MODULE 4 PARTICIPATORY STAKEHOLDER ENGAGEMENT SYLLABUS: wren > Participatory stakeholder engagement Importance of disaster communication. Disaster communication- methods, barriers, Crisis counselling, Introduction to Capacity Building. Concept ~ Structural Measures, Non-structural Measures. Introduction to Capacity Assessment, Capacity Assessment; Strengthening Capacity for Reducing Risk. RT 1 Stakeholder ‘participation’, stakeholder “engagement? is the organisational management and interactions between two or more stakeholders in policy making, development projects, decision making in disaster risk reduction (DRR) education. In brief, ‘stakeholder participation’ is the involvement of interest groups in a planaing or decision-making process. Participatory development is defined as 2 process in which people are proactively and significantly involved in all decision-making processes that affect their lives. ‘TYPES OR FORMS OF STAKEHOLDER PARTICIPATION (imp) ‘The three basic forms of stakeholders are: 1) Primary stakeholder 2) Secondary stakeholder 3) Key stakeholder 1) PRIMARY STAKEHOLDER: Beneficiaries of a development intervention. People who are directly affected by a disaster. lakeholders include: homeowners, renters, homeless In disaster risk reduction, the: small-scale businesses. persons and community-Ss 2) SECONDARY STAKEHOLDER * Refer to those who indirectly influence a development intervention. * They include the government, line ministry and project staff, implementing agencies, local governments, civil society based organisations, private sector firms, and other development agencies, 3) KEY STAKEHOLDER * This group can significantly or directly influence a development intervention * This groups are important to the success of the project through financial resources or power, E4g- National Disaster Management Organisation (NADMO) Ministry of Local Government and Rural Development (MLGRD), IPA’ {mn stakeholder participation initiatives some groups - such as the very poor, women, nomadic groups or ethnic minorities - may lack the organisational, social or financial ‘means to make their Voices heard and participate effectively. * These are often the exact stakeholders whose needs and interests are critical to the success ‘and sustainability of development interventions. Special efforts are needed to address the disequilibrium of power, knowledge and influence among stakcholder groups and to allow weaker, ess organised groups to interact effectively with stronger, more established stakeholders. These include: 1, Capacity building 2. Mandated Representation, 3. Separate Events 4. Levelling Techniques. 5. Use of Intermediaries, L CAPACITY BUILDING * Providing training, coaching, funds or other resources to marginalised groups to assist them in organising, mobilising support, identifying and articulating their interests;2. MANDATED REPRESENTATION Where there is a danger of exclusion, it may be useful to establish targets of representation, for example, agreeing that all village committees will include an established number of women or that all ethnic groups in a given community will be represented on a decision-making body; 3, SEPERATE EVENTS: In some cases, it may be valuable to meet with specific population groups separately, for example, to hold a separate women’s meeting to discuss their particular concerns; 4, LEVELLING TECHNIQUES: © Power differentials between stakeholders can be reduced through the use of participatory methods. ‘+A skilled facilitator can use a number of techniques to ensure that all participants have equal opportunity to make their voices heard. «Negotiating systems may need to be developed for handling conflicting interests between different groups of local stakeholders; 5. USE OF INTERMEDIARIES + In circumstances where the direct participation of marginalised individuals themselves is not feasible, intermediaries or surrogates may be identified to represent their views and defend their interests. * For example, if it is not possible for women farmers from isolated areas to participate directly in a national forum on agricultural development, female extension workers might be selected to represent their interests » BENEFITS OF STAKEHOLDER PARTICIPATION IN DRR (IMP) * Improved programme/project design by drawing on local knowledge and expertise to ensure that designs accurately reflect stakeholder priorities and needs; + Strengthened stakeholder commitment to, and ownership of, policies and projects, leading to increased uptake of project services and greater willingness to share costs; ‘+ Enhanced sustainability as a result of increased stakeholder ownershiy + Opportunity to foresee and/or resolve potential obstacles, constraints and conflicts: Emphasised means to identify and address potential negative social and environmental impacts;Ss © Opport innovations based on field experience; nity to generate social leaning and innovati ‘apacity to analyse problems and initiate other development activities Capacity to analys lems and initi ‘lopmen * ins of in} str itabl Improved means of ensuring that project benefits are distributed equitably BC ind civil society Strengthened working relations between stakeholders, government a1 ty organisations and development partners, » COST & RISK OF STAKEHOLDER PARTICIPATION IN DRR (IMP) MASE RISK OF STAKEHOLDER PARTICIPATION IN DRR (IMP) Each progressive level of stakeholder participation brings with it different costs and risks. ‘The principal cost i the absence of stakeholder participation in programmes and projects. Lack of stakeholder participation can lead to * Danger of undertaking poorly planned or merel y token participatory activities due to limited time, capacity, commitment or resources; Lack of politcal will onthe part of govemments to allow wide stakeholder participation influence; Difficulty in reaching out to marginalised because they fear loss of power ori Sroups and ensuring that the true priorities and Reeds of poor and vulnerable groups are represented; * Difficulty in identifying genuine represe ‘mative non-governmental organisations (NGOs) and civil society organisations (C805); Co-optation of the stakeholder partici ation process by more powerful or articulate Stakeholders, and the exclusion of th '¢ Poor and disadvantaged; 1 SIN ‘The most fundamental steps in stakeholder analysis can be enumerated as follows: Step 1: Identify key stakeholders; ‘Step 2: Assess stakeholder interest and Project impacts Step 3: Stakeholder prioritisation Step 4: Outline a stakeholder participation strategy. to ask in addressing this issue are 1) Who are the programme or project targeted beneficiaries? 2) Who might be adversely impacted?3) Who are the projects main supporters and opponents? 4) Who is responsible for carrying out planned activities? 5) Who can contribute financial and technical resources? «An initial list of stakeholders can be drawn up on the basis of a desk review of secondary data (publications and documents) and existing staff knowledge of the project, sector and country. «This preliminary list must then be verified, modified and enhanced through the use of the questions discussed above. STEP 2: ASSESS STAKEHOLDER INTERESTS AND PROJECT IMPACTS: Once relevant stakeholder groups have been identified, the next step is to analyse their interests (overt and hidden) and to assess the potential impact of the proposed project on their interests. Key questions for participants to answer include: 1) How does each group of stakcholders perceive the problem at hand and proposed solutions? 2) What are their key concerns and interests with respect to the project? 3) What are stakeholders’ expectations of the project? ‘These questions are best answered by stakeholders themselves in the context of a stakeholder workshop. Such a workshop requires careful preparation and could require a full day STEP 3: STAKEHOLDER PRIORITISATION ‘The analysis of stakeholder interests and project impacts should allow the project team to categorise different groups of stakeholders and to determine the relative priority that the project should give to each stakeholder group's interest. Key questions to engage the attention of participants are: 1. Who are the project’s targeted primary beneficiaries? 2, What is the importance of each stakeholder group to the success of the project? 3, What is the degree of influence of each stakeholder group over the project? 4 | Ase special measures needed to protect the interests of primary stakeholder groups that are weak or vulnerable?hee Be 1 STRATEGY STEP 4: OUTLINE A STAKEHOLDER PARTICIPATION STEP 4: OUTLINE A STAKEHOLDER PARTICIPATION STRA0 TAT ‘ the specific activig This involves development of a stakeholder action plan that outlines spe Viti is inv to be carried out by each stakeholder group. i ’, While others * Some stakeholder groups will have active and continuous roles to play, may v i ents of only need to be kept informed of progress or be involved at certain key mom planning or implementation. ‘Stakeholder Analysis Matrices (imp 3 or 7 marks) Stakeholder matrix is a tabular representation which shows the framework for recording ‘and organising the information generated by a stakeholder analysis in the context of DRR ‘The three variables used to Construct the matrices are listed below: + Interests: the priority c “oncems of the stakeholder group (or what is ‘at stake’ for them); Influence: the degree to which the stakeholder group has power and control over the endeavour and can thus facilitate or hinder its implementation; and Importance: the degree to which the achievement of Programme or project objectives Aepends on the active involvement ofa given stakcholder group ( Stakeholder Interest(s) at] Eff "of De ree of | Importance of Broups stake in| project on | influence of stakeholder for relation to | interest(s) Stakeholder | success of Freee | mown peer Project | project + (Positivey > US unknown — | U=unknowa I=little ino 0= neutral Ilittle/no influence >= (aegative) | importance 2=some 2-some influence importance 3-moderate influence 4-significant influence ery influentialMETH FOR P, 1, Participatory meetings and workshops: It can be done through the following ways: a) Panel discussions: © Panelists build off each other’s answers to elicit different opinions and deepen the discussion. The discussion can start with an overview presentation and brief comments from each panellist to frame the discussion and provide the audience with an understanding of the experience and viewpoint each panellist brings. Discussion is richest when the panel members represent different key constituencies, expertise or points of view related to the topic and when advanced preparation clarifies ‘each panel member's role and how one relates to the other panel. b) Pyramid Schemes ‘© Participants are given a question or problem to think through on their own fora few minutes. © They are then asked to join with a neighbour to discuss the topic in twos, then in a subsequent round in groups of four or six, then in groups of eight or twelve. «Growing the groups larger provides the opportunity for ftiendly challenging of ideas and cross-fertilising the best of answers across groups. ©) Debates Speakers present opposing sides of an issue. = ‘This format can liven up a discussion topic that lends itself to debating pros and cons, multiple views, or conflicting opinions around an issue. «As. variation, groups of participants can be assigned opposing sides of an issue and asked to formulate the key debate points as a group. d) Round Table «Participants form groups around a specific topic area in order to share experiences and discuss ideas. «This format provides an informal setting for starting dialogue, sharing and discussion* Depending on the purpose, formal questions could be posed to the group to guide their discussion or the topic could remain open for the group to determine the direction of ug, conversation, 2, Participatory Research/Data Collecti Participatory Rural Appraisal (PRA) is one participatory research approach that offers a ‘basket of techniques’ from which those most appropriate for the project context can be selected, The basic principles of PRA tools are: * Participation: local people serve as partners in data collection and analysis; = Flexibi time; not a standardised methodology, depends on purpose, resources, skills, and ‘Teamwork: outsiders and insiders, men and women, mix of disciplines, etc. Optimisation: optimal cost and time efficient, but ample opportunity for ignorance, analysis and planning, etc; Systematic: for validity and reliability, partly stratified sampling, crosschecking 2. DISASTER COMMUNICATION * Communication is the act of transmitting information verbally or non-verbally. * Communication is more than exchanging information; it’s about und. lerstanding the emotions and intentions behind information, BASIC STEPS IN COMMUNICATION (IMP); 1. Forming of communicative intent 1 - Message composition . Message encoding |. Transmission of signals 2. 3 4, 5. Reception of signals 6. Message decoding 7 Interpretation v IMPORTANCE OF COMMUNICATION IN DRR (IMP) 1. Communication promote preparedness for disasters 2, Communications provi. ly warnings signals of disasters 3. Communication facilitates proper response to disastersEERECTIVE COMMUNICATION: Effective communication includes non-verbal communication, engaged listening, ‘managing stress in the moment, the ability to communicate assertively, andthe capacity to “evognise and understand your own emotions and those of the person you are communicating with, >» STEPS TO EFFECTIVE COMMUNICATION (IMP): L Use standard terminologies when communicating-risks, disaster, coping.esilience, vulnerable, etc, Request and provide clarifications when needed- allow/encourage the beneficiaries to respond to issues they are not sure of. ‘The communicator should also be well informed about the situation of things within the community where the information is to be disseminated. 4, Ensure statements are direct and unambiguous. 5 Inform appropriate individuals when the mission or the plan changes. 6. Communicate all information needed by those individual or teams extemal to the team, 7. Use non-verbal communication appropriately. > BARRIERS TO EFFECTIVE COMMUNICATION: 1, Non-Focus on the issue at hand, not being attentive 2. Avoid interruption, show interest in what is being said 3. Avoid being judgemental but make provision for feedbacks 4, Pay attention to non-verbal communication 5. Be conscious of individual differences 6. Keep stress in check but be assertive FRERE 1m RI IV OSTN RISK COMMUNICATION CRISIS COMMUNICATION Process of exchanging information among | Process of exchanging information among the people about nature, nitude and | the people during the erisis stage of a control of risk disaster. itis done during or before the disaster stage | ICs done aller the disaster stage. LLlous and evolves | A crisis is a specific in Ta skis of anc Risk is offen more nebulous over time, time frame. ke PPinciles for cis communi Principles for risk communication include, | Principles i t, giving 4j devel 1d conveying the messages | include, being there first, giving rieht pads being credible, express information, being 4 i gand prior to adisaster. | int meteor empathy, promote action to calm the victims and show respect. | Crisis communication typically wi Risk “communication tends to” utilise Crisis communication typically utilises itative sources, ‘messages from experts and scientists messages from authoritat Types of Crisis ° According to Stone (1993), the Wo basic kinds of crisis are developmentai and situational, Other types of. crises include Existential, and Ecosystemtic. Counselling is a Personal, face to face, relationship betye counsellor, by means of the relationship and his Special Competencies, provides a leaning situation in which the counselee, anormal sort of berson, is helped to Know himself and his present and Possible future situations so that he can make use of characteristics and Potentialities in a way thatis both satisfying to himself and beneficial to Society, and further, can lean how to solve future Problems and meet future needs (Tolbert, 1979), &N tO People in which thev CRISIS COUNSELLING: ‘© Process of eliminating the emotional and psychological disturbances of people, affected by a disaster + Itcan be carried out by psycho educational counselling classes. ‘+ Itis a crucial part of recovery and reconstruction. * Itenables people to take right decisions. es of a > Crisis counselling occurs when a client who is destabilised engages the so counsellor. vy ‘The person is unable to cope with events in his/her life and, consequently, may be wracked by destructive feelings of self-doubt, anxiety, or guilt and may be engaging in hurtful behaviours. > This crisis needs immediate attention otherwise there is the risk of further personality or behavioural deterioration. GOALS OF CRISIS COUNSELLING + Help the person retum to his usual level of functioning; decrease anxiety; ‘* Help people who are in crisis recognise and correct behaviours and cognitive distortions. * Teach crisis-solving techniques; © Give more assistance after immediate help is received. «Safety: ensures the individual is safe, any risk has been reduced and resources, if available, have been provided. ‘+ Stability; ensures the individual is stable and has a short-term plan which includes mastery of self and the emergency or disaster situation. © Connection: helps connect the individual to formal and informal resources and support.