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Advocacy toolkit - Planning and implementing, steps 1-4
   Last updated: 31.07.02
Section 2.1 Step 1: Select the issue or problem you want to address
Activity 2.1 Objective: By the end of this session participants will be able to select an appropriate advocacy issue or problem

Introduction
  • It is important to think carefully about an issue before planning advocacy work. Steps 1 and 2 help this process.

  • It is necessary to consider the different issues that could be worked with, and to select ones that are realistic and which will benefit from advocacy.

  • It is important to define the selected problem or issue clearly.

  • If possible, make sure that the people affected by the issue are involved in defining the issue and planning the process from the beginning. They will have expert knowledge of the situation, and will add strength and legitimacy to the advocacy work (see Handout 2, ‘Effective Representation (legitimacy)’ at the end of this section). For example, this involvement can be facilitated through drama (see Advocacy in Action Card 6, ‘Communicating through drama’).


Note: If participants choose an issue that directly affects a group of people not represented at the workshop, it will of course be necessary to repeat the planning process after the workshop, with the involvement of the people directly affected. Because of this, the emphasis of the workshop should be on participants learning the advocacy planning process, rather than developing a real plan of action.

Instructions
Timing: 1 hour 30 minutes

1 Explain the objective of this step, introduce the topic and the activity.

2 Working with the whole group, ask the participants the following question:
  • How do we decide which issues to address for advocacy work?


3 Explain that within their groups they will need a timekeeper, writer and rapporteur (presenter) for the activities within each step of the advocacy framework. Ask the groups to document all their work to present to the whole group at a later stage.

4 Using the following guideline questions, ask each small group to brainstorm a number of HIV/AIDS-related issues that could be addressed through advocacy at their assigned level (assigned during the previous activity):
  • What are you trying to achieve? What is your final aim or goal?

  • What barriers or problems do you face in your work? Which barriers or problems could be overcome by advocacy?


5 When the groups have made a list of possible issues, ask them to select the best one for advocacy, using matrix ranking. They can rank issues using the following kind of criteria:
  • To what extent can this issue be solved by advocacy?

  • To what extent would a solution to this issue help people directly affected?

  • Can people directly affected by the issue be involved in the advocacy work?


6 Circulate around the groups to ensure that they have all agreed on an appropriate issue to address. Ask them to write the issue on flip-chart paper and display it on the wall. It is not necessary for the groups to present their work at this stage.

Facilitators’ notes
  • Encourage the groups to select issues that are real or ‘live’ as this will make the planning process more relevant and interesting.

  • Make sure that each group chooses an issue or problem that relates to the level they have been allocated (local, national or international) and that they can address together as a group. Refer back to Handout 2 on ‘Levels of Advocacy’, at the end of Section 1.

  • Make sure the local group has chosen an issue or problem relevant to an existing place (i.e., to a real village, district, province, etc.) so that it is a genuinely local issue.

  • Make sure that the participants are aware that after the workshop they should not be limited by their allocated level of advocacy or the opinions of others in the group. After the workshop they will be able to apply the steps to suit the opinions and needs of their own organisation, a coalition of allies they choose, and those affected by the problem or issue.

  • If participants have difficulties in choosing one issue, suggest that they consider other factors – for example, the priorities, resources and situation of their organisations – to help them in deciding.


Example of Activity 2.1: By NGOs/CBOs based in India
Matrix ranking of possible local advocacy issues

Issues were scored on three criteria, between one and five, and the figures were then added to give a total.
The criteria were (a) can this issue be solved by advocacy? (b) benefits for people affected by issue (c) possibilities to involve those affected.

Hostel facilities for children affected by HIV/AIDS: 5 + 4 + 4 = 13

Lack of shelter for PLHA: 4 + 5 + 4 = 13

Denial of treatment for PLHA: 5 + 5 + 3 = 13

Lack of income-generating projects for PLHA: 3 + 4 + 4 = 11

Lack of nutrition for PLHA: 3 + 5 + 4 = 12

Social stigma against PLHA: 4 + 5 + 5 = 14

Discrimination against HIV-affected people at the workplace: 5 + 5 + 5 = 15

(Note: PLHA means people living with HIV/AIDS)

Discrimination against HIV-affected people at the workplace was selected as an issue that could be addressed through advocacy.

Reference: Adapted from an advocacy skills-building workshop for HIV/AIDS work, India HIV/AIDS Alliance and International HIV/AIDS Alliance, India, November 2001

Section 2.2 Step 2: Analyse and gather information on the issue or problem
2.2 Objective: By the end of this session participants will be able to:

1. Understand the issue or problem

2. Identify 2-3 possible advocacy solutions and gather information that supports their analysis

Introduction
  • We identified advocacy issues in Step 1. Now we need to analyse our issue, find information about it and suggest possible solutions.

  • It takes time to analyse a problem, agree possible solutions and collect documentation and evidence on the problem – but it is time well used.

  • Analysis, documentation and information can be used:

- To influence and inform targets and allies
- To provide evidence for our position or those of others
- To disprove statements by people who oppose us
- To change perceptions of a problem
- To disprove myths, rumours and false assumptions
- To explain why previous strategies have not worked
  • It is also important to involve people who are directly affected by the issue or problem at this stage. They will have an in-depth understanding of the problem and its effects, and will have ideas about how it can be solved. For example, participatory drama (involving a discussion with the audience) or a cause-and-effect flowchart can be used to analyse issues and identify solutions with those affected.

  • It is important to consider carefully the effects of any suggested solutions – some proposed solutions can cause more problems than they solve!


2.2 Step 2 Part A: Understanding the issue or problem
Instructions
Timing: 1 hour

1 Explain the objectives of this step, introduce the topic and the activity.

2 Explain how to create the cause-and-effect flowchart using a drawn completed example. Also give the following kind of instructions to the participants:
a) Ask the groups to write the issue or problem they have selected in the middle of a big piece of paper. At the top of the paper write ‘Effects’, at the bottom write ‘Causes’.
b) In the space below the problem, ask them to draw or write as many causes of the problem as they can think of. Draw an arrow from each cause to the issue or problem in the centre. Causes can be people, organisations, attitudes, poverty, types of behaviour, lack of knowledge – anything.
c) Ask them to look at each cause and find deeper causes, by asking, ‘What causes that cause?’ They should add these causes of causes, connecting them with arrows.
d) Next ask the participants to write the effects of the problem in the top half of the paper. Draw an arrow from the problem in the centre up to each effect.
e) Look at each effect and ask, ‘What further effect will that have?’ Add effects of effects, and connect them with arrows.

3 After the groups have completed their cause-and-effect chart, ask them to look at the causes, and circle the ones that could be changed or improved with the help of influential people or institutions (i.e., the ones for which advocacy could be a solution).

4 Ask the groups to select 2-3 possible advocacy solutions. When thinking of solutions, they can also use their previous experience or the experience of others who have worked on the same issue or problem. Another way to identify solutions is to ‘reverse’ a cause of the issue or problem – for example, if one cause of stigma is the silence of community leaders, a solution would be the opposite: for community leaders to speak publicly in support of people living with HIV/AIDS.

Example of Activity 2.2A: By NGOs/CBOs based in Zimbabwe
Local-level Group Cause-and-Effect Flowchart

CENTRE BOX: Stigma against PLHA in Gombahari rural area in Murambinda

EFFECTS
Shorter life span
More orphans (leads to: Street youth)
No disclosure (leads to: Unprotected sex, leads to: Increased death rate)
Loss of self-esteem (leads to: Depression, leads to: Increased death rate)

CAUSES
No PLHA has gone public (causes: Lack of manpower, Lack of information, Lack of resources, Fear of going public)
Ignorance (causes: Lack of information on modes of HIV transmission, Illiteracy … Poverty)
Silence of the community leaders (cause: Culture does not allow people to discuss sexual matters in public)

Reference: Adapted from an advocacy skills-building workshop for HIV/AIDS, International HIV/AIDS Alliance, Zimbabwe, July 2001.

Section 2.2 (continued)
Activity 2.2 Objective: By the end of this session participants will be able to:

1. Understand the issue or problem

2. Identify 2-3 possible advocacy solutions and gather information that supports their analysis

2.2 Step 2 Part B: Identifying advocacy solutions, gathering information

Instructions
Timing: 1 hour

1 Explain the activity to the participants.

2 Explain to the participants the importance of collecting information to support their advocacy work. It is important to provide evidence of the causes and effects shown in the cause-and-effect flowchart.

3 In their groups, ask the participants to practise structuring their information-gathering as follows:

At the top of another big piece of paper write:
  • The problem or issue

  • The selected advocacy solution


Divide the rest of the paper into two columns:
  • Information/evidence needed

  • Where and how to get the information


Ask the groups to complete a table for each of their 2-3 solutions (there may only be time for them to focus on one solution). Give out Handout 3, ‘Documentation and Information Gathering Skills’, at the end of this section.

4 In their groups, ask the participants to think of all the factors or criteria that would help them to select the priority solution to address. Make sure that they identify the following kind of factors:
  • Do we have the legitimacy to advocate for change?

  • Are we the most appropriate NGO or coalition to advocate on the issue?

  • Are others already addressing the issue?

  • Can we access the kind of information we need as evidence?

  • Can and should those affected by the problem or issue be addressing the issue themselves?

  • Do we have the skills, time and resource to really achieve the solution?

Many of these factors are addressed in later steps in the planning process. Once participants are familiar with the whole planning framework, they will see how the steps are interrelated and build on each other as a thought process rather than sequence of steps.

5 Ask the group to choose one solution that they would like to use when practising the planning framework together

Facilitators’ notes

  • Encourage participants to use their work from Step 1.

  • There may be differing views about the issue or problem so it is important to take time to discuss them and try to reach agreement.

  • Make sure that the groups focus on actions that can be tackled at their allocated level: local, national or international.

  • Make sure that the groups focus on solutions that can be addressed through advocacy, rather than solutions that can be addressed through other methods. Refer participants to the workshop definition of advocacy.

  • Stress that it is much easier for an organisation to advocate on an issue if they have collected good evidence to back up their arguments. Reinforce the link between the need for good documentation and monitoring to gather evidence to support their advocacy work.

  • ‘Advocacy in Action’ Card 1, ‘Analysing and influencing legislation or policy’, could be distributed during this activity if it will not be addressed later.


Example of Activity 2.2B: By NGOs/CBOs based in Zimbabwe
Problem: Stigma against PLHAs in Gombahari rural area in Murambinda

Advocacy solution: Encourage the community leaders to support people with HIV/AIDS

Information/evidence needed >> Where/how to get the information

List of community leaders >> District Administrator’s office; local churches (church register); public meetings

Map of catchment area >> District Administrator’s office; draw our own map

Case studies of stigmatised people >> PWHAs’ testimonials; NGOs; one-to-one interviews; meetings; records; publications

Numbers of people who are HIV+ >> Hospitals; Ministry of Health; National AIDS Control Programme; NGOs

Information around stigma/policy, law, etc. >> Zimbabwe National Network of

People Living with HIV/AIDS; one-to-one interviews; analysing and influencing legislation

Reference: Adapted from an advocacy skills-building workshop for HIV/AIDS, International HIV/AIDS Alliance, Zimbabwe, July 2001.

Whole group discussion: Review of Steps 1 and 2
Objective: By the end of the session participants will be able to:
  • Give feedback on the work of the other groups working at different levels.

  • Identify advice for any NGO/CBO using the planning steps which will help them strengthen their own future planning.


Instructions
Timing: 30 minutes

1 Give ten minutes for the groups to look at the work of the other two groups, using this guide question:
  • How can the other groups improve their selected issue, possible solutions and plans for information-gathering?

Ask the participants to provide constructive (helpful) feedback to each other about the work so far.

2 Ask participants to go back into their own groups and agree on one piece of advice for any NGO or CBO planning Steps 1 and 2 of their advocacy work.

3 Let each group present their advice to the whole group. Allow time for any final comments or questions.

4 Lead a short discussion on legitimacy and real-life experiences of these steps, using questions such as:
  • How can we involve those people directly affected by the issue or problem when planning and implementing Steps 1 and 2?

  • What can we learn from our real-life experiences of identifying advocacy issues and possible solutions.


Section 2.3 Step 3: Develop an aim and objectives for your advocacy work
Activity 2.3 Objective: By the end of the session participants will be able to write an aim and objectives for their advocacy work

Introduction

  • It is important to have a clear vision of what we want to achieve. This can help us to decide what changes are necessary to reach a solution that will solve (or at least improve) the issue or problem we have identified.

  • Planning advocacy work is similar to planning other activities – it is easier to plan appropriate activities if we first identify aims and objectives.

  • We need to understand the difference between an aim, objectives and activities:


Aim: the long-term result that you are seeking

Objective: a short-term target that contributes towards achieving the long-term aim; objectives describe the ‘outcome’ (end result) of activities.

  • For example, when we are travelling on a journey from a village to the capital city:

  • The aim is to arrive in the capital city before night

  • Objectives are to arrive at each town and village along the road in good time

  • We then have a choice of strategies to fulfil our objectives – for example, going by bus, by car, walking, etc., and then specific actions – for example, catch the 203 bus to Dhaka.


  • Without a clear aim and objectives, it is very difficult to evaluate our work. Unless you know your destination, you cannot know if you have arrived!


  • Objectives should be ‘SMART’:

Specific – for example in stating what will be done
Measurable – for example to allow monitoring and evaluation
Appropriate – for example for your vision, mission and aim
Realistic – for example in relation to your potential capacity and experience
Time-bound – for example in relation to when the work will be done.

Instructions
Timing: 45 minutes

1 Explain the objective of this step, introduce the topic and the activity.

2 Ask the groups to write the advocacy solution they chose in the previous step as their advocacy aim.

3 Next, ask the groups to write detailed objective(s) for their advocacy work which describe how they will achieve their overall aim. Give the following guidelines for writing advocacy objective(s):
  • include the policy, practice or law that they want to change

  • include the influential individual, group or institution they are targeting

  • write SMART objectives.

When all the groups have written their aim and objectives, ask them to exchange their aim and objectives with another group. Ask the groups to review the aim and objectives using the guidelines in Instruction 3, and give feedback.

4 Ask each group to finalise their aim and objective(s), including the recommendations from the other groups if appropriate.

Facilitators’ notes

  • There are many definitions of aims, objectives and activities. Try not to engage in a debate about this – instead focus on the groups developing objectives which are as SMART as possible.

  • Explain that although an ‘activity’ has been defined during this step, they will identify their specific advocacy activities during Step 7, when further important information has been gathered and decisions made.

  • Encourage participants to use their work from Steps 1 and 2.

  • The process of discussing objectives is as useful as the final wording.

  • The guidelines in Instruction 2 are intended to remind participants that advocacy is more than informing and educating – it is also influencing and changing.

  • SMART can be introduced as a check-list to review their objectives.

  • If participants have problems in writing objectives, ask them to complete this sentence: ‘If we want to achieve our aim [write aim here], we will need to...’

  • Explain to the participants that advocacy aims can be achieved by objectives and activities which are not themselves advocacy – this is a common cause of confusion between advocacy, awareness-raising, IEC, etc. For example, an organisation can advocate for the implementation of a good national HIV policy. To achieve this aim, it may do direct negotiation and lobbying with the central government and/or local government. It might also do general education work with those affected by the problem or issue, to ensure that they are aware of the policy and have enough information to also advocate for themselves. Both these activities help to achieve the overall aim, but the second activity is not advocacy – it is education for others to carry out advocacy work. Make sure that participants understand this difference.

  • The groups will not have had enough time to gather information on their issue, therefore they may identify information-gathering tasks as objectives. Explain that informationgathering is not an advocacy objective. In some cases it could be an advocacy activity, but usually it is part of the advocacy planning and preparation process.

  • Create a supportive environment for the exchange of feedback. Ensure that the feedback is related to the guidelines on Instruction 3 and not wider issues, such as the groups’ approach to working on their problems or issues.


Example of Activity 2.3: By NGOs/CBOs based in India
Local level advocacy
Aim: To ensure that all citizens of Mumbai have access to health care in public hospitals by November 2004 (in three years’ time).

Objectives:

  • To persuade the municipal authorities to ensure that the staff of public hospitals are aware of and implement the provisions of the government ruling (six-eight months).

  • To persuade the municipal authorities to introduce inbuilt disciplinary checks with incentives and corrective measures and punishments in case of violation of provision of government ruling (within one year).

  • To form NGO pressure group to work as a watchdog for public hospitals immediately after the disciplinary checks come into force.


Reference: Adapted from an advocacy skills-building workshop for HIV/AIDS Work, India HIV/AIDS Alliance and International HIV/AIDS Alliance, India, November 2001.

Section 2.4 Step 4 : Identify your targets
Activity 2.4 Objective: By the end of the session participants will be able to identify and prioritise targets (influential individuals, groups or institutions) for advocacy action

Introduction

  • Most organisations have limited resources available for undertaking advocacy work. Therefore it is important to focus advocacy efforts on the individuals, groups or institutions that have the greatest capacity to take action and to introduce the desired changes.

  • At a national or international level these people are usually those with the power to make policy or programme decisions. At a local level there are often charismatic people who have power and influence at an informal level – for example, peer leaders, respected older people, traditional healers – as well as those who have formal influential roles.

  • Now we have developed clear aims and objectives, it is much easier to identify our advocacy targets.

  • Understanding the decision-making system is an important part of advocacy at all levels. Once the decision-making process is clear, it is possible that the most obvious target is not accessible and it is necessary to work through others to reach them. For example, it may be better to work with ‘those who can influence those with influence’ and who have sympathetic views, rather than targeting the decision-maker directly. These people can be called indirect targets, rather than direct targets (see diagram below).

  • Identifying our targets will help us to plan strategically, and will also help us to choose the most appropriate methods or activities.


EXAMPLES:
Indirect targets to influence the president
Permanent Secretary - President’s friends - Ministers
Indirect targets to influence a community leader
Family relations - Traditional healer - Village elders

Instructions
Timing: 1 hour 30 minutes

1 Explain the objective of this step; introduce the topic and the activity.

2 Before beginning the activity, ask the whole group to give examples of targets (direct and indirect) from their experience and from the case studies used in Activity 1.1A.

3 Ask participants to return to their groups. Ask each group to choose one objective, and write it in the middle of a big piece of paper.

4 Next, they can draw a Venn or other diagram of all the groups, organisations, businesses, government departments, religious leaders, individuals, etc. that could be targeted to influence the changes identified in their objective. It may help to classify them as direct and indirect targets, and to show the links between direct and indirect targets. Encourage the groups to be as specific as possible – for example, the Minister for Home Affairs, etc. You can show participants an example. The diagram should show:
  • How close the relationship is between each target and your organisation

  • How much they agree with your advocacy objective

  • How much influence they have over the advocacy objective

Ask the groups to complete a target information table as in the example on the following page (see Handout 4 , ‘Target information table’, at the end of this section for blank table).

Facilitators’ notes

  • Encourage participants to build on their work from Steps 1 to 3.

  • Make sure that the groups use an objective that directly involves advocacy.

  • Encourage participants to identify targets who may oppose their objective.

  • Encourage participants to think strategically – for example, they may need to target the opposition parties, not only the governing party, or target all religious leaders, not only those from the main religion. Otherwise the advocates could be seen as partisan or biased by other decision-makers.

  • This activity is easier to do if the group’s objectives are specific. If participants find that their objectives need improving, discuss this constructively with them. Allow objectives to change during the planning process.

  • The aim of this activity is to learn how to identify targets and prioritise them – the participants will not have time to complete this activity for all their objectives. However, they should identify targets for each objective when planning future advocacy work with their colleagues and those affected by the problem or issue.

  • If there is no time for groups to present their diagrams, they can do this after Step 5.


Example of Activity 2.4: By NGOs/CBOs based in Zimbabwe
Target information table Section 2.4 Step 4 : Identify your targets

Reference: Adapted from an advocacy skills-building workshop for HIV/AIDS, International HIV/AIDS Alliance, Zimbabwe, July 2001.

Targets:
The President of the Republic of Zimbabwe
How to contact the target: With a letter, Through the President’s office
Target’s feelings about the advocacy issue: Negative How to influence the target: Majority rule
Target’s way of making decisions: Through Parliament Unilaterally
Target listens to (possible indirect targets): Ministers Governors

Dr T. Stamp
How to contact the target: Through the Ministry of Health; Through letters, meetings and ceremonies
Target’s feelings about the advocacy issue: Supportive
How to influence the target: NGOs; Argument of ‘good health delivery system’
Target’s way of making decisions: Consultation
Target listens to (possible indirect targets): NGOs; Ministry of Health personnel

Governors Provincial AIDS Councils (PAC)
How to contact the target: Through direct approach; Through visits, phone calls, meetings, invitations to functions
Target’s feelings about the advocacy issue: Negative
How to influence the target: NGO achievements Stakeholders’ feelings
Target’s way of making decisions: Through PAC or District AIDS Councils (DAC) Committees
Target listens to (possible indirect targets): Local traditional leaders; NGOs

P. Misihairambwi
How to contact the target: By phone, e-mail, through interviews
Target’s feelings about the advocacy issue: Very supportive
How to influence the target: Experience as an NGO activist, Her post in Parliament
Target’s way of making decisions: Through contacts with influential people
Target listens to (possible indirect targets): NGOs, Donors, Individual activists

Example of Activity 2.4: By NGOs/CBOs based in Mongolia
National level group work identifying targets for advocacy work
NGO Coalition Advocacy objective: To include sexual health education in the secondary school curriculum by 2004

Key
Size of circle = influence on advocacy objective
Distance from NGO = closeness of relationship
Thickness of line = support for advocacy objective

Circles on diagram to represent: Minister of Education; City councilors; School directors; Business organizations; Teachers; Unicef & WHO; Representative councils of schools; City education centers.

Reference: Adapted from an advocacy skills-building workshop for HIV/AIDS/STI work, National AIDS Foundation and International HIV/AIDS Alliance, Mongolia, February 2002.

Source: Advocacy in Action
This is an extract from Advocacy in Action: a toolkit to support NGOs and CBOs responding to HIV/AIDS, developed in collaboration with the International Council of AIDS Service Organizations (ICASO) and published by the International HIV/AIDS Alliance in June 2002.

To view the whole report follow this link.

To download this section, complete with graphics, in pdf format (which requires Adobe Acrobat software to read it) follow this link (file size 977 Kbytes).