ADVOCACY FOR POPULATION AND REPRODUCTIVE HEALTH : AN INTRODUCTORY MANUAL FOR ADVOCATES AND TRAINERS PART 1: PREPARING THE GROUNDWORK

ADVOCACY FOR POPULATION
AND
REPRODUCTIVE HEALTH :

AN INTRODUCTORY MANUAL FOR
ADVOCATES AND TRAINERS
PART 1: PREPARING THE GROUNDWORK

by

SUSAN B. ARADEON

ADVISER FOR POPULATION ADVOCACY & IEC
UNFPA COUNTRY SUPPORT TEAM
FOR THE SOUTH PACIFIC

January 2000

The views and opinions contained in this manual have not been officially
cleared and thus do not necessarily represent the position of the
United Nations Population Fund

TABLE OF CONTENTS

PREFACE

1. INTRODUCTION TO ADVOCACY

1.1 The Basic Elements of Advocacy
1.2 The Difference Between Advocacy and IEC (Information, Education & Communication)

2. DEFINE YOUR ADVOCACY GOAL AND OBJECTIVES

3. IDENTIFY YOUR ADVOCACY AUDIENCES

        3.1 Primary and Secondary Audiences
        3.2 Supporters, Opponents and Undecided People
        3.3 Audience Mapping

4. COLLECT DATA, INFORMATION & TESTIMONIES

        4.1 Persuasive Data and Information
        4.2 Background Information on Your Advocacy Audiences
        4.3 Audience Research Methods

5. PREPARE YOUR POSITION PAPER & FACT SHEETS

5.1 Position paper
5.2 Fact sheets

6. PREPARE TO HANDLE OPPONENTS

7. IMPROVE YOUR ADVOCACY SKILLS

        7.1 Interviews with the Media
        7.2 Personal Visits
        7.3 Public Presentation Techniques

8. CONCLUSION

BIBLIOGRAPHY

WORKSHEETS

Worksheet 1: Elements of an Advocacy Objective
Worksheet 2: Audience Map: Who Are Your Audiences?
Worksheet 3: Supporters Knowledge & Attitude Map:
Worksheet 4: Opponents Knowledge & Attitudes Map:

PREFACE

This is a do-it-yourself manual. The goal is to demystify advocacy and to enable people to become successful advocates. The objective is to assist concerned government officials and members of civil society to design and implement their own advocacy initiatives relatively easily and cheaply.

The manual is being developed and trialed as part of the technical assistance to the Regional Population and Reproductive Health Advocacy Sub-Programme funded by the United Nations Population Fund through its Sub-regional Office for the Pacific and executed by the Secretariat of the Pacific Community (SPC) (PMI/98/P01). Consequently, specific examples have been designed for population and reproductive health advocacy issues facing nations in the South Pacific but the manual can serve as a guide to advocacy for other issues in other places.

Concepts, approaches and language have been borrowed, adapted and reintegrated into this manual from the sources identified in the footnotes. In some cases, the only changes were minimal to simplify the language or streamline the approach. The great debt to the authors and funders of these publications and documents is acknowledged; nevertheless, responsibility for any errors resides with the author. Two non-UNFPA publications merit special mention:

IPPF: Advocacy Guide, 1995 (researched by Cynthia Gibson)
SARA/AED: An Introduction to Advocacy: Training Guide by Ritu R. Sharma

This Population and Reproductive Health Advocacy Manual is an evolving document. The current version only contains Part 1: Preparing the Groundwork. Part 2 has not yet been developed. Other chapters will deal with coalition building, participatory strategic planning, action planning, message development and delivery, fundraising, and evaluation. Interactive techniques for sensitising audiences to sexuality issues that are integral to reproductive health will also be addressed. Please adapt this working document to your needs and send your comments and suggestions for improvements. Registry@unfpacst.org.fj is the email address.

Suva, Fiji William J. House
January 2000 Officer-in-Charge

1. INTRODUCTION TO ADVOCACY

1.1 The Basic Elements of Advocacy

Advocacy starts with a core group of people who share concerns about a particular issue and who are prepared to commit time, expertise and resources to bring about change. Advocacy core groups, advocacy goals and objectives, and advocacy environments vary widely. Therefore, the advocacy process is more like a network than a step-by-step process. Advocacy works best if advocates start from the particular, composite knowledge and skill base of the core group. To attract more advocates to your cause and to energise the advocacy group, it helps to start off with an activity with high visibility and high probability of success.

This means that any table of contents in an advocacy manual is arbitrary and implementation will not necessarily follow the order presented in the manual. The table of contents should really be a series of circles that are linked by crisscrossing lines as illustrated in Box 1: Chart of the Basic Elements of Advocacy. Where the lines represent the overlapping links between the basic advocacy elements as well as the order of their implementation. No two advocacy implementation charts would be the same if each advocacy core group were to lay down the crisscrossing lines that represent the time order and pattern it used for implementing the basic elements of advocacy. Some advocacy core groups might have considerable data and data expertise and they might want to begin by developing a position paper for public presentations. Others might already have a good network of concerned organisations and some experience with coalition-building. They might decide to postpone work on the position paper until a larger potential coalition has been brought together. Depending upon the available human and financial resources, many activities could be pursued simultaneously. Early on, goals and objectives need to be defined and audiences need to be mapped.

1.2 The Difference Between Advocacy and IEC (Information, Education & Communication) ¹

Advocacy and IEC are techniques used to attempt to change the behaviour of individuals and groups. These techniques reinforce each other. Advocacy creates a more favourable environment for motivating individuals and groups to change their behaviours. Thus, implementers of IEC (or health education or health promotion) benefit from advocacy. Advocates use IEC techniques for implementation. Both identify, segment and profile audiences; develop and deliver information and education; undertake research and monitor to refine their implementation activities; and, commission evaluation to measure the impact of their interventions. In addition to these IEC techniques, advocates build partnerships, alliances and coalitions and mobilise these supporters to advocate for their shared goal and objectives. They also dialogue and negotiate with people who oppose their position.

The major difference between advocacy and IEC lies in the categories of people they target and the expected goals/outcomes.

Box 2: The Differing Targets and Outcomes for Advocacy and IEC

individuals with the objective of achieving a change in their personal

awareness
attitudes, beliefs and values
behaviour

groups/communities with the objective of achieving a change in their group norms, their groups’

awareness
attitudes, beliefs and values
behaviour

Advocacy Targets:

leaders and decision-makers with the objectives of achieving a change in their
- awareness
- attitudes, beliefs and values
- behaviour
so they use their power/influence to introduce or re-orient a:
- policy (or a group’s position on a specific issue)
- programme or
- legislation
  and
- reallocate the necessary funds and personnel

individuals and groups who can influence the leaders and decision-makers

2. DEFINE YOUR ADVOCACY GOAL AND OBJECTIVES²

An advocacy goal is a long term general aim to solve an outstanding issue, for example, to increase male involvement in order to improve the reproductive health of Samoan families. For each goal, several objectives need to be defined. An advocacy objective focuses on a specific action that an institution can take. This action is a specific measurable step towards the goal. To define your advocacy objectives, ask the following questions:

WHAT do we want to change?
WHO can make the change?
BY HOW MUCH?
BY WHEN?

Box 3: Sample Elements of an Advocacy Objective (Goal: to increase male involvement in order to improve the reproductive health of Samoan families)
Elements	Specific Elements
WHAT do we want to change?	Reallocate funds and personnel to increase vasectomies
WHO can make the change?	MOH Policymakers & Private Doctors
BY HOW MUCH?	Increase % of couples protected by vasectomy from 7% to 15%
BY WHEN?	2 years
THE COMBINED ELEMENTS	Persuade MOH Policymakers & Private Doctors to allocate more funds and personnel to increase the percentage of couples protected by vasectomy from 7% to 15% within the next two years.
Source: Adapted from Sharma, SARA/AED Advocacy Training Guide, n.d.

Information needed to define an advocacy goal and objectives can usually be found in Government and civil society documents and research reports that raise and discuss health issues. Ministry strategic 5-Year plans, workplans, annual reports and workshop reports are good starting points. Additional information can be found in similar documents prepared by NGOs, agencies and donors involved with the issue.

Before embarking upon an advocacy programme, you need to form a small core team of advocacy initiators to make a preliminary estimate of the feasibility and scope of your advocacy initiative. Study the relevant documents and brainstorm to develop one or two preliminary advocacy goals and objectives. Then, check the preliminary objectives against the advocacy feasibility checklist (See Box 4). However, avoid becoming excessively attached to your chosen goal. For advocacy to be successful, a larger group or coalition of groups needs to go through the process of defining their goal and objectives. In the process, your objectives and goal may be modified.

3. IDENTIFY YOUR ADVOCACY AUDIENCES³

3.1 Primary and Secondary Audiences

Changes must be made to achieve your objective. Identify the people who have the power to make or prevent these changes. These are the people you want to reach and convince to make the changes. They are your primary audience. Then identify the people who can influence these individuals in your primary audience. They are your secondary audience.

Box 4: Who are Your Advocacy Audiences?

Primary Audience: decision-makers with the power to affect the outcome of your objective directly

Secondary Audiences: individuals and groups that can influence the decision-makers (the primary audience)

Source: Adapted from Sharma, SARA/AED Advocacy Training Guide, n.d.

3.2 Supporters, Opponents and Undecided People

The people and groups in the primary and secondary audiences can be further divided into supporters, opponents and undecided. Many of the people in your audience will not yet clearly take a position on your objectives. Advocates work to move the primary and secondary audience into active supporters so that the objectives can be achieved and sustained.

Beneficiaries, the individuals and groups who will benefit from achievement of the objectives and goals, are an especially important advocacy audience. As supporters, they can become powerful and committed advocates. Their personal testimony can raise awareness and concern about the problems being addressed by your advocacy goal. However, some beneficiaries may become opponents and some may remain undecided or indifferent.

Some people may support one objective and be opposed to another objective for the same goal. For instance, in many countries the Catholic Church actively supports the goal of reducing family sizes and favours promotion of the benefits of smaller families but opposes promotion of contraceptives.

Box 5: What Is The Position Of Your Audience?

Supporters: individuals and groups who agree with your advocacy objectives and goal

Opponents: individuals and groups whose opposition to the objectives is already known

Undecided: individuals and groups who have not taken a position on the objective

3.3 Audience Mapping

Use the audience mapping process to identify and subdivide your advocacy audience into groups of people who share similar knowledge and attitudes about each advocacy objective. This information will assist you to develop your advocacy strategy. You will need to make three or four maps for each objective (see the corresponding sample maps, Boxes 8-10):

Map 1: Audience Map
Map 2: Supporters Knowledge & Attitudes Map
Map 3: Opponents Knowledge & Attitudes Map
Map 4: Undecided Peoples Knowledge & Attitudes Map (no sample provided)

To develop the Audience Map for each advocacy objective, brainstorm the titles and/or names of your primary and secondary audiences and your beneficiaries with a variety of concerned (See Map 1: Sample Audience Map). To identify the primary audience, think through the steps necessary to get your advocacy objective on the agenda and move it through the approval and implementation process. Brainstorm the names and titles of the key decision-makers in this process and fill in their names and titles. They are the primary audience.

To identify your secondary audiences, brainstorm the names and titles of the people who can influence the primary audience to act positively or negatively on the objective. Be as specific as possible. Fill in their names and titles.

After you have established your Audience Map, you need to subdivide your primary targets and secondary influentials into meaningful groups in terms of their knowledge, attitudes and behaviour. Colour code the Audience Map to distinguish the position of each person or group as follows:

supporters/allies: circle in green
opponents: circle in red
undecided: circle in blue

Then using this information, brainstorm the knowledge and attitudes of these groups onto a Supporters Knowledge & Attitudes Map and onto a Opponents Knowledge & Attitudes Map (See Tables 2 and 3 for sample maps and the Appendix for blank mapping charts). The Undecided Peoples Attitudes & Knowledge Map will be developed in the same manner. Ask actual beneficiaries to brainstorm their own knowledge and attitudes towards the objective. Questions to ask yourselves during brainstorming are provided in Boxes 5 & 6. When thinking about the primary audience, also ask yourselves why they have not already implemented your objective.

During initial development of these audience maps, you may find that there are many uncertainties. You will need to use the observation and the public information review or more formal research methods if funds can be obtained. Refer to Section 4 for more details.

Box 6: Questions for identifying your potential SUPPORTERS

Who supports the objective (or a closely related objective) already?

Who will benefit if your objective is achieved?

Directly as a beneficiary?
Indirectly as an implementer?

Will anyone benefit financially if your objective is achieved? Who?

Which government ministries, departments or agencies will gain if the objectives are achieved?

What civil society groups including religions will gain if the objective is achieved?

Which influentials will gain if the objective is achieved?

Government/political
Government/administrative
Traditional
Religious
NGO
Private sector

Do any officials philosophically support the objective?

Source: Adapted from Sharma, SARA/AED Advocacy Training Guide, n.d.

Box 7: Questions for identifying your potential OPPONENTS

Are any organisations or individuals opposed to your objective? Who? Why?

Which groups or individuals will lose if your objectives are achieved?

Money
Political power
Programme control
Followers

Which influentials will lose if the objectives are achieved?

Government/political
Government/administrative
Traditional
Religious
NGO
Private sector

Do any officials philosophically oppose the objective?

Source: Adapted from Sharma, SARA/AED Advocacy Training Guide, n.d.

Box 8/MAP 1: SAMPLE AUDIENCE MAP: WHO ARE YOUR AUDIENCES? Are They Supporters, Opponents, Undecided? Are They Beneficiaries?
Advocacy Goal: Introduce compulsory sexuality education & counseling in all secondary schools. Objective 1: Persuade the MOE to introduce sexuality education & counseling in all secondary schools within 3 years.
Primary Audience Decision-makers (insert names)	Secondary Audience Influentials (insert position or titles)	Influentials’ Names (insert)
Who Are Your Supporters and Opponents, and Your Undecided Audience?
Minister of Education Head, National Curriculum Board of Studies	Prime Minister Ministers of Finance & Health Head Curriculum Development Division (CDD) Religious leaders and organizations National Curriculum Board of Studies National and local Parent organizations (could be opposition) Teachers union Media : newspapers, radio & television International Donors Persons Previously Trained/Sensitized on Issue
Minister of Health	Prime Minister International donors Medical/Nursing NGOs Medical/Nursing Training Institutions Health workers union Family planning association National AIDS Control Programme
Chair, Council of Churches	Leaders of some major churches Leaders of church lay organizations including youth groups
Chairs, Local Parent Teachers Associations
Chair, Youth Policy Committee
Who Are Your Beneficiaries?
Adolescents	Officers of youth groups
SOURCE: Adapted from Sharma, SARA/AED Advocacy Training Guide, n.d. (an adaptation of Policy Players: A Power Map for Advocacy) KEY: Supporters/Allies Opponents Undecided

Box 9/MAP 2: SAMPLE SUPPORTERS KNOWLEDGE & ATTITUDE MAP: What Do Your Supporters & Beneficiaries Know and Think?
Advocacy Goal: Introduce compulsory sexuality education and counseling in all secondary schools Objective 1: Persuade the MOE to introduce sexuality education & counseling in all secondary schools
What Do Your Supporters Know and Think?
Audience	Audience knowledge about issue/objective	Audience beliefs and attitudes about issue/objective	Issues that the audience cares about (may be unrelated to your issue)
	KNOWS	THINKS	Has COMPETING ISSUES
Deputy Secretary of Education	Knows about SE, Sensitised at AIDS Workshop	Supportive of increasing school SE Concerned about need to sensitize and train teachers	New school reform plan Technology for schools and science education
Minister of Health
Parent organizations	Know little about FLE or SE	Know that there are too many unplanned, premarital pregnancies Concerned about STDs/AIDS	Good exam results Rising school fees
Religious organizations	Anglican: Provides parental sexuality education	Want sexuality education in schools
What Do Your Beneficiaries Know and Think?
Adolescents	little concrete knowledge some peer educators with Youth to Youth = good K	want SE want peer resistance skills want parents to provide SE		passing exams work opportunities their social life
SOURCE: Adapted from Sharma, SARA/AED Advocacy Training Guide, n.d. (an adaptation of Policy Players: A Power Map for Advocacy)

Box 10/MAP 3: SAMPLE OPPONENTS KNOWLEDGE & ATTITUDES MAP: What Do Your Opponents Know and Think?
ADVOCACY GOAL: Introduce compulsory SEXUALITY EDUCATION and COUNSELING in all secondary schools Objective 1: Persuade the MOE to introduce sexuality education & counseling in all secondary schools
Audience	Audience knowledge about issue/objective	Audience beliefs and attitudes about issue/objective	Audience cares about other issues (may be unrelated to your issue)
Audience	KNOWS	THINKS	Has COMPETING ISSUES
Minister of Education	Not informed about SE; Aware of past opposition	may be unwilling to consider increasing school SE concerned about need to sensitize and train teachers opposed to policy change without cooperation of civil society groups, esp???	New school reform plan Technology for schools and science education
Traditional leaders	Know little about contents of SE	have been opposed to SE in the past research needed on current position opposed to adolescents making their own decisions opposed to women using contraceptives
Parent organizations	Know little about FLE or SE	know that there are too many unplanned, premarital pregnancies concerned about STIs/AIDS	Good exam results Rising school fees
Religious organizations	Catholic: Provides 3-hour FLE sessions to schools on request	opposes contraception; opposes FLE operated by Government
SOURCE: Adapted from Sharma, SARA/AED Advocacy Training Guide, n.d. (an adaptation of Policy Players: A Power Map for Advocacy)

4. COLLECT DATA, INFORMATION & TESTIMONIES

4.1 Persuasive Data and Information

Successful advocates rely on well-researched data and information and on personal testimonies to persuade their audiences. People who are undecided or even opposed are frequently convinced by statistics that support an advocacy position. For instance, research that demonstrates that 30% of the men have had multiple partners in the last year forces people to begin seriously considering the threat of HIV/AIDS. Data and information on the local sexual patterns combined with data and information that describe the establishment of the epidemic in other countries with similar sexual patterns can be used to persuade opponents of condoms to support or at least refrain from publicly opposing condom promotion. However, this data needs to be presented sensitively by people who are respected by the condom opponents. Even more powerful is the personal testimony of a person living with HIV.

Facts

document the need to achieve your goal and objectives
demonstrate the capacity of successful implementation of your objective to significantly contribute to resolving the problem
anticipate and overcome the position and tactics of your opponents
educate the public about the issue
convince the public of the need to support your goals and objectives
provide the reasons for supporting your goals and objectives
counteract misinformation and misconceptions
provide up-to-date information to counteract outdated beliefs and "facts"
reveal the errors in the opposition position

Personal stories and testimonies

generate interest
convince people of the credibility of your cause and your statements

4.2 Background Information on Your Advocacy Audiences

Successful advocates collect background information on their primary and secondary audiences so that they can strategically design and deliver messages to maximise the desired behavioural changes in their audiences.

Background information on your actual and potential supporters, opponents and beneficiaries to enable you

to address your position paper and messages to

their interests
their concerns and preconceptions about the issue
their logic and emotions about the issue
their lack of knowledge and/or misinformation about aspects of the issue
their frequently asked questions

to identify "entry points", people who can give you access to specific audiences and individuals because of their proximity or shared background features. Credible entry points help convince your audiences to accept or at least seriously consider your position
to develop arguments that preempt or counteract your opponents’ position and messages

4.3 Audience Research Methods⁴

Use audience research in the preliminary stage of advocacy to identify and broadly profile your audiences and to create baseline information for future monitoring and evaluation research. Audience research begins with audience mapping. However, there will be many gaps in your knowledge. Use the observation and public information review methods to fill in the gaps fairly quickly and cheaply. To effectively convince your potential supporters and handle your opponents, find out everything possible about their position on your issue. Also find out about the personal backgrounds and affiliations of your opponents so that you can better understand their position.

If there are significant gaps in your information, seek funding to commission interviews, focus groups and surveys. Costs can be reduced somewhat by having existing staff carry out the research. However, you will need adequate funds and some expert advice to ensure that the research meets minimal quality standards. Research that is not credible wastes scarce funds.

Audience Mapping

The brainstorming method used to fill in the knowledge and attitudes of your audiences on the advocacy maps is the most efficient way to obtain information about your audiences and establish the gaps in your knowledge.

Observation

Talk with people who are familiar with individuals and groups in your primary and secondary audiences.
Gossip: talk with other advocates and colleagues. Find out what audiences really think about issues; their true opinion may be different from their "official" position.
Attend open meetings and events where the individual or group will be speaking or participating.

Public Information Review

Read speeches or other documents written by the key organizations or individuals.
Read letters to the editor, editorials and news articles on your issue and on your supporters and opponents.
Review the results of recent polls, surveys or focus groups.

Interviews

Interview the primary targets.
Conduct individual interviews with a representative if you cannot afford to do a survey, poll, or focus group.

Limit questions to a few topics and be sure that the people being interviewed are truly representative of your audience.

Focus Groups

Focus groups give an in-depth perspective on what people think and why. This method is particularly useful in testing advocacy messages. Focus groups are also useful in learning the language people use to think about topics and the breadth of their ideas about the topics.

Limit discussion to a few narrow topics.
Participants should come from similar backgrounds and share similar characteristics such as age, gender, etc., so that they will feel comfortable stating their true feelings.

Survey/Polls

Survey techniques are generally used to learn about large audiences such as "men", "parents" or "youth". Surveys can establish the prevalence of knowledge, attitudes, and practices (KAP) that are known to exist among specific groups; however, they cannot uncover previously unrecognized KAP for these groups.

Ask about surveys or polls that might be planned by donor agency projects, the media or advertising firms to which you might add a few questions related to your issue.
Polls or surveys should be conducted by organizations that the primary audience would find credible.

5. PREPARE YOUR POSITION PAPER & FACT SHEETS

5.1 Position paper

A position paper is a one-page statement of your organization’s position on a particular issue. A position paper is often used as the basis for describing your efforts to the public and to the media. Each person in your organization or advocacy coalition needs to know the group’s position on the advocacy goal and objectives almost by heart and be able to respond to questions without hesitation.

State your position clearly and succinctly (no more than one page).

Provide a step-by-step justification for the position.

Base your statements on solid research. Credible data can convince people who are undecided.
Write and rewrite the position statement or paper very carefully before the document is publicly distributed. Check to be sure you correct:

errors
inconsistencies in your position
ambiguous language
statements or language that would not be clear to a person outside of your movement
jargon
hyperbole (exaggeration)

Have others read the statement to make sure that it is clear and well supported. Ask the same individuals to take the opposing side of the position and point out errors or inconsistencies in your position.

5.2 Fact sheets⁵

Fact sheets list facts about your issue or a particular topic. Fact sheets sum up the issues succinctly. They also frequently contain data that are of interest to the public. Fact sheets are extremely efficient ways to impart information to the public, the media, or policymakers.

When writing fact sheets, make sure you use the most current data you can find, and footnote or indicate where and from whom the data originated. This will greatly increase your credibility in the eyes of people who use the fact sheets.

6. PREPARE TO HANDLE OPPONENTS⁶

Advocacy frequently generates opposition. Your opponents work just as diligently as you do to present their position as the correct one. Your opponents may negatively portray or publicly denounce your organization and its activities, and, in some cases, you personally. These tactics

strengthen the opposition’s own position and ranks of supporters
create feelings of uncertainty and hesitancy among your own current and would-be supporters

Whether the opposition is mild or strong, you should be prepared to address it in a way that is most beneficial to your own efforts. To do this effectively you must undertake thorough opponent research and use this information to prepare your position paper. You will also need to inform the public of your findings about your opponents so the public can place your opponents’ position in proper context. The public needs to know how your opponent has opposed your issue and why his or her efforts will have a negative effect on your community.

To lessen the influence of (and potential influence of) your opponents:

Plan campaigns carefully

to reach individuals with issues they really care about.
to anticipate and overcome negative tactics opponents may use to discredit your efforts.
to reach out to religious groups before the opposition gets to them. Explain your position and focus on areas where you and they are in agreement.

Take clear positions on all aspects of your issue right at the start of a campaign. Base your public positions on your well-researched, carefully worded position paper. Try to meet hard-core opposition head-on. Failure to oppose your opponents will

confuse the public

weaken hard-won support
demoralize members of your organization.

Prepare for questions and criticisms. The more knowledgeable and professional you appear, the more trust and support you will engender and the less damage the opposition will inflict. Don’t get caught off-guard and appear confused.

Know your issue thoroughly and prepare for potential questions about your position.
Conduct ongoing reviews of your own public record, statements and materials and be prepared to defend them.

Handle attacks by the religious community with great sensitivity. Try not to directly challenge or criticize the religious group that attacks you. In most cases, it is best not to respond at all. Such attacks may include

sermons denouncing you or your position
letters to the editor
editorials in religious publications.

Weigh the benefits and disadvantages of responding to negative campaigns since doing so can sometimes attract even more media coverage for the other side.

If you decide to respond, clarify your position and identify any inaccuracies that have been reported by the other side.

provide a point by point refutation of inaccuracies backed up with documentation.
highlight your efforts and downplay the opposition’s.

Avoid hostility and/or name-calling. People will respect you more if you can respond evenly and objectively in the face of adversity.

Make the results of your opponent research known to the public so the public can evaluate your opponents and their position

issue a press release
refer to it in media interviews
write opinion features summarizing your findings
use this information in your educational materials

Prepare a media strategy to use in response to negative campaigns against you. Even though the press and the public may be aware that negative campaigns are being instituted solely to discredit your efforts, it is still important to publicise this and to respond, when appropriate.

7. IMPROVE YOUR ADVOCACY SKILLS

7.1 Interviews with the Media ⁷

Appearing on radio and television shows is one of the most effective and cheapest ways to get your message across. Select spokespersons who will come across well on radio or television. Use spokespersons who are both knowledgeable and articulate. Some people, no matter how knowledgeable, will always appear inhibited or unnatural, while others will appear overconfident and strident.

Before you agree to any interviews, make sure you know:

the reasons they want the interview

Is it because of your own group’s efforts or contacts? Is it to comment on an event that relates to your campaign? Is it to fill broadcast time?

what information they have on your advocacy issue
ask if they would like you to send them information

do they have your press release (including your position paper)
other relevant materials

the type of programme

Find out what the interview situation will be like.

Find out about the type of program and know the style (prime time, regular, fill in, etc.; scientific, informal) in order to ensure your agenda is adapted to the situation.
what you are likely to be asked
how long you will be given to talk
whether it is a live or pre-recorded show. If pre-recorded, are they going to come to your office?
who is going to do the interview
Listen to or watch the programme you are going to appear on so that you are aware of

the presenter’s style
how long you will have to speak
the kinds of questions that are asked.

who the programme’s audience is so that you can tailor your answers to appeal to them.
Discuss the main points of the issue with the interviewer before the interview. Interviewers usually seem in control but they may actually be uninformed about the topic. The actual interviewer may not be the same person who phoned you and asked you to be on a show. Instead, the interviewer might be some lower level reporter or freelance person.
Find out what questions you will be asked and practice the replies. Keep in mind, however, that interviewers will seldom give you the exact questions since spontaneity is important during the actual interview.
If doing a radio interview, keep a list of vital points you want to make and supporting facts and figures, in front of you. Don’t read from the text, however.

Have your own agenda; direct or redirect the discussion.

Think about the points you will make and how you will introduce them.
- Be ready to give the discussion the focus you desire by responding to general questions with specific information on your issueHave a quotable quote ready.
- Prepare an excellent message as your key point.
- Concentrate on two or three supporting points
- Don’t try to get too many facts and figures into the interview. Listeners can’t take them all in. Listeners usually recall only one thing that you said, the overall impression counts for more.
- Repeat your main points as often as possible in as many ways as you can without sounding redundant. This will help your listeners to remember your points.
- Use everyday words or words that conjure up images such as "small, happy family", "choice", etc. If the interviewer uses words you are unhappy about (e.g., "the population bomb"), don’t use them yourself. Explain – preferably before the interview begins – why they are inaccurate or inappropriate. Refer to IPPF Guidelines on the Language of Family Planning for family planning issues.
- Have supporting material, as appropriate.-

Develop and practice assertive responses.

Start with an opening phrase or sentence to questions like "What are the main findings of the report?"

"What we need to do is …."
"Well the main finding is that we have a particular problem and what we need to do is…"

Prepare responses so you can confidently inform the answer and shape the answer to make your points.

"The key issues are …."

Respond to questions you don’t like with

"That’s interesting but the important point is really…."

If you are asked something you don’t know, reply with something you do know. For example, if you are asked what percentage of women nationally are using a particular contraceptive, be honest and say you don’t have the information. Then use the question to insert some information you want to share.

"I don’t have the exact figure with me but I do know that the numbers asking for it at our clinics have doubled in the past eighteen months"…etc.

"That is an extremely good question."

" It’s programs like this that demonstrate the integrity of the media."

Think About Your Visual Presence

Dress and groom yourself well.
Assume the camera is focussing on all of your body, all of the time. Remember that you will not know what the camera is focussing on at any one time.
Think about the sounds you make with your mouth and your body movements. Remember that the microphone picks up every sound you make.

Practice Conveying a Pleasing Confident Manner

Visualize how you want yourself and your messages to come out.
Appear very interested in getting the message across.
Face the camera when making key points such as when you respond to the final and key question of the interview.
Rehearse at home and in the taxi, so you
act very confident
speak in a calm, clear voice.
Be yourself, but perform.
Don’t be intimidated by the media technology; remember it is a one to one discussion.
Flatter the interviewer.
Record your media appearances and listen to the results so that you can improve your interview techniques for the next time.

7.2 Personal Visits⁸

Praise the policymaker for past support.

Keep the comments brief and to the point.

Provide strong arguments for your position.

Create human interest. For example, ask a child, adolescent or expert to state the problem and leave you to request the remedy.

Be personal, when possible. For example, "I know that when you travelled to Brazil last year you visited a family planning clinic…"

Be prepared to provide clear and comprehensive answers to questions. Brainstorm the probable questions and prepare answers before the visit.

Don’t dodge tough questions; it will hurt your presentation. If you don’t know the answer, say: "I’m not sure about the exact figures on that, but I can call you later this afternoon and give them to you."

Make a direct request and try to get a commitment from them. If you are asking them to sponsor a particular bill or oppose a piece of legislation, try to get a commitment that they will do what you want them to do.

Clarify the response you receive.

Leave information on your campaign with the policymaker. Local items or examples affecting their constituency are especially helpful.

Treat staff members as you would the policymaker. They are your link to the policymaker and can help you present your case.

Leave information with them.

Meet with them.

Send thank you notes to both the policymaker and/or staff members after a meeting or visit.

7.3 Public Presentation Techniques

Communicate visually to get and keep your audience’s attention. If the audience is not attracted to you, or don’t like your appearance, they will find it difficult to relate to you or to believe that you have knowledge and authority.

Appearance                  Professional
Posture                         Erect, Head up
Facial expression        Smile, Be expressive
Eye contact                  Make eye contact with 2-3 people in the audience;
                                     don’t look over the people’s heads
Movement                    Avoid distracting rocking, pacing, etc.
Gestures                       Natural with arms at side or hands steepled

    Practice good vocal communication techniques

Pitch of the voice        Low, rich
Projection                    Emphasize important words
Pace                             2 minutes = a bit more than 1 double-spaced page
                                     10 min = almost 3 single-spaced pages
                                     Or 135-140 words per minute
Pauses                          2 seconds for emphasis; 8 seconds after asking for a response.
Inflection                     Drop at end of sentence
Enunciation                  Clear, adding all word endings (ings)
Expression                    Avoid monotone; let your attitude show!
Volume                          So that all can hear all words

Studies have shown that you have only two to four minutes to get the attention of the audience (not more than one single-spaced page). If you have not been able to make a favourable impression in that time, you will probably not be able to hold the attention or motivate the audience.

Generate Rapport and Elicit Questions from the Group

Encourage two-way communication from the outset. It is perfectly acceptable to start a session by answering questions or by asking questions of the audience. In this way, it becomes clear at the outset that the communication will flow in both directions.

Wait eight seconds after asking for a question or audience response.

It takes courage for many to stand up or speak out. Others need more time to formulate the question. Some are embarrassed to speak in front of others.

Make it possible for questions to be written out as well as spoken from the floor. The shy persons will feel more comfortable if they can remain anonymous. The less confident person will benefit from having the time to write and edit a question.

If persons have introduced themselves at the beginning, remember their interests, work, or concerns. During the meeting, ask them specifically for input on areas you remember are in their field. This takes concentration on the part of the speaker. Making some notes may help, as you are listening to them. Do not just go through the motions of an introduction session if you don’t plan to learn from it.

8. CONCLUSION

Part 1: Preparing the Groundwork for Advocacy has offered some (but not all) the techniques successful advocates use in the beginning stages of advocacy. An expanded version of Part 1 as well as Part 2 will be included on this web-site in the future.

BIBLIOGRAPHY

Advocates for Youth, "Advocacy Kit: Adolescent Reproductive and Sexual Health," Washington, D.C., 1994.

Aradeon, Susan. "Advocacy and IEC for Behaviour Change in the Post-ICPD Era, " The Pacific Response to ICPD POA: Report of the Programme Management Workshop & Ministerial Meeting on Pacific Response to the ICPD POA. Organised by UNFPA and held at Nadi, Fiji, November 1998.

Barcelona, Delia, "New Challenges for Advocacy and IEC: ICPD+5 Perspectives," A Discussion Paper presented at the UNFPA TSS System Thematic Workshop on "Applications of IEC and Advocacy to Reproductive Health," WHO/Geneva, 26-30 October 1998.

Center for Population and Development Activities (CEDPA), Cairo, Beijing, and Beyond: A Handbook on Advocacy for Women Leaders, 1996.

International Planned Parenthood Federation (IPPF), (researched by Cynthia Gibson). Advocacy Guide. 1995.

Jamaica National Family Planning Board, "ADVOCACY STRATEGY," January 1995. Advocacy Strategy developed in collaboration with the OPTIONS for Population Policy Project agencies: The Population Reference Bureau and The Futures Group.

Kenya: National Council for Population and Development, "Republic of Kenya, National Population Advocacy and IEC Strategy for Sustainable Development 1996-2010, June 1996. Available from Population Communication Services, document # 128632.

Kumah, Opia Mensah, "Advocacy for Gender, Population & Development: a Conceptual and Strategic Framework," a concept paper distributed by UNFPA in 1996.

Ogbuagu, Stella "Advocacy and Gender Mainstreaming: Workshop Guidelines," Advocacy and Gender Mainstreaming Training Workshop, Lesotho, 29 November- 11 December 1998.

Population Communication Services, "A" Frame for Advocacy. Brochure Supplent to Population Reports. Why Family Planning Matters. Series J. No. 49. Vol. XVIII. No. 2. July 1999.

Rice, Marilyn. "Advocacy and Sex Education." Regional Meeting on Youth and Reproductive Health, Copenhagen, 1997.

Sharma, Ritu R. An Introduction to Advocacy: A Training Guide. The SARA Project funded by USAID. Academy for Educational Development, no date (post-1994). (http://www.info.usaid.gov/regions/afr/hhraa/docs.htm)

Shaw, Michael. Multi-media Presentation on Media Relations and Interviewee Techniques, UNFPA TSS Workshop on Advocacy and IEC, Geneva, 1998.

UNFPA. ADVOCACY: A Guide for UNFPA Field Offices. 1995.

-----. Advocating Change: Population, Empowerment, Development. No date.

-----. A Guide to Information Activities for UNFPA Field Offices. No date.

-----. International Seminar on ICPD Advocacy in the Global Information and Knowledge Management Age. Technical Report # 47, 1999.

-----. UNFPA Expert Consultation on Operationalising Advocacy in Support of Population and Development at the Country Level: Lessons Learned, Technical Report #44, 1998.

UNFPA/CSTAA. Sharing Experiences and Lessons Learnt from the TSS System and Field Activities, 1993-1998, compiled by Israel Sembajwe, Addis Ababa, 1998, pp. 37-47.

UNFPA/CST for the South Pacific. "Advocacy," TIBS (Technical Information Backstopping Service) Number 13.
(www.undp.org/popin/regional/asiapac/fiji/tibs.htm)

UNFPA/TSS System Thematic Workshop, "Applications of IEC and Advocacy to Reproductive Health," WHO/Geneva, 26-30 October 1998.

VeneKlasen, Lisa. Policy Players: A Power Map for Advocacy Planning. Washington DC: InterAction (www.InterAction.org), 1995.

Yisa, Barnabas, "Creating Enabling Environment for Reproductive Health Programme: Advocacy Strategies for Reaching Legislators and Policy Makers". A Discussion Paper presented at the UNFPA TSS System Thematic Workshop on "Applications of IEC and Advocacy to Reproductive Health," WHO/Geneva, 26-30 October 1998.

WORKSHEETS

1. ELEMENTS OF AN ADVOCACY OBJECTIVES CHART

2. ADVOCACY AUDIENCE MAP

3. ADVOCACY SUPPORTERS MAP

4. ADVOCACY OPPONENTS MAP

Worksheet 1: Elements of an Advocacy Objective

Goal:

Elements

Specific Elements

WHAT do we want to change?

WHO can make the change?

BY HOW MUCH?

BY WHEN?

THE COMBINED ELEMENTS

Source: Adapted from Sharma, SARA/AED Advocacy Training Guide, n.d.

Worksheet 2: Audience Map: Who Are Your Audiences?

Are They Supporters, Opponents, Undecided? Are They Beneficiaries?

Advocacy Goal:
Objective:

Primary Audience
Decision-makers
(insert names)

Secondary Audience
Influentials
(insert position or titles)

Influentials’ Names
(insert)

Who Are Your Supporters and Opponents, and Your Undecided Audience?

Who Are Your Beneficiaries?

SOURCE: Adapted from Sharma, SARA/AED Advocacy Training Guide, n.d. (an adaptation of Policy Players: A Power Map for Advocacy)

Worksheet 3: Supporters Knowledge & Attitude Map:

What Do Your Supporters & Beneficiaries Know and Think?

Advocacy Goal:

Objective:

What Do Your Supporters Know and Think?

Audience

Audience knowledge about issue/objective

Audience beliefs and attitudes about issue/objective

Issues that the audience cares about (may be unrelated to your issue)

KNOWS

THINKS

Has COMPETING ISSUES

What Do Your Beneficiaries Know and Think?

SOURCE: Adapted from Sharma, SARA/AED Advocacy Training Guide, n.d. (an adaptation of Policy Players: A Power Map for Advocacy)

Worksheet 4: Opponents Knowledge & Attitudes Map:

What Do Your Opponents Know and Think?

ADVOCACY GOAL:

Objective:

Audience

Audience knowledge about issue/objective

Audience beliefs and attitudes about issue/objective

Audience cares about other issues (may be unrelated to your issue)

KNOWS

THINKS

Has COMPETING ISSUES

SOURCE: Adapted from Sharma, SARA/AED Advocacy Training Guide, n.d. (an adaptation of Policy Players: A Power Map for Advocacy)

Footnotes

1 Adapted from Kumah, "Advocacy for Gender, Population and Development," 1996.

2 Adapted from Sharma, SARA/AED Advocacy Training Guide, n.d.

3 Adapted from Sharma, SARA/AED Advocacy Training Guide, n.d.

4 Adapted from Sharma, SARA/AED Advocacy Training Guide, n.d.

5 IPPF Advocacy Guide, 1995

6 IPPF Advocacy Guide, 1995

7 IPPF Advocacy Guide, 1995; Mike Shaw Presentation, 1998

8 IPPF Advocacy Guide, 1995

Worksheet 1: Elements of an Advocacy Objective Goal:
Elements	Specific Elements
WHAT do we want to change?
WHO can make the change?
BY HOW MUCH?
BY WHEN?
THE COMBINED ELEMENTS
Source: Adapted from Sharma, SARA/AED Advocacy Training Guide, n.d.

Worksheet 2: Audience Map: Who Are Your Audiences? Are They Supporters, Opponents, Undecided? Are They Beneficiaries?
Advocacy Goal: *Objective:*
Primary Audience Decision-makers (insert names)	Secondary Audience Influentials (insert position or titles)	Influentials’ Names (insert)
Who Are Your Supporters and Opponents, and Your Undecided Audience?





Who Are Your Beneficiaries?

SOURCE: Adapted from Sharma, SARA/AED Advocacy Training Guide, n.d. (an adaptation of Policy Players: A Power Map for Advocacy)

Worksheet 3: Supporters Knowledge & Attitude Map: What Do Your Supporters & Beneficiaries Know and Think?
Advocacy Goal: Objective:
What Do Your Supporters Know and Think?
Audience	Audience knowledge about issue/objective	Audience beliefs and attitudes about issue/objective	Issues that the audience cares about (may be unrelated to your issue)
	KNOWS	THINKS	Has COMPETING ISSUES




What Do Your Beneficiaries Know and Think?

SOURCE: Adapted from Sharma, SARA/AED Advocacy Training Guide, n.d. (an adaptation of Policy Players: A Power Map for Advocacy)

Worksheet 4: Opponents Knowledge & Attitudes Map: What Do Your Opponents Know and Think?
ADVOCACY GOAL: Objective:
Audience	Audience knowledge about issue/objective	Audience beliefs and attitudes about issue/objective	Audience cares about other issues (may be unrelated to your issue)
Audience	KNOWS	THINKS	Has COMPETING ISSUES




SOURCE: Adapted from Sharma, SARA/AED Advocacy Training Guide, n.d. (an adaptation of Policy Players: A Power Map for Advocacy)