1. Advocacy Impact for Health A Training of Facilitators Workshop Clockwise from Top Left: PATH/Monique Berlier, PATH/Mike Wang, PATH/Mike Wang, PATH/Satvir Malhotra [Insert date of workshop] [Insert location of workshop]

2. Training of Facilitators (TOF) objectives Explain the key elements of PATH’s 10-part framework to developing a policy advocacy strategy. Understand and follow the instructions in the Advocacy Impact for Health Facilitator’s Guide. Utilize effective facilitation techniques and instructional approaches to deliver the workshop. 2

3. Facilitation instructions 3

4. 4

5. Icons in the Facilitator’s Guide 5

6. 6 Only one lead facilitator for the session, while the other serves as the co-facilitator. Facilitator should lead a complete concept or session, and then exchange roles with co-facilitator. Use your co-facilitator to: Record information on a flip chart. Offer an additional perspective. Help answer a question. Effective co-facilitation

7. 7 When serving as the co-facilitator: Allow the lead facilitator to manage the session flow. Trust that he/she has a plan. Don’t jump in unless signaled to do so. Write on the flip charts so the lead facilitator can face the audience and keep dialogue flowing. Check in with each other during breaks and at the end of day. Establish cues for each other: “I think we need a quick time-out.” “Help me explain this concept.” Effective co-facilitation

8. 8 Allow small groups to self-direct their own discussion. Observe groups from afar. Then subtly “check-in” to make sure they understand the concepts and are progressing correctly. Inject help or guidance only when needed, and then step away. Guide groups to think critically to discover their own answers. Watch for dominant personalities, and draw others out. Monitor the time, and keep groups focused and productive. Effective table coaching

9. Teaching adults Adults have unique motivations, needs, and learning styles. Adults are autonomous and self-directed. Adults are goal-oriented. Adults prefer learning to be relevant and practical. Adults are sensitive to “wasted time.” Adults may feel anxious about activities where they might appear less competent. 9

10. Learning styles Observers: Watching, seeing, reading Listeners: Listening, hearing sounds Thinkers: Thinking, problem-solving, analyzing Doers: Doing, touching, practicing, and moving 10

11. Main facilitation techniques Brainstorming Facilitated discussions Using flip charts PowerPoint slides Discovery learning activities Role-plays Small group collaboration on worksheets 11

12. Facilitation techniques and learning styles Brainstorming Facilitated discussions Using flip charts PowerPoint slides Discovery learning activities Role-plays Small group collaboration on worksheets 12 Observers Listeners Thinkers Doers

13. Qualities of an effective facilitator Stays flexible with the schedule Requests and uses feedback Uses the “wisdom in the room” Encourages critical thinking Asks open-ended questions Creates a welcoming atmosphere Is eager for participants to learn 13 Shows enthusiasm Remains neutral Always comes prepared Is observant and responsive Stays mindful of physical presence

14. What is policy advocacy? STEP 1 Introduce the session objectives Define policy advocacy. Identify different types of policy change and policy implementation. Differentiate policy advocacy from other related concepts. STEP 2 Define policy advocacy Brainstorm what advocacy means. Provide definition of advocacy, and explain components. Brainstorm types of policies. STEP 3 Compare advocacy with similar concepts Lead flip chart exercise and group discussion to compare policy advocacy with similar concepts. 14

15. What is policy advocacy? Session Objectives After this session participants will be able to: Define policy advocacy. Identify different types of policy change and policy implementation. Differentiate policy advocacy from other related concepts. 15

16. Policy advocacy definition Policy advocacy is the deliberate process of informing and influencing decision-makers in support of evidence-based policy change and policy implementation, including resource mobilization. 16

17. Policy advocacy definition Policy advocacy is a deliberate process. It aims to inform and influence decision-makers. Policy advocacy seeks changes that are evidence-based. The ultimate goal of policy advocacy is to achieve a desired policy change or ensure that an existing policy is implemented. 17

18. Types of policy change and policy implementation Policy change can include: Elimination of a harmful policy. Updating or amending an existing policy. Developing a new policy. Allocating or committing resources within a budget. Policy implementation can include: Disseminating a policy. Enforcing a policy. Disbursing allocated funds appropriately. Demonstrating accountability for policy commitments and carrying out the provisions called for within policies. 18

19. Introduction to the 10 parts STEP 1 Introduce the session objective Identify the critical components of an advocacy strategy framework. STEP 2 Review the 10 parts Describe the main components of each part. STEP 3 Activity: Case study Review in small groups a case study to identify the 10 parts. STEP 4 Preparing to develop an advocacy strategy Discuss steps to take before beginning an advocacy strategy to help understand the policy landscape. 19

20. Part 1: Advocacy issue STEP 1 Introduce the session objectives Identify qualities of a good issue for advocacy. Evaluate potential issues for advocacy. STEP 2 What makes a good issue for policy advocacy? Brainstorm qualities of a good issue for advocacy. Review slide on the five criteria for a good issue. STEP 3 Activity: Group exercise Lead flip chart exercise (demonstrates worksheet Identifying Potential Advocacy Issues) to identify problems and root causes to select potential advocacy issues. 20

21. Part 1: Advocacy issue STEP 4 Activity: Small group work Complete the worksheet Identifying Potential Advocacy Issues. Debrief and discuss. STEP 5 Prioritizing issues for policy advocacy Brainstorm factors in choosing among issues. Show slides on criteria to evaluate potential advocacy issues. Lead flip chart exercise (demonstrates worksheet Choosing an Advocacy Issue) to evaluate potential advocacy issues. STEP 6 Activity: Small group work Complete the Choosing an Advocacy Issue worksheet to assess and select an advocacy issue. Debrief and discuss. 21

22. Part 1: Advocacy issue Session Objectives After this session participants will be able to: Identify qualities of a good issue for advocacy. Evaluate potential issues for advocacy. 22

23. A good issue for policy advocacy is… A current objective or natural outgrowth of your program’s work. Based in evidence. Readily improved with a policy change or implementation of an existing policy. Reasonably attainable in three to five years. Suitably specific and clear. 23

24. Criteria for prioritizing advocacy issues Specificity and clarity. Amount of evidence to prove the problem. Potential for partnership to address the issue. Amount of political will to address the issue. Organization has unique experience and expertise to contribute to addressing the issue. Availability of resources (time, money, and influence) to address the issue. Risk to your organization to address the issue. Likelihood the policy change or action will significantly impact the problem. Feasibility of success in three to five years. 24

25. 25 As you prepare, notice: Materials you will need. Sequence of steps. Key points you should make. Any flip charts you should prepare. Note any adjustments to timing written on your practice card. Instructions are not a script. Be flexible as the conversation unfolds. Be mindful of time allotted for your session, and try to stick to it. This is a practice. The goal is to become familiar with the content and practice key facilitation skills. Preparing for practice

26. WELCOME TO DAY TWO 26

27. Facilitation practice guidelines Prepare your flip charts before you begin. Practice your time management skills. Use your co-facilitator. Take an active role as a workshop participant. Learn from and help each other. Have fun! 27

28. Giving helpful feedback Too general: “You were good when Jonathon was going off topic.” More specific: “I liked how you asked Jonathon’s permission to interrupt and gently suggested we write his comment in the Parking Lot to discuss later. I think he felt acknowledged, and you kept the process moving.” 28

29. Part 2: Advocacy goal STEP 1 Introduce the session objectives Identify the essential components of an advocacy goal. Develop an advocacy goal for your strategy. STEP 2 Identify potential solutions Review the four elements of a policy advocacy goal. Help participants identify a policy advocacy solution—the change they’d like to see and the decision-making institution that could make the change. 29

30. Part 2: Advocacy goal STEP 3 Turn policy advocacy solutions into advocacy goals Lead flip chart exercise (demonstrates Identifying Potential Advocacy Goals worksheet) to develop a policy advocacy goal. STEP 4 Activity: Small group work Complete the worksheet Identifying Potential Advocacy Goals. Debrief and discuss. 30

31. Part 2: Facilitation practice STEP 1 Introduce the session objectives: Identify the essential components of an advocacy goal. Develop an advocacy goal for your strategy. STEP 2 Identify potential solutions Review the four elements of a policy advocacy goal. Help participants identify a policy advocacy solution. STEP 3 Turn policy advocacy solutions into advocacy goals Lead a flip chart exercise (demonstrates Identifying Potential Advocacy Goals worksheet) to develop a policy advocacy goal. STEP 4 Activity: Small group work Complete the worksheet Identifying Potential Advocacy Goals. Debrief and discuss. 31

32. Four elements of a policy advocacy goal WHO: the decision-making institution with the power to take action on your advocacy issue. WHAT: the change you would like to see relative to your advocacy issue. HOW: the specific action the decision-making institution can take to accomplish the change. WHEN: a time frame for the action to occur (often between six months and three to five years, depending on the particular advocacy effort). Page 32

33. Optional session: Developing an evidence dossier STEP 1 Introduce the session objective Learn how to create a dossier of the major evidence available to support your advocacy issue and goal. STEP 2 Compiling evidence for advocacy Brainstorm sources of evidence that may help in advocacy efforts. Discuss the importance of using evidence in advocacy. STEP 3 Review the worksheet Introduce participants to the worksheet Developing an Evidence Dossier, to be completed after the workshop. 33

34. Part 3: Decision-makers and influencers STEP 1 Introduce the session objectives Identify key decision-makers and influencers. Target advocacy goals to the appropriate decision-makers. STEP 2 Define and identify decision-makers Review slide to define decision-maker. Brainstorm examples of decision-makers and ways to reach them. 34

35. Part 3: Decision-makers and influencers STEP 3 Define and identify key influencers Review slide to define key influencers. Brainstorm examples of key influencers. STEP 4 Activity: Small group work Complete the worksheet Identifying Decision-makers. Complete the worksheet Identifying Influencers. Debrief and discuss. 35

36. Part 3: Facilitation practice STEP 2 Define and identify decision-makers Review slide to define decision-maker. Brainstorm examples of decision-makers and ways to reach them. STEP 3 Define and identify key influencers Review slide to define key influencers. Brainstorm examples of key influencers. STEP 4 Activity: Small group work Complete the worksheet Identifying Decision-makers. Complete the worksheet Identifying Influencers. Debrief and discuss. 36

37. Definition of decision-makers Decision-makers: People with the formal power or authority to take the desired policy action and/or their key advisors or staff. 37

38. Definition of influencers Key influencers: People or groups who can have a compelling force on the actions, opinions, or behavior of decision-makers. 38

39. Part 4: Decision-makers’ key interests STEP 1 Introduce the session objectives Evaluate the awareness and position of your key decision- makers on your issue and advocacy goal. Identify decision-makers’ key interests as a means to persuade them on your issue and advocacy goal. STEP 2 Awareness and position of decision-makers Review slides to explain the levels of awareness and various positions of decision-makers. Lead flip chart exercise to demonstrate the worksheet Identifying Decision-makers’ Key Interests. 39

40. Part 4: Decision-makers’ key interests STEP 3 Activity: Small group work Complete the worksheet Identifying Decision-makers’ Key Interests to identify the awareness, position, and key interests of their decision-makers. STEP 4 Activity: Getting sorted Lead a discovery learning activity to debrief the small group work. 40

41. Part 4: Facilitation practice STEP 2 Awareness and position of decision-makers Review slides to explain the levels of awareness and various positions of decision-makers. Lead flip chart exercise to demonstrate the worksheet Identifying Decision-makers’ Key Interests. STEP 3 Activity: Small group work Complete the worksheet Identifying Decision-makers’ Key Interests to identify the awareness, position, and key interests of their decision-makers. 41

42. Decision-maker’s awareness of an issue Unaware: not familiar with your issue. Aware of the issue, but inaccurately informed: has heard of the issue but may have information that is outdated or inaccurate. Aware of the issue, but mostly uninformed: has heard of your issue but may not have much information. Accurately informed of the issue: aware and correctly informed of your issue. 42

43. Decision-maker’s position on an issue Opposed: clearly committed against your viewpoint. You are not likely to change his or her mind. Non-mobilized: doesn’t yet have an opinion or is undecided on position. Low support: won’t oppose your goal but also not likely to be an active, visible promoter either. Generally supportive of the issue. High support: actively working or speaking out on behalf of your goal as a visible and vocal champion to make a change. 43

44. Part 5: Advocacy opposition and obstacles STEP 1 Introduce the session objective Identify mechanisms for addressing resistance, opposition, and obstacles to your policy advocacy goal. STEP 2 Analyzing the opposition Ask participants to brainstorm reasons why someone might oppose their advocacy goal. Review slide on analyzing the opposition. Lead flip chart exercise (demonstrates the Addressing Opposition worksheet) with a participant example. 44

45. Part 5: Advocacy obstacles STEP 3 Activity: Obstacle course Brainstorm common advocacy obstacles. Lead the obstacle course activity to create solutions to common advocacy obstacles. Debrief and discuss. STEP 4 Activity: Small group work Complete the worksheet Addressing Opposition. Then they complete the second worksheet Overcoming Obstacles to strategize about their obstacles. Debrief and discuss. 45

46. Part 5: Facilitation practice STEP 2 Analyzing the opposition Ask participants to brainstorm reasons why someone might oppose their advocacy goal. Review slide on analyzing the opposition. Lead flip chart exercise (demonstrates the Addressing Opposition worksheet) with a participant example. STEP 3 Activity: Obstacle course Brainstorm common advocacy obstacles. Lead the obstacle course activity to create solutions to common advocacy obstacles. Debrief and discuss. 46

47. Analyzing your opposition Know the opposition and their motives. Identify their tactics and arguments. Assess the risks and benefits of confronting them. Mitigate their influence. Pick the right partnerships. 47

48. Part 6: Advocacy assets and gaps STEP 1 Introduce the session objective List the types of skills, expertise, and resources needed for advocacy efforts. STEP 2 Assess organizational capacity Brainstorm skills and resources needed for advocacy work. Lead a flip chart exercise (demonstrates the Taking Inventory of Advocacy Assets and Gaps worksheet) to assess the resource levels at a participant’s organization. STEP 3 Activity: Small group work Complete the worksheet Taking Inventory of Assets and Gaps to identify their organizational assets and gaps. Debrief and discuss. 48

49. Part 6: Facilitation practice STEP 1 Introduce the session objective List the types of skills, expertise, and resources needed for advocacy efforts. STEP 2 Assess organizational capacity Brainstorm skills and resources needed for advocacy work. Lead a flip chart exercise (demonstrates the Taking Inventory of Advocacy Assets and Gaps worksheet) to assess the resource levels at a participant’s organization. STEP 3 Activity: Small group work Complete the worksheet Taking Inventory of Assets and Gaps to list their organizational assets and gaps. Debrief and discuss. 49

50. 50 As you prepare, notice: Materials you will need. Sequence of steps. Key points you should make. Any flip charts you should prepare. Note any adjustments to timing written on your practice card. Instructions are not a script. Be flexible as the conversation unfolds. Be mindful of time allotted for your session, and try to stick to it. Remember the techniques and skills your colleagues used. Integrate into your practice session as appropriate. Preparing for practice

51. WELCOME TO DAY THREE 51

52. Part 7: Advocacy partners STEP 1 Introduce the session objectives Assess qualities of a strategic partnership. Identify different types of collaboration. STEP 2 Activity: Partner mingle Review slide with strategic reasons for partnering. Brainstorm other strategic reasons to partner. Lead a discovery learning activity to demonstrate creative, strategic partnering. Facilitate a debrief discussion. STEP 3 What are effective advocacy partnerships? Review slide on the key points of effective partnerships. Brainstorm potential risks that accompany partnerships. 52

53. Part 7: Advocacy partners STEP 4 Activity: The Perfect Partner Lead activity where groups select qualities of effective partnerships from cards. Facilitate a debrief discussion. STEP 5 Activity: Types of collaboration Discuss five different types of collaboration using slides and flash cards. Discuss advantages and disadvantages of coalitions. STEP 6 Activity: Small group work Groups complete the Selecting Advocacy Partners worksheet to identify potential advocacy partners. Debrief discussion. 53

54. Strategic reasons to partner Adds to the number of organizations actively working on the issue. Brings together new constituents demonstrating wide-scale and diverse support for the issue. Demonstrates benefit to multiple sectors of importance. Improves ability to reach and persuade a wider set of decision-makers and influencers. Helps to mitigate the influence of the opposition. Yields additional expertise, skills, and resources. Helps fill an organization’s advocacy gaps. 54

55. Part 7: Facilitation practice STEP 2 Activity: Partner Mingle Introduce strategic reasons to partner. Lead activity to demonstrate creative, strategic partnering. STEP 3 What are effective advocacy partnerships? Review slide on the key points of effective partnerships. STEP 4 Activity: The Perfect Partner Lead activity where teams select qualities of effective partnerships from cards. Facilitate a debrief discussion. 55

56. Effective partnerships Ideal partners: Bring resources to the advocacy effort. Are generally easy to work with. Are aligned with your advocacy goal. Bring few risks. 56

57. Qualities of an effective partner Swift attention to problems Shared power Clear expectations Mutual responsibility Ample recognition, thanks, and praise Inspiration and celebration Strategic thinking Persistence Personal and regular contact Regular flow of information Focused goal-setting Page 57

58. Part 7: Facilitation practice STEP 5 Activity: Types of collaboration Discuss five different types of collaboration using slides and flash cards. Discuss advantages and disadvantages of coalitions. STEP 6 Activity: Small group work Complete the Selecting Advocacy Partners worksheet to identify potential advocacy partners. Debrief and discuss. 58

59. Types of collaboration Information and data sharing Developing common messages Mutual consulting Joint planning and strategizing Joining coalitions and alliances 59

60. Part 8: Advocacy tactics STEP 1 Introduce the session objectives Design objectives to reach an advocacy goal. Determine advocacy activities and tactics. Develop an advocacy work plan. STEP 2 Creating advocacy objectives Brainstorm the components of a work plan. Review slides with the definition of an objective. Discuss the components of an effective advocacy objective. Guide participants to improve a poorly written sample objective. Develop a sample objective from one participant’s advocacy goal, demonstrating the worksheet Developing Advocacy Objectives. 60

61. Part 8: Advocacy tactics STEP 3 Activity: Small group work Complete the worksheet Developing Advocacy Objectives. STEP 4 Activity: Advocacy Activity Carousel Lead an activity to identify different types of advocacy activities. Lead a debrief discussion on selecting advocacy activities. STEP 5 Prioritizing advocacy activities Review slide on helpful questions to ask when prioritizing activities for a work plan. Brainstorm potential activities for one participant’s advocacy goal and related objective. 61

62. Part 8: Advocacy tactics STEP 6 Resource planning Review slide on resources needed in an advocacy work plan. Flip chart potential resources needed for one participant’s advocacy objective and activities. STEP 7 Activity: Small group work Complete small groups’ advocacy work plans on the second worksheet, Developing a Work Plan. Debrief and discuss. 62

63. Definition of objective Objective: Desired accomplishment or outcome that will contribute to the overall goal. A step toward your advocacy goal. 63

64. Elements of an advocacy objective WHO: which specific decision-maker or key stakeholder you want to take action. WHAT: what action the decision-maker should take. WHEN: a time frame for the action to occur. 64

65. SMART objectives Advocacy objectives should also be SMART: Specific Measurable Achievable Relevant Time-based 65

66. Part 8: Facilitation practice STEP 3 Activity: Small group work Complete the worksheet Developing Advocacy Objectives. STEP 4 Activity: Advocacy Activity Carousel Lead an activity to identify different types of advocacy activities. Lead a debrief discussion on selecting advocacy activities. 66

67. Part 9: Advocacy messages STEP 1 Introduce the session objectives Craft targeted and effective advocacy messages to influence decision-makers. Evaluate potential messengers for advocacy communications. STEP 2 Activity: The Perfect Message Lead activity where teams select qualities of compelling advocacy messages from flash cards. Facilitate a debrief discussion. STEP 3 Developing advocacy messages Review the four parts of an advocacy message on a slide. Lead a flip chart exercise, demonstrating the worksheet Crafting Advocacy Messages. 67

68. Part 9: Advocacy messages STEP 4 Activity: Small group work Complete the worksheet Crafting Advocacy Messages. STEP 5 Activity: Role-Play Lead a role-play activity allowing participants to practice delivering their advocacy messages. Facilitate a debrief discussion. STEP 6 Who is a messenger? Brainstorm types of advocacy messengers. Review slides on ideal messengers. 68

69. Part 9: Advocacy messages STEP 7 Choosing the best messengers Lead flip chart exercise (demonstrates the Identifying Advocacy Messengers worksheet) to evaluate potential messengers on their levels of expertise and influence. STEP 8 Activity: Small group work Complete the second worksheet Identifying Advocacy Messengers. Facilitate a debrief discussion. 69

70. Part 9: Facilitation practice STEP 2 Activity: The Perfect Message Lead activity where teams select qualities of compelling advocacy messages from flash cards. Facilitate a debrief discussion. STEP 3 Developing advocacy messages Review the four parts of an advocacy message on a slide. Lead a flip chart exercise, demonstrating the worksheet Crafting Advocacy Messages. STEP 4 Activity: Small group work Complete the worksheet Crafting Advocacy Messages. 70

71. Qualities of a compelling message Brief Focused Solution-oriented Supported by evidence Targeted re: the key interests of the decision-maker Non-technical in its language Optimistic and hopeful Clear in its request 71

72. Four parts of an advocacy message 1.What is the issue? 2.Why should the decision-maker care about the issue? 3.What is the proposed solution and how will it impact the problem? 4.What do you want the decision-maker to specifically do following your interaction? 72

73. Part 9: Facilitation practice STEP 6 Who is a messenger? Brainstorm types of advocacy messengers. Review slides on ideal messengers. STEP 7 Choosing the best messengers Lead flip chart exercise (demonstrates the Identifying Advocacy Messengers worksheet) to evaluate potential messengers on their levels of expertise and influence. STEP 8 Small group work Small groups complete the second worksheet Identifying Advocacy Messengers. Facilitate a debrief discussion. 73

74. Ideal messengers Messengers should be diverse. Messengers should represent a range of seniority. Messengers should be effective public speakers. Messengers should support your advocacy goal. 74

75. Part 10: Plan to measure success STEP 1 Introduce the session objectives Distinguish between output and outcome indicators. Develop indicators to help measure progress toward achieving an advocacy goal. STEP 2 Role of measurement Brainstorm reasons for measuring the progress and success of advocacy work. 75

76. Part 10: Plan to measure success STEP 3 Outputs and outcomes Review slides to define outputs and outcomes. Lead a flip chart exercise (demonstrates the Planning to Measure Success worksheet) to brainstorm examples of outputs and outcomes for advocacy. STEP 4 Activity: Small group work Complete the Planning to Measure Success worksheet to identify outputs and outcomes for their advocacy strategies. Debrief and discuss. 76

77. Congratulations! 77