Stakeholder participation training for the EU SOILCARE project
Transcript of Stakeholder participation training for the EU SOILCARE project
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WP3: Participation TrainingMark Reed
Liz Oughton
Steven Vella
Heleen Claringbould
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Why participation in SOILCARE?
• Pragmatic arguments
• Normative argument
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What makes participation work?
EmpathyTrust
ContextDiversity
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What makes participation work?
EmpathyTrust
ContextDiversity
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How does research benefit stakeholders?
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How does research benefit stakeholders?
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Learning and knowledge exchange are at the heart of every benefit that arises from research
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3 metaphors to illustrate
an empathetic approach
to stakeholder
engagementa word and a picture
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Based on empirical findings: Analysis of interviews with 32 researchers and
stakeholders across 13 environmental management
projects
Social network analysis & interviews tracing how >70
research findings were communicated via social
networks and put into policy/practice
Analysis of 53 interviews & questionnaires with land
degradation projects across 13 countries
Meta-analysis work by Jens Newig et al.
Latest research evidence from literature
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Empathy
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What makes participation work?
Empathy
TrustContextDiversity
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What makes participation work?
EmpathyTrust
ContextDiversity
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What makes participation work?
EmpathyTrust
Context
Diversity
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SOILCARE(s) for gender equality
Heleen Claringbould
www.corepage.org Consult and research on participation and gender in environmental issues
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1. AIM SOILCARE
To identify, select and assess different soil improving crop systems in Europe to determine their effects on
• soil quality,
• environment,
• crop yield,
• profitability and
• sustainability,
using a range of advanced methodologies and assessment procedures forprofitable and sustainable crop production in Europe.
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2. STAKEHOLDER ANALYSIS, WOMEN INCLUDED
https://www.youtube.com/watch?v=uDM828TpVpY
http://www.fao.org/sofa/gender
“SOILCARE will analyze the gender aspects of the organizational structureof the project as well as project contextual issues in relation to e.g. soilimproving cropping systems and the adoption of these.”
WHY?
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Gap closed in 10 year?
Economic 59% (3%)Health 96%Education 95%Politics 23%
3. WHY GENDER? LIVING WITH A GENDER GAP 2006-2016
https://www.weforum.org/reports/global-gender-gap-report-2015
World Economic Forum
Gap nearlyclosed
A closed gap means gender equality
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http://www.fao.org/gender-landrights-database/data-map/statistics/en/
4. FAO MAP % FEMALE AGRICULTURAL HOLDERS EUROPE
0-9 %
10-19 %
> 40 %
20-29 %
30-39 %
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5. GENDER EQUALITY IN STAKEHOLDER ANALYSIS: AIM AND APPROACH
Equal treatment and opportunities (organization)
Knowledge exchange, disaggregated data (content)
Approach SOILCARE 3 questionnaires
1. Inventory partners and stakeholders2. Gender activities and data gathering3. Monitoring and evaluating
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When involving stakeholders (workshop 1) consider diversity by culture, interest, influence
• gender
• size
• area
• sector
• topic
• aim
• role
Women?
How do we know?
6. DIVERSITY OF STAKEHOLDERS (ORGANIZATION)
Stakeholder an institute?
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7. KNOWLEDGE OF DIVERSE STAKEHOLDERS (CONTENT)
When analyzing stakeholders (Workshop 2, 3)
Listen to the knowledge:
1. Disaggregated data (M/W) about what?
Influence, interest in: ownership, decision making,
resources, income, time, soil improvement practices
Have separate women to women interviews
2. Meeting / Evaluation / Decision making
As moderator keep everyone M/W on board
3. Website / Facebook / Twitter / Whatsapp
Use communication practices
How to approach a
woman farmer?
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SOILCARE(S) FOR GENDER EQUALITY
Thank You !
http://www.cuesa.org/
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Stakeholder analysis
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Who has a stake in SOILCARE
Individuals, groups and/or organisations that
are likely to use your research, that may be
affected positively or negatively by our
research or who may facilitate or block our
research and its impacts
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Stakeholder analyisis tells us:
who is likely to be interested in our research?
who has the power to influence our research
or the uptake of your findings?
how do these parties interact?
how could we tailor our knowledge exchange so
we can all work more effectively together?
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High
Low
Influence
Context setters - highly influential, but have little interest. Try and work closely as they could have a significant impact
Key players – must work closely with these to affect change
Crowd – little interest or influence so may not be worth prioritising, but be aware their interest or influence may change with time
Subjects – may be affected but lack power. Can become influential by forming alliances with others. Often includes marginalised groups you may wish to empower
Level of Interest High
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Look at worked example…
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Contact
• Liz Oughton: [email protected]
• Mark Reed: [email protected]
Centre for Rural Economy, School of Agriculture, Food & Rural Development, Newcastle University
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Matrix ranking and scoring
Discussion of the trial options
Ranking of the trial options
Discussion, scoring and shortlisting trial options
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New soil improving cropping systems or techniques identified in previous stakeholder workshops with further inputs from WP2
Structured discussion of trial options noting the criteria used to judge each
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Choosing the criteria for judging the suitability of the new cropping system
Criteria may fall within these categories for example• Economic or financial• Ecological• Social or cultural• Effectiveness in achieving objective of soil improvement• …and so on
Discuss in groups to include the complete range of ideas
Group similar ideas together
Score ideas to select if too many
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The matrix of options showing the criteria rankings for each
Trial option
TO 1 TO 2 TO 3 TO 4 TO 5 TO 6
Criteria
C1
C2
C3
C4
C5
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Scoring and selecting
Trial option
TO 1 TO 2 TO 3 TO 4 TO 5 TO 6
Criteria
C1
C2
C3
C4
C5
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Facilitationskills
Facilitation = assisting progress, making easy
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Benefits
• Open outcome• More active discussion• Clarity• More people have a say• No organisation or individual is in
control• May produce a helpful and
supportive atmosphere
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Obstacles
• Interpersonal behaviour• Personal or positional power• Feelings• Egos• Poor communication skills• Lack of information
• Structural and cultural obstacles• Competition, perceived or actual• Organisational power• Adversarial culture• Different interpretations of data
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Interpersonal facilitation skills
• Impartial and approachable• Build rapport in group and maintain
positive dynamics• Handling dominating or offensive
individuals• Encourage questioning of personal or
entrenched positions• Encourage reticent/shy individuals• Be open to personal feedback
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Practical skills 1
• Active listening• Allow clarification• Let people know that their opinions are valued• Help people to get beyond ‘facts’• Encourage people to take responsibility for
problems and to look for solutions• Give energy and momentum• Ensure all have an opportunity to input
• Record the discussion if participants agree• Write clearly• Manage paper• Have an assistant to make notes and support
you
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Practical skills 2
• Ask the right questions• Open questions What? Where? Which? When?
How?...• Closed questions are answered by yes or no
• Value silence – don’t be afraid of it• Be prepared to park questions or replies• Reframe a question if necessary – ask it again
in a different way
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Provide feedback
• Encourage – as you would in conversation, smile, nod maintain eye contact
• Encourage ask for more information• Confirm you have the correct
understanding• Validate and affirm
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Things to avoid• Advising• Judging or labelling• Analysing/diagnosing• Hostility• Minimising responses or being
patronising• Ordering or threatening• Leading questions to get an
answer that you want• Looking bored or defensive• Fidgeting
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Enjoy yourselfRelax
You will learn a lot
Your group will all enjoy it because someone is listening to them and
valuing them and their views
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Identity & Roles
Power& influence
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1. We are typically more conscious of the parts of our identify that are different to those around us
• e.g. if you are from a different country, older/married etc.
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2. We use different parts of who we are in
different situations e.g. when we are in
different groups of people
• We often do this without thinking about it
• We are not changing our identity – we’re just
drawing on different parts of ourselves to adopt
different roles
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3. This has implications for group dynamics
• Groups take on their own identity – as a
facilitator be aware of different identities within
the group.
• For example:
– an individual you interview may act differently and say
very different things in a group
– and they may do and say different things again if you
put them in a another group
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4. In conflicts, people slip into rehearsed
opposing roles that prevent them listening or
learning
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Dealing with Conflict
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Avoiding conflict
• Can building a relationship of mutual
understanding help avoid conflict?
• How can you build this connection of empathy
(from Mark’s introduction) and understanding with
those who might not have the same views, ideas,
etc. as you? (So – what are the do’s and don’ts?)
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Early warning signs of conflict
• First, be aware of your own feelings!!
• Early signs of conflict you can detect in yourself?
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Early warning signs of conflict
• Early signs of conflict you can detect in yourself?
• Anxiety, dread, frustration, anger
• Irrational thoughts e.g. “they don’t like me”, “it is
going to fail”
• Behaving out of character e.g. nervous checking
of things, working faster (or the other way round –
depending on your own character)
• Exhibiting high or low power characteristics that
are out of role e.g. becoming bossy or submissive
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Early warning signs of conflict
• Early signs of conflict you can detect in others?
i.e. Not in yourself but those around you…
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Early warning signs of conflict
• Early signs of conflict you can detect in others?
• Cold, distant, withdrawn
• Withholding back, no sharing of ideas
• Closing body language – that is a change of
behaviour e.g. From being friendly suddenly
becoming quiet and distant
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Early warning signs of conflict
• Early signs of conflict you can detect in others?
• Silence, becoming passive (i.e. non-active,
indifferent, non-participative)… OR the
opposite:
• Argumentative, not agreeing, blaming
• Moralising, intellectualising
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Power & influence
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Group discussion
• How can you identify those in a group with more
or less power?
• What signs can you look for in yourself or others
to identify high or low rank?
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How much power do you possess?
There are four types of power you can possess:
1. situational
2. social
3. personal
4. transpersonal
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Situational Power
• Role in formal hierarchy
• Seniority
• Expertise or experience
• Access to decision makers
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Social Power
• Race or ethnicity
• Gender/ orientation
• Age
• Class
• Profession
• Wealth
• Education level
• Health/physical ability
• Social network
• Marital status/ children
• Appearance or
attractiveness
• Religious affiliation
• Title (e.g. Dr)
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Personal Power
• Self awareness
• Self confident and
assertive
• Charisma
• Strength of character
• Emotional maturity
• Ability to empathise
• Ability to survive
adversity
• Life experience
• Ability to communicate
and influence others
• Integrity and honesty
• Creativity
• Positive and honest
estimation of your
worth and abilities
• Easy to get on with, so
can build networks
• Build others up
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Transpersonal Power
(Now this is the kind of power we rarely think of
as “Power”, and some may argue that these
may actually make you weaker….)
• Connection to something larger than yourself
• Spirituality or faith (not religion)
• Ability to move beyond or forgive past hurts
• Freedom from fear
• Service to an unselfish vision
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You may not be able to change your situational
power if you’re at the bottom of the
organisation’s hierarchy
But you may be able to increase your power in
other ways, especially your personal and
transpersonal power.
What power do you already possess, and how
can you increase your power?
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Appreciative Enquiry
• Turns problem-solving on its head
• Focus on rediscovering and reorganising the
good rather than problem solving
• Process of sharing success stories from the past
and present, asking positive questions in pairs
• Conceive and plan the future on the basis of the
successes and strengths that are identified
• Can include everyone in change/future planning
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Appreciative Enquiry
• Pair up with someone
• Ask them to tell you a story about one of their
greatest successes
• Get them to tell you right from the start, with a
beginning, middle and end, like a story
• Prompt them to tell you why they were so
pleased, how they felt and draw out the positives
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Appreciative Enquiry
• How do you feel?!
At the end of the day you have to be aware of your
own feelings and how they affect your own way of
dealing with others and potential conflict (or, we
could say, the probable conflict that will arise in
any decision-making process…
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Every Decision is a mixture of knowledge,
experience, values that change as your
knowledge increases, the relationships you have
with the others making the decisions, the
influence you have within this group and the
power dynamics that are continuously changing,
sometimes without realising, sometimes very
obvious and in your face… with the atmosphere
so tense you can see it and feel it…
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Because even with all the information, knowledge
etc. that you can have at your disposal, decisions
are always subjective, in one way or another.
We all tend to forget that we, as part of the project,
are stakeholders too – We are working on the
project, we want that it is a success, that our
research is taken seriously… etc. And we can
become very defensive of our work, especially if it
is not accepted by somebody we perceive or think
has less knowledge, expertise or “power” than us!