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SoilCare project - Stakeholder participation training
- 1. WP3: Participation Training MarkReed Liz Oughton Steven Vella Heleen Claringbould
- 2. Why participation inSOILCARE? • Pragmatic arguments • Normative argument
- 3. What makes participationwork? Empathy Trust Context Diversity
- 4. What makes participationwork? Empathy Trust Context Diversity
- 5. How does researchbenefit stakeholders?
- 6. How does researchbenefit stakeholders?
- 7. Learning and knowledgeexchange are at the heart of every benefit that arises from research
- 8. 3 metaphors toillustrate an empathetic approach to stakeholder engagement a word and a picture
- 9. Based on empiricalfindings: 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
- 10.
- 12. What makes participationwork? Empathy Trust Context Diversity
- 13. What makes participationwork? Empathy Trust Context Diversity
- 14. What makes participationwork? Empathy Trust Context Diversity
- 15. SOILCARE(s) for genderequality Heleen Claringbould www.corepage.org Consult and research on participation and gender in environmental issues
- 16. 1. AIM SOILCARE Toidentify, 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 for profitable and sustainable crop production in Europe.
- 17. 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 structure of the project as well as project contextual issues in relation to e.g. soil improving cropping systems and the adoption of these.” WHY?
- 18. Gap closed in10 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 nearly closed A closed gap means gender equality
- 19. 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 %
- 20. 5. GENDER EQUALITYIN STAKEHOLDER ANALYSIS: AIM AND APPROACH Equal treatment and opportunities (organization) Knowledge exchange, disaggregated data (content) Approach SOILCARE 3 questionnaires 1. Inventory partners and stakeholders 2. Gender activities and data gathering 3. Monitoring and evaluating
- 21. 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?
- 22. 7. KNOWLEDGE OFDIVERSE 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?
- 23. SOILCARE(S) FOR GENDER EQUALITY ThankYou ! http://www.cuesa.org/
- 24.
- 25. Who has astake 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
- 26. Stakeholder analyisis tellsus: 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?
- 27. 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
- 28. Look at workedexample…
- 29. Contact • Liz Oughton: elizabeth.oughton@newcastle.ac.uk •Mark Reed: mark.reed@newcastle.ac.uk Centre for Rural Economy, School of Agriculture, Food & Rural Development, Newcastle University
- 30. Matrix ranking andscoring Discussion of the trial options Ranking of the trial options Discussion, scoring and shortlisting trial options
- 31. New soil improvingcropping 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
- 32. Choosing the criteriafor 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
- 33. The matrix ofoptions 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
- 34. Scoring and selecting Trial option TO1 TO 2 TO 3 TO 4 TO 5 TO 6 Criteria C1 C2 C3 C4 C5
- 35. Facilitation skills Facilitation = assistingprogress, making easy
- 36. 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
- 37. 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
- 38. 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
- 39. 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
- 40. 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
- 41. 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
- 42. 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
- 44. Enjoy yourself Relax You willlearn a lot Your group will all enjoy it because someone is listening to them and valuing them and their views
- 45. Identity & Roles Power&influence
- 46. 1. We aretypically 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.
- 47. 2. We usedifferent 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
- 48. 3. This hasimplications 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
- 49. 4. In conflicts,people slip into rehearsed opposing roles that prevent them listening or learning
- 50.
- 51. Avoiding conflict •Can buildinga 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?)
- 52. Early warning signsof conflict •First, be aware of your own feelings!! •Early signs of conflict you can detect in yourself?
- 53. Early warning signsof 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
- 54. Early warning signsof conflict •Early signs of conflict you can detect in others? i.e. Not in yourself but those around you…
- 55. Early warning signsof 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
- 56. Early warning signsof 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
- 57.
- 58. Group discussion • Howcan 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?
- 59. How much powerdo you possess? There are four types of power you can possess: 1. situational 2. social 3. personal 4. transpersonal
- 60. Situational Power •Role informal hierarchy •Seniority •Expertise or experience •Access to decision makers
- 61. Social Power •Race orethnicity •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)
- 62. Personal Power •Self awareness •Selfconfident 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
- 63. Transpersonal Power (Now thisis 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
- 64. You may notbe 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?
- 65. Appreciative Enquiry •Turns problem-solvingon 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
- 66. Appreciative Enquiry •Pair upwith 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
- 67. Appreciative Enquiry •How doyou 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…
- 68. Every Decision isa 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…
- 69. Because even withall 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!