ADA Training Manual Unit 3

8/12/2019 ADA Training Manual Unit 3

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UNIT 3:DEVELOPINGYOUR CAMPAIGN STRATEGY

ADA Campaign Training Manual


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3.1 ADA Campaign Training Manual Unit 3: Developing your campaign strategy

UNIT 3: DEVELOPYOUR CAMPAIGN STRATEGY

This unit will help participants understand the di erentelements of a campaign strategy so that they can developtheir own strategy and assess its e ectiveness.

ELEMENTS OF ACAMPAIGN STRATEGYIn plenary, o er an example of a need someone might feel (eg,Im hungry and I want something sweet to eat). Invite ideas forthe steps the person could take to satisfy this need.

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The campaign strategy process(Please refer participants to Handout Unit 3.1)

E v al u a t i on

M oni t or i n g

Issue

Problem

Externalanalysis

Internalcapability

Strategy

Objectives

Actions

Changes

Impact

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Exercise 2 The campaign strategyprocessUsing Handout Unit 3.1, split participants into smallgroups. Allocate a set of cards to each group, with one

component of the Campaign strategy process writtenor printed on each card. Invite each group to arrangethe cards in a logical, timely sequence.

In plenary, set out the card sequences from each group alongsideeach other. Let the participants comment on the similarities, andwhere there are any di erences, discuss these.

Point out that all stages are important parts of a campaignstrategy. Some occur more than once; but none should beskipped. Share the Campaign strategy process with the group.

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MAKING CHANGE HAPPENIn plenary, observe that it can be quite a challenge to get from thestage of setting campaign aims to actually achieving results thatwill have a tangible impact on peoples lives. Being committed todeveloping a campaign strategy requires determination, time and

patience.A campaign slogan is helpful to convey a quick avour of thewider message behind a campaign. No kerosene is the sloganof a current campaign to change fuel use to renewable energy.Another example of a strong, inspirational slogan is Makepoverty history, referring to the international campaign for moreequitable development. These statements are signposts that pointthe public and supporters to the wider strategy. Invite participantsto give other examples of slogans that relate to bigger campaignstrategies.

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Exercise 3 What is a campaignstrategy?Using Handout Unit 3.2, ask participants to form pairsand share what the meaning of strategy is from theirexperience.

Back in plenary, invite the pairs to give some de nitions ofstrategy.

O er the following as alternative descriptions:

A campaign strategy describes what happens when a groupseeks to make a signi cant advance on a speci c issue.

A strategy sets out co-ordinated actions which aim to achievespeci c, concrete objectives in a timeframe.

A strategy can help your campaign to:

nd its pathway (that is, act as a roadmap)

rm up its plans, activities and aims

gain approval and raise resources

communicate plans to other stakeholders and secure their

participation be a reference point for monitoring and evaluating what the

campaign is achieving.

Note: It is easy to confuse strategy and tactics. Elicit participantsideas on the di erences between the two.

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ChecklistTactics can be seen as concrete actions for example:

distributing and gaining signatures for petitions

writing letters to decision makers

organising peaceful protests or street marches

holding public meetings or hearings

arranging private meetings with decision-makers

participating in working groups or councils.Note: Strategy is about more than just tactics it is a realisticassessment of where your campaign is, what its aims are, andhow you can achieve them.

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A strategy can be based on nine considerations:

Considerations for your external strategy1. Problem this needs to be expressed from the start so that

the campaign can begin to be enacted and people are attractedto support its activities

2 . Audience and targets identifying both audiences andtargets

3. Message reaching audiences, targets and widerstakeholders requires developing persuasive messages,all deriving from the core message

4. Messengers identifying who are the most reliablemessengers for di erent audiences and targets

5. Communication how is the campaign communicating itsmessages, and through which media?

Considerations for your internal strategy6. Resources sustained energy and action are needed to

resource the campaign, but it also needs people or nancesor physical resources such as venues and informationtechnology (IT)

7. Gaps be alert to where any gaps arise as the campaignprogresses and to what can be done to address these gaps

8. The rst e orts think of ways of promoting the strategy andact on the short-term objectives, building a foundation for thenext steps

9. Monitoring and evaluation check how the campaign isprogressing, assessing all the elements and adjusting actionsaccordingly

(Adapted and summarised from: Shultz J, Strategy development:

key questions for developing an advocacy strategy, San Francisco,Bolivia, The Democracy Center, 2011)

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DEVELOPING A STRATEGYCreative thinking using pictures and languageSome campaigners create a chronological storyboard. This isa creative way of setting out their strategy using pictures andsome key words. These storyboards show the picture of theircampaigns critical path and helps campaigners work out howthey will make their story happen. Storyboards simply depicta sequence of key scenes.

Storyboards can be sketched in any way and on any material.All it requires is imagination and some strategic thinking.

Exercise 5 Creating a storyboardInvite participants to join in small groups and select oneissue per group. Distribute plenty of A4 paper and thick,coloured marker pens. Invite each group to produce astoryboard that shows the key elements of their campaign.

In plenary, let each group brie y show their storyboards, and thenexplain how easy or hard they found this exercise. When eachgroup has nished, invite the whole group to re ect on thebene ts of using this technique to begin the process of strategicthinking and planning.

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Checklist This method allows for creative thinking.

It can reveal whether objectives are realistic, and where tomake adjustments if not.

It is not intimidating.

It can be a motivating alternative to complicated planning toolsor strategic theories.

It provides an inspiring push to bring the pictures to life inreality.

By thinking in pictures, it helps campaigners think of concreteevents.

Note: Concrete actions include things like: occupying a building,releasing a dove, conducting a survey, visiting a politician,writing a letter, sending an email, speaking to a crowd, oroccupying a nuclear reprocessing plant. Things that are notconcrete actions include addressing the issue, working onthe subject, developing awareness and reaching the public.

Point out that there are many examples of strategising on anycampaign issue. Early decisions are needed to pin down the moste ective strategy. This requires knowledge of the issue, thecontext, and the capabilities of campaign activists andsupporters.

There are many ways to conduct a campaign, but the type ofstrategy chosen and used will underpin the entire campaign.

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Exercise 6 The di erent types of

strategisingDivide participants into six pairs or small groups.Using Handout Unit 3.4, allocate one example of thedi erent types of strategising to each group. Support eachgroup to come up with an explanation and example(s) fortheir strategy type.

Examples of types of strategising include: building a popular base

stimulating co-operation

educating the public

convincing and lobbying decision-makers

taking a legal/judicial angle

confronting targets head-on even naming and shaming.

Back in plenary, ask each group to share their strategy type,the explanations they came up with, and to give examples.Allow time for questions and clari cation.

Point out that larger organisations commonly use a strategyto provide a framework for their campaigning. For example,Amnesty Internationals campaigning adopted a strategy thatcovered: long-term work such as global campaigns and humanrights education; shorter-term urgent action and crisis response;

and thematic projects and tactical campaigning to addressemerging opportunities and threats.

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SIGNS OF A SUCCESSFULCAMPAIGN STRATEGYIn plenary, ask participants to sum up what campaigning is,and explain that:

A. campaigning addresses a problem or issue you see in yourworld

B. campaigning aims to make or bring about positive changesin peoples lives.

Note: A classic strategy contains: objectives, activities,monitoring and evaluation, resources, and risks.

Exercise 7 Taking the TEA testIn plenary, share the following acronym: to run an e ectivecampaign, it needs to pass the TEA test:

T ouch

Enthuse

Act

Give out slips of paper that each describe what Touch, Enthuse,and Act mean. Give each slip to a con dent speaker to read out tothe group, slowly, so that the group can properly absorb theinformation. Ask people whether they agree with the explanationsor not, and facilitate a discussion.

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TouchAn e ective campaign needs to Touch people: it needs to make aconnection with its target, strike a chord with others, and prompta response. But it needs to do much more than that. It is all verywell touching your target with your message, but they mightdecide that it is all so depressing or di cult that there is nothing

they can do to change the situation.

EnthuseA campaign needs to go beyond touching people to Enthusethem. An e ective campaign convinces its target audience thatthere is a solution that could remedy the problem that is a ectingthem.

The campaign must contain elements that will enthuse peopleand de ect any defeatist or negative thoughts. But touching andenthusing are no good for the campaign if you cannot move ontothe third part of the TEA test. You need to touch and enthusepeople to ensure that they decide to Act on your campaignmessage.

ActCampaigning is all about believing that ordinary citizens canbring about changes to address the wide range of problems facingpeople around the world. And it is about in uencing decision-makers, at whatever level, to show and then demonstrate theiragreement with the campaigns ambitions. To achieve this goal,you need a campaign message that passes the TEA test:ask yourself, do your campaign messages pass the TEA test?

(Much of this section has drawn on Tips on what makes acampaign e ective, from Ellis J, Campaigning for success: how tocope if you achieve your campaign goal, London, NCVO, 2007)


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Re-group in plenary to see how individuals assessed their owncampaigns or potential campaigns and to deal with any questionsthat may have arisen.

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mins60 Exercise 8 Chances of success

End the session with a simple activity that participantscan do as individuals. Using Handout Unit 3.5, write outthe 12 points listed overleaf on ipchart paper and putthem up in pairs at six stations around the room. Inviteparticipants to circulate to the six stations and note forthemselves how many of the statements apply to theirown current or intended campaigns.


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Campaigns are most successful when:1. The campaign is rmly motivational, not educational

2. The objectives resonate with the public (they are widely felt;arouses emotion)

3. They are winnable: objectives are realistic and achievable in

a workable timeframe4. There is a clear and simple ask or action that supporters

can take

5. Supporters are involved and actively engaged in the campaign everyone is an ambassador

6. The approach is creative, but easily understood

7. Supporters have the opportunity to be actively engaged in

a range of activities8. The campaign is supported by wider alliances of civil society

groups and NGOs

9. The media are attracted by the campaign message andactivities, and provide extra publicity

10. The issue allows campaigners to speak from experience andcontribute their expertise

11. The issue is one where changes will result in realimprovements in peoples lives

12. Campaigners are persistent and dont give up if they dont seeimmediate changes

Above all, campaigners should just try things dont be afraidof failure!

Wrap up: Please refer to facilitators notes in Appendix A forguidance on monitoring progress and embedding learning.


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UNIT 3:HANDOUTS


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H3.1 ADA Campaign Training Manual Unit 3: Developing your campaign strategy

3.1Handout Unit 3.1The campaign strategy process

E v al u a t i on

M oni t or i n g

Issue

Problem

Externalanalysis

Internalcapability

Strategy

Objectives

Actions

Changes

Impact


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H3.2a ADA Campaign Training Manual Unit 3: Developing your campaign strategy

Handout Unit 3.2

A CAMPAIGN STRATEGY DEWHAT HAPPENS WHEN A GR SEEKS TO MAKE A SIGNIFICADVANCE ON A SPECIFIC ISA STRATEGY SETS OUTCO-ORDINATED ACTIONS WTO ACHIEVE SPECIFIC, CON OBJECTIVES IN A TIMEFRAM

A strategy can help your campaign to:

nd its pathway (that is, act as a roadmap) rm up its plans, activities and aims

gain approval and raise resources

communicate plans to other stakeholders andsecure their participation

be a reference point for monitoring and evaluatingwhat the campaign is achieving.

Note: It is easy to confuse strategy and tactics.

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H3.2b ADA Campaign Training Manual Unit 3: Developing your campaign strategy

ChecklistTactics can be seen as concrete actions for example:

distributing and gaining signatures for petitions

writing letters to decision makers

organising peaceful protests or street marches

holding public meetings or hearings

arranging private meetings with decision-makers

participating in working groups or councils.

Note: Strategy is about more than just tactics it isa realistic assessment of where your campaign is,what its aims are, and how you can achieve them.

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Handout Unit 3.3A strategy can be based on nine considerations:

Considerations for your external strategy

1. Problem this needs to be expressed from thestart so that the campaign can begin to be enactedand people are attracted to support its activities.

2 . Audience and targets identifying bothaudiences and targets.

3. Message reaching audiences, targets and widerstakeholders requires developing persuasivemessages, all deriving from the core message.

4. Messengers identifying who are the mostreliable messengers for di erent audiences andtargets.

5. Communication how is the campaigncommunicating its messages, and through which

media?

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Considerations for your internal strategy6. Resources sustained energy and action are

needed to resource the campaign, but it also needspeople or nances or physical resources such asvenues and information technology (IT).

7. Gaps be alert to where any gaps arise as thecampaign progresses and to what can be done toaddress these gaps.

8. The rst e orts think of ways of promotingthe strategy and act on the short-term objectives,building a foundation for the next steps.

9. Monitoring and evaluation check how thecampaign is progressing, assessing all theelements and adjusting actions accordingly.

(Adapted and summarised from: Shultz J, Strategy development: key questions for developingan advocacy strategy, San Francisco, Bolivia,The Democracy Center, 2011)

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H3.4 ADA Campaign Training Manual Unit 3: Developing your campaign strategy

Handout Unit 3.4Examples of types of strategising:

building a popular base

stimulating co-operation

educating the public

convincing and lobbying decision-makers

taking a legal/judicial angle

confronting targets head-on even

naming and shaming.

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Handout Unit 3.5Campaigns are most successful when:

1. The campaign is rmly motivational, not

educational2. The objectives resonate with the public (they are

widely felt; arouses emotion)

3. They are winnable: objectives are realistic andachievable in a workable timeframe

4. There is a clear and simple ask or action that

supporters can take5. Supporters are involved and actively engaged in

the campaign everyone is an ambassador

6. The approach is creative, but easily understood

7. Supporters have the opportunity to be activelyengaged in a range of activities

8. The campaign is supported by wider alliancesof civil society groups and NGOs

9. The media are attracted by the campaignmessage and activities, and provide extrapublicity

10. The issue allows campaigners to speak from

experience and contribute their expertise11. The issue is one where changes will result in

real improvements in peoples lives

12. Campaigners are persistent and dont give upif they dont see immediate changes.

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Above all, campaigners should just try things dont be afraid of failure!



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Handout Unit 3.6Older people are at the heart of campaigns work.Through this training and the ongoing engagement of olderpeople, we are growing a global movement of campaignerswho will portray the characteristics listed below.

PROFILE OF AN OLDER PERSON CAM

YOU

...CAN SPEAK ABOUTYOUR LIFE AND THECHALLENGES YOU F IN AN ENGAGING WA

...ARE AGOOD ANCHORFOR YOUR GRO

...CAN DIALOGUEAND DEBATEAND PERSUADEAND YOU CANWIN!

...SHOW EFFECTIVE LEADERS IN THE GROUP OR MOVEMEN

...ARE SURETO MAINTAINAND ATTENDTO YOUR GROUP

...ARE AVALUABLE SPOKESPERSONFOR THE MEDIA

...DEPEND ON THE SOURCE OF POWEWITHIN YOURSEL

...ARE READY T PARTICIPATE

...ARE KEEN TO INFORM OTHERS ABOUT OLDER PEOPLE AND THEIR REALITIES

...UNDERSTANTHE CONTEXTESPECIALLYTHE POLITICACONTEXT

...ALLOW PEOPLETO SELF-IMPROVETOGETHER

...HAVE AHEART TO

DEVELOPYOUR GROUP

...HAVE A UNIQUE PLACE TO SPEAKCREDIBLY ABOUT ISSUES BECAUSEYOU EXPERIENCE THEM

...ARE STRONG WHEN YOUCONSIDER YOUR OWN VALUES,CULTURE AND HISTORY

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Rhoda has long been a pivotal gure in her church andcommunity, where she brings people together, inspiring them tostay strong and keep going through lifes challenges. Shes nowbringing her leadership experience and social commitment toADA, where shes already made a big impact.

In 2009, she led an ADA delegation to meet the Prime Minister.And the following year, she met the Minister for Gender, Childrenand Social Development to explain the bene ts of increasingpensions. After the meeting, the Government agreed to raise

pension payments for all older people in Kenya.In 2012, Rhoda travelled to Brussels where she met severalMembers of the European Parliament. In her speech, she spokeabout her life in Kenya and the challenges older people facein developing countries, urging the European Union not toforget her generation.She passionately believesthat the worlds older peopleshould unite as one voice.


PROFILE OF AN OLDER PERSON CAMRHODA NGIMA, 77, KENYA

We have been removedfrom a very dark pit andbrought to the surfacewhere there is light.ADA has made me anambassador to spreadnews about older people.I have learnt that evenin older age I am able todo something worthwhileand constructive formy country.

Rhoda Ngima H e l p A g e

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HelpAge International, PO Box 70156, London WC1A 9GB, UKTel +44 (0)20 7278 7778 Fax +44 (0)20 7387 6992

www.helpage.org i [email protected] charity no. 288180

Any parts of this publication may be reproduced for non-pro t purposes unless indicated otherwise.If used in other materials, please clearly credit HelpAge International and send us a link.

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.HelpAge International 2014.

This manual was produced with the nancial assistance of the German Federal Ministry ofEconomic Cooperation and Development. The contents of this document are the sole responsibilityof HelpAge International and do not necessarily re ect the views of BMZ.

This is one unit from a set that makes up the ADA CampaignTraining Manual. You can download single units, or the fullmanual from:

www.agedemandsaction.org
http://www.helpage.org/http://www.agedemandsaction.org/http://www.helpage.org/http://www.agedemandsaction.org/

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ADA Training Manual Unit 3