

ts y

ou w

ant

toge

t ac

ross

and

pre

pare

som

e so

undb

ites.

Gat

her

(or

mak

e up

) so

me

key

fact

s an

dst

atis

tics.

Prep

are

som

e st

orie

s ab

out

child

ren

toill

ustr

ate

your

poi

nts.

30 m

inut

es

102

Fac

ilita

tor’

s m

anu

al •

pow

erp

oin

tsm

od

ule

6:m

akin

g th

e ca

se 6

.3

103

Fac

ilita

tor’

s m

anu

al •

pow

erp

oin

tsm

od

ule

6:m

akin

g th

e ca

se 6

.3

104

Fac

ilita

tor’

s m

anu

al •

sess

ion

pla

nm

od

ule

7:b

uild

ing

add

ed s

tren

gth

7.1

Mo

du

le 7

:S

essi

on

7.1

Build

ing

adde

d st

reng

th:W

orki

ng w

ith a

llian

ces

Ob

ject

ives

:

• Pa

rtic

ipan

ts u

nder

stan

d th

e di

ffere

nt t

ypes

of

allia

nces

and

whe

n th

ey a

re u

sefu

l

• Pa

rtic

ipan

ts u

nder

stan

d th

e m

ain

issu

es t

o co

nsid

erin

join

ing

or fo

rmin

g co

aliti

ons

and

man

agin

g th

epr

oces

s

Ou

tpu

ts:

•Ta

ble

of p

oten

tial a

llian

ces

to s

uppo

rt y

our

advo

cacy

issu

e

•Li

st o

f key

act

ion

poin

ts t

o bu

ild a

goo

d w

orki

ngal

lianc

e

Tim

e n

eed

ed:1

05 -

120

min

ute

s

Su

pp

ort

ing

mat

eria

l:

1.Po

wer

poin

t pr

esen

tatio

n 7.

1

2.Pa

rtic

ipan

t’s M

anua

l,Se

ssio

n 7.

1

- C

ase

stor

ies:

Wor

king

with

par

tner

s to

dev

elop

a le

gal f

ram

ewor

k fo

r m

icro

finan

ce in

Vie

tnam

;Int

erna

tiona

l Sav

e th

e C

hild

ren

Alli

ance

w

orki

ng t

oget

her

to in

fluen

ce t

he U

N R

egio

nal C

onsu

ltatio

n on

V

iole

nce

agai

nst

Chi

ldre

n

3.W

orks

heet

7.1

:Alli

es a

nd p

artn

ers

4.Pr

epar

ed fl

ip c

hart

s:Se

ssio

n ob

ject

ives

and

ove

rvie

w

5.Fl

ip c

hart

pap

er a

nd p

ens

Ses

sio

n o

verv

iew

:

1.D

iscu

ss e

xper

ienc

es o

f wor

king

with

diff

eren

t al

lianc

es

2.D

iscu

ss le

sson

s le

arnt

and

agr

ee h

ow t

o en

sure

pro

pose

d al

lianc

es

are

succ

essf

ul

3.Pr

esen

tatio

n on

the

ory

of w

orki

ng w

ith a

llies

4.Ex

erci

se t

o id

entif

y po

tent

ial a

llies

and

typ

e of

rel

atio

nshi

p w

ith e

ach

one

Co

mm

ent

If yo

u ne

ed t

o sh

orte

n th

e se

ssio

n,le

ave

out

the

seco

nd p

art

of t

he e

xerc

ise

in s

tep

4.

105

Fac

ilita

tor’

s m

anu

al •

sess

ion

pla

nm

od

ule

7:b

uild

ing

add

ed s

tren

gth

7.1

4.E

xper

imen

tin

g /

Pla

nn

ing

Part

icip

ants

wor

k in

gro

ups.

The

faci

litat

orgi

ves

inst

ruct

ions

(an

d ca

n w

rite

the

m u

pon

a fl

ip c

hart

):

Brai

nsto

rm p

oten

tial a

llies

for

each

advo

cacy

issu

e.T

hink

wid

ely

and

beyo

ndth

e on

es y

ou a

lrea

dy w

ork

with

.You

can

alw

ays

narr

ow t

hem

dow

n la

ter.

Use

the

crite

ria

in M

odul

e 7

to h

elp

iden

tify

allie

san

d op

pone

nts,

if re

quir

ed.

10 m

inut

es

Cre

ate

a ta

ble

of p

oten

tial a

llies

and

typ

esof

alli

ance

s (u

se W

orks

heet

7.1

).In

clud

eno

tes

on p

ossi

ble

risk

s an

d co

mpr

omis

esof

wor

king

with

the

alli

es.

30 m

inut

es

Opt

iona

l:fo

r on

e of

the

alli

ance

s lis

t ke

yac

tion

poin

ts t

o la

y th

e fo

unda

tion

for

good

alli

ance

wor

k.

20 m

inut

es

Deb

rief

to

the

plen

ary

(or

wri

te o

n fli

pch

arts

and

cre

ate

a pi

ctur

e ga

llery

to

save

tim

e).

10 -

15

min

utes

1.E

xper

ien

ce

Wor

k in

ple

nary

:par

ticip

ants

dis

cuss

the

irex

peri

ence

s of

wor

king

with

alli

ance

s in

th

e pa

st.

•W

hat

wen

t w

ell,

and

did

wor

king

with

othe

rs m

ake

you

mor

e ef

fect

ive?

•W

hat

diffi

culti

es d

id y

ou e

ncou

nter

wor

king

with

oth

ers?

Did

it d

etra

ct fr

omyo

ur e

ffort

s?

•W

hy?

20 m

inut

es

3.T

heo

ry/P

rin

cip

les

Faci

litat

or p

rese

nts

pow

erpo

int

7.1,

emph

asisi

ng t

he fo

llow

ing:

Alli

ance

s ar

e es

sent

ial t

o ad

d st

reng

th t

oyo

ur a

dvoc

acy.

Diff

eren

t ty

pes

of a

llian

ces

are

suite

d fo

rdi

ffere

nt p

urpo

ses.

Build

ing

loca

l cap

acity

for

advo

cacy

ises

sent

ial f

or a

dded

str

engt

h an

dsu

stai

nabi

lity.

Use

the

Inte

rnat

iona

l Sav

e th

e C

hild

ren

Alli

ance

for

advo

cacy

.

5 m

inut

es

2.O

bse

rvat

ion

/Ref

lect

ion

1.Ba

sed

on p

art

1,di

scus

sion

of

expe

rien

ces,

part

icip

ants

dis

cuss

less

ons

lear

nt in

ter

ms

of w

orki

ng w

ith s

peci

ficgr

oups

or

type

s of

alli

ance

s.

Faci

litat

or w

rite

s up

mai

n po

ints

rai

sed

ona

flip

char

t

15 m

inut

es

106

Fac

ilita

tor’

s m

anu

al •

pow

erp

oin

tsm

od

ule

7:b

uild

ing

add

ed s

tren

gth

7.1

107

Fac

ilita

tor’

s m

anu

al •

wo

rksh

eet

mo

du

le7:

bu

ildin

g ad

ded

str

engt

h 7

.1

WO

RK

SH

EE

T

7.1

Alli

es a

nd

par

tner

s

1. 2. 3.AL

LY/P

AR

TN

ER

Iden

tify

the

key

(the

top

1-3

) in

divi

dual

s,or

gani

satio

ns o

r co

aliti

ons

you

can

wor

k w

ithto

be

mor

e ef

fect

ive

in a

chie

ving

you

r go

al

Val

ue

of

co-o

per

atio

n

Wha

t is

the

valu

e of

wor

king

with

them

?

Po

siti

on

on

issu

eW

hat

is th

eir

posit

ion

in r

elat

ion

toth

e ad

voca

cy is

sue

(is it

the

sam

e as

your

s? Is

it d

iffer

ent,

and

if so

,how

)?

Tact

ics

for

colla

bo

rati

on

How

can

we

succ

essf

ully

col

labo

rate

with

eac

h al

ly/p

artn

er?

108

Fac

ilita

tor’

s m

anu

al •

sess

ion

pla

nm

od

ule

7:b

uild

ing

add

ed s

tren

gth

7.2

Mo

du

le 7

:S

essi

on

7.2

Build

ing

adde

d st

reng

th:M

obili

sing

the

pub

lic

Ob

ject

ive:

• To

kno

w w

hen

it is

use

ful t

o m

obili

se t

he p

ublic

and

wha

t is

req

uire

d

Ou

tpu

ts:

•Li

st o

f ris

ks a

nd b

enef

its o

f pub

lic c

ampa

igni

ng

•Li

st o

f whi

ch s

ecto

rs o

f the

pub

lic y

ou w

ant

to m

obili

se

•D

raft

of a

cam

paig

n pl

an:l

ist

of r

elev

ant

cam

paig

ning

activ

ities

,and

out

line

of r

esou

rces

req

uire

d

Tim

e n

eed

ed:9

0 -

120

min

ute

s

Su

pp

ort

ing

mat

eria

l:

1.Po

wer

poin

t pr

esen

tatio

n 7.

2

2.Pa

rtic

ipan

t’s M

anua

l,Se

ssio

n 7.

2

- C

ase

stor

ies:

Cap

s an

d no

tes

take

n to

the

nat

ion’

s ca

pita

l;M

ass

mob

ilisa

tion

for

Educ

atio

n fo

r A

ll in

the

DR

C;B

uild

ing

publ

ic s

uppo

rt fo

red

ucat

iona

l ref

orm

in M

ongo

lia

3.Pr

epar

ed fl

ip c

hart

s:Se

ssio

n ob

ject

ives

and

ove

rvie

w,d

iscu

ssio

n qu

estio

nsfo

r pa

rt 2

,ins

truc

tions

for

part

4

4.Fl

ip c

hart

pap

er a

nd p

ens

Ses

sio

n o

verv

iew

:

1.Ex

ampl

es o

f cam

paig

ns t

o m

obili

se t

he p

ublic

,wha

t th

ey a

chie

ved

and

how

it

was

don

e

2.D

iscu

ss b

enef

its a

nd r

isks

of m

obili

sing

the

pub

lic t

o pu

t pr

essu

re o

nde

cisi

on-m

aker

s

3.Pr

esen

tatio

n on

wha

t is

invo

lved

in m

obili

sing

the

pub

lic

4.Ex

erci

se t

o co

nsid

er w

heth

er t

o m

obili

se t

he p

ublic

for

your

issu

e,ou

tline

pote

ntia

l ris

ks a

nd d

raft

cam

paig

n pl

an o

utlin

e

109

Fac

ilita

tor’

s m

anu

al •

sess

ion

pla

nm

od

ule

7:b

uild

ing

add

ed s

tren

gth

7.2

4.E

xper

imen

tin

g /

Pla

nn

ing

Part

icip

ants

wor

k in

gro

ups.

Faci

litat

orgi

ves

them

the

follo

win

g in

stru

ctio

ns:

1.O

utlin

e th

e be

nefit

s an

d ri

sks

ofm

obili

sing

the

pub

lic fo

r yo

ur a

dvoc

acy

issu

e. 5 -

10 m

inut

es

2.W

hich

mem

bers

of t

he p

ublic

are

you

tryi

ng t

o re

ach?

How

can

you

rea

chth

em?

10 -

20

min

utes

3.D

iscu

ss p

ossi

ble

cam

paig

n ac

tiviti

es(r

efer

to

the

list

of T

ools

for

gett

ing

publ

ic s

uppo

rt in

Ses

sion

7 .2

for

idea

s).

Sele

ct a

ctiv

ities

tha

t ar

e ap

prop

riat

e fo

ryo

ur c

onte

xt,a

nd o

utlin

e th

e re

sour

ces

need

ed.W

rite

the

se u

p on

a fl

ip c

hart

.

30 -

45

min

utes

Dis

play

the

flip

cha

rts,

and

part

icip

ants

wal

k ar

ound

the

roo

m lo

okin

g at

the

diffe

rent

pla

ns.P

artic

ipan

ts r

etur

n to

plen

ary

to d

iscu

ssan

d gi

ve fe

edba

ck t

o th

edi

ffere

nt g

roup

s.

15 m

inut

es

1.E

xper

ien

ce

In p

lena

ry,f

acili

tato

r an

d/or

par

ticip

ants

pres

ent

2-3

shor

t in

spir

ing

exam

ples

of

cam

paig

ns t

o m

obili

se t

he p

ublic

.If p

ossi

ble

use

part

icip

ants

’ ow

n ex

peri

ence

(no

t ju

stSa

ve t

he C

hild

ren

but

any

othe

r re

leva

ntex

peri

ence

).A

sk t

hem

in a

dvan

ce t

opr

epar

e a

thre

e-m

inut

e pr

esen

tatio

n.If

not,

use

the

case

sto

ries

in P

artic

ipan

t’sM

anua

l.T

he p

rese

ntat

ion

shou

ld s

impl

you

tline

wha

t w

as a

chie

ved

and

how

it

was

don

e.

15 m

inut

es

3.T

heo

ry/P

rin

cip

les

Faci

litat

or p

rese

nts

pow

erpo

int

7.3,

emph

asisi

ng t

he fo

llow

ing:

Mob

ilisi

ng t

he p

ublic

can

hel

p ad

voca

cy,b

utno

t in

all

case

s.

The

re a

re b

enef

its a

nd r

isks

invo

lved

.

Who

are

‘the

pub

lic’?

Def

ine

spec

ific

grou

ps o

r co

nstit

uenc

ies.

A g

ood

cam

paig

n re

quir

es c

o-or

dina

tion

and

reso

urce

s.

10 m

inut

es

2.O

bse

rvat

ion

/Ref

lect

ion

Part

icip

ants

dis

cuss

in p

lena

ry:

•H

ow d

oes

mob

ilisi

ng t

he p

ublic

hel

p pu

tpr

essu

re o

n a

deci

sion

-mak

er?

•W

hat

wer

e th

e ri

sks?

•W

hat

reso

urce

s w

ere

requ

ired

?

20 m

inut

es

110

Fac

ilita

tor’

s m

anu

al •

pow

erp

oin

tsm

od

ule

7:b

uild

ing

add

ed s

tren

gth

7.2

111

Fac

ilita

tor’

s m

anu

al •

sess

ion

pla

nm

od

ule

7:b

uild

ing

add

ed s

tren

gth

7.3

Mo

du

le 7

:S

essi

on

7.3

Build

ing

adde

d st

reng

th:E

ngag

ing

with

the

pri

vate

sec

tor

Ob

ject

ive:

•Pa

rtic

ipan

ts u

nder

stan

d th

e ri

sks

and

pote

ntia

lbe

nefit

s of

eng

agin

g w

ith t

he p

riva

te s

ecto

r to

achi

eve

advo

cacy

obj

ectiv

es

Ou

tpu

ts:

•Li

st o

f pos

sibl

e pr

ivat

e se

ctor

alli

es a

nd t

arge

ts

•Li

sts

of b

enef

its a

nd r

isks

of w

orki

ng w

ith t

hem

•Po

ssib

le p

oint

s of

influ

ence

for

sele

cted

pri

vate

sect

or a

llies

and

tar

gets

Tim

e n

eed

ed:9

0 -

120

min

ute

s

Su

pp

ort

ing

mat

eria

l:

1.Po

wer

poin

t pr

esen

tatio

n 7.

3

2.Pa

rtic

ipan

t’s M

anua

l,Se

ssio

n 7.

3

- C

ase

stor

y:A

dvoc

atin

g to

elim

inat

e th

e w

orst

form

s of

chi

ld la

bour

in

the

cho

cola

te in

dust

ry

3.W

orks

heet

7.3

:Pri

vate

sec

tor

play

ers

4.Pr

epar

ed fl

ip c

hart

s:se

ssio

n ob

ject

ive

and

over

view

,dis

cuss

ion

ques

tions

in

par

t 2

and

part

4

Ses

sio

n o

verv

iew

:

1.Pr

esen

tatio

n on

ben

efits

and

ris

ks o

f eng

agin

g w

ith t

he p

riva

te s

ecto

r in

adv

ocac

y

2.Ex

erci

se:i

dent

ify p

ossi

ble

priv

ate

sect

or t

arge

ts o

r pa

rtne

rs in

rel

atio

n to

you

r ad

voca

cy is

sue

3.Sh

are

expe

rien

ces

of d

iffer

ent

way

s of

wor

king

to

influ

ence

pri

vate

se

ctor

pra

ctic

e

4.D

iscu

ss w

hat

wou

ld b

e th

e be

st a

ppro

ach

in y

our

cont

ext

Co

mm

ent

If yo

u ne

ed t

o sh

orte

n th

e se

ssio

n,ju

st c

arry

out

ste

ps 2

and

4,u

sing

the

pow

erpo

int

pres

enta

tion

and

hand

outs

as

back

grou

nd t

o in

form

the

dis

cuss

ion.

112

Fac

ilita

tor’

s m

anu

al •

sess

ion

pla

nm

od

ule

7:b

uild

ing

add

ed s

tren

gth

7.3

4.O

bse

rvat

ion

/Ref

lect

ion

In p

lena

ry,p

artic

ipan

ts d

iscu

ss t

he fo

llow

ing

in r

elat

ion

to t

heir

adv

ocac

y:

•H

ow c

an w

e be

st w

ork

with

the

pri

vate

sect

or t

o ac

hiev

e be

tter

out

com

es fo

rch

ildre

n? S

houl

d w

e w

ork

in p

artn

ersh

ipor

put

pre

ssur

e on

the

m fr

om o

utsi

de?

•W

hat

are

the

risk

s of

diff

eren

tap

proa

ches

?

•W

hat

reso

urce

s ar

e re

quir

ed?

•N

ext

step

s:w

hat

we

do n

ow t

o en

gage

with

the

pri

vate

sec

tor?

25 m

inut

es

1.T

heo

ry/P

rin

cip

les

Faci

litat

or p

rese

nts

pow

erpo

int

7.3,

emph

asisi

ng t

he fo

llow

ing:

The

pri

vate

sec

tor

can

have

a s

igni

fican

tin

fluen

ce o

n ac

hiev

ing

chan

ge fo

r ch

ildre

n.

Save

the

Chi

ldre

n ca

n w

ork

in p

artn

ersh

ipw

ith t

he p

riva

te s

ecto

r or

influ

ence

the

mfr

om t

he o

utsi

de.

The

pri

vate

sec

tor

has

an in

tere

st in

inst

itutin

g go

od p

ract

ice

– co

rpor

ate

soci

alre

spon

sibi

lity.

Whe

n w

orki

ng w

ith t

he p

riva

te s

ecto

r,ca

refu

lly a

sses

s an

y ri

sks.

The

re a

regu

idel

ines

for

this

.

15 m

inut

es

3.E

xper

ien

ce

Eith

er:i

n sm

all g

roup

s,di

scus

s an

ypa

rtic

ipan

ts’ e

xper

ienc

es o

f wor

king

to

impr

ove

the

prac

tice

of t

he p

riva

te s

ecto

r,es

peci

ally

any

exp

erie

nce

with

the

com

pani

es y

ou h

ave

iden

tifie

d in

the

prev

ious

exe

rcis

e.

Or:

the

faci

litat

or p

rese

nts

the

coco

a ca

sest

udy

in P

artic

ipan

t’s M

anua

l ses

sion

7.3

to

show

wha

t ha

s be

en a

chie

ved

and

how

itw

as d

one.

20 m

inut

es

2.E

xper

imen

tin

g /

Pla

nn

ing

In g

roup

s,pa

rtic

ipan

ts d

iscu

ss:

1.W

hich

pri

vate

sec

tor

play

ers

are

pote

ntia

l alli

es o

r ta

rget

s?

2.W

hat

is t

heir

inte

rest

in r

elat

ion

to t

his

issu

e? 10 m

inut

es

Gro

ups

sele

ct o

ne k

ey p

riva

te s

ecto

r pl

ayer

and

disc

uss

the

follo

win

g:

•W

hat

stre

ngth

s w

ould

a p

artic

ular

com

pany

bri

ng t

o a

pote

ntia

l alli

ance

?

•W

hat

wou

ld b

e th

e ri

sks

of a

n al

lianc

ew

ith t

his

com

pany

?

Use

Wor

kshe

et 7

.3 t

o su

mm

aris

e yo

urfin

ding

s.

20 m

inut

es

If yo

u ha

ve t

ime,

also

dis

cuss

•W

hat

are

the

poin

ts o

f inf

luen

ce t

och

ange

cor

pora

te p

ract

ice

(cus

tom

ers,

shar

ehol

ders

,em

ploy

ees,

polic

y-m

aker

s,et

c.)?

•W

hat

leve

rage

mig

ht y

ou h

ave

on e

ach

of t

hese

influ

ence

poi

nts?

30 m

inut

es

113

Fac

ilita

tor’

s m

anu

al •

pow

erp

oin

tsm

od

ule

7:b

uild

ing

add

ed s

tren

gth

7.3

114

Fac

ilita

tor’

s m

anu

al •

pow

erp

oin

tsm

od

ule

7:b

uild

ing

add

ed s

tren

gth

7.3

115

Fac

ilita

tor’

s m

anu

al •

wo

rksh

eet

mo

du

le7:

bu

ildin

g ad

ded

str

engt

h 7

.3

WO

RK

SH

EE

T

7.3

Pri

vate

sec

tor

pla

yers

Wha

t is

the

ir in

tere

st in

rel

atio

n to

you

r ad

voca

cy is

sue?

Wha

t st

reng

ths

wou

ld t

hey

brin

g to

a p

oten

tial a

dvoc

acy

allia

nce?

Wha

t w

ould

be

the

risk

s of

an

allia

nce

with

thi

s co

mpa

ny?

Wha

t ar

e th

e po

ints

of i

nflu

ence

w

hen

seek

ing

to c

hang

e co

rpor

ate

prac

tice

(cus

tom

ers,

shar

ehol

ders

,em

ploy

ees,

polic

y-m

aker

s,et

c.)?

Wha

t le

vera

ge m

ight

you

hav

e on

ea

ch o

f the

se in

fluen

ce p

oint

s?

Po

ten

tial

alli

es o

r o

pp

on

ents

in t

he

pri

vate

sec

tor

Co

mp

any

AC

om

pan

y B

Co

mp

any

C

116

Fac

ilita

tor’

s m

anu

al •

sess

ion

pla

nm

od

ule

8:ac

tio

n p

lan

nin

g 8.

1

Mo

du

le 8

:S

essi

on

8.1

Act

ion

plan

ning

Ob

ject

ive:

•Pa

rtic

ipan

ts d

evel

op a

n ac

tion

plan

for

advo

cacy

and

unde

rsta

nd n

ext

step

s fo

r im

plem

entin

g it

Ou

tpu

ts:

• A

n ad

voca

cy a

ctio

n pl

an

Tim

e n

eed

ed:1

20 -

155

min

ute

s

Su

pp

ort

ing

mat

eria

l:

1.Po

wer

poin

t pr

esen

tatio

n 8

2.Pa

rtic

ipan

t’s M

anua

l,Se

ssio

n 8.

1

3.T

imel

ine

prod

uced

in s

essi

on 4

.2 (

ifpa

rtic

ipan

ts h

ave

done

ses

sion

4.2

),or

inst

ruct

ions

for

exer

cise

4.2

if t

hey

have

not

don

e it

yet

4.W

orks

heet

8.1

:Act

ion

plan

5.Pr

epar

ed fl

ip c

hart

s:Se

ssio

n ob

ject

ive

and

over

view

,dis

cuss

ion

ques

tions

for

part

4

6.Fl

ip c

hart

pap

er a

nd p

ens

Ses

sio

n o

verv

iew

:

1.Pr

esen

tatio

n on

pla

nnin

g ad

voca

cy a

ctiv

ities

2.Ex

erci

se:d

raw

up

a tim

elin

e of

adv

ocac

yac

tiviti

es a

nd d

raft

an

actio

n pl

an o

f who

will

do w

hat,

and

whe

n.D

iscu

ss w

hat

plan

ning

isre

quir

ed

3.Pr

esen

t ac

tion

plan

and

rec

eive

feed

back

4.D

iscu

ss p

lann

ing

pitf

alls

and

ref

ine

plan

Co

mm

ent

If yo

u ha

ve d

one

sess

ion

4.2,

part

icip

ants

will

hav

eal

read

y dr

afte

d a

timel

ine

for

thei

r ad

voca

cy p

lan

base

d on

dec

isio

n-m

akin

g pr

oces

ses,

and

iden

tifie

d ad

voca

cy o

ppor

tuni

ties

with

in t

hat

timel

ine.

You

can

cont

inue

to

wor

k on

thi

stim

elin

e du

ring

thi

s se

ssio

n an

d yo

u sh

ould

enco

urag

e pa

rtic

ipan

ts t

o re

call

the

advo

cacy

oppo

rtun

ities

the

y id

entif

ied

in s

essi

on 4

.2 a

s th

eba

sis

of t

heir

act

ion

plan

.If

you

have

not

cov

ered

sess

ion

4.2,

you

may

wis

h to

dra

w u

p a

timel

ine

(bas

ed o

n se

ssio

n 4.

2) b

efor

e m

ovin

g on

to

the

actio

n pl

an.

Thi

s is

oft

en t

he t

ime

whe

n pa

rtic

ipan

ts b

ring

all

the

elem

ents

the

y ha

ve w

orke

d on

dur

ing

the

wor

ksho

p in

to o

ne c

oher

ent

plan

.T

here

fore

,pa

rt 2

esp

ecia

lly,m

ay t

ake

mor

e tim

e th

anal

lott

ed fo

r he

re,d

epen

ding

on

how

far

part

icip

ants

hav

e go

t in

all

of t

he o

ther

ses

sion

s.Be

fore

thi

s se

ssio

n,as

sess

how

muc

h tim

e yo

uth

ink

part

icip

ants

will

nee

d an

d pl

an a

ccor

ding

ly.

You

mig

ht a

lso

deci

de t

o co

nduc

t th

is s

essi

on a

tth

e ve

ry e

nd o

f the

wor

ksho

p,af

ter

Mod

ules

9an

d 10

,so

that

you

can

acc

ount

for

mon

itori

ngan

d ev

alua

tion

and

mob

isin

g re

sour

ces

in y

our

actio

n pl

an.

If yo

u do

the

act

ion

plan

bef

ore

Mod

ules

9 a

nd 1

0,m

ake

sure

to

com

e ba

ck t

oyo

ur a

ctio

n pl

an la

ter

to a

dd t

he a

dditi

onal

com

pone

nts

from

Mod

ules

9 a

nd 1

0.

117

Fac

ilita

tor’

s m

anu

al •

sess

ion

pla

nm

od

ule

8:ac

tio

n p

lan

nin

g 8.

1

4.O

bse

rvat

ion

/Ref

lect

ion

Part

icip

ants

dis

cuss

in p

lena

ry:

1.D

o th

e pl

ans

brin

g to

geth

er d

iffer

ent

stra

nds

of a

dvoc

acy?

(Fo

r ex

ampl

e,re

sear

ch,c

reat

ing

allia

nces

,mob

ilisi

ng t

hepu

blic

,med

ia w

ork,

lobb

ying

)

2.W

hat

are

the

spec

ific

pitf

alls

of p

lann

ing?

(For

exa

mpl

e,se

ttin

g un

real

istic

timef

ram

e,re

sour

ces,

peop

le’s

time,

insu

ffici

ent

deta

il in

the

pla

n)

15 m

inut

es

Go

back

into

gro

ups

to m

ake

any

chan

ges

to t

he a

ctio

n pl

ans

as a

res

ult

of t

hese

disc

ussi

ons.

15 m

inut

es

1.T

heo

ry/P

rin

cip

les

Faci

litat

or p

rese

nts

Pow

erpo

int

8.1,

emph

asisi

ng t

he fo

llow

ing:

Your

act

ion

plan

sho

uld

be b

ased

on

the

anal

ysis

car

ried

out

in p

revi

ous

sess

ions

.

Mak

e a

timel

ine

of t

he d

ecis

ion-

mak

ing

proc

ess

with

adv

ocac

y op

port

uniti

es,a

ndno

te w

hich

the

key

tar

gets

are

at

diffe

rent

stag

es.

Plan

adv

ocac

y ac

tiviti

es in

pha

ses,

to m

ake

sure

you

are

rea

dy t

o m

ake

the

mos

t of

the

oppo

rtun

ities

.

Stay

flex

ible

and

opp

ortu

nist

ic w

ithin

you

rpl

an! 10

min

utes

3.E

xper

ien

ce

Gro

ups

pres

ent

thei

r pl

ans

to t

he p

lena

ryan

d re

ceiv

e fe

edba

ck.

10 -

15

min

utes

2.E

xper

imen

tin

g /

Pla

nn

ing

1.In

gro

ups,

part

icip

ants

rev

iew

the

advo

cacy

tim

elin

e th

ey d

rew

up

inse

ssio

n 4.

2.If

they

hav

e no

t al

read

y do

neit,

part

icip

ants

sho

uld

draw

one

now

usin

g in

stru

ctio

ns fo

r ex

erci

se 4

.2.S

how

:

•st

ages

in t

he d

ecis

ion-

mak

ing

proc

ess

•re

leva

nt s

ocia

l or

polit

ical

eve

nts

over

th

e de

cisi

on-

mak

ing

peri

od, i

nter

natio

nal

even

ts o

r re

port

ing

proc

esse

s

•w

hat

activ

ities

wou

ld b

e m

ost

suita

ble,

and

whe

n

10 m

inut

es t

o re

view

exi

stin

g tim

elin

eor 30

min

utes

to

deve

lop

a ne

w o

ne

2.D

evel

op a

n ac

tion

plan

bas

ed o

n th

etim

elin

e,sh

owin

g w

hat

outp

uts

are

need

ed a

nd w

hen,

wha

t ac

tiviti

es a

rene

eded

to

prod

uce

thos

e ou

tput

s,an

dw

ho s

houl

d le

ad.(

1 ho

ur).

Use

Wor

kshe

et 8

.1,a

nd c

heck

aga

inst

the

“que

stio

ns t

o co

nsid

er”

from

the

pres

enta

tion.

70 -

100

min

utes

118

Fac

ilita

tor’

s m

anu

al •

pow

erp

oin

tsm

od

ule

8:ac

tio

n p

lan

nin

g 8.

1

119

Fac

ilita

tor’

s m

anu

al •

pow

erp

oin

tsm

od

ule

8:ac

tio

n p

lan

nin

g 8.

1

120

Fac

ilita

tor’

s m

anu

al •

wo

rksh

eet

mo

du

le8:

acti

on

pla

nn

ing

8.1

WO

RK

SH

EE

T

8.1

Act

ion

pla

n

Ou

tpu

tA

ctiv

itie

s

Wh

at d

o w

e n

eed

to

do

?B

y w

hen

?W

ho

will

do

it?

Wh

at r

eso

urc

es a

ren

eed

ed?

121

Fac

ilita

tor’

s m

anu

al •

sess

ion

pla

nm

od

ule

9:m

on

ito

rin

g an

d e

valu

atin

g ad

voca

cy 9

.1

Mo

du

le 9

:S

essi

on

9.1

Mon

itori

ng a

nd e

valu

atin

g ad

voca

cy:P

ract

ical

way

s of

mon

itori

ng a

dvoc

acy

Ob

ject

ive:

•Pa

rtic

ipan

ts u

nder

stan

d ho

w t

o in

corp

orat

e pr

actic

alm

onito

ring

into

the

adv

ocac

y pl

an

Ou

tpu

ts:

•M

onito

ring

fram

ewor

k sh

owin

g w

ho w

ill m

onito

r th

ead

voca

cy p

roce

ss,h

ow a

nd w

hen

Tim

e n

eed

ed:6

0 m

inu

tes

Su

pp

ort

ing

mat

eria

l:

1.Po

wer

Poin

t pr

esen

tatio

n 9.

1

2.Pa

rtic

ipan

t’s M

anua

l,Se

ssio

n 9.

1

- C

ase

stor

y:In

fluen

cing

the

Wor

ld B

ank’

s nu

triti

on p

olic

y

- Wor

kshe

et 9

.1:M

onito

ring

the

adv

ocac

y pr

oces

s

3.Pr

epar

ed fl

ip c

hart

on

sess

ion

obje

ctiv

e an

d ov

ervi

ew

4.Fl

ip c

hart

pap

er a

nd p

ens

Ses

sio

n o

verv

iew

:

1.Ex

ampl

e of

mon

itori

ng a

dvoc

acy

2.Ex

erci

se:d

iscu

ss w

ho n

eeds

to

know

wha

t fr

om m

onito

ring

adv

ocac

y

3.Pr

esen

tatio

n:m

onito

ring

the

adv

ocac

y pr

oces

s

4.Ex

erci

se:a

dapt

and

cus

tom

ise

the

mon

itori

ng fr

amew

ork

for

your

ad

voca

cy s

trat

egy

Co

mm

ent

Faci

litat

or s

houl

d en

cour

age

part

icip

ants

to

take

a c

omm

on s

ense

app

roac

h to

mon

itori

ng,t

o fo

cus

on k

eepi

ng t

rack

of w

hat

they

will

find

use

ful.

122

Fac

ilita

tor’

s m

anu

al •

sess

ion

pla

nm

od

ule

9:m

on

ito

rin

g an

d e

valu

atin

g ad

voca

cy 9

.1

4.E

xper

imen

tin

g /

Pla

nn

ing

Part

icip

ants

wor

k in

gro

ups

to a

dapt

and

cust

omis

e th

e m

onito

ring

fram

ewor

k(W

orks

heet

9.1

) to

pro

vide

reg

ular

fe

edba

ck a

nd c

o-or

dina

tion

in t

he

advo

cacy

act

ion

plan

.

•Pa

rtic

ipan

ts d

iscu

ss w

hich

mon

itori

ngto

ols

they

will

use

.

20 m

inut

es

1.E

xper

ien

ce

Faci

litat

or p

rese

nts

an e

xam

ple

ofm

onito

ring

adv

ocac

y ac

tiviti

es,e

mph

asis

ing

why

it w

as d

one,

and

wha

t m

etho

ds

wer

e us

ed.

If an

y pa

rtic

ipan

ts h

ave

expe

rien

ce o

fm

onito

ring

the

ir a

dvoc

acy

they

can

m

ake

a sh

ort

pres

enta

tion.

Oth

erw

ise

pres

ent

the

case

stu

dy in

ses

sion

9.1

on

mon

itori

ng a

dvoc

acy

on t

he W

orld

Ban

knu

triti

on p

olic

y.

10 m

inut

es

3.T

heo

ry/P

rin

cip

les

Faci

litat

or p

rese

nts

pow

erpo

int

9.1,

emph

asisi

ng t

he fo

llow

ing:

Mon

itori

ng is

ess

entia

l to

resp

ond

toun

pred

icta

ble

chan

ges

– ta

ke a

dvan

tage

of

oppo

rtun

ities

.

Mon

itori

ng s

houl

d be

sim

ple,

timel

y,ac

cess

ible

,bas

ed o

n a

sim

ple

mon

itori

ngfr

amew

ork.

You

need

to

resp

ond

to w

hat

you

lear

n.

You

need

to

mon

itor

both

the

adv

ocac

ypr

oces

san

d its

res

ults

– p

rogr

ess

tow

ards

achi

evin

g lo

nger

-ter

m c

hang

e.

10 m

inut

es

2.O

bse

rvat

ion

/Ref

lect

ion

Part

icip

ants

dis

cuss

in s

mal

l gro

ups,

and

then

sha

re in

ple

nary

:

• W

ho n

eeds

to

mon

itor

wha

t on

are

gula

r ba

sis

in a

dvoc

acy?

Faci

litat

or w

rite

s up

the

mai

n po

ints

on

afli

p ch

art.

Gro

up t

hem

und

er t

wo

head

ings

:

1.T

he a

dvoc

acy

proc

ess

– ke

epin

g tr

ack

ofyo

ur a

ctiv

ities

.

2.T

he r

esul

ts o

f the

adv

ocac

y w

ork

– si

gns

that

you

are

mak

ing

prog

ress

tow

ards

achi

evin

g yo

ur o

bjec

tives

.

20 m

inut

es

123

Fac

ilita

tor’

s m

anu

al •

pow

erp

oin

tsm

od

ule

9:m

on

ito

rin

g an

d e

valu

atin

g ad

voca

cy 9

.1

124

Fac

ilita

tor’

s m

anu

al •

pow

erp

oin

tsm

od

ule

9:m

on

ito

rin

g an

d e

valu

atin

g ad

voca

cy 9

.1

125

Fac

ilita

tor’

s m

anu

al •

wo

rksh

eet

mo

du

le9:

mo

nit

ori

ng

and

eva

luat

ing

advo

cacy

9.1

WO

RK

SH

EE

T

9.1

Mo

nit

ori

ng

the

advo

cacy

pro

cess

Inte

rnal

Ext

ern

al

Wo

rk w

ith

oth

ers

Pro

gres

s to

war

ds

ach

ievi

ng

ob

ject

ives

Wh

at a

re y

ou

mo

nit

ori

ng?

How

will

it b

e d

on

e?W

hen

will

it b

e d

on

e?W

ho

will

mak

e it

hap

pen

? Wh

o w

illre

cord

it?

126

Fac

ilita

tor’

s m

anu

al •

sess

ion

pla

nm

od

ule

9:m

on

ito

rin

g an

d e

valu

atin

g ad

voca

cy 9

.2

Mo

du

le 9

:S

essi

on

9.2

Mon

itori

ng a

nd e

valu

atin

g ad

voca

cy:E

valu

atin

g th

e ou

tcom

es o

f adv

ocac

y

Ob

ject

ives

:

•Pa

rtic

ipan

ts u

nder

stan

d th

e di

ffere

nt t

ypes

of i

mpa

ctth

at c

an b

e ac

hiev

ed b

y ad

voca

cy,i

nclu

ding

unin

tent

iona

l im

pact

•Pa

rtic

ipan

ts u

nder

stan

d di

ffere

nt t

ypes

of e

valu

atio

nfo

r di

ffere

nt p

urpo

ses

Ou

tpu

ts:

•In

term

edia

te m

ilest

ones

and

indi

cato

rs t

o he

lp a

sses

spr

ogre

ss t

owar

ds a

chie

ving

obj

ectiv

es

•M

etho

ds t

o m

easu

re in

dica

tors

Tim

e n

eed

ed:9

0 -

120

min

ute

s

Su

pp

ort

ing

mat

eria

l:

1.Po

wer

poin

t pr

esen

tatio

n 9.

2

2.Pa

rtic

ipan

t’s M

anua

l,se

ssio

n 9.

2

- C

ase

Stor

y:In

fluen

cing

the

Wor

ld’ B

ank’

s nu

triti

on p

olic

y (s

essi

on 9

.1)

- Ex

ampl

e:U

sing

the

5 d

imen

sion

s of

cha

nge

to e

valu

ate

the

impa

ct o

fad

voca

cy t

o in

trod

uce

min

ority

bas

ic e

duca

tion

in t

he Y

unna

n Pr

ovin

ce o

f Chi

na

3.W

orks

heet

9.2

A:M

onito

ring

and

eva

luat

ing

advo

cacy

and

9.2

B:A

sses

sing

advo

cacy

impa

ct in

dim

ensi

ons

of c

hang

e

4.Pr

epar

ed fl

ip c

hart

s:Se

ssio

n ob

ject

ives

and

ove

rvie

w,d

iscu

ssio

n qu

estio

nsfo

r pa

rt 2

5.Fl

ip c

hart

pap

er a

nd p

ens

Ses

sio

n o

verv

iew

:

1.Ex

ampl

e of

eva

luat

ing

advo

cacy

2.Ex

erci

se:d

iscu

ss h

ow y

ou c

ould

ass

ess

the

impa

ct o

f you

r ad

voca

cy

3.Pr

esen

tatio

n:ev

alua

ting

advo

cacy

4.Ex

erci

se:d

evel

op m

ilest

ones

and

indi

cato

rs t

o he

lp e

valu

ate

your

ad

voca

cy s

trat

egy

Co

mm

ent

If yo

u ne

ed t

o sh

orte

n th

is s

essi

on o

nly

do s

teps

3 a

nd 4

.

127

Fac

ilita

tor’

s m

anu

al •

sess

ion

pla

nm

od

ule

9:m

on

ito

rin

g an

d e

valu

atin

g ad

voca

cy 9

.2

4.E

xper

imen

tin

g /

Pla

nn

ing

Part

icip

ants

wor

k in

gro

ups.

Faci

litat

or g

ives

the

follo

win

g in

stru

ctio

ns:

1.D

evel

op s

ome

inte

rmed

iate

mile

ston

es a

ndin

dica

tors

to

help

you

ass

ess

your

pro

gres

sto

war

ds a

chie

ving

you

r ad

voca

cy o

bjec

tives

.U

se W

orks

heet

9.2

A.

Dis

cuss

wha

t m

etho

ds y

ou w

ould

use

to

colle

ctin

form

atio

n ab

out

the

indi

cato

rs y

ou h

ave

chos

en.

45 m

inut

es

and/

or

(opt

iona

l act

ivity

)

2.In

gro

ups:

disc

uss

whi

ch d

imen

sions

of

chan

gew

ould

be

rele

vant

for

your

adv

ocac

y st

rate

gy.

Iden

tify

earl

y an

d in

term

edia

te o

utco

mes

and

long

-ter

m im

pact

in t

he d

iffer

ent

dim

ensi

ons.

Am

end

and

use

Wor

kshe

ets

9.2B

.

30 m

inut

es

3.Br

iefly

pre

sent

wor

k to

the

ple

nary

,and

dis

cuss

.Yo

u ca

n pr

esen

t th

e w

ork

on fl

ip c

hart

s an

dpa

rtic

ipan

ts c

an w

alk

arou

nd t

o lo

ok a

t th

ech

arts

bef

ore

com

ing

toge

ther

to

disc

uss

in p

lena

ry.

15 m

inut

es

1.E

xper

ien

ce

In p

lena

ry,p

rese

nt a

n ex

ampl

e of

an

advo

cacy

eva

luat

ion.

If no

par

ticip

ants

ha

ve r

elev

ant

expe

rien

ce,p

rese

nt t

he c

ase

stud

y of

the

eva

luat

ion

of t

he S

ave

the

Chi

ldre

n ad

voca

cy o

n th

e W

orld

Ban

knu

triti

on p

olic

y.

10 m

inut

es

3.T

heo

ry/P

rin

cip

les

Faci

litat

or p

rese

nts

pow

erpo

int

9.2,

emph

asisi

ng t

he

follo

win

g:

You

need

to

keep

tra

ck o

f lon

g-te

rm a

ndsh

ort-

term

out

com

es.

Use

mile

ston

es a

nd in

dica

tors

to

asse

spr

ogre

ss,a

nd u

se fr

amew

orks

for

look

ing

at im

pact

in d

iffer

ent

dim

ensi

ons.

Eval

uatio

n sh

ould

als

o lo

ok fo

r un

inte

nded

impa

cts.

The

re a

re d

iffer

ent

type

s of

eva

luat

ion,

depe

ndin

g on

wha

t it

is fo

r –

exte

rnal

or

sel

f-as

sess

men

t.

15 m

inut

es

2.O

bse

rvat

ion

/Ref

lect

ion

In p

lena

ry,p

artic

ipan

ts d

iscu

ss t

he fo

llow

ing

ques

tions

:

•H

ow w

ould

you

kno

w if

you

r ad

voca

cyst

rate

gy h

as b

een

effe

ctiv

e? W

hat

chan

ges

(or

outc

omes

) w

ould

you

expe

ct t

o se

e?

•W

hat

long

-ter

m c

hang

es o

r ou

tcom

esw

ould

you

exp

ect

to s

ee?

•H

ow c

ould

you

ass

ess

the

long

-ter

mim

pact

of a

dvoc

acy?

Faci

litat

or t

o w

rite

mai

n po

ints

rai

sed

on a

flip

char

t.

20 m

inut

es

128

Fac

ilita

tor’

s m

anu

al •

pow

erp

oin

tsm

od

ule

9:m

on

ito

rin

g an

d e

valu

atin

g ad

voca

cy 9

.2

129

Fac

ilita

tor’

s m

anu

al •

pow

erp

oin

tsm

od

ule

9:m

on

ito

rin

g an

d e

valu

atin

g ad

voca

cy 9

.2

130

Fac

ilita

tor’

s m

anu

al •

wo

rksh

eet

mo

du

le9:

mo

nit

ori

ng

and

eva

luat

ing

advo

cacy

9.2

WO

RK

SH

EE

T

9.2A

Mo

nit

ori

ng

and

eva

luat

ing

advo

cacy

Ad

voca

cy a

ctiv

itie

sO

utp

uts

Ind

icat

ors

of

sho

rt-t

erm

an

d in

term

edia

te o

utc

om

esIn

dic

ato

rs o

f lo

ng-

term

o

utc

om

es a

nd

imp

act

131

Fac

ilita

tor’

s m

anu

al •

wo

rksh

eet

mo

du

le9:

mo

nit

ori

ng

and

eva

luat

ing

advo

cacy

9.2

WO

RK

SH

EE

T

9.2B

Ass

essi

ng

advo

cacy

imp

act

in d

imen

sio

ns

of

chan

ge

Dim

ensi

on

s o

f ch

ange

Ear

ly o

utc

om

esIn

term

edia

te im

pac

tL

on

g-te

rm im

pac

t

132

Fac

ilita

tor’

s m

anu

al •

sess

ion

pla

nm

od

ule

10:m

ob

ilisi

ng

reso

urc

es

10

Mo

du

le 1

0:S

essi

on

10

Mob

ilisi

ng r

esou

rces

Ob

ject

ive:

•Pa

rtic

ipan

ts u

nder

stan

d w

hat

reso

urce

s ar

e re

quir

edfo

r ad

voca

cy,a

nd h

ow t

o ac

cess

the

m

Ou

tpu

ts:

•Es

timat

e of

res

ourc

es r

equi

red

for

plan

•Id

entif

y so

urce

s of

mon

ey a

nd r

esou

rces

Tim

e n

eed

ed:9

0 m

inu

tes

Su

pp

ort

ing

mat

eria

l:

1.Po

wer

poin

t pr

esen

tatio

n 10

2.Pa

rtic

ipan

t’s M

anua

l,M

odul

e 10

- Ex

ampl

e:Sa

mpl

e bu

dget

for

advo

cacy

3.Pr

epar

ed fl

ip c

hart

s:Se

ssio

n ob

ject

ive

and

over

view

4.Fl

ip c

hart

pap

er a

nd p

ens

Ses

sio

n o

verv

iew

:

1.Ex

erci

se:i

dent

ify r

esou

rces

req

uire

d fo

r yo

ur a

dvoc

acy

plan

2.Ex

erci

se:d

iscu

ss a

dvan

tage

s an

d di

sadv

anta

ges

of d

iffer

ent

sour

ces

3.Pr

esen

tatio

n:ad

voca

cy b

udge

ts,f

undi

ng p

ropo

sals

,com

bini

ng r

esou

rces

thro

ugh

allia

nces

4.Ex

erci

se:h

ow w

ill y

ou o

btai

n tim

e an

d m

oney

for

your

adv

ocac

y w

ork?

Isyo

ur p

lan

real

istic

?

Co

mm

ent

If pa

rtic

ipan

ts h

ave

star

ted

thei

r ac

tion

plan

in S

essi

on 8

,the

y w

ill h

ave

alre

ady

star

ted

thin

king

abo

ut w

hat

reso

urce

s w

ill b

e ne

eded

for

diffe

rent

par

ts o

fth

eir

actio

n pl

an.

The

y sh

ould

dra

w o

n an

d ex

pand

upo

n th

is w

ork

here

.

133

Fac

ilita

tor’

s m

anu

al •

sess

ion

pla

nm

od

ule

10:m

ob

ilisi

ng

reso

urc

es

10

4.E

xper

imen

tin

g /

Pla

nn

ing

Exer

cise

:In

grou

ps,p

artic

ipan

ts d

iscu

ss t

hequ

estio

n:“i

s yo

ur a

ctio

n pl

an r

ealis

tic?”

•H

ow w

ill y

ou c

hang

e st

affin

g an

d w

ork

plan

s to

pro

vide

cap

acity

for

advo

cacy

?

•H

ow w

ill y

ou o

btai

n fu

ndin

g fo

r yo

urad

voca

cy w

ork?

•H

ow w

ill y

ou o

btai

n th

e ot

her

reso

urce

syo

u ne

ed?

20 m

inut

es

Gro

ups

pres

ent

thei

r co

nclu

sion

s to

the

plen

ary

for

feed

back

.The

se c

ould

be

pres

ente

d on

flip

cha

rts

and

part

icip

ants

wal

k ar

ound

to

look

at

them

bef

ore

com

ing

to d

iscu

ss t

hem

in p

lena

ry.

20 m

inut

es

1.E

xper

ien

ce

In g

roup

s:pa

rtic

ipan

ts u

se t

he a

ctiv

ities

iden

tifie

d in

the

adv

ocac

y ac

tion

plan

s,co

mpi

le a

list

of r

esou

rces

req

uire

d fo

r th

ead

voca

cy s

trat

egy.

Incl

ude

staf

f tim

e,m

oney

and

spec

ific

skill

s.

30 m

inut

es

3.T

heo

ry/P

rin

cip

les

Faci

litat

or p

rese

nts

pow

erpo

int

10,e

mph

asisi

ngth

e fo

llow

ing:

Adv

ocac

y ne

eds

to b

e fo

cuse

d to

mak

eef

fect

ive

use

of r

esou

rces

.

You

need

res

ourc

es fo

r th

e co

re a

dvoc

acy

team

and

you

r sp

ecifi

c ad

voca

cy p

lan;

thes

em

ust

be c

o-or

dina

ted

with

the

pro

gram

me

budg

et.

The

re a

re s

ome

fund

rais

ing

issu

es s

peci

ficto

adv

ocac

y,re

latin

g to

the

lega

lfr

amew

ork,

dono

rs,i

ndiv

idua

l sup

port

ers

and

the

priv

ate

sect

or.

Com

bine

res

ourc

es t

hrou

gh a

llian

ces.

10 m

inut

es

2.O

bse

rvat

ion

/Ref

lect

ion

In p

lena

ry:

•Pa

rtic

ipan

ts d

iscu

ss w

here

the

y m

ight

get

the

reso

urce

s re

quir

ed fo

r th

e ad

voca

cyw

ork.

•Pa

rtic

ipan

ts d

iscu

ss t

he a

dvan

tage

s an

ddi

sadv

anta

ges

of d

iffer

ent

sour

ces.

10 m

inut

es

134

Fac

ilita

tor’

s m

anu

al •

pow

erp

oin

tsm

od

ule

10:m

ob

ilisi

ng

reso

urc

es

10

135

Fac

ilita

tor’

s m

anu

al •

pow

erp

oin

tsm

od

ule

10:m

ob

ilisi

ng

reso

urc

es

10

136

Fac

ilita

tor’

s m

anu

al •

sess

ion

pla

nclo

sing

sess

ion

Clo

sin

g se

ssio

n

Follo

w-u

p an

d co

mm

itmen

ts

Ob

ject

ives

:

•Pa

rtic

ipan

ts k

now

how

the

y w

ill t

ake

thei

r ad

voca

cyw

ork

forw

ard

•Pa

rtic

ipan

ts c

lari

fy fu

ture

sup

port

nee

ds fo

r ad

voca

cyan

d w

here

to

find

it

•Fa

cilit

ator

s kn

ow h

ow t

o im

prov

e th

e ne

xt t

rain

ing

sess

ion

•Pa

rtic

ipan

ts a

re a

ccou

ntab

le t

o th

e gr

oup

thro

ugh

repo

rtin

g an

d fo

llow

-up

Ou

tpu

ts:

•C

ompl

eted

wor

ksho

p ev

alua

tion

form

•Pl

an fo

r ne

xt s

teps

in a

dvoc

acy

stra

tegy

•Pl

an t

o m

onito

r pr

ogre

ss a

s gr

oup

of p

artic

ipan

ts

Tim

e n

eed

ed:6

5 -

90 m

inu

tes

Su

pp

ort

ing

mat

eria

l:

1.Po

wer

poin

t pr

esen

tatio

n:Fo

llow

-up

2.W

orks

hop

eval

uatio

n fo

rm

3.Fo

llow

-up

Wor

kshe

et

Ses

sio

n o

verv

iew

:

1.Id

entif

y w

hat

you

have

lear

nt fr

om t

his

wor

ksho

p an

d ho

w t

o us

e it

2.Ex

erci

se:d

iscu

ss s

tren

gths

and

wea

knes

ses

of t

he w

orks

hop

3.Pr

esen

tatio

n:w

hat

are

the

next

ste

ps a

nd w

here

can

you

get

sup

port

?

4.Ex

erci

se:p

lan

next

ste

ps in

dev

elop

ing

and

impl

emen

ting

advo

cacy

str

ateg

y.Ev

alua

te w

orks

hop,

agre

e to

rep

ort

on p

rogr

ess

as a

res

ult

of t

he w

orks

hop

137

Fac

ilita

tor’

s m

anu

al •

sess

ion

pla

nclo

sing

sess

ion

4.E

xper

imen

tin

g /

Pla

nn

ing

1.(O

ptio

nal)

In g

roup

s or

as

one

larg

egr

oup,

part

icip

ants

pla

n fo

r th

e ne

xt

step

s –

furt

her

rese

arch

,mee

tings

or

wor

ksho

ps.P

artic

ipan

ts li

st a

ctio

n po

ints

,tim

e fr

ame

and

who

sho

uld

lead

.(U

seFo

llow

-up

Wor

kshe

et)

20 m

inut

es

2.Pa

rtic

ipan

ts in

divi

dual

ly c

ompl

ete

the

Wor

ksho

p ev

alua

tion

form

15 m

inut

es

3.A

s in

divi

dual

s w

rite

dow

n

•U

p to

thr

ee t

hing

s th

ey w

ill d

odi

ffere

ntly

as

a re

sult

of t

he w

orks

hop

•U

p to

thr

ee t

hing

s th

ey w

ill d

o as

follo

w-u

p fr

om t

he w

orks

hop

Agr

ee a

pro

cess

for

repo

rtin

g ba

ck t

o th

egr

oup

on p

rogr

ess

in t

hree

mon

ths’

tim

e.

15 m

inut

es

1.E

xper

ien

ce

Part

icip

ants

dis

cuss

the

wor

ksho

p in

sm

all

grou

ps.

Faci

litat

or a

sks

each

par

ticip

ant

to w

rite

on

card

s th

e an

swer

to

the

follo

win

g qu

estio

ns (

use

mor

e th

an o

ne

each

if n

eces

sary

):

1.H

ow w

ell d

id t

he w

orks

hop

mee

t yo

urex

pect

atio

ns?

2.W

hat

step

s w

ill y

ou n

ow t

ake

to a

dvan

ceyo

ur a

dvoc

acy

wor

k?

10 m

inut

es

3.T

heo

ry/P

rin

cip

les

Faci

litat

or p

rese

nts

pow

erpo

int

11,e

mph

asisi

ngth

e fo

llow

ing:

The

wor

ksho

p ha

s be

en a

beg

inni

ng.Y

ouno

w n

eed

to p

lan

the

next

ste

ps in

you

rad

voca

cy s

trat

egy

The

re a

re d

iffer

ent

optio

ns fo

r on

goin

gsu

ppor

t:ne

twor

ks,h

ead

offic

e,ot

her

natio

nal a

dvoc

acy

grou

ps

Eval

uate

the

wor

ksho

p to

impr

ove

furt

her

wor

ksho

ps

5 m

inut

es

2.O

bse

rvat

ion

/Ref

lect

ion

In p

lena

ry,f

acili

tato

r in

vite

s pa

rtic

ipan

ts t

opu

t al

l the

car

ds o

n a

flip

char

t,gr

oupi

ngsi

mila

r po

ints

tog

ethe

r.D

iscu

ss:

1.W

hat

wer

e th

e st

reng

ths

and

wea

knes

ses

of t

he w

orks

hop?

How

cou

ld it

be

impr

oved

?

(Gen

eral

com

men

ts a

t th

is s

tage

,fur

ther

deta

il ca

n be

giv

en in

the

eva

luat

ion)

2.W

hat

com

mitm

ents

hav

e yo

u m

ade

tost

reng

then

you

r gr

oup’

s ad

voca

cy?

3.Id

entif

y fu

rthe

r su

ppor

t yo

u w

ill n

eed

tota

ke y

our

advo

cacy

str

ateg

y fo

rwar

d.

Faci

litat

or w

rite

s up

mai

n po

ints

rai

sed

inth

e di

scus

sion

on

a fli

p ch

art.

20 m

inut

es

138

Fac

ilita

tor’

s m

anu

al •

pow

erp

oin

tsclo

sing

sess

ion

NB:Adjust the questions on this evaluation to reflect the focus and main objectivesof your workshop, and the sessions you covered.

1. Now that the training is complete, will you use the tools introduced here to planfor advocacy initiatives?

1 2 3 4no sometimes often definitely

2. Do you think you have enough knowledge to formulate goals and objectives foryour key advocacy issues?

1 2 3 4no definitely

3. Do you feel confident in your ability to develop effective messages and chooseappropriate means of communicating with policy-makers and their influentials?

1 2 3 4no definitely

4. Do you think you have been given sufficient training to develop an advocacystrategy and a monitoring and evaluation plan?

1 2 3 4

no definitely

5. What are the three things you learned that you will use in your advocacy work?

6. I would have preferred more:

7. I would have preferred less:

8. Specific advice to facilitators for future training efforts:

Workshop evaluation form Name (optional)


9. Overall this workshop was:

1 2 3 4poor fair good excellent

10. Session by evaluation

Please evaluate each session on a scale of 1 to 4,with 1 = not very clear/effective and 4 = very clear/effective

Day 1 Sessions not effective very effective

Session 1 1 2 3 4

Session 2 1 2 3 4

Etc.

Day 2 Sessions

Session 1 1 2 3 4

Etc.

11. How did you rate the venue/logistics? poor excellent

Quality of hotel 1 2 3 4

Food 1 2 3 4

Location 1 2 3 4

Logistics 1 2 3 4

12. How will you share this learning with other colleagues in your organisation?

13. What follow-up support do you need to develop and implement your advocacy plan from now on?

14. What advocacy actions will you plan or initiate?

15. Anything else you want to add?


141

Fac

ilita

tor’

s m

anu

al •

wo

rksh

eet

Follo

w-u

p W

ork

shee

t:N

ext

step

s in

dev

elo

pin

g yo

ur

advo

cacy

str

ateg

y

Act

ion

po

ints

Tim

e fr

ame

Wh

o t

o le

ad

We hope that you will use and adapt this guide and also share your feedback with usso we can continue to evolve and strengthen these materials. As you use this guide-both the Participant’s Manual and the Facilitator’s Manual – please share with us whatyou have found useful, what you would like to improve and any other comments.

1. Name:

2. What office do you work in?

3. In what context/how did you use the Advocacy Guide?

4. How useful did you find it overall? Please circle your chosen rating and explain below:

1 2 3 4 5not at all useful very useful

5. What suggestions for improvement do you have for the Advocacy Guide?

6. Has anything important been left out and should be added to future editions?

7. Is anything in the Guide unnecessary and should be cut from future editions?

8. Can you recommend other advocacy publications or resources you have founduseful and that should be referenced in the Advocacy Guide?

9. How clear did you find the Advocacy Guide format?

1 2 3 4 5not at all clear very clear

10. Other comments?

Thank you for your feedback.Please return this form to:The coordinator, campaigns and advocacy team,Save the children [email protected]

Advocacy Matters: Helping children change their worldAn International Save the Children Alliance guide to advocacy

Feedback form for the International Save the Children guide to advocacy


Advocacy Matters: Helping children change their world F · B. Develop and send pre-workshop...

Documents

Transcript of Advocacy Matters: Helping children change their world F · B. Develop and send pre-workshop...