Methodological Guide

MAKING GENDER EQUALITY

REALITY IN ORGANISATIONS

Sigrid Meijer - Patricia Lindo - Jasmina Solis - Annabella Caldera

 Methodological Guide

MAKING GENDER EQUALITY

REALITY IN ORGANISATIONS

Sigrid Meijer - Patricia Lindo - Jasmina Solis - Annabella Caldera

Managua, Nicaragua 2010

Authors First Edition Sigrid Meijer, Patricia Lindo and Ivonne Siu

Authors Second Edition Sigrid Meijer, Patricia Lindo, Jasmina Solis and Annabella Caldera

Coordinator of Edition Sigrid Meijer

Montage & Design SIMEDIA Publicidad - www.simediapublicidad.com

Text Edition Sigrid Meijer

Translation SNV

Publication ProPemce

3
ACKNOWLEDGEMENTS

This is the second version of the manual Haciendo realidad la equidad en organiza-
ciones (Making reality equality in organisations), published in Spanish in 2006 by the
Dutch social enterprise committed to eliminating poverty and inequality in emerging
markets worldwide (SNV), in Nicaragua.

The idea to apply the MDF manual Tango for Organisations in our work of organisatio-
nal strengthening by aggregating a gender focus, has led since 2003 to a collection of
validated instruments. The first version was written by Sigrid Meijer, Patricia Lindo and
Ivonne Siu, all SNV gender advisors at the time.

They applied and validated the methodology in organisations such as Organization for
Municipal Development (ODESAR), Nicaraguan network of micro-finance organisations
with a gender approach (RENMIFEG), National Technological Institute of Nicaragua
(INATEC), Promoter of Cooperative Development in Las Segovias (PRODECOOP) and
Multi-sector cooperative of organic certified coffee producers (PROCOCER), (thanks
also to another SNV advisor, Socorro Ulloa). In most of these organisations the orga-
nisational analysis was assimilated in institutional gender strategies.

This second version in English has been adapted based on new application practi-
ce and experience, and has been possible thanks to the expertise, knowledge, ex-
perience, creativity, time, cooperation and commitment of the following people and
institutions:

Sigrid Meijer, editor of the manual in English, and responsible for the publishing of
the manual as inclusive growth expert in a programme promoting equality through
economic growth (ProPemce). She was part of the advisory team to the Association
of Microfinance (ASOMIF) in the development of the instrument for the jury of the
best gender practices contest, part of advisory team in the formulation of the gender
policy proposal for the Ministry of Industry and Commerce (MIFIC) in Nicaragua, part
of the advisory team for organisational analysis and application of the manual in the
Public System for Agriculture and Forestry development (SPAR, which is now called
the Productive Rural Sector) and the formulation of the proposed gender policy of this
sector.

Patricia Lindo, initiator with Yamileth Moreno and part of the advisory team in appli-
cation of the manual and formulation of the first draft of the gender policy of MIFIC
(with assistance of Ivonne Siu); initiator and part of the advisory team in the applica-
tion of the manual in the Productive Rural Sector. Initiator of the proposal of applica-
tion of the manual in the contest of best gender practices in micro-finance, part of the

4
advisory team to ASOMIF in the analysis of four microfinance institutions, especially
contributing to the development of indicators for the jury of the contest, and contribu-
ted to adaptation of the manual.

Jasmina Solis, leading the organisational gender analysis in four micro-finance orga-
nisations, adaptation of tools from the manual in the internal and external analysis of
microfinance organisations, especially in the work on the development of indicators.
Partner-consultant in the organisational gender analysis of the Productive Rural Sector.
Contributed to the adaptation of the manual.

Annabella Caldera, part of the advisory team in the organisational gender analysis
through application of the manual in four microfinance organisations, especially contri-
buted to the development of indicators for the jury of the best gender practices contest
and contributed to the adaptation of the manual.

SNV, translation and editing of the manual and sharing in this way the knowledge and
methodology with other advisors and client organizations in Africa and Asia.

ProPemce, final revision and lay-out of the manual in English and the publication of
the second version of the manual in Spanish. The programme, financed by the Finnish
and British government and implemented by Ramboll Finland Oy, a consultancy firm,
SNV and Nitlapan, a Nicaraguan research institute, has the objective to strengthen
small and medium enterprises in five value chains in Nicaragua, and especially of wo-
men and indigenous people. ProPemce wants to contribute internationally to knowled-
ge management on gender mainstreaming at all levels.

In its mainstreaming model one of the levels is the internal organization and its ser-
vices, the focus of the manual. In particular the adoption of the methodology by the
strategic partners of the programme is the main objective of the publication in Spa-
nish.

Personnel and clients of the client organizations, MIFIC, SPAR, and especially
the Ministry of Agriculture and Forestry (MAGFOR) and the gender advisors and focal
points of these public institutions and ASOMIF, and especially the gender committee
and the participating microfinance organizations: Alternative Association for the In-
tegral Development of Women (ADIM), Local Development Fund (FDL), The Women’s
Development Fund (FODEM) and Promujer Nicaragua.

The collaborating institutions, the Nicaraguan Women’s Institute (INIM) and the
United Nations Development Fund for Women (UNIFEM).

5
ABBREVIATIONS

ADIM Alternative Association for the Integral Development of Women,

Micro-Finance Organisation
ASOMIF Nicaraguan Association of Micro-Finance Institutions
CEDAW Convention on de Elimination of all forms of Discrimination
Against Women
FDL Local Development Fund, Micro-Finance Organization
FODEM The Women’s Development Fund, Micro-Finance Organisation
FUMDEC Woman and Economic Community Development Foundation
ID Institutional development
INATEC National Technological Institute of Nicaragua
INIM Nicaraguan Women’s Institute
IOM Integrated Organisation Model
MAGFOR Ministry of Agriculture and Forestry
MDF Management Development Foundation
MDG Millennium Development Goals
MIFIC Ministry of Industry and Commerce
NGO Non Governmental Organization
ODESAR Organization for Municipal Development
OS Organizational strengthening
PM&E Planning, Monitoring and Evaluation
PROCOCER Multi-sector cooperative of organic certified coffee producers
PRODECOOP Promoter of Cooperative Development in Las Segovias
PROMUJER Micro-Finance Organisation and women’s development network
PROPEMCE Programme for the promotion of equity through economic
growth
PRORURAL Nicaraguan sector Program for Rural Productive Sustainable
Development
RENMIFEG Nicaraguan network of micro-finance organisations with a gender
approach
SNV Dutch social enterprise committed to eliminating poverty
and inequality in emerging markets worldwide.
SPAR Public Sector Institutions for the Agricultural/Rural Sector
(Now: productive rural sector)
SSU Strategy Support Unit
SWOT-analysis Analysis of Strengths, Weaknesses, Opportunities and Threats
UNIFEM United Nations Development Fund for Women
WID Women in Development

6
INTRODUCTION 10

1. The What and Why of this Manual

2. To Whom and When
3. Models (Gender Mainstreaming and IOM)
and Perspective (Learning Cycle)
4. Teaching-Learning Method
5. Process
6. Manual Contents

CHAPTER 1 28
EXTERNAL ANALYSIS OF THE ORGANISATION

1.1 Analysis of the Mission

1.2 Analysis of Factors and Actors
1.3 Analysis of Clients and their Demands
1.4 Analysis of Services
1.5 Analysis of the Organisation’s Inputs
1.6 Summary of the external Analysis

CHAPTER 2 71
INTERNAL ORGANISATIONAL ANALYSIS

2.1 Organisational Culture

2.2 Systems
2.3 Management Style
2.4 Structure
2.5 Strategies
2.6 Resources
107
CHAPTER 3
PLANNING AND IMPLEMENTATION, MONITORING,
EVALUATION AND LEARNING

3.1 Planning
3.2 Implementation
3.3 Monitoring, Evaluation and Learning
122
ANNEXES

8
INTRODUCTION

9
INTRODUCTION

I. The what and why of this manual

This manual contains a gender methodology, which helps strengthen the capacities of
networks and organisations so that they can provide, more efficiently and effectively,
services and products of quality and equality. It describes step by step the different
ways to ensure gender equality, paving the way for organisations to achieve their
objectives.

The first version was originally written as a hand-out for internal facilitators of a client
organisation of SNV, and later polished and published in Spanish1 . The methodology
is based on the Integrated Organisational Model (IOM) of the Management Develop-
ment Foundation (MDF)2 that consists of an analytical model and processes for orga-
nisational change adapted by advisors of SNV in Nicaragua and Honduras with inputs
from the Gender Self-Assessment 3 , (formerly Gender Audit), which integrates gender
equality at different levels of an organisation. Since ‘equity’ is a corporate value of SNV
that is required to be included in every advisory process, we worked on the integration
of the two models.

The complementary nature of both models has generated an added value that is more
comprehensive in its approach than that of organisational analysis. This approach
provides more balance between a focus on demand and supply of gender equality,
because it includes tools designed to evaluate client satisfaction.

Such tools allow us to integrate an analysis of gaps as for access (quantitative aspect)
and satisfaction (quality aspect) of the provision of services, in a systematic and gen-
der differentiated way, in the monitoring and evaluation processes of the performance
of organisations.

The publication of the manual in Spanish resulted from having applied the tools of
these two models in the advisory practice of different client organisations such as
FUMDEC and ODESAR in Matagalpa, Prodecoop and Prococer in the region of Las
Segovias, and in national institutions such as the Department of Gender, Women and
Development of the National Vocational Training Institute (INATEC) and the Microfi-
nance Network with Gender Approach (RENMIFEG), all in Nicaragua. The publication
of this manual in English includes the systematising of some additional experiences of
application in the Ministry of Industry and Commerce (MIFIC) and the Public Agricultu-
ral and Forestry Sector in Nicaragua (SPAR), responsible for the implementation of the
Sector Wide Approach for the rural sector in Nicaragua (PRORURAL). Both institutions
asked for technical assistance from SNV in the formulation of their respective gender

1. Guía metodológica: Haciendo realidad la equidad en las organizaciones, Sigrid Meijer, Patricia Lindo,Ivonne Siu,
September 2006. 10
2. Tango for Organisations. Training and Consultancy BV. Management Development Foundation (MDF), 2004.
3. ‘Manual for Gender Self-Assessment’. Walters, Hettie, revised by Annette Evertzen, in: Reference Guide on Gender. SSU-
SNV, The Hague, 2003.
strategy and policy, in which process tools of the manual were applied. The manual
was also used in the support of a contest for best gender practices in microfinance
institutions, organised by the Nicaraguan Association of Microfinance ASOMIF, in which
the microfinance organisations ADIM, FDL, FODEM and Promujer participated.

ProPemce is interested in promoting better access to and more impact of business

development services and governance in value chains for businesses owned by and
creating employment for women. According to the gender mainstreaming model, the
programme is convinced that this can be facilitated if the businesses and organisations
involved in the value chains, including the service providers, integrate consciously
gender equality in their internal organisation and service delivery. The objective of
the publication and dissemination of this manual is to assist strategic partners of the
programme in doing this.

The manual does not intend to suggest that there is only one way of mainstreaming
gender into organisations and their change processes.

Although the main objective of this guide is to show some of the ways to mainstream
equality in organisational and institutional development, this methodology also shows
that gender equality may be useful to businesses and organisations as a road map to
attain their other development objectives, like economic growth.

Ii. To whom and when

The purpose of this manual is to guide advisors supporting women’s organisations,

gender-sensitive organisations, and normal ‘male-stream’ organisations with a vali-
dated methodological support that enhances their work as facilitators in institutional
4
development and organisational strengthening processes (ID/OS ).

For ProPemce the objective is also more specifically offering tools to its strategic part-
ners, businesses, service providers and other organisations involved in value chains,
to promote gender equality and inclusive economic growth. It is hoped for that the
application of this manual by private sector organisations will generate best practices
of how to promote gender equality through economic growth.

It may be just as useful in the facilitation of change processes with equality (both with
national organisations’ staff and their target groups) as with donor organisations in
change processes and/or in pursuit of more equality. It may be used in government
organisations and NGOs, businesses and service providers, organisations at macro and
meso level, independent organisations or networks, in women’s or mixed organisa-
tions, as well as organisations with little or no gender approach.

4. Institutional Development (ID) stands for the creation or reinforcement of a network of organisations to effectively generate
allocate and use human, material, and financial resources to attain specific objectives on a sustainable basis. Organisational
Strengthening (OS) refers to the measures to improve the organisation’s capability to execute selected activities while striving to
11
achieve the objectives of that organisation. Tango for Organisations, MDF Training and Consultancy BV, 2004, p 5. See thereby
definitions of organisation and institution.
However, this guide neither includes explanations of basic gender concepts nor me-
thods to facilitate participatory learning processes or self-assessments. The idea is
that each facilitating team has at least one expert in the use of the methodology, who
trains the rest of the team to apply the tools. For explanation of the gender concepts
used in this manual, we refer to different sources that can be found in the bibliography
5
in Annex I .

To avoid applying the instruments mechanically or mistakenly, it is assumed that the

methodology will be used by advisors with basic competencies in the areas of insti-
tutional development and organisational strengthening. The best and most opportu-
ne methodology and tool selection always depends on the context and objective of
analysis, as well as of the desired organisational change. It is the responsibility of the
advisor or facilitator to choose a suitable tool. Tools are like computers: they may have
a good brand, a large memory, and the latest software, but if they process the wrong
data, the results will be incorrect.

It is also important that the general terms used in the tools are adapted to the real
categories or language used in the organisation, to facilitate understanding of the
application of the tool by the participants.

This methodology may be applied in different areas and on different levels in an orga-
nisation. For example, we began to support the Department of Women and Develop-
ment of INATEC, to analyse its performance.

In a second phase, as a pilot activity, we facilitated the methodology in four vocational

training centres, on the basis of which a gender equality strategy has now been vali-
dated and approved for all training centres throughout the country.

As a result of this whole process, the Department of Women and Development has
redefined its profile and services, transforming itself from a women’s department to a
gender and development department, providing services to all the departments of the
institution.

It may be used for the following:

• Planning processes
• Monitoring and evaluation
• Processes of organisational change
• Strategy and policy design
• Repositioning
• Institutional and sectoral development
• Improvement of gender mainstreaming in a programme
5. Like in ‘Unveiling Gender: Basic Conceptual Elements for Understanding Equity’ in Towards the Equity Series, no. 9, Maria
Cecilia Alfaro, UICN, 1999. (www.genderandenvironment.org/biblioteca/documentos.php?cat=5&subcat=3&mens=1) or in DAC 12
Sourcebook on Concepts and Approaches linked to Gender Equality, OECD. France, 1998.
(www.oecd.org/document/59/0,3343,en_2649_34541_1887547_1_1_1_1,00.html)
The results and benefits expected from applying this methodology are:

To reinforce organisations’ skills in organisational development:

• To improve accountability of organisations in a way that they can influence

the causes that prevent gender equality, based on better knowledge, desegre
gated by sex, on the characteristics of clients and their demands.

• To identify collaboration and partnership opportunities, so that they can ad-

vance in achieving gender equality based on more knowledge – with regards
to both obstacles as well as opportunities for the fulfilment of their mission in
terms of gender equality.

To sensitise organisations to the need for:

• Institutionalising an evaluation of client satisfaction, desegregated by sex,

in the systems of the organisations, and improving their monitoring and
evaluation systems of the use of services, desegregated by sex.

• Improving staff capacities to institutionalise gender equality in their manage

ment systems, leadership style, training of human resources, gender balance
in the jobs and positions and promoting a gender-sensitive organisational
culture.

To strengthen decision-making in organisations:

• To identify short and long-term actions to increase the impact of the services
on empowerment of (female and male) clients and to close the gender gaps.

• To improve consistency between the mission and the services, striving for
more gender equality in the effect and impact of their services.

Iii. Models (gender mainstreaming and iom) and perspective (Learning cycle)

The two basic models of this methodology are the following:

Gender Mainstreaming

When we talk about gender mainstreaming in an organisation, various risks exist. It

is possible, for example, to lose sight of key elements, to implement isolated activities
that lack institutional support or status, and to forget the interests and capacities of
the people (target group and staff) related to the organisation.

13
For this reason we have developed a model that distinguishes between different levels
of gender integration: the target group (A) gets direct services (B) from organisations
(C) that, in turn, get services (D) from organisations (E) that depend on macro-insti-
tutions (F) responsible for providing a political-legal framework (G).

F OUTPUT OUTCOME EFFECT

Institutions at Effective and efficient Capacities IMPACT
Improved
macro level services and funding Strengthened Poverty
Performance
delivery Reduction

G
Political and
Legal
Lobbying
Framework

E
Organisations D C
strengthening Advisory Local B A
other services, Services Target Group
Organisations
organisations Technical
Assistance,
Finance

Equality in: Equality in: Equality in:

Equality in: Services and mission, Equality in:
services and
mission , products strategies, socio -economic
products
strategies, internal conditions,
delivery
internal systems, HRM, access to basic
systems, budgeting, services,
HRM, culture, etc. participation
budgeting, and
culture, etc. empowerment
levels, etc.

The interconnected set of all the services provided by each of the above levels makes
a development chain. Gender mainstreaming consists of integrating gender into each
of the chain levels, ensuring, through interconnection of all levels, higher impact on
achievement of equality. What does this mean at each level?

A. Target group (Impact)

In this model, an analysis starts at the A level, for two distinct reasons:

• This level is the raison d’être or rationale of the organisations and it is here
where impact is measured.

14
 • Gender integration at this level is relatively easy because, on the whole,
organisations are quite open for more equality among male and female bene-
ficiaries.

From the outset, the organisations (C) that have the most direct relationship with
the target group and its mission are the ones that provide direct services to a target
group (A). An example of these types of organisations (C) are NGOs working in rural
development.

In turn, the outcomes reached by these organisations (C) are in line with the mission
of their service suppliers, that is, the organisations classified as (E) in this model.
These refer to donor organisations and organisations that provide advisory services or
technical assistance.

For example, SNV’s mission is to contribute to poverty reduction. Using the same logic,
the client organisations or counterpart organisations will be selected in terms of their
objectives and achievements in the fight against poverty.

Who is in the target group of the client organisation (women and men) and what are
their situations? For example, if the mission of an organisation is to reduce poverty
among the population of any municipality or territory through micro-credits to small
(both male and female) entrepreneurs, this organisation should have desegregated
data by sex about the needs of its clientele in this territory and its poverty situation.

In essence, the organisations (C) are responsible for monitoring and evaluation of
impact. However, the organisations (E) should provide methodologies and facilitate
capacity strengthening for developing monitoring and evaluation systems with a gen-
der focus.

This means that staff in both organisations must have experience in the application of
these methodologies and tools. On the whole, most gender analysis tools are develo-
ped to monitor and assess the impact at target group level.

B. Services or products provided to the target group by an organisation (Effect)

Do the services and products provided by these organisations (C) to male and female
clients meet their needs and address their situation? Does the organisation fulfil its
mission when providing these services?

First of all, the organisation must assess, in quantitative terms, the use by women and
men of the services and products it provides, explaining the differences.

15
Secondly, the organisation has to assess client satisfaction, desegregating by sex the
perception of satisfaction regarding such services. What is the opinion of male and fe-
male clients on the quality of services and products? How are discrepancies explained
in the perceptions between women and men?

Finally, the organisation should look into the effect of services on the empowerment
of women.

At this level, it will be relatively easy to have gender integration and service quality
improvement based on results from analysis, because often suggestions have been
made by the same target group. However, at this time the process of change may find
more resistance among staff members of the organisation for two reasons:

• The evaluation aspect of the work done by the organisation itself: if there
is no habit of self-assessment, and particularly if the concepts of service
quality and organisational practices such as client satisfaction evaluation are
new to the organisation’s staff.
• It is possible that the staff members perceive as a threat the need to change
services or products from the organisation, because this implies perhaps that
they have to change their way of working.

C. The organisation that directly provides services to the target group (Outcome6)

What are the capacities of an organisation to integrate gender into its own heart - in
its structure, strategies, systems, (human, financial, and material) resources, mana-
gement style, culture - to be able to provide more efficient and effective services with
more equality and better quality?

This level receives most attention in the gender self-assessment methodology, and this
guide uses many instruments from this source.

The results from analyses about strengths and weaknesses of an internal organisation
will be identified and classified. These will be used as inputs for a SWOT analysis.

At this level of internal organisation, gender analysis runs the major risk of causing
resistance to change, because it has to do with:

• Habits and cultural norms rooted in the organisation and in its staff;
• Personal behaviours and opinions of human resources not only in the
organisation, but also in their personal life; and
• Power management within the organisation.

6. It can also be seen as an impact to the organisation (E).

16
D. Services or products provided to the organisation (Outputs)

Do services and products from organisations (E) that provide funds or technical assis-
tance to other organisations have a gender approach?

These organisations should assess their services and products in the same way as the
organisations providing direct services to the target group.

An example of quantitative evaluation: How many of SNV’s counterparts are working

with gender equity? And specifically, how many women in such client organisations are
strengthening their capacities, compared with how many men?

How many women’s organisations are being strengthened by SNV? How many advisory
hours are invested in favour of empowerment of women or gender mainstreaming?

And an example of qualitative evaluation: What do our female and male clients think
about such advisory services? Are opinions different? If so, why? In what way is the
service provided by SNV competitive, regarding services and products from other or-
ganisations, according to perception of the client?

This level of the model is critical, because these services (funding or technical assis-
tance) are the inputs of most local organisations that provide direct services. Organi-
sations (E) may have strategies and gender policies, but if such strategies are neither
reflected specifically in their services, nor backed up by budgets and technical support
to attain gender equality, it will be more difficult (but not impossible) for organisations
(C) to attain their objectives towards achieving equality.

Often, it is difficult for organisations (E), - donors and ministries - to look at their own
work critically and even harder to allow local organisations such as NGOs or decentrali-
sed departments to look critically at their organisations, particularly when dealing with
delicate issues like gender and financial aspects.

E. The organisation that provides services or products to other organisations or other

levels of its own organisation

In this part of the mainstreaming model, gender integration is similar to that of an

organisation that provides direct services. This is about analysing the gender appro-
ach internally in its structure, strategies, systems, management style, resources and
organisational culture.

Although there are gender policies in many national ministries, national institutions,

17
cooperation agencies, and international NGOs, there are not yet many internal gender
7
analyses at this level for a variety of reasons .

However, there are methodologies and instruments to undertake such analyses (SNV
Gender Self-assessment, NOVIB Gender Route, UICN Manual for Environmental Policy
Formulation, and so on).

8
As Macdonald, Sprengel and Dubel stated correctly , the credibility and transparency
of donor organisations would increase if they applied in their own organisation the
same thing they preach to their counterpart organisations (C) or clients:

“Logically, the counterpart organisations wonder if it is expected from them to invest

resources and energy in favour of gender equity, given that donors in their own orga-
nisations do not consistently consider these matters.”

At this level, changes in gender approaches cause resistance for the same reasons as
in the case of organisations at the C level.

Organisational integrated model (iom)

The Integrated Organisation Model (IOM) is an integrated (or integral) model, created
by the Management Development Foundation (MDF) to emphasise the interrelation-
ships of the different elements of an organisation: although the elements can to a
certain extent be treated separately, they are all connected to each other and remain
– ideally - in balance. When there is no clear fit between the different elements within
an organisation, the organisation will not function optimally and the need for organi-
9
sational change will be (or will become) apparent .

The IOM offers an overarching tool to put the various elements of an organisation in
their place, be it a government department, an NGO, a local government, an associa-
tion or a private enterprise. However, it is an overall model and to analyse an organi-
sation in depth more specific instruments will be required, depending on the exact aim
of the analysis.

The IOM, following the scheme of MDF, consists of five external elements and six in-
ternal ones. The external elements are mission, inputs, outputs or services, factors
and actors.
In this guide we have aggregated a sixth external element, namely clients and their
demands. Factors and actors constitute the institutional elements that describe the en-
vironment of the organisation, or that are strongly associated with this environment.
The internal elements describe the internal organisational choices.

7. Gender and Organisational Change: ¨Bridging the gap between policies and practice. Macdonald, Sprenger, and Dubel, p.
48. Royal Tropical Institute, KIT. Amsterdam, 1997. (Fragments cited in this document are free translation). 18
8. Macdonald, et al., op. cit., p. 9
9. Tango for Organisations, MDF Training and Consultancy BV, 3.1.1., 2004
 Factors: Economic, Political, Socio-Cultural, Technical Influences

Mission

Strategy

Structure Systems
Clients /
Input ORGANIZATION Services Target
Group
Management Styles

Staff Culture

Actors: Suppliers, Financers, Competitors, Partners, etc.

Source: MDF, adapted by SNV in Nicaragua

External Organisation Elements

MISSION The raison d’être or the overall objective(s) and main approach that
explains why the organisation exists and what it wants to achieve
with which means.

OUTPUT OR The output of the organisation comprises all material and immaterial
SERVICES products and services delivered by the organisation to its various
target groups (clients or customers).

INPUT The inputs of the organisation include all the resources available
for generating the products and services of the organisation. The
following categories of inputs and resources can be distinguished:
staff, means, infrastructure and source and level of income.
Institutional Elements

FACTORS: The factors or the general environment include the complex set of
political, economic, technical, social and cultural factors that influen-
ces this (type of) organisation.

ACTORS The actors or the specific environment comprises of the relations

with those actors that the organisation is directly dealing with. The-
se interrelations may include: suppliers, financiers, partners, com-
petitors, etc.

19
Internal Organisation Elements

STRATEGY: Strategy refers to the way the mission is translated into concrete
objectives and approaches.

STRUCTURE The structure of an organisation can be defined as the formal and

informal division and co-ordination of activities and responsibilities.

SYSTEMS The systems determine the functioning of the organisation. They

comprise internal processes that can be divided into flows of main
activities, procedures, approaches and methodologies, formal and
informal systems.

STAFF OR The staff or personnel component refers to performance and moti-

HUMAN vation of staff, utilisation and development of staff capacity. Some
RESOURCES major human resources policies are incentive systems, sanctions
and bonuses, staff satisfaction and human resources development.

MANAGEMENT The style of management can be described as the characteristic pat-

STYLE tern of behaviour of the management. Where does a manager put
their priorities? Which aspects do they feel are important and how
does the manager spend his/her time? Internal or external relations,
people or means, relations or performance, inputs or outputs, quali-
ty or quantity? What is their attitude in making decisions: participa-
tive or directive/authoritarian, risk taking or risk avoiding, long- or
short- term oriented, formal or informal, rational or intuitive?

CULTURE The culture of an organisation is defined as the shared values and

norms of people in the organisation.

After analysing the individual elements, their relations can be investigated to judge
(im-) balance. Reviewing the most obvious facts concerning all elements can provide
a first identification of strengths and weaknesses, opportunities and threats (SWOT).
The model also shows the relations between mission, input, internal organisation, and
output or services.

The IOM may be used as a reference point throughout the ID/OS analysis, planning
and change implementation process.

The IOM can be used to organise and depict facts, analytical conclusions and judg-
ments (in terms of strengths, weaknesses, opportunities and threats) and to derive
(and base) strategic choices (up)on.

20
In the IOM model explication in the publication Tango for Organisations of MDF, a gen-
der checklist is included, containing questions, per element, for organisational analysis
from a gender perspective.

In Annex VII of this manual, a collection of gender checklists from different sources
can be found, ordered according to the IOM elements.

This checklist is useful to verify gender integration when analysing each element in
the organisation. This manual presents a process and some tools to obtain such in-
formation in a participative manner and strengthens capacities, since it is based on a
perspective that uses the adult learning cycle.

Organisational Learning Cycle

The organisational learning cycle (inspired by Kolb’s adult learning cycle) shows the
processes involved in learning and change, in terms of content and process or attitu-
de. It provides an assessment to identify whether the progress in content and mental
predisposition goes hand in hand. Assessment also shows whether the organisation
10
takes shortcuts in the cycle .

Awareness

1
Fact-finding
2
Doing/New
Reflecting
practice

Diagnosis
Ability
Implement
change Wllingness
Synthesis

Planning
4 3
for change
Deciding Thinking

Commitment

10. Tango for Organisations, MDF Training and Consultancy BV, 2.2.2., 2004
21
The illustration above shows the importance of a shared vision on problems, options,
and decisions. Starting from the current practice (‘Doing’, Box 1), productive reflection
(‘Reflecting’, Box 2) requires an awareness of the disadvantages of the current situa-
tion.

To progress from reflection to thinking about causes and solutions (‘Thinking’, Box 3),
willingness has to develop to explore further.

This willingness can only come about once the problems are experienced as problema-
tic. Subsequently, to progress from options to critically supported decisions (‘Deciding’,
Box 4), commitment is needed, which requires a transparent and sufficiently partici-
patory process.

Finally, to lead decisions back to new actions (’Doing’, Box 1) people need to develop
the required abilities. Therefore, training (and other means of enhancing capacity) is
required, but only after a thorough and shared analysis of problems, objectives and
11
performance needs .

IV. Teaching-learning method

As the gender methodology to strengthen organisations is based on the models presen-

ted above, and particularly on the organisational learning cycle, the teaching-learning
method that we are proposing is based on the principles of participation, ownership
and learning-by-doing.

To ensure that everybody participates, it is important to have a shared commitment

from the whole organisation to such a process, and not only a commitment made by
the management, gender unit, or group that has raised the initial claim or demand.

Although it is very important to have a commitment made by management, or an ins-

titutional gender commission or unit for implementation and follow-up of the process,
this is not enough to attain sustainable changes in an organisation.

Ideally, a working group should be formed, made up of male and female representati-
ves from every section in the organisation, including both horizontally (different sec-
tions) and vertically (support staff, administration, technical personnel, management,
and so on).

Everybody will contribute data, knowledge, perspectives, and interpretations to enrich

the learning cycle, which consists of reflection, identification of solutions, decision-
making and implementation.

11. Tango for Organisations, MDF Training and Consultancy BV, 2.2.2, 2004
22
If we intend to explain more clearly the teaching-learning method, participation of the
organisation is not the most appropriate concept, because one cannot forget that in
fact the advisor, who masters the methodology, facilitates the process of change in an
organisation.

For an organisation to be able to assume true ownership and carry out a strengthening
of capacities, the division of roles between a facilitator of such process and staff of the
organisation has to be defined very clearly.

In our practice, we have always promoted the view that the organisation applying for
methodological support owns the process.

In a cooperation agreement with clear terms of reference, a division of roles is spe-

cified, based on the principle that the organisation is owner of the process, content,
and outcomes from the process, but it also has the responsibility for organising human
resources, the use of time and other logistical aspects, even including the reporting,
printing and distribution of final products.

The facilitator’s tasks consist of facilitating this process. This means first, to provide
methodological support, but sometimes also to play a role as ‘devil’s advocate’ - that
is to say, to keep an analysis on its toes and to critically reflect on the organisation’s
activities.

It is crucial to be consistent with this role throughout the process, avoiding the mistake
of shouldering the organisation’s burden or, even worse, suggesting solutions.

The teaching-learning methodology has its anchor point in workshops of theory and
practice, where theoretically some tools are introduced for analysis of different ele-
ments of the organisation, alternated by periods of practice in which the organisation’s
working group applies these tools to their real job, supported by the facilitator.

In a later workshop, the gathered data are presented with some reflection on them,
assessing facilities and constraints in applying the tools and lessons learnt.

In the same way, all the elements of the organisation should be analysed, following all
steps of the application tools.

When addressing each element, the working group is encouraged to think about so-
lutions to improve gender integration, service quality, effectiveness and efficiency,
without losing sight of the organisation’s mission.

23
So, the working group may begin to implement some changes or propose some solu-
tions to the management for its approval or decision. Maybe some elements may be
changed or put into practice more easily than others.

In fact, this process includes not only one learning cycle, but many, and some of them
come to a conclusion sooner than others. In terms of group motivation, it is better to
see some results before completing the whole process.

V. Process

The process of this methodology is divided into three main stages, and each one is
comprised of different elements:

a) Positioning analysis (institutional elements: factors and actors; external

organisation elements: mission, clients and demand, inputs and services
or outcomes).
b) Internal analysis (elements: structure, systems, strategies, resources,
leadership style, and organisational culture).
c) Design of proposal for organisational change (elements: strategic or
operational plans with actions) and process and outcome evaluation.

The time taken by this process depends on each organisation, that is, the interest,
willingness, size, development level, installed capacity, context, internal situation, etc,
and its specific demand or need for assistance. Regardless, total duration may be es-
timated at around 5-9 months.

Arguments in favour of a longer process:

• It takes time to own such process, and to put it into practice.

• It takes time to really build capacities.

Arguments in favour of a shorter process:

• To maintain momentum.
• An organisation also needs time and resources to implement its tasks,
obtaining outcomes.

It is very important to let the organisation decide on planning of such process. To this
end, the facilitator should give a realistic image of what they could attain in of the ti-
meframe allocated.

24
VI. Manual contents

List of Tools by Element

In the three stages, the following tools by element are distinguished:

CHAPTER ELEMENTS TOOLS

Positioning 1) Analysis of mission 1) Gender criteria in the mission

2) Analysis of factors and actors 2) IOM, gender context study
analysis
3) Analysis of clients and demand 3) Differences in demand according
4) Analysis of services to clients, and causes of such diffe-
5) Analysis of inputs rences
6) Synthesis 4) Equity-equality distinction, inven-
tory and statistics of services, eva-
luation of customer satisfaction with
focal groups, and empowerment fra-
mework

Internal 1) Analysis of organisational 1) Onion of ‘Hofstede’ and ideal or-

culture ganisation
organisation
2) Systems analysis 2) Flowchart
analysis 3) Management 3) Analysis of leadership styles from
style analysis gender perspective
4) Structure analysis 4) Analysis of jobs and salaries from
5) Strategy analysis gender perspective
6) Resources analysis 5) Evaluation of organisational levels
for successful strategies, and gender
equality level
6) Analysis of access to resources and
benefits within the organisation

Complete 1) Synthesis of proposals for or- 1) SWOT Analysis

ganisational change arising in each 2) Planning frameworks
analysis, with gender approach
element in the analysis process
planning, and 2) Identification and prioritisation 3) Strategies to overcome resistance
implementation of opportunities and threats 4) Example of tool for evaluation of
3) Identification and prioritisation criteria and indicators for best gender
of processes practices of micro-finance organisa-
of strengths and weaknesses
for change 4) I dentification and prioritisation tions
of strategic options
5) Strategic lines with gender
equity
6) Operational planning
7) Implementation
8) Monitoring, evaluation
and learning

25
Presentation Outline by Element

Explanation (of the importance) of the element

Procedure • Objectives
• Methodology
• Duration
• Preparation
• Materials
Suggested Steps • Step 1
• Step 2
• Etc.
• Conclusion and action plan (table form)

Closing of session with lessons learnt and evaluation

26
CHAPTER 1
EXTERNAL ANALYSIS OF THE ORGANISATION

This chapter analyses the organisation’s external aspects from a gender equality pers-
pective. These are the mission, factors, actors, clients and demand, services and in-
puts. The purpose of this analysis of the organisational setting is to visualise the con-
text and, particularly, the elements outside the organisation that influence its rationale
and its ways of operating.

It is recommended to begin this process by validating the mission, and then continue
analysing all the external elements and their relation with the mission, in such a way
that the thread of the analysis is the very same mission.

The following pages contain a description of tools to facilitate reflection, going all the
way through the learning cycle to action. For a more detailed examination, it is re-
commended to use the list of questions on gender12 for each external element of the
organisation, in order to answer the following questions of gender analysis:

MISSION To what extent does the organisation’s mission (which summarises

its rationale), reflect gender equality as an objective to guide the
work of the organisation towards more equal relations between wo-
men and men?

FACTORS From a gender equality perspective, an analysis of the social, cultu-

AND ACTORS ral, political, and economic context of the organisation should answer
this question: In what way do external factors and actors13 help or
hinder fulfilment of the mission with equality? For this analysis, it
is necessary to have disaggregated data by sex, and have different
perspectives.

CLIENTS An analysis of clients or target group of the organisation should spe-

AND DEMAND cify: What are their characteristics and differences in terms of age,
sex, economic, and social activities (roles), geographical location,
and ethnic group? What are the differentiated demands of each spe-
cific group?

SERVICES An analysis of the services should reveal accurately how the

organisation’s gender policy is made operational through its cove-
rage, quality, content, and forms of delivery. Such gender analysis
asks the following questions: In rendering services, to what degree
does this organisation take into account the different positions of
women and men? To what extent do such services meet the diffe-
rentiated needs of women and men? Do services contribute to redu-
ced social and gender gaps and inequities?

12. This checklist was prepared using lists on gender from different sources: Van den Berg; Evertzen; MacDonald; MDF; UICN.
See checklist in Annex VII. 28
13. See Annexes IV and V.
 INPUTS Inputs are the organisation’s human, financial and material resour-
ces used to fulfil its mission. Gender analysis answers this question:
Are the inputs of the organisation distributed fairly? Do the inputs
contribute to achieve the mission with equality?

1.1 Analysis of the mission

In general, organisations reproduce a culture that is blind to gender differences, even

when the mission statement intends to do otherwise. Here the intention is to analyse
consistency between the official statement and the practice of the organisation from a
gender perspective.

The mission is the organisation’s heart14, and it summarises the organisation’s ratio-
nale, what it wants to fulfil and the means available to this end. The mission has its
place between the internal organisation and the outside, because it is the internal and
agreed upon image of the organisation as to what it should attain in the outside world,
focusing on the organisation’s efforts to accomplish its fundamental goals.

The objective is to have a critical reflection of staff and eventually partners of the or-
ganisation regarding the relationship between the formal postulate and real practice.
On the basis of the validation of the mission, the subsequent analyses will refer to the
mission as an analysis guide.

Procedure

Objectives
• To assess if the participants have internalised the mission of their
organisation.
• To assess the consistency between the organisation’s practice and the
mission statement.
• To make staff aware of the importance of sharing and appropriation of
the mission, as well as positioning of gender equality as one of the
aspirations of the organisation.

Methodology
When determining how knowledgeable the group is about the mission and its
consistency to it, perceptions of the participants concerning the gender elements
that are present or absent in the mission emerge. This methodology allows for a
better understanding of the organisation’s primary purpose and making propo-
sals for change. Duration: 5 hours

14. See IOM model in the figure on page 19

29
 Preparation
For this exercise, it is necessary to have the text of the official mission of the or-
ganisation available, the scheme with the components/analysis of the mission,
the triggering questions, and the gender analysis criteria.

Materials
Cards, markers, masking tape, board.

Suggested Steps

Step 1:

Appropriation of the mission

Explain the objective of the exercise and steps to be followed. Then, each participant
should write on a card what she or he considers the organisation’s mission to be. Place
the cards on a flip chart to show the different interpretations and compare them to the
official mission. This exercise allows for learning about how much people know and feel
like they own the mission.

Step 2:

Components of the mission

The following scheme helps to visualise the mission in its main components and gen-
der criteria for analysing the mission15.

MISION
Components Gender criteria

Purpose • Who do we work for? Clients, associates,

(Final objective of
the organisation)
disaggregated by sex or neutral clients?
• What approach are we guided by? A hu-
man rights approach or an (economic) effi-
ciency approach?
Through

Means/ways • Integration of productive, reproductive

The set of means and community roles?
to reach the goals
• Integration of practical needs and strate-
gic gender interests?

15. For explanation of the concepts used in the gender criteria, see in “Unveiling Gender: Basic Conceptual Elements for
Understanding Equity” in Towards the Equity Series, no. 9, Maria Cecilia Alfaro, UICN, 1999. 30
(www.genderandenvironment.org/biblioteca/documentos.php?cat=5&subcat=3&mens=1) or in DAC
Sourcebook on Concepts and Approaches linked to Gender Equality, OECD. France, 1998.
(www.oecd.org/document/59/0,3343,en_2649_34541_1887547_1_1_1_1,00.html)
Step 3:

Analysing gender criteria in the organisation’s aims

This step facilitates a reflection on the purpose or raison d’être of the organisation.
Work is done in groups or in a plenary session, taking into consideration the first two
gender criteria:

• Does the mission visualise the people for whom it works: clients, associates,
disaggregated by sex, or a neutral target group?

• What equality motive is guiding the organisation? Is it a focus of rights

or economic efficiency?

Step 4:

Analysing gender criteria in the means of the organisation

This step analyses the mission, taking into account the gender criteria relating to the
means, that is to say, the roles and needs.

Each exercise can be developed in a creative way, alternating group work with reflec-
tions in plenary sessions.

The triggering questions are:

Exercise 1. Roles and actions:

• What male roles are taken into account in the organisation’s actions?
• What female roles are taken into account in the organisation’s actions?
• What functions are performed by women in the organisation’s activities?
• To what degree have such differences become part of the institution, to
the extent that they are considered ‘normal’?

Exercise 2. Practical and strategic gender needs and interests

• What are the practical needs pointed out by men?

• And what are those needs pointed out by women?
• What differences are evident between the strategic interests of women
and those of men?
• Of these, which are taken up by the organisation?

Assess the relation between practical and strategic needs, verifying the level of impor-
tance given to them in the organisation.

31
Step 5:

Analysing consistency between purpose and means with gender equality

Once the main components have been analysed with gender criteria, a comprehensive
reflection is facilitated regarding consistency of the mission. The following checklist is
useful to validate the mission with gender criteria.

Consistency with Gender Criteria Analysis Suggestions

for Change
Does the mission visualise the po-
pulation for which the
organisation is working?
Does it visualise women and men,
or is the target group neutral?

Is the equality approach of the

mission based on economic
efficiency, or is it focused on
rights?
Does it take into consideration the
difference of roles between
women and men?
Does the mission intend to meet
practical needs, or does it aim at
strategic gender interests?

Step 6:

Conclusions and suggestions for change

Finally, the conclusions drawn up from the mission analysis are written down, including
suggestions for change. These are summarised in the last column of the table above
(this table should be filled out together with participants):

• Is there consistency between what the organisation does and what the
mission states?
• Is the mission approach sensitive to gender, or is its approach neutral to
gender?
• What aspects of the mission should be changed?
• Do other people think the same thing?
• How can these changes be made real?

32
1.2 Analysis of factors and actors

The factors and actors in the context are indispensable analysis elements to start
an organisational change process. There is no organisation that exists by itself, but
it exists within the context of the society in which it operates, of the relations it es-
tablishes with other organisations, and of the needs and demands from the outside
environment.

The increasingly complex and turbulent external environment in which organisations

find themselves operating, in all regions of the world, requires them to be always alert
and adaptive to change, and to be learning organisations.
There is a direct correlation between organisational development and the extent to
which an organisation is able to have an impact on the wider world in which it opera-
tes16.

On the other hand, there is a strong link between the capacity of an organisation and
the extent to which it succeeds in building relationships with other organisations and
institutions, through institutional strengthening, which implies advocacy and lobbying.
Such links both encourage the development of some kind of accountability mechanism
and provide a wider scope for inter-organisational learning17.

To identify the freedom of action of an organisation for attaining more equality, it is

necessary to learn about the opportunities and threats in the context. In fact, the res-
ponsibility of an organisation can only be identified if the leeway given by the setting
is known.

For this reason, it is very important to analyse the social, economic, cultural, and poli-
tical factors, as well as the actors with which the organisation interacts, because of the
influence they have on the mission.

Obviously, the factors may positively or negatively influence equity and equality bet-
ween women and men. From a gender equality perspective, or in terms of other di-
mensions such as environmental sustainability, inter-culturality, etc., the influential
factors are different in distinct contexts. The situation of women and men in an Andean
rural community is different from that in a semi-urban area with commercial tradition
in the Pacific coast of Central America, for instance.

In this analysis, it is important to take into consideration cultural and religious factors,
since they impact upon gender relations in various ways and, consequently, organisa-
tions adopt different strategies to contribute to diminish the gaps of equality, depen-
ding on whether they work with rural communities, or with micro-enterprises.

16. Macdonald, et al. op. cit., p. 19.

17. Idem, p.19 33
a. Types of Factors

• Political factors: norms and standards, national and international

agreements, laws and regulations.
• Economic factors: policies, regulations, taxation, etc.
• Socio-cultural factors: religious, values, social assumptions, prohibitions,
and restrictions for women and men, etc.

b. Types of Actors

Actors with whom the organisation interrelates can develop a positive or negative
influence in fulfilling the mission, as well as building partnerships and collaborate in
themes in common, influencing institutional changes for more equality.

• Competitors
• Allies, networks, and platforms
• Financiers
• Technical assistance providers
• NGOs, state institutions, local governments, private sector, etc.

The facilitating team should thoroughly know the context of the organisation with
which it is working, or have a prior diagnosis on the factors and actors in the country
or the geographical region in which the organisation operates, in order to contribute
elements that feed an analysis with more quality.

There is a broad array of studies, poverty reduction strategies, or on the situation of

women in different areas, gender studies in the framework of implementing the Millen-
nium Development Goals (MDGs) and the Paris Declaration, as well as national reports
with disaggregated data by gender18.

Procedure

Objectives
• To analyse factors and actors that influence positively or negatively in
the implementation of gender equality in the organisation’s mission.
• To make staff aware of the importance of knowing the context of the
organisation and factors and actors that promote or hinder achievement
of their mission with gender equality.
• To identify potential themes for collaboration and opportunities for
partnerships.

18. The UNDP, along with national statistics offices in different countries, has promoted a system of indicators with gender equal-
ity. Likewise, there are regularly updated reports on the progress in the agreements from the various women’s conferences, such 34
as CEDAW and the Beijing Platform for Action, etc. An overview of the main agreements and objectives of these two agencies
are annexed.
 Method
The purpose of this exercise is not to change or influence the external factors,
but to have an integrated picture of the situation of the organisation. With this
analysis, a reflection is facilitated that makes visible the perceptions of partici-
pants on the opportunities and threats in the context of the organisation, which
influence the fulfilment of the mission from a gender equality perspective.

The outcomes point to inputs to direct change from within the organisation.
Therefore, it is necessary later to deepen knowledge about the strengths and
weaknesses within the organisation with respect to the delivery of services that
respond properly to the demands of the context. Duration: 5 hours

Preparation
For this exercise, it is recommended to use the figure showing the IOM model,
in order to visualise the relation of the organisation with external factors and
actors.

Materials
Cards in two colours (one for factors and the other for actors), markers, masking
tape, flip charts; two matrixes to list factors and actors; figure of IOM model;
in addition, the mission statement has to be clearly visible to the participating
group.

Suggested Steps

Step 1:

Conceptualising Factors and Actors

Explain the objective of the exercise and the steps to be followed, using the IOM mo-
del to show factors and actors. Explain clearly the positive or negative influence that
factors may have in attaining equality.

To do this, it is advisable to present examples of factors that either hinder or pave the
way for the organisation’s work towards this objective.

Finally, give examples of external actors that have a positive or negative influence on
the objective of equality.

35
Step 2:

Presenting relevant data about contextual factors that influence gender equa-
lity
Sources of information should be sought concerning the gender equality situation in di-
fferent spheres of the national and local context, preferably related to the organisation’s
mission, to provide inputs that broaden the participants’ vision regarding the contex-
tual factors from a gender equality perspective.

Creativity is a key aspect in choosing the dynamics to attain this objective, maybe
contracting an expert with access to data disaggregated by gender19.

Step 3:

Presenting actors that influence gender equality

This is about identifying who acts in favour of gender equality and who are potential
partners of the organisation.

In this respect, it is recommended to use institutional mapping or basic data on rele-

vant actors that work in favour of gender equality in different themes, for instance:
business development, marketing, environment, human rights, access to basic servi-
ces including health, education, etc.

Step 4:

Visualising factors that influence gender equity

It is suggested to undertake this analysis in two groups: the first one analyses the
national or local factors, and the second one identifies national or local actors.

Analysis of factors:

Each participant writes on a card the factors influencing the organisation’s work from
a gender perspective. One card should be used per factor, writing a maximum of three
lines, with big letters that are visible in a plenary session. Also, each participant indi-
cates if the influence of such factor is positive or negative, putting a plus sign (+) or a
minus sign (-) in the corner of each card.

In the plenary session, the results of the cards are read to classify the negative and
positive influence of the factors. In this way a discussion is encouraged on gender
equality and the different ways in which each factor has its impact on women and
men. Finally, a summary of negative and positive factors is shown in a table, with their
respective explanations.

19. Annexes contain a format for presenting these kinds of studies. For further information, it is recommended to seek out experts
that have information or institutional gender mapping studies (at national level or of the sector the organisation is working in). 36
 Positive Factors Explanation

Negative Factors Explanation

Analysis of actors:

As with the previous exercise, each participant writes on a card the actors that, in his
or her opinion, influence in the organisation’s work from an equality perspective. Each
participant is asked to put a (+) or (-) sign in the corner of each card to qualify the
type of influence of each actor.

The cards are hung in a visible place, and then the influences identified by the group
are analysed. In this way a discussion is encouraged about the influence of each ac-
tor or the differentiated effects that their work has on women and men. In a table a
summary of actors with positive or negative influence is shown, with their respective
arguments.

Actors with Positive Influence Explanation

Actors with Negative Influence Explanation

Step 5:

Synthesis of factors and actors

The conclusions from the factor and actor analysis is summarised in the following ta-
ble, together with participants, prioritising the following questions:

• What factors have most impact on gender equality?

• What actors are linked to gender equality?
• What actors have the best potential to contribute to attainment of equality?

Table: Analysis of Factors

Factors Impact

+ _

37
 Table: Analysis of Actors

Actors Impact

Step 6:

Identifying potential partnerships

With the list of actors with positive influence taken as point of departure, a reflection
on the gender themes in which these actors work is undertaken, identifying the pos-
sibilities for collaboration. This reflection may be conducted using the Venn20 diagram
to:
• Identify potential themes for coordination
• Elaborate proposals for coordination with local and national actors

Closing of session: Summary of the lessons learnt during this exercise.

1.3 Analysis of clients and their demands

Analysing clients and their demands makes an organisation’s staff aware of the impor-
tance of having clearly defined who are their clients or beneficiaries and their particular
needs. It is also good to verify whether the services or products provided satisfy their
demands and expectations.

In general, organisations see their clients or beneficiaries as one homogeneous group,

without recognising differences that may exist with their demands. Although big com-
mercial firms have reflected on how useful it is to target their messages according to
differentiated needs (by social strata, geographical, cultural, generational elements,
etc.), non-profit organisations have not been able yet to do this in a consistent man-
ner.

Most public and private organisations provide their services from the perspective of
“what we believe the clients need” and with a neutral vision of the population, but not
from the real and differentiated demands and needs of women and men. A defect of
organisations is what is called gender blindness or cultural blindness; they do not take
into consideration the fact that the population’s needs and expectations, as a product
of social construction, have different characteristics for women and men.

20. See “Gender Self-assessment Handbook”, Walters, Hettie, adapted by Evertzen, Annette, in Reference Guide on Gender. SSU
SNV. The Hague, 2003. 38
This session includes the use of some tools that allow analysis of who and what the
clients or beneficiaries of the organisation are like, their sex, gender roles, social, eco-
nomic, cultural, generational characteristics, etc.

An approximate picture is built up as to the differences between groups of clients

or beneficiaries, and the demands are analysed by gender and by group, in the fra-
mework of their own contexts. The concept of gender differentiations and their specific
needs are applicable to any cultural difference: between youth and adults, adults and
the elderly, between populations with different cultures, or between persons with di-
fferent capacities.

The purpose is not just to gather information on such differences for academic reasons,
but also to know the relationship between the actions and the mission proposed by
the organisation, and its reality. The questions to answer in the framework of this the-
me: Do our mission, vision, and actions respond to the real demands of the different
groups with which we work or with which we would like to work? What adjustments
should be made to become a gender and general equality-sensitive organisation?

Procedure

Objectives
• To raise awareness of the importance of knowing the types of clients
and their characteristics.
• To reflect on the consistency between clients and mission/vision, and
identify the profile of clients corresponding to the mission.
• To analyse the demand and reflect on gender differences of groups of
clients and their respective demands.
• To reflect on the consistency between demand and mission of the
organisation.
• To identify measures to influence in the causes that hinder gender
equality in the demand.

Method
For this exercise, it is necessary to again present the logic of the IOM model, so
that the analytical process to be conducted will be understood.

When identifying clients and their demands, a reflection is encouraged to validate

the rationale of the organisation, because this facilitates the understanding and
perception of the staff about who make up the target group of the organisation;
its demands are better understood; the group’s perceptions of gender differences
in the demand are visualised and the foundations are laid to adjust services to
the demands.

39
 It is important that staff members from the different areas in the organisation
participate to ensure a variety of inputs. Duration: 4 hours

Preparation
Figure of IOM model; written mission and clearly visible; request to the group to
prepare data on characteristics of clients and their demands in advance.

Materials
Small cards in two colours, markers, masking tape, flip charts.

Suggested Steps

Step 1:

The concept of clients in organisations

To explain the concept of clients in the organisations and their different characteris-
tics:

Clients: The target group (the market) that has a (potential) demand for services and
products from the organisation, who pay (cash or subsidised) for the use of such ser-
vices and products.

Example: In the case of a vocational training centre, clients are groups of male and
female students. In the case of a coffee cooperative association, a system of internal
and external clients is in place, e.g. coffee producing members (internal clients) and
those that buy coffee (external clients).

Client characteristics:

• Potential or actual clients.

• Internal (those people that work in the organisation) or external clients.
• Generational (by age-groups segments).
• Sex.
• Socio-economic stratum.
• Origin (urban, rural).
• Education level.
• Marital status and number of children.
• Occupation (Reproductive or productive activities, wage labour or unpaid
family help, formal or informal work, full-time or part-time, income level, etc.)

Once the type of client has been specified using different examples, the concept of
services and outputs or products of the organisations is explained.

40
Services and products: This is what the organisation provides. Example: Provision of
services from the cooperatives consists of training, storage services, transport, coffee
processing and marketing in the international market.

Step 2:

Identifying and characterising the target group

Distribute cards in two colours so that each participant notes down:

• Who are the clients?

• What characteristics do they have?

Use the figure of the IOM model to facilitate visualisation and clarification of the con-
tent of the cards, encouraging analysis and reflection on gender issues through the
following questions:

• Is the target group made up by men or by women?

• What roles do women and men play? What are their activities?

This step is completed by summarising the degree of knowledge the organisation has
about its clients and identifying measures to fill the gaps of knowledge that could
exist.

Step 3:

Consistency between mission and clients

Reflection is promoted on the consistency between mission and clients:

• What types of clients are (not) consistent with the mission?

With the inputs from the previous reflection, a list of criteria is prepared to define,
according to its mission, who the clients are towards whom the organisation’s services
are targeted.

Step 4:

Clients corresponding to the mission, and their demands differentiated by

gender

To analyse the demand, cards are distributed so that each participant answers the
following question:

41
 • With regard to clients that, according to Step 3, are consistent with the
mission, what are their main demands?

A matrix may be used to place and visualise the demands according to different types
of clients.

Example: Clients and demands of a centre of coffee cooperatives. Nicaragua 2005.

Internal Clients Demands

• Agricultural extension services

• Organic inputs
• Crop diversification
• Credit
• Legal, administrative, financial
Families who are mem-
and organisational advice
bers: small (male and
• Enabling production and road
female) producers
infrastructure
• Transport
• Dry processing
• Market and price studies
(marketing)
• Housing
• Education

External Clients Demands

National and international • Quality coffee

buyers • Organic coffee

A summary is made on the level of knowledge of the clients’ demands and analysis is
encouraged to improve the capacity to identify in the demands the differences between
women and men. If the group of participants does not establish this gender difference,
a reflection is conducted through the following questions:

• What differences are there in the demand (quantitative, qualitative, in the

contentor form of the services or products) of female clients and male clients?
• What makes that differences exist in demands of women and men?
• What factors cause these differences in the women and men’s demands?

Two groups may be made, one of men and another of women, to write their answers
on flip charts and present their conclusions in the plenary session.

42
 Differences in male and female
Causes of such differences
clients’ demands

At the end of this exercise, measures are identified to resolve the gaps of knowledge
about the differentiated demand by gender or by social group.

Step 5:

Consistency between the mission and differentiated demands by gender

Reflection on the consistency between demand and mission is promoted:

• What are the demands consistent with the mission?

Male and female clients’ Consistency with the mission

demands

Step 6:

Conclusions and suggestions for change

After defining the clients’ characteristics and demands, reflection on the differences in
women and men’s demands is encouraged. Suggestions are discussed about what the
organisation could do to foster gender equality in the demands.

This reflection contributes to the identification by the organisation of the type of ser-
vices it must develop to adjust to the differentiated demands by gender. It confirms
whether the services currently provided are adequate and indicates what services
should be developed.

The facilitator explains that in a later session the understanding of the theme will be
deepened, since it depends on the analysis of the setting, identifying other actors and
their services with which to forge strategic alliances.

For example, one of the reasons why parents do not want to send their daughters to
a vocational training boarding school is because of the fear of pregnancy. What could
the school do to face this problem?

43
This exercise is to reflect on the responsibility and commitment of the organisation
concerning gender equality. It is a big challenge not to fall into the trap of putting the
blame of inequities on ‘society’ or the context, before seeking ways to change them.

The suggestions will be summarised in the following table:

Causes of gender differences Measures to promote gender

in the demand equality in the demand
1. 1.
2. 2.

Closing of session: Write down the lessons learnt.

1.4 Analysis of services

This manual does not intend to go into detail on the evaluation of the effect and impact
of services, but rather aims to strengthen the capacities and skills for organisational
development, depicting a way to build effect and impact monitoring and evaluation
systems with gender equality criteria.

To elaborate gender criteria in analysing an organisation’s services or products, two

different levels of analysis are distinguished:

• Analysis of the effect of the services of the organisation, from both a

quantitative and qualitative point of view.
• Analysis of the impact of the use of services in the target group, from
both a quantitative and qualitative point of view.

1.4.1 Gender Criteria to Analyse Effect of Services

The first level of analysis is the effect: To encourage reflection on gaps in access and
use of the services provided.

In organisations working in the area of development, the typical gaps in service deli-
very are those related to gender and culture.

In general, the issue of access to services is not contextualised, based on the premise
that by putting different types of services on the market - health, training, business
and financial services, etc. – people will automatically have access to them via supply
and demand mechanisms.

44
The non-use of such services is often thought to be due to lack of willingness of diffe-
rent groups of the population: “casual farm labourers are not interested in technical
training”; “women do not use our financial services because they lack entrepreneur-
ship”, etc.

In these groundless interpretations, organisations do not usually look for explanations

concerning the underlying reasons why women do not access the benefits furnished by
many development programmes.

With the method of analysis that will be presented here, gender criteria are being
constructed which facilitate an explanation of the gaps between the reality of women
and the formal discourse about equal gender opportunities. The two criteria are: the
coverage differentiated by sex in the use of the services (quantitative data, disaggre-
gated by sex, on access to services), and quality (appraisal) of the services according
to men and according to women. The appraisal they both have on the service quality
could explain the quantitative differences of the use of services.

The information on appraisal is gathered through routine evaluations on client satis-

faction, and not only when it is required to show results (e.g. in external evaluations)
or in emergency situations (when the organisation’s results are very poor). Also, infor-
mation may be gathered by interviewing clients that either do not, or no longer receive
the services, to understand the reasons why they do not receive them or why they
have discontinued them, i.e. to ascertain whether there are external factors involved,
or whether there is a direct relation with the quality of the services. When the reasons
given are to do with the context, it is necessary to find out if these factors are taken
into consideration in designing such services in response to the demands and needs of
both male and female clients.

If the services are provided under the concept of formal equity - namely, maintaining
the same conditions and position of women without promoting changes in the advan-
cement of their economic, social, and political rights, towards gender equality - women
do not really have access to opportunities for development (services of institutions).
This consequently means that the relative gap between women and men remains at
the same level.

45
 EQUALITY

Increased Gap
Need for affirmative
actions
Formal equity in
delivery of services

Gap Initial gender Gap

Services with a gender equality perspective take into account the existing gaps bet-
ween women and men, related to the lack of opportunities and basic rights to have
access to markets, to political and social participation, to education, etc.

It is about the difference between equity and equality, about encouraging the dis-
cussion about the responsibility of the organisation to promote affirmative actions to
attain changes in the fundamental freedoms, so that services become real opportuni-
ties to reduce the existing gender gaps in society.

46
Analysis of quantitative use of services

Procedure

Objectives
• To analyse the use of the services, disaggregated by sex.
• To acknowledge the differences between women and men as for the
use of services, reflecting on possible gaps between supply and demand.
• To raise consciousness in the organisation about the importance that
staff learns about the differentiated use of the services by clients.
• To reflect on the importance of monitoring and evaluating the use of
the services, disaggregated by sex.
• To propose affirmative actions to reduce gender gaps in the coverage
of services.

Method
Visualisation of the differentiated use of services and possible gaps between
women and men in access to services encourages the organisation to reflect in
order to know and understand the type of services currently provided and their
respective gender equity and/or equality level. Duration: 2 hours

Preparation
Figure of the IOM model to remember the logic of the analysis and asking the
organisation’s team to prepare in advance an inventory of all the organisation’s
services, with statistics disaggregated by sex on the use of those services.

Materials
Markers, masking tape, flip charts.

Suggested steps

Step 1:

Inventory of services
Explain the objective of this exercise. Present the iom model and matrix below to fill
in with the services provided by the organisation and with the statistical data disag-
gregated by sex.

Services Men Woman

47
Once gender differences have been visualised in the use of services, the following re-
flection is facilitated:

• Why is it important for the organisation to know the differentiated use

that clients make of the services?
• How can the use of services, disaggregated by sex, be monitored and
evaluated?

Step 2:

Explanation of gaps, and proposals for affirmative actions

The team facilitates a group’s reflection to explain the gaps between women and men
in the use of the services. Explanation of the difference between formal equal oppor-
tunities or equity and gender equality, using the figure on gender gaps, to generate
brainstorming on the organisation’s affirmative actions to reduce the gaps in the use
of services. The conclusions about the causes of the gaps and the proposals to reduce
them will be summarised in the following table:

Explanation of gaps between Proposals for affirmative

women and men actions

1. 1.
2. 2.
3. etc 3. etc

Qualitative Criteria to Assess Satisfaction of Clients

Procedure

Objectives
• To reflect on valid criteria and evaluation indicators from the
perspective of clients.
• To conduct with focal groups a pilot activity with a gender focus, to
assess satisfaction of clients in a selected service.
• To analyse the outcomes and gender differences.
• To make aware the group of participants of the importance that staff
members know the evaluation of client satisfaction, disaggregated
by sex.
• To reflect on the form of institutionalisation in the organisation, and
evaluate client satisfaction.
• To raise proposals of short and long-term actions to improve services
for women and men and specifically affirmative actions to close
gender gaps.

48
 Method
The identification of criteria to assess the services allows a reflection on the as-
pects that are important, according to both women and men, in their assessment
or appraisal of these services.

The definition of appropriate evaluation criteria of services on the part of the tar-
get group or clients is a very important input so that staff reflects on the quality
of the work of its organisation.

This session contributes to create consciousness and to strengthen the

organisation’s capacity to take into account the client’s opinion in defining the
quality criteria of its services.

This will be the base line for future evaluations of client satisfaction. Using the
method of learning-by-doing, one service is selected in this session as a pilot
example for an introductory exercise in constructing appraisal criteria and quality
indicators in terms of effect, consulting for this purpose with the target group or
clients. Later, the organisation should implement an evaluation survey on satis-
faction using the inputs of this session.

The fact of having evaluation criteria disaggregated by sex fosters raised aware-
ness on the differences in terms of needs and access to services. In addition,
such sessions bring up personal perceptions of the organisation’s members about
the roles of clients, differentiated by gender. An open and respectful atmosphere
is required to facilitate reflection and perceptions of the entire group, motivating
organisational and personal self-criticism. Participation of different departments
will ensure diverse inputs in identifying gender criteria and indicators. Duration:
Two 4-hour sessions, plus 2 hours for each focal group.

Preparation

This exercise requires commitment of the organisation to implement the focal

groups with clients, as well as commitment to accept critical results from the
evaluation as positive inputs to improve services. In addition, a sample of clients
has to be taken to participate in the focal groups and the facilitators of the focal
groups have to be well orientated.

Materials
Markers, masking tape, flip charts, cards of two colours.

49
Suggested Steps

Step 1:

Selecting service, quality criteria, and indicators

Explain the objective of this exercise and steps to be followed. On the basis of the
inventory of the services, the organisation selects a service for a pilot exercise in eva-
luating client satisfaction. The selected service has to be crucial for the organisation’s
mission.

Present as an example the general criteria to value the quality of a service21 and fa-
cilitate a reflection to identify what criteria are considered more important for clients
to value the service. Reflection should also be facilitated to adapt and to specify these
criteria according to the selected service, taking into consideration the characteristics
and demands of clients. If there are more than five criteria, it is better to prioritise and
decide which would have more weight, according to the client.

General criteria to appraise quality of services

ACCESSIBILITY How accessible is the service for the different groups of external
clients?

COVERAGE To what extent does the service supply meet the demand?

OPPORTUNITY To what extent is there certainty that external clients get the ser-
vice at the moment it is needed?

TRANSPARENCY How complete and correct is the information provided to external

clients about every aspect related to the service and to receiving
the service?

PROMPTNESS To what extent is the timing in service delivery adequate to the

expectations and needs of external clients? Would it be possible
to reduce the time taken for delivery?

QUALITY OF How correct and adequate are the care and treatment of staff
CARE directly providing the service to external clients?

QUALITY OF To what extent are conditions and physical space of the premises
SPACE where the service is provided suitable for external clients and
WHERE CARE IS staff providing the service?
PROVIDED

21. See Hacia una gerencia pública de calidad: El enfoque de género en la evaluación de servicios. Volume I, Marco conceptual.
Jarquín, María José and Olimpia Torres. GTZ Gender Project. Managua, 2001. 50
 EFFICIENCY What is the level of optimisation of resources invested in rende-
ring of the service?

EFFECTIVENESS To what extent are the objectives corresponding to the service

attained?

INTEGRITY Is the service provided strictly according to the norms in place,

or are there ‘faults’ in the system?

EQUALITY To what extent is the service adjusted or meets the specific de-
mands and conditions of external male and female clients?

The facilitator puts on the board the cards with the selected criteria.

Step 2:

Selection and training of facilitators of focal groups

It is necessary to reflect and verify, with male and female clients, what the differences
are and the weight by gender as for quality criteria of service provided by the organi-
sation. For the quality criteria with gender focus to be valid, focal groups will be formed
divided by sex.

Once the facilitating team of the focal groups is selected, there is a presentation of
evaluation concepts and methods of client satisfaction. At the same time, the objective
of the focal groups is explained:

• To reflect and verify, with groups of male and female clients, the
differences in service satisfaction criteria, according to sex.
• To verify with these clients the weight, validity, and importance of the
satisfaction criteria stated from a gender equality approach.

In addition, the methodology of the focal groups22 should be explained. Likewise, a

question guide should be prepared according to the selected service.

It is important to be impartial for those who facilitate the focal groups, to encourage
freedom of speech. Ideally, they should be people with experience in conducting focal
groups with both sexes.

Also it is preferable that the focal groups are conducted by other people than the ones
who are directly involved in the service delivery, to facilitate clients speaking freely and
avoiding defensive attitudes of the facilitators. Later the facilitators should prepare the
reports to be used as inputs for analysis.

22. See Annex VI A, a brief guide document for focal groups.

51
Step 3:

Selection of the client sample and implementation of focal groups

It is important to choose a representative sample that reflects in its entirety the cha-
racteristics of the population of clients (as for percentage of representation by sex,
age, rural or urban, etc), by random sampling, purposive sampling, using the snowball
technique, etc. To enable gender analysis, it is necessary to have a critical number of
women in the focal groups, even if it means that the representation in the focal group
is relatively higher than the total percentage of women in the client population. The
focal groups must be women and men separately, but other criteria may also be con-
sidered to make groups.

As the focal groups are a technical instrument designed to contribute to data collec-
tion of a qualitative character about the service quality perceived, it is advised to use
additional criteria for selection of the client sample such as willingness to participate,
a minimum of six months receiving the service evaluated, reflective, openness, etc.
What is important for the final objective of the focal groups is that the participants are
good informants, that they are willing and able to provide significant information and
that the facilitators are able to distinguish multiple realities, if reflected.

With regard to the implementation of the focal group, the use of the instrument to
draw the personal life path or business development line, as explained in Annex VI
B, is recommended. This enables the facilitators to collect specific qualitative data on
the effects (positive or negative) perceived by the clients as a consequence of recei-
ving the service, in their personal and family lives (education, health, nutrition levels,
housing, violence, etc.) and in their business development (diversification, profit and
sales, quality, debts, etc.). Other perceptions on changes on gender impact indicators
the service is intended to generate, like increased decision-making in social and busi-
ness organisations and in the household are also collected.

Step 4:

Presenting results of focal groups

Once the field period of implementing the focal groups is completed, the facilita-
ting group prepares and presents the results in a plenary session. The facilitating
team highlights the common aspects and the differences in the assessments of both
groups.

52
Example: Assessments made by women and men about the technical training service
of a coffee cooperative association. Nicaragua, 2005.

Appraisal by Women Appraisal by Men

• Technical training should follow a • Technical training should follow a

part-time schedule.
• It should be within the community
• Spouses, sons and daughters of
cooperative members should parti-
cipate.
full-time schedule.
• It may be outside the community.
• Spouses, sons and daughters of
cooperative members should parti-
cipate.

Step 5:

Constructing and selecting service satisfaction criteria with gender focus

Promote reflection to construct service satisfaction criteria, derived from assessments
of women and men about the specific service, according to the following matrix:

Example: Satisfaction criteria concerning the technical training in a coffee cooperative

association. Nicaragua, 2005.

Appraisal by Women Satisfaction Criteria

• Technical training should follow a • Technical training adapted to time

part-time schedule. and roles of women.
• Low self-esteem of women limits • Facilitation methodology promo-
active participation. tes participation of women.

Appraisal by Men Satisfaction Criteria

• Technical training may follow a • Time more flexible for training

full-time schedule. men.
• Low self-esteem of women limits • Facilitation methodology promo-
active participation. tes participation of women.

Using the equality approach, giving value to contributions from both sexes (qualitative
and non-statistical criteria), during a plenary session the external facilitator helps draw
up the list of criteria that summarises the perceptions of the service stated by male
and female clients, pointing out with asterisks (*) the aspects differentiated by gender,
and with a X the common aspects.

It is necessary to facilitate reflection on the clients’ differences of perception, being

backed by assessments from Step 4, to better understand the different gender condi-
tions.
53
Example: Criteria of satisfaction and common and different aspects, according to gen-
der, in the technical training service of a coffee cooperative association. Nicaragua,
2005.

Analysis of gender
Criteria differences
and common aspects

Men Women
Invitation to all family members x x
More assistance of women/equal participation x x

Practical methodology (learning-by-doing, x x

exchange)

Facilitation promotes participation/contribu- x x

tions of women
Contents on diversification x x

Distance from the place where workshops are x

x
held
Time schedule appropriate to roles of women *

Logistics ensures per diem *

Logistics takes into account presence of
*
children

X = common aspects
* = different aspects

Finally, prepare a list containing all service satisfaction criteria for technical training.

Example: Service satisfaction criteria for technical training of a coffee cooperative

association, with a gender equity approach. Nicaragua, 2005.

Criteria

• Invitation to all family members.

• Gender equality in the participation in events and workshops.
• Practical methodology (learning-by-doing, exchanging).
• The facilitation method of trainers promotes active participation of women.
• Contents on diversification.
• Time schedule adapted to roles of women and men, taking into considera-
tion distance to the place where workshops are held.
• Logistics take into account presence of children.

54
Step 6:

Constructing evaluation indicators

Brainstorming exercise on the indicators for each criterion, comparing with the qua-
lity criteria described in the following list23 , to facilitate consensus on the indicators
starting from the criteria.

Example: Indicators to assess technical training service satisfaction of a coffee coo-

perative association, with a gender equity approach. Nicaragua, 2005.

Satisfaction Criterion Indicators

Time schedule suitable for women Full-time activity.

and men. Part-time:
• morning
• afternoon
All day.

Distance to place where workshops • Near or within the community.

are held. • Far or outside of the community.
• Time invested to arrive.

Quality criteria to prepare indicators

RELEVANCE The indicator should contribute important information to measu-

re the corresponding aspect or variable.

USEFULNESS The indicator should work effectively to measure the correspon-

ding aspect or variable.

EASY TO The indicator should be easy to understand, avoiding confusion.

UNDERSTAND

VIABILITY OF The required information exists to elaborate the indicator, or the-

ELABORATION re are conditions to get it.

COMPARATIVE The indicator can be constructed for different moments, that is

NATURE to say, it allows for follow-up on its behaviour in the course of
time.
CONNECTION Service qualities, efficiency and effectiveness, coverage, integri-
WITH KEY ty, equality.
ASPECT OF
SERVICE
MANAGEMENT

23. GTZ, 2001.

55
Step 7:

Conclusions and suggestions

This step proposes two levels of conclusions and suggestions:

a) Since the result of the pilot exercise is the preparation of criteria concerning one
service only, it is necessary to repeat this exercise for each service. In this way more
information is gathered on the clients’ appraisal of these services.

b) As for the service selected and appraised with the focal groups, brainstorming may
be facilitated with the following question:

• What could the organisation do to improve the service, in the short and
long-term, paying attention particularly to the criteria resulting from the
appraisal of women?

This will be summarised in the following table:

Analysed Medium/long-term
Indicators Short-term actions
Service actions

1.a 1.a 1.a

1.b 1.b 1.b
1.etc 1.etc 1.etc

c) Finally, decisions must be taken regarding the changes in the organisation’s eva-
luation and monitoring systems, in order to institutionalise the evaluation with gender
focus of client satisfaction.

• How can we use this result to go deeper into the evaluation of the
selected service?
• How can we integrate this outcome into the organisation’s monitoring &
evaluation systems to improve the whole set of services of the organisation
or enterprise?

Closing the session: Summarise the lessons learnt and suggestions for change.

1.4.2. Analysis of impact of services

The second level of analysis of services is the qualitative and quantitative impact in the
target group, since the organisation needs to know the impact of its services on a long
term basis to be able to identify, in a later stage of the process, measures to improve

56
access to services, which are adapted to the demand and mission, of better quality for
women and men and for specific groups of the population.

For this level of analysis, there is the Harvard Analytical Framework24 , which allows,
at target group level, to stimulate participative reflection on labour division and gender
inequality regarding access and control of resources.

The purpose is not to assess the impact of the organisation, but to support the or-
ganisation in improving its impact monitoring & evaluation systems, in favour of the
empowerment of women and men.

As in the previous section, it deals with paying attention and reflecting on the quan-
titative and qualitative impact differentiated by gender. For the analysis of impact
quality and the empowerment level of women and men, the Women’s Empowerment
Framework of UNICEF25 is used.

Analysis of Quantitative Impact

Procedure

Objectives
• To analyse the quantitative impact of services, differentiated by gender,
and identify gaps in the data of the organisation.
• To reflect on the consistency between the coverage or quantitative use
of the services and the purpose described in the mission.
• To reflect on short and long-term actions to improve services, and
particularly, to close gender gaps.
• To raise awareness on the importance of knowing the impact of the
services, disaggregated by sex.

Method
This exercise intends to sensitise the organisation to the importance of having
data disaggregated by sex in the monitoring & evaluation systems, as a basis to
measure its impact. By visualising objectives and impact goals differentiated by
gender, one starts a deeper reflection on the causes of gender gaps.

Also, a reflection on consistency between the mission and services, and particu-
larly, the achievement of gender equality, is encouraged. The organisation needs
to know and understand what the impact of the services provided is by sex. Du-
ration: 3 hours

24. First published in 1984 (Overholt, Anderson, Cloud and Austin, Gender Roles in Development Projects: A Case Book, Ku-
marian Press: Connecticut), the Harvard Analytical/Gender Roles Framework is one of the oldest gender analysis and planning
frameworks. It was developed by the Harvard Institute for International Development in collaboration with the Women in De- 57
velopment (WID) Office of USAID. For key texts and critics: International Labour Organisation, South-East Asia and the Pacific
Multidisciplinary Advisory Team. “A conceptual framework for gender analysis and planning” (online). Available at: www.ilo.org/
public/english/region/asro/mdtmanila/training/unit1/harvrdfw.htm
 Preparation
Before starting the workshop, the group is asked to analyse the monitoring and
evaluation reports - with statistical data disaggregated by sex - on the impact
of services regarding fulfilment of the mission. To explain the impact level, the
gender mainstreaming model is used to keep in mind the logic of the analysis
process.

Materials
Markers, masking tape, flip charts, the gender mainstreaming model, and the
mission statement of the organisation.

Suggested Steps

Step 1:

Identifying objectives and visualisation of outcomes

Explain the objective of this exercise, presenting the gender mainstreaming model and
reminding the group of participants what the content of the mission is.

In a plenary session, the work group sets out its analysis on the monitoring & eva-
luation documents. It presents the overall objectives or goals identified, filling out the
table with data from the documents.

If there are insufficient data, emphasis is laid on the need of having statistical data
disaggregated by sex at every level. This facilitates reflection to make proposals about
the way of integrating gender into the monitoring & evaluation system.

Example: Desired impact in a public institution of vocational training. Nicaragua,

2005.

Overall goals or Outcomes in men Outcomes in women

objectives of impact

Integration of graduates in Number of men Number of women

the labour market.

A follow-up system on graduates not only includes the percentage of women and men
graduated participating in the labour market, but also other elements of such partici-
pation, including whether it was formal or informal work, work in the field of training
or in an another area, salary level, job satisfaction of graduates, etc.

For this reason, it is necessary to have surveys, taking a sample of people who gra-

25. Methodology developed by Sara Longwe for UNICEF. For key texts and critics: International Labour Organisation, South-
East Asia and the Pacific Multidisciplinary Advisory Team. “A conceptual framework for gender analysis and planning” (online).
Available from: www.ilo.org/public/english/region/asro/mdtmanila/training/unit1/empowfw.htm 58
duated one year earlier, two years earlier, etc. There is a need to ascertain whether
graduates define their situation in terms of external factors, or whether they also con-
sider the type and quality of services of the institution had an influence on their actual
situation with regard to integration in the labour market.

Step 2:

Explaining gaps; proposals for affirmative actions

Facilitate reflection and group discussion to find the causes of gaps in the impact of
services on women and men. Such causes are analysed and classified as those that
may be modified and those beyond the influence of the organisation. To identify the
former (those that may be changed), brainstorming is done on affirmative actions the
organisation could undertake to diminish the gaps between women and men with re-
gard to impact of services. The latter (those beyond the influence of the organisation)
are added to the factors that have been identified in the IOM model for their later
analysis in another session.

Conclusions concerning causes of gaps and the proposals to diminish them will be
summarised in the following table:

Causes of gaps between Proposals for affirmative

women and men actions
1. 1.
2. 2.
3.etc 3.etc

Closing of session: They summarise the lessons learnt.

Analysis of Qualitative Impact

Procedure

Objectives

• To reflect on the different empowerment levels.
• To internalise the concepts used in the Women’s Empowerment
Framework, UNICEF.
• To analyse the empowerment level reached by women and men
through the services provided by the organisation.
• To identify what data are missing in the organisation.

59
 • To reflect on short and long-term actions to increase the impact of
services in empowerment of women and men.
• To reflect on the consistency between the qualitative impact and
the organisation’s mission.
• To sensitise the organisation’s staff on the importance of knowing the
qualitative impact of services in the empowerment of clients.

Method
The Women’s Empowerment Framework is used to analyse the degree of em-
powerment attained by women through these services. This also allows the sen-
sitisation of the organisation’s staff to the importance of knowing the impact of
services in the empowerment of their clients to improve their system for impact
measurement.

Such analysis may be applied at two levels: at staff level, to know the percep-
tions of the people providing the services, and at client level, to have a sample of
the situation of the target group.

In the first case, it is possible that the organisation realises that it lacks the requi-
red data to fill up the matrix. In this case, it is necessary to encourage actions to
improve the organisation’s monitoring & evaluation system. Duration: 4 hours

Preparation
Create a favourable atmosphere for self-criticism of the organisation and staff.
Share ahead of time all the data and documents regarding the theme, such as,
for example, internal and external evaluations.

Materials
Markers, masking tape, flip charts, and the Women’s Empowerment Fra-
mework.

Suggested Steps

Step 1:

Presenting the Women’s empowerment framework

Explain the objective of this exercise and the steps. Then present the graphic of the
Empowerment Framework and explain the concepts of it.

60
Basic concepts of the empowerment levels

EQUALITY EMPOWERMENT LEVEL

CONTROL 5th level

PARTICIPATION 4th level

AWARENESS 3rd level

ACCESS 2nd level

BASIC NEEDS 1st level

BASIC NEEDS The level of basic material well-being: food supply, housing, in-
come, and healthcare services.

ACCESS Access of women to the means of production in terms of equity

with men: equal access to land, labour, credit, training, marke-
ting services, and all the available public services and benefits.
Here, equal access is achieved according to the principle of equal
opportunities that usually implies a reform of the legal and ad-
ministrative framework to eliminate all forms of discrimination
against women.

AWARENESS- The understanding of differences between roles determined by

RAISING the person’s sex and roles determined by one’s gender, provi-
ded that the latter originate in culture and thus can be modified.
Awareness-raising is also based on the principle that labour di-
vision based on sex must be fair and acceptable to both parties.
Equity between women and men is the basis of gender cons-
ciousness.

PARTICIPATION Equal participation of women and men in the decision-making

process, in policy-making, in planning, and management of re-
sources. It is a particularly important aspect in development
projects, where participation means taking part in a needs as-
sessment, project design, implementation, and evaluation. Equal
participation also means that women get involved in decision-
making proportionately to their representation in the global com-
munity.

61
 CONTROL To increase women’s participation in the decision-making process
through awareness-raising and mobilisation, to reach control in
equal terms of the production factors and distribution of benefits.
Control on an equal basis means a balanced control between wo-
men and men, so that neither men nor women have a dominant
position.

Step 2:

Contribution of the services to empowerment

With participation of the group, the services delivered by the organisation are written
down in the first column. In a plenary session, the contribution of the first service to
the different empowerment levels could be analysed.

The first line in the table is filled in with key words by the facilitator, who summa-
rises the conclusions of the discussion. It is written down which additional data are
required if information is missing about the empowerment levels of male and female
clients.

Services Basic Access Awareness Participation Control

Needs -raising
W M W M W M W M W M
*

* It is recommended not to use only the X mark to fill out this table. It is better to use
an appraisal system using minus or plus signs (- or +), and moreover give a summary
or a brief qualitative explanation.

Groups are made so that each group appraises a service. Then, each group fills out the
table until completing it. It is important to write both the existing data and what data
are missing, according to staff perceptions.

Groups then present and discuss their results. There is reflection on the differences
between women and men in contributing to empowerment.

Based on such reflection, there is brainstorming about what the organisation could
do in the short and long-term so that services contribute more to empowerment of
clients, particularly women.

62
Step 3:

Consistency between qualitative and quantitative impact of services with the

mission
This step again takes the results from the quantitative impact analysis exercise and
the results of the qualitative impact analysis exercise of the services.

This session also contains an analysis of the results concerning the causes of the
existence of (quantitative) gaps in the impact, along with the (qualitative impact) em-
powerment level of each service, and both outcomes are compared with the mission,
in order to have a comprehensive vision of the impact made by the organisation.

In addition, the data on the qualitative perception of the clients from the drawing exer-
cise of Annex VI B are used in this analysis.

The following table must be prepared by a team from the organisation, with assistance
from the facilitators. This table is presented in a plenary session to encourage brains-
torming.

Conclusion 1: Analysis of consistency with

Reasons for existence of the mission
impact quantitative gaps
1. 1.
2. 2.
3.etc 3.etc

Conclusion2: Analysis of consistency with

Empowerment level by service the mission
1. 1.
2. 2.
3.etc 3.etc

The triggering questions to facilitate reflection in plenary session are:

• Is the existence or absence of gaps consistent with the primary purpose

of the organisation and with advancement of equality in its services?
• Are the accomplished empowerment levels (according to the framework)
consistent with the organisation’s primary purpose (mission) and with
advancement of equality in their services?

63
Step 4:

Conclusion
Conclusions about the short and long-term actions needed to improve impact are sum-
marised. Conclusions on the proposals for affirmative actions from the quantitative
impact analysis exercise are revisited and enriched by new proposals to improve the
impact made by the organisation.

Services Actions intended to improve

Short term Long term

1. 1. 1.
2. 2. 2.
3.etc 3.etc 3.etc

Closing of session: Participants write down the lessons learnt.

1.5 Analysis of the organisation’s inputs

To have a comprehensive picture of the situation of the organisation, it is also neces-

sary to identify the availability of inputs, since a key factor for organisations is the
shortage of resources to work efficiently and effectively, i.e. funds, human resources
with experience, etc.

In general, organisations - small and medium-sized enterprises, cooperatives, NGOs,

etc. - receive different kinds of support such as technical assistance, advice, funds,
and others. For this reason, it is very important to know the donors’ programmes,
availability of specific technologies, the labour market, services for business and fi-
nancial development with a gender focus, etc., to have a proactive role in designing
organisational strategies to mobilise and use funds and inputs.

Procedure

Objectives
• To identify and analyse the availability or shortage of inputs in the
context, which could influence positively or negatively in fulfilling the
mission with gender equality.
• To raise awareness on how important it is for the organisation to
learn about the organisational setting and the existence or shortage
of inputs and their effect in fulfilling the mission with gender equality.

64
 Method
It is important in this part of the analysis to get different areas of the organisa-
tion to participate, to ensure diversity of input, since all the staff members need
to have a comprehensive picture of the organisation’s situation. This exercise
allows reflection on personal understanding and perception with respect to the
inputs the organisation can generate or obtain from its surroundings.

Although steps should not be skipped in the process, it is necessary to take

advantage of this stage to identify strategies and solutions that help to counte-
ract or overcome resistance. The context is the most difficult aspect to change.
Therefore it is necessary to know the strengths and weaknesses of the internal
organisation, which can be measured through the quality and coverage of its
services. In this way, it is possible to make changes and generate proposals from
within. Duration: 1.5 hours.
Preparation
This exercise requires emphasising on the IOM model in order to keep in mind
the complete logic of the process to be conducted.

Materials
Small cards of a different colour than the cards already used, to differentiate
them from the cards with factors and actors. Markers, masking tape, flip charts,
the IOM model.

Suggested Steps

Step 1:

Explaining the concept of inputs

Explain the objective of this exercise and steps to be followed, presenting the IOM
model.

First, complete an inventory of inputs. Each participant writes down her/his contri-
butions on cards, which are put in the figure of the IOM model. Later, it is necessary
to distinguish the types of inputs and the difference between external inputs (human
resources in the labour market) and internal inputs (the staff).

The latter will be further analysed in later sessions, about the internal elements of the
organisation. Also, it should be explained that the inputs may have a positive or ne-
gative influence on the fulfilment of the mission with equality, according to availability
or shortage.

65
 Aspects Types of Inputs Internal External

Quantitative Human Resources

Qualitative Material Resources

Conditions of Financial
Access Resources
Information
Technology

Step 2:

Identifying inputs
Distribute cards in one colour so that each person writes down inputs from the con-
text that can influence or already are influencing the work done by the organisation in
attaining equality. Explain the symbols to classify inputs: Put a plus sign (+) or minus
sign (-), in the corner of each card, to indicate if the availability/quality and/or condi-
tions of access are positive or negative.

Later, the cards are put on the IOM model, facilitating the analysis of the cards and
explanation of the negative or positive influence. There may be several brainstorming
rounds until exhausting the contributions, encouraging discussion on gender equality,
asking what inputs are specifically needed for working on gender and what inputs are
available in the context which facilitate a gender-based approach.

Step 3:

Conclusions
In a plenary session, results are summarised and written down in the following table,
putting inputs in the order of priority, based on the following questions:

• What (positive or negative) input has more impact?

• What input has a very short-term impact?

Inputs with positive influence Inputs with negative influence

1. 1.
2. 2.
3.etc 3.etc

Closing of session: Summarise the lessons learnt.

66
1.6 Summary of the external analysis

This session summarises in the IOM model the analysis of all the elements from the
context and the external organisation. This provides a comprehensive picture of the
points where opportunities and threats are found. A brainstorming session on strategic
options for the organisation is encouraged, taking into consideration opportunities and
threats. These strategic options will be used in the planning and implementation phase
in Chapter III. Relations between the different contextual elements that positively or
negatively influence the advancement of equality are visualised.

Procedure

Objectives
• To identify a nd relate the opportunities and threats and their
interrelations in the context, and the elements of the external
organisation to fulfil the mission with equality.
• To get a summary on the major opportunities and threats.
• To determine what opportunities and threats are beyond the
influence of the organisation.
• To identify strategic options to fulfil the mission with equality.

Method
The IOM model is used to visualise interrelations of the contextual elements
and the external organisation and their influences in fulfilling such missions with
equality a priority. This is a summary of the analysis already conducted separa-
tely on each element. In addition, there is a reflection on the strategic options
that the organisation may have to make operational in Chapter III, before star-
ting an internal analysis, to be able to reflect freely on the most relevant strategic
options to fulfil the mission.

First, what we want to do must be clarified. And later, with an internal analysis
and identification of strengths and weaknesses of the same organisation, there
will be a reflection on what we can do. Immediately after, it is necessary to think
of the relevance of the options, a theme that will be addressed in Chapter III.
The facilitator should start a brainstorming session on this issue. If the group has
more than eight people in it, separation into smaller groups would be advisable.
Duration: 4 hours
Preparation
Groups of two participants are made so that they prepare and present the threats
and opportunities, written on red and green cards, respectively. Such threats and
opportunities have been identified in the previous sessions, according to (client)
demand, as well as factors, actors, inputs, and services.

67
 Materials
Figure of the IOM model, the mission clearly visible as a reference for each par-
ticipant, cards in two colours, markers, masking tape.

Example: NGO Environmental scan: RICANTOR

Problem owner
RICANTOR management

Basic question
What support to micro- and small finance enterprises should RICANTOR offer to optimise
the contribution of these organisations to economic growth of their target groups?

Sub-question
What are opportunities and threats to optimising the services of the SME support actors?

Unfavourable policy/regulations
Government
Policies

Organizations Donors favour

appreciation have own Institutional
priorities Development

Collaboration
takes much
time influence

Adequate
training
facilities Genuine
Interest in
Training
supply Factors
Insufficiently No clear
influencing demand
developed strategies in
Capacity
methodologies in Cap.Build..
Building

Org's need to
FAIDA's become more
RICANTOR
AAvailability fof sustainable
Resources

Lack info
about other
organizations actors
want to share
MDF copyright 2004

resources
Limited
commitment
to cooperate

existence of
established
network
www.mdf.nl

competition/cooperation

Tango for Organisations. MDF, 5.1.1, page3

ref:5.1.1 Environmental scan.doc MDF

68
Suggested Steps

Step 1:
In a plenary session, remind the group of the logic of the IOM model and facilitate in
posting opportunities and threats on the model in the following order: Demands, fac-
tors, actors, inputs, and services.

Step 2:
Also in a plenary session, explain the square within the IOM model that determines the
influence of the organisation. Later, discuss card by card, whether the organisation has
influence or not on the opportunity or threat.

Step 3:
Draw up a first conclusion with regard to where the main opportunities and threats
of the organisation are found and if there are key threats beyond the influence of the
organisation. Identify some clear relations between opportunities and threats.

Step 4:
In small groups, formulate strategic options, by putting together opportunities with
threats as follows:

• The options that give response to several opportunities and threats.

• The actions are related to elements of the external organisation and
context: mission, inputs, services, customers/demand, factors, and actors.
• The options are directly associated with opportunities and threats.
• The options are creative.
• More options can be formulated for each opportunity or threat.
• For each opportunity or threat, at least one strategic option is formulated.
• In a plenary session, present the strategic options and make combinations
of similar options. Discuss, for example, the relevance of some options
concerning the mission and gender equality in taking the next steps.

Step 5:
Each participant has five votes to place next to their favourite options, according to the
relevance for the mission with equality. Each option may receive 0-3 votes from each
participant. Then, there is discussion and reflection in a plenary session on priorities,
setting a final priority agreed by the majority.

Closing of session: Each participant writes what they have learnt in this exercise.

69
CHAPTER 2
INTERNAL ORGANISATIONAL ANALYSIS

In every process of organisational change it is necessary to analyse in detail the inter-

nal aspects to improve organisational performance, which is the only dominium where
the organisation has full control to effect change. For this reason of effectiveness, it
is necessary to assure coherence between discourse and practice. An organisation not
living its own values, cannot receive credibility.

Ideally some kind of relation should exist between organisational performance, re-
flexion on values and the practice by persons, in spite of this relation not being linear:
Challenge is reaching that people internalise values, that they live them and work
accordingly… and what to do with people who work effectively today, but do not share
completely these values?26

In general organisations live the same experiences in practicing a gender focus and
situations use to occur in which for example the formal documents incorporate gender
equality, but in the implementation of the programmes and outcomes, such equality is
not reflected. It also happens that personal is gender conscious, but in daily practice
the instruments are not being applied. In other cases contradictions are being found,
for example, there is a formal pro-equality discourse, but macho comportments per-
sist. This chapter presents different tools that facilitate analysis to value the organisa-
tional capacity regarding fulfilment of a mission, putting into practice gender equality.
Remembering the IOM model, what does a gender approach mean in each element?

CULTURE: It determines the norms, values, customs, and procedures of

organisational practice. Do the values and norms reflect gender
equality, which is shared and practiced by the staff in the orga-
nisation?
SYSTEM: Refers to the tasks of the organisation in its functioning, de-
cision-making, information management, planning, monitoring
& evaluation. Does the organisation’s system reflect clearly to
be institutionalising a gender practice in the organisation’s work,
that is, in information, decision-making, planning, monitoring &
evaluation, etc?

MANAGEMENT Management style: It reflects the way of leadership and decision-

STYLE: making, and it is one of the expressions of power. Does the ty-
pical pattern of communication, leadership, and decision-making
in the management have a gender focus? Is gender an important
aspect to the management? What is its attitude in decision-ma-
king: participatory or steering/authoritarian?

26. “Values at work, case Copa Air Lines”. INCAE.

71
 STRUCTURE: It is the formal representation in the organisational chart of the
organisation. It reflects the way the organisation uses its human
resources, establishes levels and positions for fulfilment of its
purpose. Likewise, structure shows distribution of power. Is there
a balance between women and men in the formal and informal
distribution of responsibilities at every level, the position and re-
muneration in the organisation? Does the structure include spe-
cific areas for promotion of gender equality at decision-making
levels?

STRATEGY: It describes the way in which the organisation carries out the ac-
tivities that lead to attainment of the mission. Are the strategies
consistent with the mission as for advancement of equality?

RESOURCES: These are the human, financial, and material resources available
in the organisation in order to implement its tasks. What position
have the human resources in the organisation’s set of values? Is
gender equality revealed in the selection, training and develop-
ment of staff? Is there gender equality in practice of promotion
and incentives to staff? Are resources allocated for promoting
gender equality? Are women and men’s staff needs and interests
taken into account? Are the organisation’s equipment, assets,
and infrastructure equally available to female and male staff? Is
the budget allocated on an equality basis?

If the organisation is conceived as a system, it is easier to understand the existing

interrelation and interdependence between its different components. In this sense, it
has been said that an organisational culture determines the norms, customs, and pro-
cedures for the organisational practice, and it is the foundation of the system, structu-
re, and the functioning of the organisation.

The only real guarantee of permanent, meaningful change is changing organisatio-

nal culture so that gender equality is understood and accepted as a core value of the
organisation27. Because of the importance of values, this analysis starts addressing
organisational culture.

Interrelation and interdependence lead to articulation of the different aspects of the

organisational functioning. Thus, in applying the tools there might be duplication in
the questions and this should not be seen as a mere repetition, but rather as a double
check on the validity of such information.

The qualitative self-evaluation also implies that with the methodology there is no
intention of setting the “objective truth”, but to reach a common understanding of

27. Macdonald, op. cit., p. 115

72
a reality in which people work and create together, reaching a consensus based on
values to attain gender equality and empowerment of women in specific contexts. It
pursues to understand the reality behind the figures, data, and experiences. However,
the subjectivity of the methodology is backed by information from different sources,
for instance, participants and key informants28.

For a more rigorous analysis of each organisational aspect, a number of questions from
different sources are used, resulting in an inventory of checklists for each internal ele-
ment of the organisation29. To facilitate reflection, it is recommended to pass through
the whole learning cycle till reaching action.

2.1 Organisational Culture

Organisational culture determines the characteristics of other internal aspects in the

organisation. For this reason, an analysis of an internal organisation begins by analy-
sing its culture. Organisational culture is the personality or soul of an organisation. It
is the way people interrelate with each other; it determines the values and prevailing
beliefs within an organisation. Culture is the social conventions and unwritten rules,
the cooperation norms and guidelines to settle conflicts, and the channels to have in-
fluence.

Below we present two tools intended to explore the feelings, attitudes, and behaviours
of staff in the organisation, to detect gaps and opportunities and undertake possible
actions for improvement.

2.1.1. The Hofstede30 onion

Hofstede, a Dutch professor in studies comparing organisational cultures, designed a

tool to analyse organisational culture that he called “Hofstede onion”, and it is used
to understand the deepest cultural aspects in an organisation. The first description
received from an organisation is the “official version”, the image that an organisation
-usually top management- wants to show to the public.

Such a description is the first layer of such onion. However, under the first layer there
are other deeper aspects of organisational culture that can be represented as “layers”,
from the most superficial characteristics all the way to the heart, which contains the
most deeply ingrained values that are not always easily discernible. The external la-
yers reflect formal values, but at the same time they can be very significant indications
of the organisation’s actual values. As shown by the Hofstede onion, an organisational
culture can be described through:

28. Annette Evertzen, Gender Self-evaluation. SNV.

29. See Annex VII 73
30. The session analyses gender integration through the “Hofstede onion” (based on: Cultures and organisations. Software
of the mind, Geert Hofstede, 1991), along with gender aspects included by the Gender and Development Centre for the SNV
Gender Self-assessments
Its symbols: The words, images and objects with a meaning for the members of the
organisation. They are seen in the size and appearance of the organisation’s building,
in the office furniture and equipment at different levels of the organisation, the distri-
bution of staff, their way of dressing, the type of vehicles, and even in the logo that
states the mission.

Their “heroes”, “heroines”, and “villains”: These are the real or imaginary persons re-
presenting the organisation. These are figures recognised by staff, and they are usua-
lly role models, either because they are respected or they are perceived as disaster
figures. All of this can reveal a lot about the behaviours within the organisation, for
example, an organisation that idealises a founding director because he personifies the
organisation’s values, but if the recognised figure is a bureaucrat, this is an indication
of the staff behaviour expected.

Their rites: These are collective, spontaneous or planned activities shared by staff on
a daily basis: the way of greeting and who greets each other; if they address personal
matters; how they organise meetings, celebrations, birthdays, farewells, etc.

All these layers cover and wrap, but it also provides hints to know whether the values
and principles are assumed or not by the different staff levels, what differences exist
and how they are reflected:

The organisation’s values: The fundamental principles, norms and beliefs that subs-
tantiate its practices and determine what really is considered important and desirable,
and what is not valued in the organisation. It is necessary to distinguish between desi-
red values and integrated values.
The desired values are those that people say are important for the organisation, whe-
ther they put them into practice or not. The integrated values are the true values: the
heart of the organisational culture. There might exist a big gap between the desired
values and the integrated values. This takes place specifically in gender aspects, where
one may find a politically correct rhetoric, but not a real intention to integrate profoun-
dly gender in the organisational culture. Also, there may be different values, or bigger
or smaller gaps between the desired values and integrated values in the organisation’s
different levels or segments31.

The relation between organisational culture and gender equality has been described in
this way: A gender-sensitive organisation will develop an organisational culture which
values different styles and ways of working and does not define them as sex-specific.
It will also enable both women and men to advance equally within the organisation by
recognizing their differences and how these translate into opportunities and constra-
ints for either sex32.

31. Macdonald, op. cit. pp. 113-114.

32. Idem, p. 89. 74
 Procedure

Objectives
• To identify and analyse the aspects of the organisational culture
that promote or hinder accomplishment of the mission with gender
equality within the organisation.
• To identify different values between the various levels and sectors of
the organisation.

Method
This tool shows the different values of the organisational culture, and it is done in
a participatory way, from outside toward inside, like the layers of an onion.

Through the ‘onion’ metaphor, the different beliefs and principles of the organisa-
tion are discovered until reaching the heart of the organisational culture.

In this exercise, it is important to get administrative and support staff involved,

because they usually have the longest permanence and know better the organi-
sation and its “informal” processes.

The tool may be applied with different levels or groups of staff, discussing later
in plenary to see the differences in perceptions. This is also preferable to avoid
employees not expressing themselves in front of their supervisors.

The method may lead to a reflection on personal and organisational values, and
to formulation of proposals for change. The effect of this exercise may be rein-
forced if it is accompanied by the exercise of the ideal organisation. Duration: 3
hours

Preparation:
It is very important to translate the concepts very well into the local language
and use contextual examples to explain what is meant by symbols, heroes, he-
roines, rites and values.
It is recommended to use the figure of the onion to visualise the layers in it.
Before doing the exercise, it is good to distribute the list of gender verification
questions on the organisational culture, to focus the attention of participants on
gender themes.

Materials
Flip chart with a big drawing of the onion, small cards in 4 colours, markers.

75
Suggested Steps

Step 1:

Presentation of the Hofstede onion.

The concepts described on the former page are being explained.

Symbols

Heroes/heroines

Rites

Values

The symbols, heroes, and rites represent the practices of organisations. The values
are the core of the organisation: they form the practices and they are the mindset of
the organisation.

Step 2:

Identifying symbols, heroes, rites and values

The group discusses which are the symbols, heroes, rites, and values of the organisa-
tion. The facilitating team puts in the corresponding layer of the figure on the onion the
corresponding cards. To encourage discussion, the following questions may be used:

Symbols:

• What words come to mind when thinking of the organisation?

• Do you associate any image or metaphor with the organisation?
• Are these words or images the same or different for women and men?

76
Heroes/heroines:

• What person do they consider a model to be followed by the organisation?

Is the image male or female? Is it within or outside of the organisation?
• Do these heroes suggest certain messages concerning gender?
• What values of the organisation these persons represent?
• Are there also images of villains in the organisation? Are they male or
female?

Rites:

• What are the organisation’s typical activities?

• What does the organisation do differently, compared to other
organisations with a similar mission?
• Who participates in the organisation’s meetings?
• How do female and male employees communicate during office hours?
• What types of rites are practiced in the organisation, and what do they
reflect?
• Does the staff frequently do activities together?
• Are some people excluded from these activities?
• Do you like or dislike some of these rites?
• Are there typical sexist jokes made in the organisation?
• Is it possible for both women and men to participate in these rites?
• Do these rites promote a safe and respectful working environment?

Values:

• What are the most important values in the organisation?

• What value do they consider is missing in the organisation?
• What is the most important value to you? Is it important enough to
determine if you stay or leave the organisation?
• How do you value gender equality?
• Is all the staff committed to gender equality as a value?
• How do stakeholders see the gender theme within the organisation?
• Does the staff have spaces and interlocutors to file complaints or
differences? Do they feel free to do so?
• Do you consider that the organisation treats staff (women and men),
support staff, technical and managerial staff on an equal basis?

77
Step 3:

Reflection
Participants comment on how they have been describing the organisation’s image du-
ring the exercise.

This is about everybody creating a total image of the organisation. Is this an organi-
sation that respects equally women and men in the different groups or levels of the
organisation?

Later, using cards in two colours, the participating group writes down the strengths
and weaknesses of organisational culture with respect to gender equality.

Step 4:

Suggestions for change

• Are there aspects of organisational culture that staff would like to change?
• Are there more people in the organisation that have the same opinion?
• How can these changes be made true?

Step 5:

Conclusion
Summarise in the following table the conclusions on the organisational culture aspect
that fosters or hinders gender equality and empowerment of women in the organisa-
tion. Fill out the table, along with the group, writing down a maximum of five priorities
per area.

Strengths Weaknesses Suggestions for Change

Closing of session: Summary of the lessons learnt in this exercise.

2.1.2. The ideal organisation

This exercise helps to develop creativity to think of the ideal organisation the staff
would like to have.

78
 Procedure

Objectives
• To visualise a model of the ideal organisation.
• To reflect on the benefits of a gender focus in organisational
development.
• To propose mechanisms so that this ideal vision comes true in the
organisation.

Method
With creativity, spontaneity, and an open mind, there is an effort to generate
the ideal vision of the organisation. The facilitating team has to encourage, in
the group, the freedom of dreaming without limits, to keep away from the ten-
dency to stick to the real situation. In a plenary discussion, the facilitating team
should ask questions to encourage participants to complete the learning circle.
Duration: 4 hours

Preparation
Post very visible the institutional mission. Sheets will be given to participants
earlier to write down the answers to each question.

Materials
Small cards, flip charts, markers, and masking tape.

Suggested Steps

Step 1:

Presentation
Small groups are made to promote certain level of confidentiality. On separate sheets,
the questions are shown concerning: the ideal situation, benefits, personal contribu-
tions, the real situation, and proposals for improvements are shown33. First everybody
answers for his/her own the questions on a sheet, and then the common answers are
written on cards and placed on the right flipchart (one for every topic).

Ideal situation:
When answering the following questions, explain how you imagine an efficient, effec-
tive organisation with impact and capable of integrating gender equality into all its
activities:

33. Taken from Peter Senge et al: The fifth discipline. 1995 (free translation).
79
 • What image would it have?
• What contributions would it make?
• What values would it include?
• What mission would it have?
• How would people cooperate and interact in such an organisation?
• How would successes and failures be managed?
• How would decision-making be organised?
• What would the taboo themes be in such organisation?

Benefits and personal contributions

• If you were part of such organisation, what would you expect or like to
receive as benefits?
• How would your own personal vision be expanded?
• How would you contribute so that that ideal organisation becomes a reality?

Real situation

• Does your organisation have some of the characteristics described by you?

• With regard to the absent characteristics, what are the most important
ones to you?

Improvements

• What specific concrete idea do you have to improve the current situation?
• What other improvements do you consider necessary so that it will be an
organisation with gender equality?

Step 2:

Identifying an organisational vision with gender equity

In plenary session, the groups present conclusions, classified in four sections:

• Ideal situation
• Personal benefits and contributions
• Real situation
• Improvements

The facilitating team should insist on asking: What would a real benefit be for the or-
ganisation? Would it be beneficial to you too? If so, why and if not, why not? Does the
current situation satisfy you? Why (not)?

80
Step 3:

Suggestions for change

A dialogue is facilitated among participants so that they share their conclusions. The
differences between the ideal and the real situation are revised. Proposals for impro-
vements are discussed in detail.

Step 4:

Conclusion
The organisation’s strengths and weaknesses as for gender equality and the sugges-
tions for change are summarised in the following table, which should be filled out toge-
ther with the participants. It is convenient to write down a maximum of five priorities
per area.

Strengths Weaknesses Suggestions for Change

Closing of session: Discussion on the learning in this session.

2.2 Systems

Here the concept of system refers to the way in which the organisation sets up its
structure and functioning in favour of action. Two processes are identified in such
systems:

1) Primary process • making operational or implementation

2) Support processes • decision-making
• planning, monitoring & evaluation
• communication / information and learning
• administration

It is recommended to use a flowchart to visualise and analyse the different systems

and processes. The purpose is to get the staff sensitised on the gender theme and
make it more efficient in its operations, besides finding out what parts of its procedu-
res or functioning show weaknesses or strengths:

a) At present (the current practice)

b) What is planned (the official way of working)
c) What is desired (as a proposal for change or as an ideal. It can be based
on the analysis of a and b)

81
As an analysis tool, the flowchart helps to identify the bottlenecks in implementing
gender equity in organisational processes, because it evidences how decision-making
is avoided or the unnecessary delays in such process.

The bottlenecks in the existing processes are analysed to redesign such processes, to
adopt new primary or support processes, to take corrective measures, etc.

The flowchart is useful to show the interrelation between the different work activi-
ties34. Likewise, the staff members raise awareness of the way in which the absence of
gender equality in the day-to-day practice influences the culture of the organisation,
and thus in the individual behaviours, outcomes, and achievement of the mission.

Assess efficiency, efficacy and, effectiveness of the system in the implementation of a

gender focus, asking the following questions:

• Does the system facilitate operationalizing actions to attain gender equality

in the organisation’s tasks?
• Does the system use tools that ensure mainstreaming of gender?
• Does the staff actively use the tools? What are the strengths and
weaknesses as for gender integration, and how can processes be improved
so that they are more sensitive to gender?

Procedure

Objectives
• To identify and analyse the mechanisms used in organisational
processes, to verify how gender is being integrated.
• To redesign the processes to improve efficiency and effectiveness
in achieving gender equality.
• To evidence the contribution and interrelation of the different areas
and levels in the system, to look for alternative actions that contribute to
gender mainstreaming.

Method
By identifying and analysing the bottlenecks in the primary and support proces-
ses, a discussion is facilitated to bring up the group’s perceptions concerning
gender integration in such processes. This method allows making specific propo-
sals for change. Participation from different areas and levels must be ensured.
Duration: 4 hours

34. Tango for organisations, 6.3.1, MDF

82
 Preparation
A team analyses regulation documents on the organisation’s procedures (hand-
book of functions, etc). It is recommended to show previously the example of a
flowchart. Then reflect on the gender checklist of questions to analyse the diffe-
rent parts of the system35, calling the attention of the group to gender themes.

Materials
Cards in different shapes and colours, masking tape, wrapping paper, markers.

Suggested Steps

Step 1:
Make clear the concepts of primary processes and support processes. Explain the pur-
pose of this exercise and present the different stops. Explain the symbols of the shape
of the cards through a flowchart example.

Select a primary process in the organisation, to analyse the interrelations and the in-
tegration of gender in the system. It is recommended to choose a process in which,
according to participants, gender is less integrated. Explain the reason for analysing
the process in two separate groups: one of the groups presents the oficial process ac-
cording to regulations and the other one the way the process takes place in practice.

Step 2:
Two groups are made to identify - by means of cards in different shapes- the fo-
llowing:

a) The point of departure and outcome of the selected process

The result of analysing a process must always be related to the mission, and not only
to the immediate result of a process seen in isolation.

For example, in a micro-finance organisation, the expected outcome of a process is not

only the reimbursement of the provided loans, but also the effect on the improvement
of the standard of living.

35. See Annex VII

83
To encourage a gender analysis, it is recommended to ask the following questions:

• Are there data or information that evidence gender gaps as a point of

departure?
• To what extent does the expected outcome include aspects of gender
equality and empowerment of women?

b) Activities

Activities have to be at the same level of analysis (to make a presentation is an analy-
sis level; to deliver a course is another level)

Questions:

• Does the organisational system have mechanisms to identify problems,

analyse options, and make relevant decisions as for integration of gender
equality actions into the activities?
• How do the different areas and levels in the organisation assume their
responsibility to operationalise gender in the activities?
• Are there mechanisms to find problems or conflicts (e.g., discrimination,
sexual harassment) and to settle any other conflict?
• Are conflicts usually settled through dialogue, by imposition, or
exclusion based on gender?

c) Decision-making moments

This figure is used to describe the different moments of decision-making and their
results and to know the time the procedure takes until getting the expected result.
This is a yes or no answer exercise, verifying at the same time if such answers contain
follow-up activities.

84
For example: Proposal approved?
Yes: follow the process and send confirmation information.
No: file the proposal and send (or not) information explaining the reasons
for the decision.

Questions to stimulate gender analysis:

• To what extent do the beneficiaries and staff participate in decision-making?

Are they pro-active, or are they only receivers of the results? Are differences
between women and men noticed in this aspect?
• Is there a balance at the management level between delegation and
decision-making? Is there a balance between control and flexibility to
facilitate female staff doing their work?
• How does decision-making work concerning gender issues in the
organisation?
• Are the decisions on policies and gender strategies informed to all staff
members promptly and appropriately?
• Do different levels in the organisation participate in the decision-making
process or in the consultation process on gender themes?
• What area has more influence that gender issues are taken seriously or
downplayed?

d) Person or unit in charge

Maybe there is one person responsable for an activity and another person implemen-
ting the activity. All of the activities or decision-taking moments take place under the
responsibility of a person or unit indicated by this symbol. If it continues to be the
same person or unit, there is no need to repeat the symbol.

Questions:

• Who are responsible for the activities (functions, persons, men or women)?
• Who are responsible for the decision-making?
• Who are in charge of mainstreaming gender actions?

85
 e) The information used and generated by the process

Information is identified by activity and by decision moment. Arrows are used to indi-
cate when information enters or comes out.

Gender questions:

• Is the information disaggregated by sex, and does it include gender aspects?

• How does the participating group describe the information quality?
• Are there institutionalised mechanisms to include a gender perspective
in the context analysis and to adapt the strategies and activities?

f) Support processes

Facilitate the identification of support processes with activities, decisions, responsible

persons and information, following steps b-e:

Planning, monitoring & evaluation (PME):

• How is a gender approach integrated into the system? Are there goals,
indicators and time planning of the activities schedule particularly for
women, or for gender mainstreaming?
• Do PME methodologies make room for active participation of female
beneficiaries and staff? Is there gender planning for the target group? Is
there gender planning for staff?
• Do work processes consider properly the differences in the distinct positions
of women and men (roles, needs, interests, etc.) in the beneficiary or target
group?
• The objectives and indicators are properly formulated from a gender
perpective?
• Does the monitoring system show achievements and effects of gender
policy implementation? Is it possible to measure the achievements and
effects of gender policy?
• Is there a gender analysis that facilitates gathering of disaggregated data
by sex to use in the PME system?

86
 • Do the monitoring & evaluation methodologies take into account
understanding and learning of female and male beneficiaries?
• Do the evaluations take into consideration the impact on women and
men, both at level of the beneficiary group and at organisational level?
• Are people in charge of the PME sensitive to a gender approach? Do
the teams have at least one person with expertise and competences with
respect to gender?
• Have gender evaluations been conducted?
• Have the strategies been adapted as a result of evaluations?

Communication/information/learning:

• Is the language used by the staff inclusive and respectful to gender

equality?
• Does the information distributed to the staff reach equally women and men?
• Are there procedures and mechanisms to facilitate -among (female
and male) beneficiaries and staff of the organisation- discussions on
gender issues?
• Does communication in the organisation (among different levels of the
organisation) promote exchange, dialogue, and openness to gender issues?
• Is there a well-supplied documentation centre with also audiovisual
material on gender themes?
• Are opportunities offered to access information, including Internet? If
there are, who has access?
• Does the organisation have publications to share its experiences on
gender themes?
• Are there mechanisms that facilitate reflection and learning (internal
reflection, formal training, revision of proposals, etc)? If so, are these used
to reflect on gender?
• Does the organisation systematise its learning on gender practices? Does
it disclose its systematisations?
• Is knowledge management on gender promoted, that is, research,
publications, documentation, seminars, meetings, networks, websites, etc?

Administration

• To what extent is the administrative staff aware of its role to be successful

in the organisation’s outcomes? How do they address gender equality?
• Does the organisation’s administration include data on the work in the
gender area?

87
Step 3:

Summarising and analysing flowchart

Connect with arrows the figures to depict the flow of the process, indicating when
there is a return to show when an activity is repeated.

Add key information writing at the side the activities or decisions:

Identifying likely bottlenecks

Explain the logic of the process based on the following questions:

Volume: Quantity of processed product or service, e.g., loans provided,

indicating the magnitude of the output

Time/cost: Annual average time/cost (expense) in each activity as “efficiency

indicator” of the organisation.

Duration: Average lapse of time between two activities in the process as

“responsiveness indicator” to clients

• What criteria are applied to make each decision?

• Why does it take place in this point of the process?
• Why does it take this time?
• Why is it done this way?
• Why are these or those people responsible?
• Who coordinates and supervises the different moments?
• What is the effect at external level (information, inputs, and means)?
• What are the risks of the activity or decision?
• How does it favour or hinder gender equality actions in the process? Why?

Step 4:

Proposals for change and evaluation of improvements

In this step different options for improvement are proposed, through the following
questions:

• How willing is the staff to change the process?

• Is it possible to eliminate activities, decision moments, etc?
• Is it possible to combine or change activities, decisions, etc?
• Is it possible to simplify the process?
• Can a person responsable for the activity be removed?
• How can the process be changed to strengthen gender equality?

88
Later, reflection is promoted on the advantages of the proposed changes, through
the following questions:

• Do the changes in the process result in:

• Less effort (better methods, upgraded staff, better means and inputs)
needed?
• Less time (better sequence or screening, less rejection) needed?
• Better quality of service or product (better guidelines, control)?
• More gender equality (are human resources optimised, are the rights
respected, is there equal redistribution)?
• Less resources (optimizing expenses and quality) needed?
• Better working conditions (more safety, fulfillment, less stress)?

Conclusions about the questions are facilitated, by writing down on cards in different
colours the weaknesses and strengths concerning gender mainstreaming in proces-
ses.

Closing of session: Write down the lessons learnt, and if possible, the proposals for
change.

2.3 Management Style

Management style determines the way in which a mission is reached with gender
equality.

It is not only about the attitude of management toward gender equality, but also about
the actions that are undertaken for change, encouraging women and men to advance
equally within the organisation by recognizing their differences and how these transla-
te into opportunities and constraints for either sex36.

Procedure

Objectives
• To identify the leadership style in the organisation.
• To analyse advantages and disadvantages of the leadership style
for gender equality in the organisation.
• To analyse gender factors that influence in the leadership style.
• To formulate suggestions to improve management with equality and
to encourage female leadership.

36. Macdonald et al., op. cit., p. 89

89
 Method
This exercise is very delicate, because it is about evaluating management. To
this end, an atmosphere of trust and confidence is necessary, of openess to cri-
ticism, which ensures there will be no adverse consequences. It it is necessary
to assess the relevance of getting management involved in this exercise, but
it is advisable to separate management from the other levels. It is also recom-
mended to avoid personalised criticism. Each participant should give examples
without referring to someone in particular, but rather to the management style
in general. Duration: 4 hours

Preparation
Different leadership styles and communication patterns between managers and
employees of either sex are explained.

Material
Flip charts, markers

Suggested Steps

Step 1:

Exercise on positive leadership

Ask if any situation or moment is remembered when somebody of management
showed positive leadership. Each person gives her/his testimony.
A collective reflection is conducted and conclusions and insights are drawn up on the
type of leadership used in different situations. Differences between women and men
as for the lived experience of leadership are analysed, and these are written down on
a flip chart.

Step 2:

Presenting concepts according to the previous exercise

There is a brief presentation on the four leadership styles and the communication
pattern between managers and employees.

The concept of situational leadership is stressed, and this means that there is no
ideal leadership style. Yet, management should be able to adopt a leadership style
that is best appropriate to each situation and the level of team development. Accor-
ding to this approach, to each leadership style there is a level of team development.
The following matrix summarises the tool to be used:

90
 Leadership style Pattern of manager-emplo-
yee communication

Directive: Determines the roles of the em- Little communication. Commu-

ployees: what, when, and how nication is limited to state what
things should be done. Solutions the staff is expected to do.
are found and decisions made by
him or herself and staff is closely
supervised.

Consultative: Determines the roles of the em- Top communication. It includes

ployees: what, when, and how
things should be done. Solutions
are found and decisions made by
him or herself and staff is closely
supervised.
bilateral communication, careful
listening, taking into account fe-
elings and suggestions.

Participative: Problem solving and decision-ma- Enhanced two-way communica-

king is shared with all of the staff; tion. The leader listens carefu-
knowledge and skills of the staff lly and contributes to problema
are being reflected. solving.

Delegating: The male or female employee con- Broad communication, manage-

trols and decides on how to carry
out a task, since he or she is ca-
pable and sure enough to assume
responsibility for his or her acts.
ment discusses problems with
the staff, and it delegates deci-
sion-making and implementa-
tion of solutions. It reflects mu-
tual trust and respect.

Facilitate the comparison of these four leadership styles, by making use of the tes-
timonies that have been described in step 1, to determine which style is applied in
each case. A discussion opens up on the role of the management in promoting gender
equality, through the questions contained in the checklists37. Observations are written
down on the flip chart.

Step 3:

Gender análisis of management

Two (female and male) groups are made, so that they answer the same question si-
multaneously:

• What are the advantages and disadvantages of a team when a woman is

in charge of management in an institution?
37. See Annex VII.
91
Later, both groups share their perceptions and identify gaps and opportunities in the
institution to promote major female leadership.

Later, the following questions are answered:

• What elements of female leadership have been decisive to keep them

from holding management positions within the organisation?
• What can the organisation do to strengthen female leadership?

Step 4:

Conclusions
The following table shows the conclusions of the three previous steps. The strengths
and weaknesses in management are summarised as for gender equality:

Strengths Weaknesses Suggestions for Change

Closing of session: Write down the lessons learnt and suggestions for change.

2.4. Structure

The structure is as the skeleton of an organisation. As a rule, it is represented in an

organisational chart that reflects graphically the formal structure, which is not neces-
sarily corresponding to the informal structure. It reflects the organisational philoso-
phy, since it shows the way on how leadership and managerial style are conceived.
For example, a structure may be in pyramid shape, but there is a need to see if such
pyramid is inverted or not, in order to determine the type of management in place.

The organisational chart also reflects the level of importance attached to gender equa-
lity. It is common to find that women’s themes are ubicated in the social section or
department, and they are nearly always marginal and in lower level than that of ma-
nagement.

There is a growing tendency in using a horizontal or flat organisational structure, in

which managerial commands are shared and hierarchical levels are not the most im-
portant. It is easier for women to have access to management positions in this type of
organisation than in one with a vertical structure.

To make a gender analysis and check if there is equality in the structure, first of all,

92
it is necessary to learn about the percentage of women and men that make up the
staff. This is particularly important, because to achieve changes it is necesary precon-
dition to have a critical mass of women in the organisation, and because the number
of women in management reveals a lot about the attitude of management toward the
equality theme. However, it is not enough to have a high percentage of women; there
is also a need to know what jobs they hold, at what level they are working, what ca-
pacity and opportunities they have for decision-making, etc. Likewise, it is important
to have a salary analysis to learn about the differences in place between function, sex,
and remuneration.

To ensure the practice of a gender policy, it is required to have a management commit-

ted to equality, an operational unit with influence, leadership, and resources to mate-
rialise gender equality, as well as a critical mass analysing and valuing its application
and proposing and implementing changes.

Procedure

Objectives
• To analyse the balance of positions/functions and responsibilities
within the organisational chart. To identify gender biases in the position
of women and men in every level of the organisation and salary.
• To identify existing spaces or mechanisms for promoting gender
equality, indicating their hierarchical levels.
• To reflect on the causes of gender gaps in distribution of positions,
preparing proposals to reduce them.

Method
Through the methodology for analysing positions and salaries, taken from GTZ38,
statistical data on jobs at all levels of the organisation are revised, and a gender
analiysis is done. This allows visualising the gaps in female and male positions
in the organisation, to raise awareness of the causes of gender gaps in division
of positions. To analyse the functions, there should be participation from the
department of Human Resources Management to provide a complete list of po-
sitions and of the different areas and levels to analyse the data. Later, there is
a comprehensive reflection based on which proposals are made to close gaps.
Duration: 4 hours.

Preparation
Before the session, a small team, made up of at least officers from the HRM
department, collect the data to be able to fill in the tables presented in step 1.
They fill in the tables and make a preliminary analysis to be presented to the full
group.

93
38. GTZ, Mujeres y hombres en el empleo público de Nicaragua. Proyecto de promoción de políticas de género. Nicaragua,
1999.
 Materials
Data of all positions in the areas and levels of the organisation; flip chart, mar-
kers, masking tape.

Suggested Steps

Step 1:

Concept and methodology for analysing jobs

Present the methodology for analysing positions and salaries with a gender approach,
describing step to step the tools to be applied to analyse such jobs and salaries.

Use the organisations’ own situation as reference for job, salary and education catego-
ries, terms and levels. Adapt the tables to this situation.

Tool 1: Gender balance in staff, classified by position

Staff
Areas, organs,
Managerial Executive Operational Total
departments
Women Men Women Men Women Men Women Men
o o o o o o o o
N % N % N % N % N % N % N % N %

Tool 2: Composition of staff, by sex and by age

Age-group ranks WOMEN MEN

N
o
% N
o
%

Up to 20 years old
21 - 25 years old

26 - 35
36 - 45

46 - 55
56 - 59

60 and over

Total

94
Tool 3: Education level of staff, by sex

Education WOMEN MEN

N
o
% N
o
%

Primary

First 3 years of
secondary school

Technical secondary
school (2-3 yrs.)

High school diploma

Secondary tech. school

Technical school
Undergraduate diploma

Actual graduate student

Postdoc
Master
Doctorate
Total

Tool 4: Seniority, by sex

Seniority in the WOMEN MEN

institution N
o
% N
o
%

0 - 1 years

3 - 5 years
6 - 9 years
10 - 15 years

16 –more years

Total

95
Tool 5: Received salaries, by sex39

Salary ranks in WOMEN MEN

US$ or Euro N
o
% N
o
%

Upto 100

100-300
301-500
501- 750

751-1,000

1001-3000
3,001-5,000

5,001 -10,000

More than 10,000

Total

Tool 6a: Compensation in management positions, by sex

Categories or WOMEN MEN

sub-categories in Additional Additional
Basic wage Total Basic wage Total
job positions payments payments

Tool 6b: Compensation in executive jobs, by sex

Categories or WOMEN MEN

sub-categories of Additional Additional
Basic wage Total Basic wage Total
jobs payments payments

Tool 6c: Compensation of operational positions, by sex

Categories or WOMEN MEN

sub-categories of Additional Additional
Basic wage Total Basic wage Total
jobs payments payments

39. Categories depending on currency and minimum and maximum salary levels
96
Tool 7: Received training by staff, by sex

Type of training WOMEN MEN

o
N % N
o
%

Seminars upto 3 days

Seminars from 4 days

to 1 week

National conferences
and congresses

International conferen-
ces and congresses

Courses from 1-6months

Courses from 7 months

to 1 year

University study bache-

lor level

University study master

degree

Postgraduate studies

Total

Step 2:

Inventory of data
Data are being gathered on position, salaries, etc. to fill in the above presented tables.
The team designated by the organisation conducts this preliminary step. A presenta-
tion of the data is prepared.

Step 3:

Analysing positions and income: gender biases and causes

Once the inventory is completed, the team presents the data that have been collected
in every organisation’s area and level.

Then, reflection is promoted starting as of the following questions:

• When women are more present and when are men?

97
 • What differences are there between women and men regarding income,
acces to training, etc?
• Can we explain these differences?

Step 4:

Proposals for changes to close gaps in access to positions, training and in the
salary system
Brainstorming on what could be done to close the gender gaps found in HRM

Gaps Proposals for Changes

Step 5:

Analysing spaces and mechanisms for promoting gender

The organisational chart is being analysed, regarding the jobs held by women and
men, their responsibilities and mandates, the number of people in such positions diffe-
rentiated by sex, their real work, their effects or results. Afterwards, there is reflection
on the differences between the formal structure and the informal one, their strengths
and weaknesses. Proposals for changes are formulated.

2.5 Strategies

The concept of strategy has had many interpretations, so that there is no just one sin-
gle definition. But it may be stated that strategies are assumptions that organisations
formulate, and they usually link, in a logical manner, the mission with the external and
internal situation. In strategy formulation it is necessary to respect and abide by the
organisation’s main values and that it is inspiring and smart40, The strategy has to be
supported and assumed by everybody in the organisation.

It is said that a strategy is just a hypothesis while it did not reach yet its success. This
premise becomes more evident in case of strategies to attain gender equality, becau-
se its relevancy is determined by results. Nevertheless, it is possible to identify four
organisational levels that take charge of implementing institutional strategies, and all
together as a whole they make possible to reach the goal of gender equality in an or-
ganisation. These four levels can also convert themselves into barriers however.

The barrier of staff: When personal goals, incentives, and competences do not align
with the institutional strategy because gender equality is not a personal priority for
most of staff, and gender activities are usually relegated or downplayed.

40. This means specific, measurable, agreed, realistic, and timed

98
The barrier of vision: When the strategy is not understood by those who should imple-
ment it, it is subject to very different interpretations. This affects largely the quality
and level of gender actions.

The barrier of administration: There is very attention for a gender strategy when ad-
ministrative systems are designed for operational control and there is little time for
strategy or content. Administrative staff generally perceives that strategies, and par-
ticularly those of gender equality, do not have anything to do with their work. For this
reason, it is common to find that a gender approach is absent in Human Resources
policies and in other administrative provisions.

The operational barrier: This is shown when the budgeting and planning process is not
linked to the strategy. This has to do with the previous barrier. Those responsible for
managing the budget do not attach proper importance to a gender strategy, and as a
consequence, gender actions are being pushed into the background. Disbursement of
budget appropriations is being delayed or pretexts are being used to avoid covering
the costs for gender activities.

For gender analysis of strategies, it is necessary to identify how the organisation inte-
grates gender in its work to attain its mission. A checklist for gender in this session will
allow the participating group to go more indepth in analyzing fulfillment of the mission
through the strategies.

Procedure

Objectives
• To verify how gender equality is expressed in the strategies,
determining if it is done explicitly or implicitly.

Method
To analyse the strategy, the four organisational levels involved in such implemen-
tation are presented, in order to find out what the main barriers are. Then, the
checklist for gender of the strategies is applied. Finally, proposals are prepared
to remove the obstacles that hinder advancement of equality in strategy imple-
mentation. Duration: 4 hours
Preparation
Presentation prepared on the levels that intervene in making strategies succeed
or fail. Gender checklist. Women’s Empowerment Framework. The participating
group should prepare a matrix that contains the existing strategies and actions.

Materials
Cards, markers, and board.

99
Suggested Steps

Step 1:

Determining strategies
To see how much the group knows the institutional strategies, everyone is asked to
write on a card what they consider the strategies are. It is discussed which is (are) the
main strategy (ies) of the institution. Another criterion of selection of a strategy could
be if it is actually under consultation for later approval.

Step 2:

Assessing and measuring gender equality in the strategies

Working in groups on one strategy, facilitate the staff reflection through the following
checklist for gender:

• How is gender present in the strategies?

• Through policies referred to in the document?
• Do the strategies contain specific objectives, results, activities on
gender equality?
• What are the main themes?
• Are the data referred to in the strategy disaggregated by sex?
• Is the target group visualised (men, women, or neutreal units such as
families, people, population, producers, unions, etc.)?
• Is the strategy proposing to work with groups of women, groups of men,
or with mixed groups?
• What gender approaches are included (mainstreaming, empowerment,
masculinity)?
• Does the strategy consider the different roles of women and men, and
thus takes into account the (re)productive and community/political role of
women and men?
• Are there proposals to change those roles, to reduce the domestic
workload for women?
• Is a different time schedule considered for women?
• Are women’s specific problems, for instance, intrafamiliar and sexual
violence taken into account?
• Are subsistence and household tasks done by women taken into
consideration?
• Are the practical needs and strategic interests of women taken into account?
• Are empowerment levels (basic needs, access, awareness-raising,
participation, control) included?

100
 • What is the gender approach (neutral, specific, or re-distributive)?
• Does it include affirmative actions, such as working with female heads
of households, or implementing specific financial systems for women?

In a plenary session, compare points of coincidence based on the results of each group.
Later, analyse and assess the aspects relating to gender equality in each strategic line
and its actions, through the Women Empowerment Framework (see page 58) or the
criteria used in the analysis of the mission (see page 28). Stimulate brainstorming on
how the strategy could be made more gender sensitive contentwise.

Step 3

Evaluating the levels that intervene in making the strategies successful

a) The barrier of staff

b) The barrier of vision
c) The barrier of administration
d) The operational barrier

The content of a strategy may be very promising for gender equality, but then it should
be analysed if the different levels of the organisation are promoting the implemen-
tation of the strategy or whether there are also aspects of certain levels that have
turned into barriers for proper strategy implementation. The main barriers should be
summarised and the group should think of proposals to change facilitating strategy
implementation.

Step 4

Conclusions and proposals for change

The conclusions about the proposals to improve gender equality in the strategies and
their implementation are summarised, inserting the results of this exercise, the con-
clusions on proposals for affirmative actions of the exercise of the quantitative impact
analysis, and proposals to improve services in the exercise of qualitative impact analy-
sis in Chapter I.

Strategies Proposals for Actions to Improve

1. 1.
2. 2.
3.etc 3.etc

Closing of session: Write down the lessons learnt.

101
2.6 Resources

Another element of the organisation is resources, that is, human, financial, material
resources, etc.

This session analyses distribution of resources and benefits, verifying what access and
control female and male staff in the organisation have.

Procedure

Objectives
• To identify all the organisation’s resources and benefits.
• To analyse the level of access and control over resources and benefits
on behalf of the staff.
• To analyse access and control from an efficiency, effectiveness,
and equality perspective.
• To reflect on the position of human resources in the organisation’s set
of values, its selection, training and development.
• To make suggestions to distribute more efficiently, effectively, and
fairly resources and benefits.

Method
41
The Harvard Framework is used as a reference, adapting it to organisational
analysis. Duration: 4 hours
Preparation
Prepare the adapted Harvard Framework table.

Materials
Markers, cards in different colours, masking tape.

Suggested Steps

Step 1:

Identifying resources and benefits within an organisation

In the four groups of (human, financial, material, and information) resources, brains-
torming is done to see the kind of resources and their availability in the organisation
and the access and control by management staff, executive staff and support staff.

41. See Toolkit: Concepts and Frameworks for Analysis and Planning in Terms of Gender. Cándida March. Oxfam United
Kingdom and Ireland. July 1996. 102
The first column in this table is filled according to examples in italic:

Use/access Decision-making power / control

Resources Women Men Women Men

Man. Ex. Sup. Man. Ex. Sup. Man. Ex. Sup. Man. Ex. Sup.

Human:
Training (in or
outside of the
country) to: Se-
cretary Drivers
Material:
Computers
Printers
Photocopiers
Vehicles, etc.
Conference room
(Private or
shared) Office
(Private or sha-
red) Bathrooms
Financial:
Salaries
Per diem
Budget for acti-
vities

Information:
Magazines
Internet
Telephone
Seminars
Conferences
Meetings

Use/access Decision-making power / control

Benefits Women Men Women Men

Man. Ex. Sup. Man. Ex. Sup. Man. Ex. Sup. Man. Ex. Sup.

It is recommended to include other parameters such as differences in the positions:

between management, technical, and support staff, by sex and by age.

103
Step 2:

Group work for analysing access and control of resources

After having identified in plenary session the existing resources, the participants make
groups of men and groups of women to identify the access, by sex, to resources.

The quantity and the quality of resources should be taken into consideration. For
example, verify if everybody has computers with the same capacity, telephones with
access to make nacional and international calls, training in or outside of the country
with different costs or frequency, budgets, etc.

Afterwards, decision-making power over the use of resources is analysed:

• Who decides, officially, on allocation of resources? And who does it in

practice?
• According to what criteria are resources allocated?
• Are there explicit policies or standards, or is the decision made upon the
criteria of the person having the decision-making power?

The key words of análisis are written down in the table, assigning signs with values:
+, ++ and +++.

Step 3:

Identifying the differences and reflecting on their causes

After the plenary presentation, the differences and similarities as to access and control
over resources and benefits are discussed, reflecting on the causes of such differences
or equalities. Differences have to do with ideas concerning allocation efficiency and
effectiveness, or they may come from ideas associated with gender biases, role diffe-
rences, negotiation power of female and male staff, etc.

Step 4:

Assessing human resources

This step is very important to learn about the value the organisation assigns to human
resources.
The existence of equal staff training policies, protection measures, promotion policy,
confidential adviser or counseller to discuss situations, etc, reveals a lot about the
organisation. It is in this aspect where an organisation reflects more evidently gender
equality, not only due to a balance between female and male employees, but also the
compensation and positions they hold respectively.

104
A gender-sensitive organisation values different styles and ways of working, and it
does not define them as specific to one sex or the other. This should be expressed in
written policies as well as in day-to-day practice. Therefore it is important to analyse
the existing HRM policy documents on gender, but also to interview female and male
staff of different levels on HRM practice, both using the questions of the checklist on
human resources in Annex VII 4.1.

Support questions:

• Who holds management positions?

• Who has leadership?
• What conditions does the organisation provide to support women in
reproductive tasks?

Step 5:

Conclusions and suggestions

The following table summarises the strengths and weaknesses with respect to alloca-
tion of resources in the organisation and distribution of benefits with gender equality,
writing the suggestions to improve.

Strengths Weaknesses Suggestions for Change

Closing of session: Write down the lessons learnt and the suggestions for change.

105
CHAPTER 3
PLANNING AND IMPLEMENTATION, MONITORING, EVALUATION AND LEARNING

The purpose of this chapter is to guide the process of analysis and reflection towards
formulation of specific proposals, making decisions, and finally implementing chan-
ges.

At this stage, it is assumed that some proposals for change agreed in previous ses-
sions are already being implemented. In this session, a comprehensive analysis of the
external and internal factors will be undertaken to define a successful plan for change,
besides identifying factors that favour implementation of the plan and designing stra-
tegies that counteract resistance to change.

It is to appropriate to review the learning model – presented in the Introduction - to

visualise the process for change: It is unwise to think that this is ever really ‘finished’.
It is not only cyclical, but iterative, looping back on itself with stages sometimes having
to be repeated as various issues need to be revisited, blockages (including practical
ones such as ensuring continued resourcing of the process) require renegotiation, or
changes in the external context generate changes in the organisation itself. It is useful
to consider the proposition that the outcome is the process; such a conceptualisation
helps to prevent emphasis being placed too narrowly on ‘products’ of the change pro-
cess (training packages, policy instruments, and the like) rather than on the transfor-
mative effects of the process itself, which may reach far deeper into organisational and
even personal life42.

3.1 Planning

The swot analysis

SWOT analysis is the most frequently used tool by organisations to analyse the com-
plete picture and formulate an action plan. Such analysis contains strengths, oppor-
tunities, weaknesses, and threats. The opportunities and threats are taken from the
external analysis (Chapter I) and the strengths and weaknesses from analysis of the
internal organisation (Chapter II). At the end of Chapter I, we defined some strategic
options. In this chapter, we present the steps to select the best options, collating them
with the organisation’s strengths and weaknesses.

If a synthesis of external analysis to formulate strategic choices has not yet been con-
ducted, steps of a second variant may be followed, which combines the strengths with
opportunities and threats, and later the weaknesses with the same opportunities and
threats, to identify options for the organisation.

42. Macdonald et al. op. cit., p. 96

107
These options should also be defined as objectives, with their respective activities to
carry them out. In this way it is possible to make an action plan operational, where
for each activity a time frame is defined, as well as the required material and human
resources for its implementation, and the people responsible for monitoring & evalua-
tion.

Before going into the SWOT analysis, it is important to make sure that the partici-
pants clearly understand the difference between strengths and opportunities, between
weaknesses and threads. This can be explained through the following table:

Positive Negative

Internal Strengths Weaknesses

External Opportunities Threats

Procedure

Objectives
• To define and prioritise the organisation’s strategic options
• To formulate objectives for the selected strategic options
• To identify actions to attain such objectives
• To prepare an operational plan

Method
Two variants for SWOT application are presented. The ideal situation is that stra-
tegic options have been identified based on the external analysis (see 1.6 in
Chapter I). Based on the strengths and weaknesses identified in Chapter II, the
strategic options are prioritised according to their viability. The second variant
consists on formulating once and for all the strategic options, cross linking oppor-
tunities and threats with strengths and weaknesses. In this case, the facilitator
has to create an atmosphere for creative openness to avoid that all the strategic
options are classified automatically as not viable. Duration: 5 hours. [6 hours in
case of the second variant].

Preparation
Make a list of strengths and weaknesses of the internal organisation (identified in
the analysis in Chapter II) and write them in green and red cards, respectively.
The list of options identified in Chapter I, item 1.6 is needed. The statement of
the mission should be clearly visible to the entire group. For each working group,
a flip chart with the matrix to prioritise the strategic options should be ready.
If the second variant applies, the list of opportunities and threats identified in
Chapter I is required.

108
 Materials
Flip charts, black markers, masking tape, seats arranged in circle.

Suggested Steps (Variant 1)

Step 1:

Presenting and prioritising strengths and weaknesses

The organisation’s strengths and weaknesses are presented on cards, as identified in
Chapter II. The facilitator helps to group and relate the strengths and weaknesses.
Then the most important ones are prioritised and a debate is opened, followed by an
anonymous and individual vote. Each participant gets 5 votes for strengths and 5 for
weaknesses. The 5 strengths and 5 weaknesses with the highest points are selected.

Step 2:

Making and explaining matrix for prioritising the strategic options

The facilitator presents the list of previously identified strategic options and the matrix
to prioritise strategic options. The selected strengths and weaknesses are noted ver-
tically, as shown below, in the order of priority given, and the pre-selected strategic
options are noted horizontally.

Strategic Options Total

1. 2. 3. etc

Strengths
1.
2.
3.
4.
5.
Total Strengths + + + +
Weaknesses
1.
2.
3.
4.
5.
Total Weaknesses - - - -
Balance

109
A debate should take place in groups of 6-8 people. Later, voting takes place, giving
0-3 points to each combination of strengths and weaknesses with strategic options, to
judge their viability.

If they are interrelated, this means that:

• Strengths favour implementation of the strategic option

• Weaknesses hamper implementation of the strategic option

If they are not interrelated and no points are assigned, a cross is marked in the co-
rresponding box.

Step 3:

Selecting strategic options

The groups submit their matrixes in a plenary session, interpreting the results. Diffe-
rences in prioritising strategic options are discussed.

The facilitator then organises the debate to choose two or three strategies, taking into
account:

• Synergy and time schedule of implementation of the options.

• Impact and risks.
• Likelihood of capitalising strengths and overcoming weaknesses.
• Likelihood of planning implementation of a fourth strategy after one year.

Step 4:

Defining objectives
For each strategy there are defined objectives or expected outcomes, verifying consis-
tency with the mission.

Indicators are also defined to measure the achievements. These indicators are smart.

Step 5:

Brainstorming to define actions

For each objective identified earlier, there is brainstorming done to define the activities
to be implemented to get the desired results.

110
Step 6:

Operational planning
Preferably, this step should be given in a later session, after revising and approving the
proposals. It is advisable to have participation of people with experience in operatio-
nal planning. It is necessary to plan the required resources, time, monitoring, etc. To
promote real mainstreaming and to avoid a completely separate and parallel gender
planning, it is advisable to link this step (and the defined objectives and actions) with
regular operational planning processes of the organisation.

Suggested Steps (Variant 2)

Step 1:

Presenting and prioritising opportunities and threats

A team prepares and presents the cards with opportunities and threats derived from
the analysis in Chapter I.
The facilitator motivates the group so that it relates opportunities and threats. Af-
terwards, the five most important of each are selected by a debate and immediately
afterward an individual and anonymous voting takes place. (Every participant gets 5
votes for opportunities and 5 for threats and the 5 opportunities and 5 weaknesses
with the highest points are selected).

Step 2:

Presenting and prioritising strengths and weaknesses

Another group prepares and presents the cards with the organisation’s strengths and
weaknesses as they were identified in Chapter II. The facilitator groups and relates the
strengths and also the weaknesses. Then the five most important priorities are given
to each category, based on a debate followed by an individual and anonymous voting.
(Every participant gets 5 votes for strengths and 5 for weaknesses and the 5 strengths
and 5 weaknesses with the highest points are selected)

Step 3:

Making and Explaining the SWOT Analysis Matrix

The facilitator shows the matrix to cross link strengths and weaknesses with opportuni-
ties and threats: the selected strengths and weaknesses vertically, in order of priority,
and opportunities and threats horizontally according to importance, as shown below.

111
 Opportunities Threats Total

1. 2. 3. 4. 5. 1. 2. 3. 4. 5.

Strengths
1.
2.
3.
4.
5.
Weaknesses
1.
2.
3.
4.
5.
Total

Debates are arranged in groups of 6-8 people. Later, voting takes place, with partici-
pants giving 0-3 points to each combination of strengths and weaknesses, indicating
opportunities and threats:

S+O: To what extent the strength could help to take more advantage of
this opportunity?
S+T: To what extent can the organisation use the strength to counteract
or overcome a threat?
W+O: To what extent does this weakness prevent taking advantage of an
opportunity?
W+T: To what extent does the weakness increase the risk of the threat?

Step 4:

Selecting and formulating strategic options

The groups present their matrixes in a plenary session to interpret the results and
discuss the differences in appreciation, specifically on the vertical totals. The facilitator
opens a debate in order to choose two or three opportunities and threats to formulate
them as strategies (taking the most important opportunities and threats, at least one
strategy based on an opportunity and one strategy based on a threat). It is also ne-
cessary to take into account the:

• Synergy and time schedule of implementation of the options.

112
 • Impact and risks.
• Likelihood of capitalising strengths and overcoming weaknesses.
• Likelihood of planning implementation of a fourth strategy after one year.

Example:

SOR matrix
Opportunities Threats Tot
Donor interest

with govt. and

qualified staff
infrastructure
Co-operation
participation

policies and
Good policy

government
and funding

Poor coord,
possibilities

changes in

community

incentives
Increased

turn-over/
High staff
Improved

planning
security

Poverty

Lack of
NGO’s

Poor
Strengths
Honesty/ 51 10 1 15 9 1 0 7 0 0 94
transparency
Good leadership 40 12 1 10 13 9 0 12 0 3 100
and management
Good working 16 4 2 4 1 3 1 14 0 9 54
environment
Service quality 27 10 6 14 6 4 0 12 6 2 81
and quantity
Co-ordination 16 7 0 8 16 10 2 1 1 2 63
involvement
Educational 16 1 1 12 7 2 0 9 0 12 60
training involvem.
Adaptability to 13 7 5 5 6 372 129 1 0 0 1 5 43
changing contexts
Weaknesses
Communication 6 4 2 2 7 128 118 1 0 5 0 3 30
head-office - field
Gender sensitive 26 10 2 9 0 4 1 5 3 3 63
policies
Building for clinics 2 1 1 1 0 0 3 2 1 3 14
and staff houses
Staff remuneration 8 2 0 2 4 1 0 20 1 10 48

No consultation of 4 2 0 3 2 1 0 1 0 4 17
regional mgmt.
No performance 3 4 0 0 0 5 0 10 0 6 28
appraisal
No facilities in 7 5 2 4 0 2 0 4 3 5 32
remote areas
Inadequate staff in 10 1 0 2 1 1 0 2 0 3 20
some regions
Totals 245 80 23 91 72 45 7 104 10 70 747

Conclusions
" Luckily participants observe mostly opportunities that can be used with strengths (372)
" A fair amount of threats can be dealt with building on strengths (129 = over 1/3 rd of the
previous quadrant), this quadrant stands for ‘The tide is tough, but we can do it’
" The area where weaknesses are currently in the way of grabbing opportunities is
MDF copyright 2004

equal in size (128). This represents ‘Good weather, but we’re in a bit of a mess’
" Scores in the disaster quadrant (‘It’s tough, and gets us in our weak spots’) are luckily
the smallest

ID/OS Plan (in LogFrame; activities not displayed)

O.O. Improved health status of Asiastan, especially women and children
P.P. Improved capacity of Brotherhood to contribute to the development of Asiastan
www.mdf.nl

R. Increased Improved Increased use of Improved co- Qualified staff Increased

donor community good policy ordination and attained with education and
assistance participation changes of policies among and attracted to training for
government stakeholders Brotherhood potential staff

Tango for Organisations, 7.1.2, page 3. 113

Next steps to be followed: Steps 4-6 of variant 1 are followed.

Closing of session: The group takes notes of what has been learnt in this exercise.

3.2 Implementation

Factors facilitating the implementation of a plan for change and suggestions for nego-
tiation

The factors that foster implementation for change are the following:

a) All the people responsible for implementation have participated in the

formulation of the plan.

b) The measurement system has smart objectives, which are specific,

measurable, agreed, realistic, and with defined time frames. There are
indicators designed. Also in contracts and terms of references for third
parties, performance expectations as for gender equality are well defined.

c) Management is involved in the monitoring of the plan, requiring staff to

present analysis and reports on the progress of the equality plan
implementation. All staff members are subject to rendering of accounts.

d) A team leader promotes implementation, monitoring, and dissemination

of the results.

e) There is an institutional gender strategy that contains a

transformational strategy for organisational culture and attitudes,
in order to avoid ambivalence and resistance. This strategy will
include elements for empowerment of women and “masculinity” for men.

f) There are internal and external partners.

g) There is an emphasis on learning, and the lessons learnt are not simply
isolated ‘gender’ elements, but rather they are linked to the general
development of the organisation
h) There is gender expertise within the organisation; therefore, there is no
dependency on external consultancies that could cause discontinuity of such
a process.

114
If we want the plan to be implemented, keeping policy43 commitment from ‘evapora-
ting’, we need to take into account the following elements to impact on the acceptance
of such a plan:

Focus on human dimensions and interaction between economic, cultural and

social dimensions. Many development organisations used to define strategies, pro-
grammes, and projects in technical and sectoral terms, failing to assign the human
dimensions as priority. This disregards the needs and interests of women, or implies a
lack of equality between women and men. Examples are macro-level economic analy-
ses, often considered as technical analyses of ‘neutral’ institutions or agencies.

Stress on positive things. When there are relationships built on the basis of equality,
women and men both benefit. A programme with a gender equality element will there-
fore be more successful and sustainable. To stress the positive things, it is appropriate
to present the best examples (success stories) to demonstrate that development with
equality is better development. To use a positive, and not punitive, attitude: to moti-
vate and reward good performance is better than to sanction poor performance.

Take people’s interests as a point of departure. Adjust gender equality arguments

to the person’s own areas of professional interest or concerns of the management.
Discuss how a gender approach may contribute to improve professionalism, efficiency,
quality, impact, etc. Explain that when incorporating the gender dimension the work
load will not necessarily be heavier, but rather the work might be easier.

Emphasise the value of gender in public relations. Good performance in gender-

related themes is good for the organisation’s image and reputation.

Accountability. The target group, individuals and other organisations demand the
implementation of a gender approach in organisations. It is a democratic principle.

Overcoming Resistance

To overcome resistance to change, and specifically change with equality, some overall
strategies may be applied:

• Clarifying/demystifying the gender concept.

• Taking resistance seriously, and begin with the neutral ones. Don’t waste
your energy with very negative people.
• Addressing double standards. Reveal the inconsistency between what is
preached and what is practiced.

43. See: DAC Sourcebook on Concepts and Approaches linked to Gender Equality, OECD. France, 1998.
115
As for the organisations, the following strategies may apply too:

• Promote participants or actors for change to strategic positions.

• Develop a favourable organisational culture for women.
• Encourage affirmative action.
• Promote institutional learning with a gender approach.
• Support gender actions.

First of all, there is a need to identify what resistance strategies or reasoning are being
used:

RESISTANCE TYPE TO OVERCOME RESISTANCE

Denial Present sound empirical evidence (statis-

This strategy can be used at different le- tics, oral histories, solid research) that do-
vels. For example, at a broad level people cuments gender disparities and discrimina-
argue that gender equality is not a concern tory practices.
for their country (or region, or community).
Or the denial might be more limited, saying
that a particular programme does not dis-
criminate against women.

Selection of a Token Action Ensure that equality issues are given a high
The users of this strategy acknowledge that profile at all stages of the planning process
something should be done about equality (not just problem identification). Ask ques-
issues but they are unwilling to think about tions about the eventual impact and results
significant change. So they select a speci- of the initiative and who will benefit (which
fic project (or component within a project). women and which men).
This project is often based on a limited as-
sessment of gender disparities and may
view women as a ‘vulnerable group’. Thus,
when asked about what they are doing on
gender equality issues, people point to this
specific project to demonstrate that they
are doing ‘something’. In reality, however,
equality has not been taken up in a serious
fashion.

116
 RESISTANCE TYPE
Lip Service
This familiar strategy involves acknowled-
ging the issue at the level of rhetoric, but
failing to take meaningful action.
Commissioning a Study
Instead of action, the users of this strategy
hope to delay decisions by setting up a stu-
dy to provide more information. They often
hope that the issue will have gone away by
the time the study is completed.
Speaking on behalf of ‘Women’
With this strategy, the user assumes that
women are a homogeneous group, with one
position and one set of interests. One or two
experiences are generalised into a broad
statement intended to cover all women:
“I met with a women’s group yesterday and
they told me that their primary concern was
building a school for their children. There-
fore this should be the major focus of our
co-operation programme.”
Shelving
With this strategy, action on equality issues
is postponed or delayed pending a broader
process or planning decisions.
“Thank you for your comments. We are
currently in the process of developing a
master plan for development in this region.
We will take this report into consideration,
along with all the other reports on other im-
portant themes.”
Compartmentalisation
Users of this strategy do not recognise equa-
lity issues as cross-cutting and delegate all
actions to the person officially responsible
for ‘women’s development’. This, in effect,
turns a concern with equality into a sector.
TO OVERCOME RESISTANCE
Push for systems that monitor and evalua-
te impacts on equality between women and
men in all programmes.
The need for further research can be ac-
knowledged without postponing all action
until the research has been completed.
A pilot project could be developed to explo-
re the issue and there are significant data-
bases and sources of information that are
currently not being used.
Look for research undertaken that attempts
to analyse both women’s common interests
and diversity.
Make the case that an understanding of
each situation is required and urge the use
of gender-sensitive participatory methods.
If this project is a priority, take it to another
institution or another level in the system.
Seek out allies who will argue on behalf of
the project.
Push for overall attention to gender issues
in programme planning, implementation
and evaluation. Make a concrete case of
how and why gender equality issues are re-
levant to the work of this specific ministry
or in this specific project.
117
 RESISTANCE TYPE TO OVERCOME RESISTANCE

Misconstrued Mainstreaming Try to shift attention to the impact of the

In this case, mainstreaming as a strategy is initiative and ask questions about who will
misunderstood. Instead of a focus on equa- benefit. Does the project widen gender dis-
lity between women and men as parities? Does it have the potential to con-
the goal of a mainstreaming strategy, the tribute to more equal gender relations?
main emphasis is on the process of involving
women, often in activities and programmes
in which they have had little input. Officials
argue that there are no specific program-
me for women as women participate (or are
welcome to participate) in all the activities
of the programme.
“Women in this region already work very
hard in agriculture and with their family
responsibilities. It would be irresponsible of
us to ask them to participate in more pro-
ject activities.”

Tokenism Push for greater transparency of the deci-

One or two women are appointed to com-
mittees or invited to participate in a deci-
sion-making process. Women with little
interest in gender equality issues may be
selected for precisely that reason or even
if a woman with a commitment to equality
is invited to participate, she may carry little
weight in the overall process.
sion-making process and, in general, more
input into decisions by those affected by
them. If you are the token woman, look for
allies (both inside and outside the formal
structure).

118
3.3 Monitoring, evaluation and learning

This organisational analysis and its recommendations will definitely contribute to inte-
gration of gender indicators in the planning stage, and so monitoring and evaluation
on gender will therefore be made easier.

Following the logic of the methodology, the mainstreaming and the IOM model, there
will be gender indicators for internal elements and external elements.

Now that the organisational analysis has provided the baseline data on the gender
mainstreaming in the different elements, monitoring and evaluation can be done by
simply applying the same instruments of the methodology to see whether progress
has been made after a certain amount of time.

However, the monitoring and evaluation of the implementation of the suggested gen-
der proposals during the organisational analysis should ideally be integrated into the
existing monitoring and evaluation systems of the organisation.

During the process this topic has been analysed on gender, in Chapter II, 2.2. Ideally
changes have been institutionalised in the monitoring system to assure continuous
monitoring and evaluation of gender equality, inside and outside the organisation.

Another form of evaluation and learning on gender mainstreaming in organisations,

which goes further than the boundaries of individual organisations and can be called
‘institutional learning’, has been experienced through the development and application
of a contest of best gender practices, in this case by ASOMIF in the microfinance sector
in Nicaragua, in 2008.

This manual was used to collect the data of gender mainstreaming in the four partici-
pating microfinance organisations (MFOs) in this first contest. Indicators were deve-
loped for each criteria of the contest. The criteria were as much external criteria (on
products and services of the organisation for clients) as internal criteria (on the inter-
nal procedures, policies and practices). The development of the indicators was based,
on the one hand, on general gender theory and practice related to gender and micro-
finance, to make reference to the ‘ideal’ MFO with a gender approach, contributing to
gender equality and women’s empowerment. On the other hand, it was based on the
same data collected about the actual situation of the MFOs, given the need to use the
contest as a motivating and learning tool. It was therefore necessary not to put the
indicators too high, but realistically achievable within a few years. It should also be
possible to collect the data necessary to evaluate the indicators in a reasonable time
and without being too costly44.

44. For this reason, an impact evaluation was not included, but is very recommendable to obtain representative statistical data,
aside from the more qualitative data on client perception. 119
The process of the organisational analysis had two different outputs:

1) Every micro-finance organisation received its own report and SWOT

analysis with all the recommendations done during the analysis process
and with the best strategic options to be the basis for an organisational plan
for improvement.

2) The instrument for the jury45 facilitates a comparison on different

criteria between the participating organisations and institutional learning
can take place to exchange best practices depending on which organisation
scores high on what criterion. Even within one criterion, an organisation
can excel in one particular aspect, and other organizations in other a
spects. This offers a great learning opportunity for the gender committee
of ASOMIF and knowledge development for the theme of gender and
microfinance in general.

The experience of the contest could also be replicated in other sectors, for example in
sector associations of small and medium enterprises, in schools, municipalities, coo-
peratives, etc.

In this way gender mainstreaming capacities are built up within organisations and
knowledge development and best practices are promoted on gender mainstreaming in
organisations, on a far larger scale than if applied in analysis of individual organisa-
tions. It is hoped that more contests of this kind will take place in the near future.

45. See Annex VIII

120
ANNEXES
 ANNEX I
BIBLIOGRAPHY

Gender and Organizational Change:

Bridging the Gap Between Policy and Practice. Macdonald, Sprenger and Dubel. KIT
Royal Tropical Institute, Amsterdam,1997. (copies: kitpress@kit.nl)

Toolkit:
Concepts and Frameworks for Gender Analysis and Planning, Candida March. Oxfam
United Kingdom/Ireland. July, 1996.

“Manual for the SNV Gender Self-assessment”

Walters, Hettie, Evertzen, adapted by Annette Evertzen in Reference Guide on Gender.
SSU SNV. The Hague, 2003.

Towards Gender Equality in your Organisation:

A practical guide on how to mainstream gender and improve the performance of your
organisation, Van den Berg, Elvia. SNV Botswana, 2001.

Integration de l´approche genre dans des organisations, guide.

Schreven, Anne-Marie. SNV Ruanda. May 2001.

Gerencia de recursos humanos y equidad de género en la administración pública.

Gutiérrez, Ligia and Hermyda Soto. Proyecto de Promoción de Policitas de Género.
Managua, 2002. (www.gtzgenero.org.ni)

Hacia una gerencia pública de calidad:

El enfoque de género en la evaluación de servicios. Volume I, Marco Conceptual. Jar-
quín, Maria José and Olimpia Torres. GTZ Proyecto de Promoción de Policitas de Géne-
ro. Managua, 2001. (www.gtzgenero.org.ni)

Hacia una gerencia pública de calidad:

El enfoque de género en la evaluación de servicios. Volume II, Guía básico para su
aplicación. GTZ Proyecto de Promoción de Policitas de Género. Managua, 2001. (www.
gtzgenero.org.ni)

Género y desarrollo organizacional para entidades públicas.

Proequidad/GTZ. Bogotá, 1997.

DAC Sourcebook on Concepts and Approaches linked to Gender

Equality, OECD. France, 1998.
(www.oecd.org/document/59/0,3343,en_2649_34541_1887547_1_1_1_1,00.html)

122
La pobreza no es la misma ni es igual:
Relaciones de poder dentro y fuera del hogar. Sara Bradshaw. Puntos de Encuentro.
Managua, 2002.

La esperanza tiene nombre de mujer.

FIDEG. Nicaragua, 2001.

Focus on Human Rights and Gender Justice.

Brita Neuhold. WIDE Australia. February 2005.

“Practicing What We Preach: Administration and Management with Equity”

In Towards the Equity Series, no. 7, Lara Blanco and Giselle Rodriguez, UICN, 1999.
(www.genderandenvironment.org)

“Eyes that See…Hearts that Feel: Equity Indicators”

In Towards the Equity Series, no. 6. Ana Cecilia Escalante y María del Rocío Peinador,
UICN, 1999. (www.genderandenvironment.org)

“Unveiling Gender: Basic Conceptual Elements for Understanding Equity”

In Towards the Equity Series, no. 9, Maria Cecilia Alfaro, UICN, 1999. (www.gende-
randenvironment.org/biblioteca/documentos.php?cat=5&subcat=3&mens=1 )

Camino a la igualdad de género:

CEDAW, Beijing and ODM. UNIFEM, GTZ y BMZ. México, February 2005. (www.uni-
fem.org)

Gender Mainstreaming in Poverty Eradication and the Millennium Development

Goals:
A handbook for policy-makers and other stakeholders. Naila Kabeer, Commonwealth
Secretariat IDRC, CIDA, 2003. (www.thecommonwealth.org/gender)

Tango for Organizations.

Training and Consultancy BV, Management Development Foundation (MDF), 2004.

Mujeres y hombres en el empleo público de Nicaragua.

Proyecto de promoción de políticas de género. GTZ, Nicaragua, 1999.

Gender Roles in Development Projects:

A Case Book, Overholt, Anderson, Cloud and Austin, 1984, Kumarian Press: Connec-
ticut.

123
 ANNEX II

Summary of major provisions of the

Convention on the Elimination of All Forms of Discrimination against
Women (CEDAW)

Article 1: Definition of discrimination against women

Article 2: Obligation of states to “take all appropriate measures” to effect “the

elimination of discrimination in all its forms” by “any person,
organization or enterprise” and “to modify or abolish existing laws,
regulations, customs and practices” (undertaking article)

Article 3: Obligation of states to take in all fields all appropriate measures to

guarantee the exercise of human rights and fundamental freedoms
of women on a basis of equality with men

Article 4: Temporary special measures to combat the discrimination of women

Article 5: Modifying social and cultural patterns

Article 6: Suppressing trafficking in and exploitation of the prostitution of women

Article 7: Equality in political and public life at the national level

Article 8: Equality in political and public life at the international level

Article 9: Equality in nationality laws

Article 10: Equality in education

Article 11: Equality in employment

Article 12: Equality in access to healthcare

Article 13: Equality in access to family benefits, to bank loans, mortgages

and other forms of credit and to recreational and cultural activities

Article 14: Elimination of discrimination against rural women

Article 15: Equality of women with men before the law; accordance of legal
capacity to women identical to that of men

124
Article 16: Equality in marriage and family law

Articles 17-22: Function and tasks of the CEDAW-Committee

Articles 22-30: Procedural issues, incl. reservations

125
 ANNEX III

Beijing Platform for Action

Fourth World Conference on Women, September 1995
Critical Areas of Concern
Strategic Objectives and Actions

A. Women and poverty

A.1. Review, adopt and maintain macroeconomic policies and development

strategies that address the needs and efforts of women in poverty

A.2. Revise laws and administrative practices to ensure women’s equal rights
and access to economic resources

A.3. Provide women with access to savings and credit mechanisms and institutions

A.4 Develop gender-based methodologies and conduct research to address

the feminisation of poverty

B. Education and training of women

B.1. Ensure equal access to education

B.2. Eradicate illiteracy among women

B.3. Improve women’s access to vocational training, science and technology,

and continuing education

B.4. Develop non-discriminatory education and training

B.5. Allocate sufficient resources for and monitor the implementation of

educational reforms

B.6. Promote lifelong education and training for girls and women

C. Women and health

C.1. Increase women’s access throughout the life cycle to appropriate,

affordable and quality health care, information and related services

126
C.2. Strengthen preventive programmes that promote women’s health

C.3. Undertake gender-sensitive initiatives that address sexually transmitted

diseases, HIV/AIDS, and sexual and reproductive health

C.4. Promote research and disseminate information on women’s health

C.5. Increase resources and monitor follow-up for women’s health

D. Violence against women

D.1. Take integrated measures to prevent and eliminate violence against women

D.2. Study the causes and consequences of violence against women and the
effectiveness of preventive measures

D.3. Eliminate trafficking in women and assist victims of violence due to

prostitution and trafficking

E. Women and armed conflict

E.1. Increase the participation of women in conflict resolution at decision-making

levels and protect women living in situations of armed and other conflicts
or under foreign occupation

E.2. Reduce excessive military expenditures and control the availability of a

rmaments

E.3. Promote non-violent forms of conflict resolution and reduce the incidence
of human rights abuse in conflict situations

E.4. Promote women’s contribution to fostering a culture of peace

E.5. Provide protection, assistance and training to refugee women, other

displaced women in need of international protection and internally
displaced women

E.6. Provide assistance to the women of the colonies and non-self-governing

territories

127
 F. Women and the economy

F.1. Promote women’s economic rights and independence, including access to

employment and appropriate working conditions and control over
economic resources

F.2. Facilitate women’s equal access to resources, employment, markets and trade

F.3. Provide business services, training and access to markets, information

and technology, particularly to low-income women

F.4. Strengthen women’s economic capacity and commercial networks

F.5. Eliminate occupational segregation and all forms of employment discrimination

F.6. Promote harmonization of work and family responsibilities for women and men

G. Women in power and decision-making

G.1. Take measures to ensure women’s equal access to and full participation
in power structures and decision-making

G.2. Increase women’s capacity to participate in decision-making and leadership

H. Institutional mechanisms for the advancement of women

H.1. Create or strengthen national machineries and other governmental bodies

H.2. Integrate gender perspectives in legislation, public policies, programmes

and projects

H.3. Generate and disseminate gender-disaggregated data and information

for planning and evaluation

I. Human rights of women

I.1. Promote and protect the human rights of women, through the full
implementation of all human rights instruments, especially the Convention
on the Elimination of All Forms of Discrimination against Women

I.2. Ensure equality and non-discrimination under the law and in practice

I.3. Achieve legal literacy

128
 J. Women and the media

J.1. Increase the participation and access of women to expression and

decision-making in and through the media and new technologies of
communication

J.2. Encourage and recognize women’s media networks, including electronic

networks and other new technologies of communication, as a means for
the dissemination of information and the exchange of views, including at
the international level, and support women’s groups active in all media
work and systems of communication to that end

J.3. Promote a balanced and non-stereotyped portrayal of women in the media

K. Women and the environment

K.1. Involve women actively in environmental decision-making at all levels and

actions to be taken

K.2. Integrate gender concerns and perspectives in policies and programmes

for sustainable development

K.3. Strengthen or establish mechanisms at the national, regional and international

levels to assess the impact of development and environmental policies
on women

L. The girl child

L.1. Eliminate all forms of discrimination against the girl child

L.2. Eliminate negative cultural attitudes and practices against girls

L.3. Promote and protect the rights of the girl child and increase awareness of
her needs and potential

L.4. Eliminate discrimination against girls in education, skills development

and training

L.5 Eliminate discrimination against girls in health and nutrition

L.6. Eliminate the economic exploitation of child labour and protect young girls
at work

129
L.7. Eradicate violence against the girl-child

L.8. Promote the girl child’s awareness of and participation in social, economic
and political life

L.9. Strengthen the role of the family in improving the status of the girl-child

Institutional Arrangements

342. In implementing the Platform for Action, international financial institutions are
encouraged to review and revise policies, procedures and staffing to ensure
that investments and programmes benefit women and thus contribute to sus-
tainable development. They are also encouraged to increase the number of
women in high-level positions, increase staff training in gender analysis and
institute policies and guidelines to ensure full consideration of the differential
impact of lending programmes and other activities on women and men. In this
regard, the Bretton Woods Institutions, the United Nations, as well as its funds
and programmes and the specialised agencies, should establish regular and
substantive dialogue, including dialogue at the field level, for more efficient and
effective coordination of their assistance in order to strengthen the effective-
ness of their programmes for the benefit of women and their families.

343. The General Assembly should give consideration to inviting the World Trade
Organization (WTO) to consider how it might contribute to the implementation
of the Platform for Action, including activities in cooperation with the United
Nations system.

130
 ANNEX IV

FORMAT FOR SUMMARY OF

FACTORS IN GENDER-CONTEXT STUDY

International agreements

Theme Opportunities and Threats

Laws and policies impacting on gender equality

Theme Opportunities and Threats

Access to property (land/housing) and other goods

Labour laws

Participation and organization

Human Rights / Violence

Gender equality plans and policies

Theme Opportunities and Threats

National and regional gender equity programmes and projects

Theme Opportunity

131
 ANNEX V

FORMAT FOR SUMMARY OF ACTORS

IN GENDER-CONTEXT STUDY

Actors in the national context working in favour of gender equality

1. Public sector actors

Actors Opportunities to fulfil Threats

mission with equality

2. Civil society and private sector actors

Actors Opportunities to fulfil Threats

mission with equality

3. Public-private agencies (State-civil society/private sector)

Actors Opportunities to fulfil Threats

mission with equality

4. International Cooperation

Actors Opportunities to fulfil Threats

mission with equality

132
ANNEX VI A

46
FOCAL GROUPS: A BRIEF GUIDE DOCUMENT
1. The purpose of focal groups

The focal group is a qualitative research method. It is useful to gather qualitative

data about one theme (or several related themes), through interviews with a group of
people. Usually this method is not used as a single research tool, but rather as a com-
plementary resource to study more in-depth and to enrich the existing information.

A focal group can contribute to more understanding about the way of thinking of a
certain social segment regarding a theme. It shows a range of opinions and ideas (with
their inconsistencies and variations) existing in a group or community. Through a focal
group, it is possible to learn about the opinions, values, attitudes, beliefs, life stories,
experiences and practices of such community or group.

Focal groups can be useful for attaining many objectives.

Some examples:

• To explore new ideas.

• To verify, with a segment of a target group, the perceptions and assump-
tions that an intervention team has concerning the opinions and values of that
given target group.
• To design a communication strategy.
• To contribute to programming of a new project.
• To get a target group to have a better understanding of an existing pro-
gramme.
• To assess or improve a programme or project.
• To make decisions on intervention strategies, policies, or practices.
• As for scientific research, such results are not used directly for a target
group or intervention, but to contribute to debates, building and
disseminating knowledge in general.
• To add more in-depth information to statistical data.

Logically, the specific objective depends on the objectives of a researcher or team of

researchers. It is important to have these objectives very clear. The following ques-
tions can be used to define such objectives.

46. This guide document was prepared by Erik van de Giessen in the framework of the learning trajectory (Marco del tra-
yecto de aprendizaje), SNV in Honduras / Nicaragua, April 2003. 133
 1. What is the purpose of interviewing focal groups?
2. What are the questions that we want to answer?
3. What problems do we want to solve?

This refers to the objectives, problems, and questions of the research team, e.g., in-
formation gaps, or a need to go deeper into the research results.

2. Design and planning of focal groups

The following questions can be useful to design and plan for conducting focal groups:
• What information do we need to fulfil the objectives?
• What information do we already have about the opinions, values, attitudes,
etc. of the group, starting as of earlier activities or existing documents?
• What do we not know and what do we want to know?
• Who can provide the information that is required?
• How will we select and contact the participants?
• How many groups will we need?
• How are the lines of questions developed, and who will develop them?
• Where and how the pilot activity of a focal group is implemented?
• How will information be analysed?
• How will the final report be prepared?
• How will we process and use the collected information?
• Is a focal group the only relevant method, or are there other methods that
can be used to gather the desired information? If so, how will we design and
use a coherent set of methodologies and tools so that they provide us with the
information required?

3. Methodology Aspects

3.1 Line of questions

A set or line of questions is a list of thought out questions, to be asked during a session
or meeting with the focal group. As it is a guidance and support tool, only the person
facilitating the group session knows the questions.

It is necessary to get ready to change such a list many times. In a first or second try,
one cannot get to the grain of what people think or believe. The list should be assessed
and changed after each session with a focal group.

Who will write the line of questions?

All the people involved in the project can contribute to formulating the line of questions,
both the facilitators of the sessions with the focal groups and the decision-makers once

134
the results are there, including other people that have experience in such work or the-
me. Each person participating in formulating the questions should be convinced that
these are relevant to the objectives defined.

The questions for a focal group are different from the questions for a semi-structured
interview. In a semi-structured interview, accurate and direct information is sought,
sometimes by closed questions or predetermined choices for answers.

To do research on attitudes, opinions, beliefs, etc, the questions should be open, that
is, the participants’ answers are not known ahead of time. Yes or no questions should
be avoided, since these will not be useful to encourage a debate.

3.2 Pilot activity

A pilot activity is a session with a group to test the questions. Such a pilot activity is an
essential part of the development phase of such questions, because it allows to verify
if people understand the questions as intended or expected. The conclusions from the
discussions with this group can be used when the pilot activity was considered to be
successful.

3.3 Size of groups

The ideal situation is to have eight participants. It is difficult to facilitate a bigger group
and it does not encourage active participation of all the people participating. However,
to have eight participants, it is wise to invite nine or ten people because usually not all
of the invited people come to the meeting.

It is not appropriate to have a group with less than four people because of the limited
points of view that can be shared.

3.4 Composition of the groups

It is very important to ensure that participants have common characteristics, because

people speak more openly when they live in similar situations, i.e., when they are of
the same age group, have received the same schooling, and when they lived similar
experiences according to the theme.

The composition of the group should be such that it fosters an atmosphere of

equity, trust, and acknowledgement of the similarities and differences of every partici-
pant. Of course, such composition depends on the theme. One should reflect on what
the characteristics are that may influence a free and natural discussion of the group
concerning the theme in question.

135
 3.5 Duration

Usually the interviews with focal groups take from one to two hours.

3.6 Invitation participants

When inviting the participants, we need:

1. To provide the relevant information on the study in general (without

mentioning the questions of the focal group or the specific objective for
this group).
2. To explain why the people were chosen.
3. To explain how the results will be used.
4. To ask if the participants have other things to do, how children could be
taken care of or about payment of transport.

The ideal situation is that the participants receive an invitation one week in advance,
with a reminder or notice to confirm one day before.

Some tips:

• It is appropriate to take into consideration the day-to-day activities of par

ticipants to decide what the best time for a meeting is. People are already
making a sacrifice of time, and this should be acknowledged.
• The individual contact with each participant is very important to show the
importance given to his/her attendance and collaboration.

3.7 Facilitating and conducting focal groups

Introduction

The team in charge of conducting a focal group includes a facilitator and an observer.

A discussion may be recorded on tape or in other formats, provided that it is agreed

on by the participants. Therefore, if the discussion will be recorded, participants should
be informed in advance, and their consent should be requested.

The line of questions is used as a guide, but the facilitator is free to ask other questions
- in the logical order of the discussion - to start discussion and react to what could arise
during the meeting.

136
The facilitator should have a cordial and respectful attitude to encourage people to
participate openly, and should show, orally and non-verbally, a true interest in each
person’s contributions.

Welcoming participants

At the beginning of the session, it is good to have some informal and casual conversa-
tion, to break the ice and to make people feel comfortable and welcome.

If the facilitator has difficulty in remembering the participants’ names, it is advisable

to give them cards with their names so that they put these tags on them in a visible
place.

As a rule, from the beginning it is possible to identify people that speak a lot and others
that are shyer. One should strive for a situation in which all the people feel equally
welcome and important.

It is indispensable to create an atmosphere of trust and cordiality. To this end, the fo-
llowing elements may help:

• To take care of one’s physical appearance (cleanliness and simplicity in

personal presentation).
• To greet kindly and respectfully.
• To address people by their name, or by their title, as the case may be.
• To explain very well that the purpose of the meeting is not to judge people,
but to learn from them and understand them. If people understand why the
questions are asked, they will be more willing to collaborate.
• To guarantee the confidentiality of the conversations, explaining the ano-
nymity procedures and what will be done with the results or outcomes of the
session.
• To respect the privacy of all participants, and explain that they have the
right not to answer delicate questions.

Starting a session

The facilitator has to open the meeting with an introductory talk that should contain
the following elements:

1. To welcome the whole group.

2. To introduce oneself as a facilitator, and also introduce the observer.

137
 3. To explain the overall purpose of the study or research.
4. To explain the functions of the facilitator and observer.
5. To explain why they were selected to be part of the group.
6. To emphasise the importance of their contribution for the purpose of the
research.
7. To assure that people understand clearly that the session will be
confidential; that their names will never appear in any report; and nobody
will know who said this or that.
8. To explain how a focal group works:
• It is a discussion arising from some questions.
• The meeting will take about one hour and a half.
• One person will hold the floor at a time, that is to say, two persons
may not be speaking at the same time.
• The observer may intervene to make sure that what has been said
has been understood well.
9. Participants shall introduce themselves
10. To ask the group if they want to ask questions.
11. To start the meeting with a general question that may make people feel
at ease.

To conduct the meeting

There are some very simple rules to formulate the questions:

1) Ensuring that every participant understands the questions clearly.

Therefore it is recommended:

1. To use simple language.

2. To make sure that the sense of the question is clear.
3. To ask brief questions.
4. Not to include two questions in a sentence.

2) Questions should be formulated in such way that people do not feel

judged, guilty, or uncomfortable.

3) Never to make a judgment that indicates that an answer is acceptable

and another one is unacceptable.

4) Not to repeat many times the question “why?” This is for two reasons:

• People can assume that there is a logical answer, or that their own
response is not valid. Thus, one could make up an answer to get out
of the situation, or to satisfy the supposed need of the facilitator.
138
 • Because questions could seem like a questionnaire.

Ending the session

The final 5-10 minutes should be reserved for answering the questions that could have
been raised in the discussion. Also, the observer may need a little more time to verify
his/her data.

Immediately afterward a brief evaluation is done with the whole group, through the
following questions:

1. How did you feel during the session?

2. What did you like the most from this meeting?
3. What did you like the least from the meeting?

Afterwards, the participants are thanked for their collaboration. If you feel that the
meeting was not as expected, or that the information gathered was not so valuable,
you should never let them know about it. Let the people know that their contributions
are important and interesting.

Later, one can invite the group to share some snacks and light refreshments. During
this informal time, very interesting points usually are brought up. It is good to write
them down because they may be useful.

The most important thing in closing the meeting is that people feel that their partici-
pation was worthwhile, and that the facilitating team is very satisfied with the outco-
mes.

Logically, the observer’s role is to observe and make notes of all the ideas and (verbal
and non-verbal) reactions of the group, as well as the factors that may have influenced
the responses, for better interpretation. As soon as possible and while the impressions
are still fresh, the observer submits in writing a draft report containing all the observa-
tions made, revising it with the facilitator for a subsequent final version.

When the team later makes its own assessment of the session, the observer assesses
the facilitator.

Evaluation of the session

This is a subsequent 1-2 hour meeting with the whole team involved in the focal
groups, to assess the quality of the session; to revise the answers; to design a new
line of questions; or change the questions.

139
The following should be discussed:

• Practical and logistical aspects.

• Team’s skills (facilitator and observer).
• Problems found and likely solutions.
• Formulation and understanding of the questions.
• Conduct and atmosphere during the session.

140
 ANNEX VI B

FOCAL GROUPS INSTRUMENT: VISUALISING LIFE/BUSINESS BEFORE AND AFTER

THE SERVICE

Purpose the exercise:

The purpose is to collect qualitative data on the perception of the clients about the
quality of the service. The hypothesis is that this perception will be related to the
effects of the services on their personal development, the development of their
business, the quality of their own and their families’ living conditions, their role and
status in the household, their empowerment, their use of time, etc.

Methodology

To facilitate underlying feelings and ideas to come out, the technique of visualisation
by way of drawing is used.

Procedure

1. Separate several groups by sex.

2. Ask them to make a group drawing of their personal life path, their business de-
velopment line etc., depending on the characteristics of the service and the clients to
investigate.
3. The drawing of the time line should be made on a flip chart, according to the
creativity of the group, starting from the birth of the person or business (or other
theme), making very specific the time before and after receiving the service. The line
can be horizontal or rising, indicating the ups and downs according to the experien-
ce. It is very important to explain that the objective of the exercise is not to make a
piece of art, or something beautiful, but to express in whatever way they want and
with whatever material, a drawing expressing their situation before, during and after
receiving the service.
4. The group drawings are presented in a plenary session by a group representati-
ve. It is important that the presenters indicate the reasons of the (lack of) ups and
downs showed in the drawing. The facilitator notes down the words used to describe
the drawing, without interpretation of these words.
5. After presentation of each drawing, the opinion of the other group(s) is asked.
6. It is especially important to reflect on the differences between the groups, and try
to find out why there are differences.
7. The facilitator makes a synthesis of the differences and similarities between the
drawings and the reasons why.

141
 ANNEX VII

Checklists for gender mainstreaming in organisations

Elements contained in the different lists:

1. Tango for organisations. MDF, 2004. 3.1.3. IOM gender checklist

Elements:

• Mission
• Outputs/results
• Inputs:
- Recruitment and selection of human resources
- Financial/material inputs

• External relations/actors:
- Beneficiaries
- Other actors

• External factors
• Strategy
- Strategy/beneficiaries
- Strategy/personnel

• Structure
• Systems and processes
• Staff motivation
• Management styles
• Culture

2. Gender Self-assessment. Annette Evertzen, SNV, 2003, Chapter 3 Checklist

Elements:

• Analysis of gender issues, gender debate and women’s movement in the context in
which SNV programme/portfolio is executed.
• Mainstreaming of gender equity and women’s empowerment in national and regio-
nal SNV policy.
• Mainstreaming of gender equity and women’s empowerment in strategy and
assignments.
• Existing gender expertise and competence and internal capacity building.

142
• Information and knowledge management.
• Systems, instruments and resources.
• Appreciation of partner organisations.
• Decision-making in the organisation.
• Organisational culture.
• Perception of achievement.

3. Towards Gender Equity in Your Organisation, Elvia van Berg, Maruga Barrig,
SNV 2002, pp. 150-156. Indicators for Organisational Integrated Model

Elements:

• Factors
• Actors
•Outputs
• Mission
• Inputs
• Strategy
• Structure
• Systems
• Personnel
• Management style
• Culture

4. Intégration de l’approche genre dans des organisations, SNV Rwanda et

Réseau des Femmes, Anne-Marie Schreven, Judith Kanakuze, 2001

Elements:

• Mission and objectives.

• Intervention strategies.
• Products.
• Resources (inputs).
• Structure.
• Decision-making.
• Systems and procedures:
o Planning, monitoring & evaluation
o Communication and information

• Personnel
• Organisational culture
• External context

143
A selection of questions from the publication by Macdonald, Sprenger, and Dubel,
prepared in evaluation tables:

High Medium Low None

3 2 1 0

5. Practicing What We Preach: Administration and Management with

Equity: Lara Blanco, Giselle Rodríguez. Towards the Equity Series, UICN, Hivos and
Arias Foundation, 1999

Elements:

Strategic level: Equity policies and affirmative actions for their fulfilment.

Programme level: The organisational structure (forms of internal organisa-

tion, role of management-leadership, hierarchy levels, team work).

Operational level: Human resources management: contracting policies,

incentives, salary policy, etc.

6. Gender and Organisational Change, Macdonald, Sprenger, and Dubel, KIT,

1997

Elements:

• Mission, goal, objective

• Intervention strategy
• Products
• Structure
• Systems:
o Operations/implementation
o Decision-making
o Planning, monitoring and evaluation
o Communication/information
o Personnel
• Human, financial, and physical resources,
• Organisational culture
• External context

Questions about elements of external context and organisation

144
1. Mission

• Does the organisation have a clearly defined mission which enables it to assess its
achievements in comparison to what it has defined as the rationale for its existence?

• Does the gender vision/perspective of the organisation acknowledge the existence

of power inequalities between women and men? To which aspects of gender inequa-
lity does it refer: welfare/basic needs, access, consciousness/values, participation,
control?

• Is the mission based on a thorough analysis of the context, including a perspective

on gender inequality?

• Is the organisation also aware of what is not its mission?

• Does the organisation have a convincing rationale making clear why it is the best
(perhaps unique) organisation to carry out its mission (as opposed to any other or-
ganisation)? In other words, is the organisation aware of what would be qualitatively
missing if it were not there?

• Is the mission written down and/or known by the organisation’s members, staff at
different levels, and the board? Is there evidence of their commitment to it?

• Is there evidence of support and commitment to the organisation’s mission and

existence by beneficiaries, providing legitimacy and relevance?

2. Relevance of the mission

• Has the organisation translated its mission into long-term goals?

• Does the organisation have specific objectives regarding gender in relation to its
overall mission?

• What are the gender aspects in the long-term goals?

• Is the mission of the organisation described in gender sensitive terms, i.e. does it
differentiate between the position of women and men among the target group/bene-
ficiaries?

• Does the mission of the organisation express gender-sensitivity (implicitly or expli-

citly) or gender-blindness (i.e. not gender-conscious)?

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• Is it known which gender vision/motivation led to identify the mission?

• In case the mission is gender-blind, do you think it is relevant to review the mis-
sion of the organisation from gender point of view?

• Does the organisation aim to improve the situation of specific male or female target
group/beneficiaries? In case of yes, which one and why?

3. Services or products

• Why and how have the services or products been selected by the organisation?
Have women among the beneficiaries influenced the particular choices made?

• Was an inventory or checklist made of the interests and needs of women prior to
the design of the organisation’s products or services, taking into account women’s
workload, available time, education and skills?

• Do the women among the beneficiaries value the products/services and see them
as a priority?

• Do the products/services contribute to increased gender equality in terms of welfa-

re/basic needs, access, consciousness/values, participation, and control?

• What is the impact of the organisation’s products/services for women and men in
terms of:
- Material well-being, workload, division of tasks and responsibilities?
- Access to resources, information and education/training?
- Participation in decision-making regarding their productive, reproductive and
community/political tasks?
- Images and values concerning femininity and masculinity, self-respect,
legal status?
- Control over resources, information, and benefits?

• Is the quality of products and services satisfactory to the target group?

• Is the quantity of products and services satisfactory to the target group?

• Is the provision of services or products differentiated by sex?

• Do products/services take into account differences in roles, needs and/or interests

of women and men, old/young, within the target group/beneficiaries?

146
• Do the products/services contribute to a more equal gender situation?

• Do sex-disaggregated data exist in order to identify the practical and strategic

needs of women and men?

• Are the products/services focused on the specific gender-needs of women and men
within the target group?

• Are products/services of the organisation focused on gender-sensitive changes

within the target group/beneficiaries? If yes, what effects are expected from such
gender sensitive changes and/or empowerment? How sure is it that such result are
fulfilled?

• What female and male values does society hold, and what do these values mean in
terms of products and services that the organisation provides to women and men of
the target group/beneficiaries?

4. Factors and actors

• Is the organisation well informed about its external context, including knowledge
about important actors and issues – in both positive and negative senses - with re-
gard to gender issues?

• Is the organisation building and maintaining strategic alliances with key actors in
the field of gender, such as women’s organisations or other organisations with gen-
der expertise?

• Has the organisation defined specific gender objectives and targets in terms of the
external environment (e.g. lobbying for legislative change, influencing macro-poli-
cies, influencing public opinion, promotion of networking and cooperation between
different organisations), and is it able to deal with any potential conflicts and ten-
sions that might emerge?

• Does the organisation know:

- The socio-economic situation?
- How gender equality manifests itself in the general context?
- The legal framework?
- The political climate?
- How the public image of the organisation is projected: provision of services/
outcomes/results, gender?
• Does the organisation maintain:
- Relations with the donors?
147
 - Relations with other agencies?
- Relations with those in charge of policies at different levels?
- Relations with other women’s organisations?

• What opinion does the government have about the organisation?

• Comparing with other organisations, in what way is the organisation different

regarding gender issues? Does it design its strategies focusing on the target group/
beneficiaries, or just focusing on its gender policy?

• With regard to gender, what contacts does the organisation have with local, regio-
nal, national or international networks, or with organisations that provide services?
Do these contacts strengthen the organisation’s gender policy? In what way?

• Do the networks and actors working with the organisation have or lack a gender
policy?

• Do external factors impact positively or negatively on:

- Equal access of women and men of the target group to the organisation’s
products or services?
- Equal access of women and men to the organisation itself?

• Does government (at different levels) have an explicit national, regional, or lo-
cal gender policy? If yes, what does this policy mean in terms of opportunities and
threats for the target group/beneficiaries and for the organisation itself?

5. Clients/demand

• What is the gender composition of the target group?

• Are the target group data disaggregated by sex?

• Do the products/services provided differ according to sex?

• Are the target group’s needs taken into consideration?

• Does product/service variety show any relevance with regard to gender?

• Do the mission, long-term objectives, and outcome/results respond to the clients’

needs?

• Are practical and strategic gender needs taken into consideration?

148
• What influence does the project have on gender inequality?

• In what way is the relationship that the organisation has with the target group/
beneficiaries based on an adequate analysis of differences in position (roles, needs,
interests of women and men within the target groups/beneficiaries?

• In which way do different groups of beneficiaries participate in the interventions of

the organisation? Please check Moser’s classification, below:

To receive benefits Welfare approach

To take action essentially prescribed by others Welfare approach
To get access to opportunities/services Equity vision (gender)

Consultation Equity vision (gender)

Poverty alleviation (Women in Development or WID)
Efficiency principle (WID)

To plan solutions to problems Efficiency principle

To implement solutions to problems Empowerment vision
To evaluate solutions to problems Empowerment vision
Empowerment vision

• Is the organisation familiar with the results of gender analysis on the level of the
beneficiaries? (See e.g. Harvard analysis, which analyses the distribution of labour
between women and men, the distribution of resources/inputs, the distribution of
benefits and the related consequences for women and men.)

• If no, why is the organisation not aware? Can that be arranged? How?

• If yes, which results are relevant for the organisation?

6. Inputs (quality, quantity and costs)

• Are women and men available in the labour market for the required functions? If
not, for which functions is it difficult to recruit men or to recruit women?

• In the labour market, do women and men have the same remuneration for the
same function? If remuneration is not the same, what are the differences?

• What education levels do women and men that are available in the labour market
have for the required functions in the organisation?

• Which female and male values does society uphold, and what do these values
mean to recruitment and staff performance?
149
Questions on elements of internal organisation

1. Structure

• Are there adequate and effective mechanisms for coordination and consultation
among the various parts of the organisation?

• Do these mechanisms include coordination and consultation with regard to the im-
plementation of the gender policy?

• Are the various stakeholders including women, represented in the membership and
board of the organisation?

• Are women from the beneficiary group represented in the structure of the organi-
sation?

• Do women from the target group have a clear influence on policy-making and im-
plementation processes?

• Does the organisation have staff with specific gender expertise and responsibilities?
Where is this staff located within the organisational structure (e.g. at key/strategic
points in the organisation or not, with/without authority, in an advisory capacity, in a
centralised unit/desk, at decentralised levels within the organisation)? Is the existing
structure the most appropriate for gender mainstreaming?

• Does the organisation allow space for staff who wish to organise on the basis of
one aspect of their identity (e.g. sex, ethnicity, sexuality, religion, age), to inform
and enrich the organisation about its diversity?

• Does the organisational structure accommodate institutional learning on gender

issues?

• How is the number of women and men distributed over the different units/de-
partments and management levels?

• Are women in position in professional and management functions? If not, why not?
Mention the reasons. If yes, what percentage of management functions and what
percentage of professional functions are occupied by women? How is this percentage
compared to previous years?

150
• Are there activities to improve gender balance in the organisation?

• In what way is policy of the organisation focused to have balanced number of wo-
men and men in top and middle management?

• What are its motives?

- Efficiency (e.g. in case women do stay longer with the organisation, turn
over expenditure reduces and money is saved)?
- Labour market (e.g. to anticipate that less men with a partner at home to
take care for the household, will be available on the labour market)?
- Feelings of justice (women have equal rights; however such motives does
usually not convince the top management)?
- Complementing qualities (e.g. women do communicate easier than men in
certain cases do)?
- Competition motives: Organisations compete with each other in reference to
their gender-sensitive image (financing is given conditioned when positive ac-
tion is taken)?

• Does the organisation give the staff (male and female) equal access to exiting
functions? How do the organisations do it? (E.g. meeting hours that are favourable
for personnel with children.)

• Do mainly men or women in the organisation have important decision-making res-

ponsibilities operationally (work processes) and/or on the policy level (management
control process)?

• In what way do men/women control the informal decision-making?

- Does one accept the little flexibility of women for overtime?
- Is there mutual consultancy about specific tasks; does one emphasise a
win-win situations in which women and men participate?

2. Systems and processes

• Are systems and instruments in use relevant to gender mainstreaming?

• Have new tools been prepared, proposed, and introduced into the system to impro-
ve and integrate gender themes? Does staff actively use these instruments?

151
Operations/implementation

• Are there procedures and mechanisms to facilitate discussions between the benefi-
ciaries (both women and men) and the staff of the organisation on gender issues?

• Are there mechanisms which enable the organisation to reflect on and learn from
its achievements? How do gender issues feature here (e.g. internal reflection, lear-
ning reflected in proposals and documentation, revision of original proposals)?

• Does the organisation have a system for operationalising its strategies, including
targets, performance indicators, a time path and review? How is gender integrated
into this system? For instance, are targets and timetables set regarding the alloca-
tion of resources towards activities aimed at women specifically, or at gender-inte-
grated activities?

• Does the organisation have a mechanism for sensing the environment in which it is
working (i.e. being aware of changes in the gender force-field of actors and issues)?
Is this reflected in programme proposals and activities?

• Are there mechanisms for signalling problems and conflict, for example in relation
to sexual (and other forms of) harassment, and for dealing with conflict?

Decision-making

• To what extent do beneficiaries and staff participate in decision-making in relation

to management, policy-making, programme activities, and external relations? Is the-
re a difference between women and men in this respect?

• Is there a balance between control and flexibility to enable male and female staff to
carry out their work? In other words, is there a balance at management level bet-
ween capacity to delegate and to take decisions? How does this operate with regard
to decisions concerning gender issues within the organisation?

• Does the organisation have a system, and does its staff have the skills, for identi-
fying problems, analysing options, and then taking the relevant decisions concerning
gender issues?

• Are the decisions on gender policy and strategy informed in an appropriate and
expedite manner to all staff members?

• Do different levels of the organisation participate in the decision-making process or

in the consultation process on gender themes?

152
• Do the different levels in the organisation assume their (delegated) responsibility
as for gender mainstreaming?

• Who has the most influence in the organisation concerning gender issues being
taken seriously or being relegated?

• In case of conflicts, are they solved through dialogue, or exclusion based on the
gender?

Planning, Monitoring & Evaluation (PME)

• Do methodologies for PME accommodate the active participation of female benefi-

ciaries and staff?

• How is gender taken into account in planning for the target group?

• How is gender taken into consideration in planning for the staff?

• Is a gender analysis, allowing for the collection of gender-disaggregated data, cen-

tral to the PME of the organisation?

•Do monitoring & evaluation methodologies accommodate listening and learning

from male and female beneficiaries? And is this linked back into the planning pro-
cess?

• Do the terms of references for assessment and evaluation include gender issues
that address the impact on women and men, both at the level of beneficiaries and at
the organisational level?

• Do PME and advisory teams consist of members who are gender-sensitive and in-
clude at least one person with specific expertise and skills on gender issues?

• Have there been gender (or gender-sensitive) evaluations of programmes or client/

partner organisations?

• Have strategies been adapted as a result of evaluations?

• Do working processes take into consideration the differences in positions (roles,

needs, interests) of women and men in the beneficiary/target group?
- Monitoring & evaluation: Are objectives and indicators properly formulated

153
 with a gender focus?
- Are the achievements and effects of implementation of the gender policy
considered in the monitoring system? If not, is it possible to formulate these
achievements and the effects of such implemented gender policy?

Communication and information

• Does the organisation’s administration include records of its work in the field of
gender, and are these easily accessible?

• Are staff members and the board of the opinion that the gender data of the orga-
nisation and the available information on gender issues are adequate to enable them
to carry out their work with gender awareness?

• Does the organisation document its own learning in relation to gender practice, and
does it make this information available to others?

• How is communication in the organisation (e.g. between different parts of the

organisation) managed? Does it promote sharing, dialogue, and openness regarding
gender issues?

• How is the external communication organised (e.g. with beneficiaries, with outside
expertise)? Does this promote exchange, dialogue, and interaction regarding gender
issues?

• Is there a well supplied documentation centre, with a collection of documents and

audiovisual material on themes of gender?

• Does the organisation carry out activities to promote knowledge management on

gender such as research, publications, documentation, seminars, meetings, network
establishment, intranet and internet sites, etc?

• Is there a file of best practices?

• How is the access to information (including intranet and internet), and who has
access?

• Is there a newsletter of the organisation that discloses experiences regarding

gender?

154
3. Strategies

• Does the organisation have specific gender objectives? If so, are they linked to its
overall mission?

• Does the organisation have a policy or strategies that take into account the exis-
tence of unequal relations between women and men, or does it address gender
issues?

• Is the gender policy linked to the organisation’s overall policies? And is it linked to
the policies of specific sectors?

• Does the organisation promote gender mainstreaming, or empowerment of women,

or masculinity in its policy or strategy?

• Does the gender policy influence the overall intervention strategies?

• Does the gender policy include intervention strategies with regard to the beneficia-
ries of activities, the organisation itself, and the external context of the organisation?

• Is the gender policy or strategy based on gender analysis?

• Are the different elements of the gender policy consistent with each other?

• Does the organisation’s gender policy acknowledge the diversity of needs and
interests (socio-economic, ethnicity, cultural identity, sexuality, age, religion) among
women?

• Is there acknowledgement of women as a specific target group?

•Do the intervention strategies of the organisation emphasise women-specific activi-

ties, men-specific and/or mixed activities? What are the advantages and disadvanta-
ges of the different strategies pursued in terms of addressing gender inequalities?

•Has the organisation developed the capacity to recognise and handle resistance to
addressing gender issues?

Strategy for beneficiaries

• In which way are the different positions (roles, needs, interests) of women and
men within the target group/beneficiaries adequately addressed in the approaches
and work plans?

155
• Is there an explicit gender-strategy focused on target groups/beneficiaries? If yes,
is the policy:
- Gender-neutral, i.e. current gender relations are kept intact?
- Gender-redistributive, i.e. the strategy is focused to encourage a different
distribution of tasks and responsibilities among women and men?
- Gender-specific, i.e. the intervention is focused to improve the situation of
specific gender-groups?

• Do the target group/beneficiaries consider such a strategy as an improvement?

• Are the risks of such a strategy known/unknown?

Strategy for personnel

• In which way are the different positions (roles, needs, and interests) of male and
female staff and management adequately addressed in the approaches and work
plans?
• Does the organisation have an explicit gender-policy concerning its own staff?
E.g.:
- Equal opportunities for women or a policy of preference (affirmative
actions)?
- Gender units: which tasks and what status?
- Establishment of a confidential commission?
- Change of one-time-arrangements in established rules?
- Maternity/paternity leave and breastfeeding?
- Additional training/education in case women are behind?
- Are men/women able to fulfil their tasks? Do they get sufficient challenge
and support in reference to new tasks?
- What kind of behaviour is encouraged/how does that relate to specific
female/male behaviour?

4. Resources

4.1 Human resources

• What is the overall gender composition of staff and the board, and within the diffe-
rent hierarchical levels of the organisation?

• Is there management commitment to the promotion of female representation at all

levels of the organisation (i.e. affirmative action)? Is this commitment set out in a
policy and plan with targets and a timetable? Are there specific affirmative actions in
place, such as quota?

156
• How does the organisation deal with the possible side-effects of affirmative action
(e.g. disempowerment as a result of high visibility or majority group cohesion)?

• Do recruitment and selection strategies facilitate the recruitment of women?

• Does the organisation promote female and male labour in non-traditional fields?

• Does staff (women and men) receive training on gender issues? Is this training
perceived as part of an ongoing learning process of organisational change? Is it
need-based and tailor-made, addressing both attitudinal change and concrete skills?

• Does the organisation appreciate both the strengths and weaknesses of its human
resource base in relation to its gender policy objectives? Is this reflected in a gender-
sensitive human resource plan and investment in human resources development?

•Is there clarity in the organisation about the people’s self-interest in diversity (e.g.
on the basis of sex, ethnicity, sexuality, religion, age)?

• Are there adequate numbers of staff to carry out the gender programmes planned?
Do staff members have the right knowledge, skills, and attitude to carry out their
work with gender awareness?

• Do the staff performance evaluation systems include gender?

• Do women have the same opportunities as men within the organisation?

• In recruitment and selection procedures, what gender-sensitive criteria have been

used in the official announcement or in the selection policy? What does the orga-
nisation do to remove obstacles for women to apply? For example, do the official
announcements avoid using criteria or judgments on age, sex, or physical characte-
ristics? Is there an effort to widen opportunities for women? What language is used
in the official announcements? Are the official announcements disseminated through
means accessible to female population? Is the job description adjusted to female
qualities? Are women equally involved in the selection committee, in number, posi-
tion and influence? Who prepares and conducts the interviews? Is gender awareness
or knowledge on gender criterion in recruitment and selection?

• Are the terms of preference for temporary consultants, trainers, etc, gender-sensi-
tive to promote equal opportunities?

157
• Do women and men in equal positions have an equal remuneration and equal op-
portunities for development?

▪ CAREER PLANNING
• Do women and men in equal positions have equal chances in reference to training,
tasks with individual opportunities for learning?

• Do women have possibilities to recover eventual “delay” in their carreer?

• Do women and men workers receive training on gender? Is gender training of

personnel part of the HRM policy?

▪ LABOUR CONDITIONS
• Do women and men in equal positions have equal labour conditions?

• Does the organisation consider the staff’s home life in order to offer equal oppor-
tunities for existing functions? Does the organisation recognise the differences in
the life-time and career-time structure between women and men (also called the
difference between female and male chronologies: for example, differences in terms
of mobility and possibilities for working away from home for long periods)? Do the
working arrangements enable the combination of work with parenting/caring respon-
sibilities outside the workplace? If yes, how is such reflected in the labour conditions
of its personnel? E.g. flexible hours, part-time work, child care, possibilities for ma-
ternity or parenthood leave, transport facilities, etc.

• What labour conditions have to be created to have equal opportunities for existing
functions for women and men?

▪ CAREER
• How to develop the career of women (or part-timers) compared to men (full-ti-
mers) within the organisation, even though they both have the same ‘entry’ point in
terms of education, experience, etc? Check whether the difference in part-time/full-
time is in line with the reality.
• Internal training/on the job training: are those who teach/train trained in gender-
sensitive analysis?

• Does the staff that deals with the target group/beneficiaries consist of both sexes?
Do they exchange information?

• Are those who are directly in touch with the target group trained in communication
skills in reference to gender-sensitive interventions?

158
• Does the staff that has direct contact with the target group have sufficient skills to
address the needs of both women and men within the target group?

• Is gender awareness and knowledge evaluated as important criterion in the per-

sonnel performance evaluation system?

• Is top and middle management trained in reference to gender issues? Courses and
seminars of which frequency? Are they made aware of the private-work balance, do
they know about themes such as self-esteem and violence?

4.2 Financial resources

• In what way means have been set aside to encourage equal opportunities?

• Is there a budget to initiate and develop a gender policy and gender expertise wi-
thin the organisation? Are financial resources allocated for the operationalisation of
the gender policy at all levels? Are these adequate? Are financial resources for imple-
mentation of the gender policy an integral part of the core budget?

• Are funds earmarked for specific gender issues? Are specific financial targets set for
promotion of gender equality and empowerment of women among the beneficiaries?

4.3 Material resources and infrastructure

• Does the organisation have an adequate infrastructure to enable female staff to

carry out their work (e.g. in relations to a safe working environment, location of the
office, child care, sanitary facilities, transport arrangements, etc.)?

5. Management style

• Does the manager/management team emphasise equal opportunities for women

and men within his/her/its own staff in reference to their roles, needs, and interests?
- Is the manager/management able to identify the strong and weak points
of staff?
- Do they know which people are gender-sensitive?
- Do they encourage mutual communication concerning gender issues? How?
- Do they emphasise individual gender-sensitivity training of their staff? How?
- Is the manager/management team results or relations oriented? What are
the consequences for the relations between the manager/management team
and staff and for the gender policy of the organisation?
- Are tasks and opportunities related to each other (do women have to fulfil
the same requirement)?
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6. Organisational culture

• Does the organisation reward or value gender-sensitive behaviour? In other words,

does the organisation provide incentives to enable gender-sensitive values to be im-
plemented across the organisation?

• Is there commitment throughout the organisation to the implementation of the

gender policy?

• Does the organisation demonstrate gender-sensitive behaviour in terms of the

language used, jokes, and comments made, images, and materials displayed style of
meetings, procedures on sexual harassment?

• Does the organisation respect the diversity of styles between women and men, as
a source of strength for the organisation?

• In what way, is a gender balance felt important within the organisation?

• Is the management/staff aware of internal practices and habits that are gender
insensitive?

• Have there been steps to be aware of these inadequacies and to final solutions to
the problem?

• Are gender policy and plans communicated throughout the organisation?

• Are positive results of the implementation of gender policy announced within the
organisation?

• Are norms and values equal for women and men or does one measure with double-
standards?

• Are masculine and feminine norms and values discussed within the organisation?

• Does management share the potential capacity of female staff?

• How is gender policy implemented?

• How do people express their frustrations? How do people communicate? How does
one settle issues? Do women and men do such in a similar way, or are there distinct
ways of communication or settling issues?

160
• What is the image and reputation of the organisation? Is it known as gender-sensi-
tive?

• What is the reputation of the organisation as an employer of women and men?

• Who has more influence in the organisation with regard to taking seriously or disre-
garding gender issues?

• Do the organisation’s labour conditions take into consideration specific gender

constraints and opportunities?

• How would one describe the kinds of jokes made in the organisation? Would people
feel offended by such jokes? If so, what positions do such people hold?

• Is this organisation attentive to (sexual) harassment cases? Are there procedures

to file accusations?

• How can the organisation’s staff be characterised? What is the ideal profile of staff
members (qualities, capacities, commitment)? Is it equally reachable for women and
men?

• Is there a positive award system to encourage staff to be committed to gender

issues?

161
ANNEX VIII

EXAMPLE OF TOOL FOR EVALUATION OF CRITERIA AND INDICATORS OF BEST GEN-

47
DER PRACTICES OF MICRO-FINANCE ORGANISATIONS

CRITERIA AND PERFORMANCE LEVELS

The criteria for the contest are divided into two categories:

I. External criteria: products and services that facilitate gender equality

1. Offering of financial products in line with the conditions and demands of

women
2. Existence of credit methodologies and technologies that promote equality
3. Offering of non-financial services that promote equality
4. Client perception about the change in their lives and their businesses as a
consequence of the services offered by the MFO.

II. Internal criteria: equality internally in the micro finance organisation

5. Existence of policies or practices for human resource management with

equality
6. Implementation of programmes for awareness-raising and gender training
for the staff of the MFO
7. Policy documents that state the will and commitment with gender equality:
in the mission, values, strategies, institutional principles.
8. Availability and/or execution of specific resources for gender actions in the
institution’s budget or complementary programmes to this end.
9. Existence of indicators for evaluating results in terms of gender equality.

LEVELS OF PERFORMANCE

The table below proposes three performance levels for micro finance organisations
with a gender approach in terms of each of the criteria listed above:

• Non-acceptable. Practices that are incompatible with the purpose of improving

gender equality through micro-finance. These practices are those that discriminate
against women or are neutral and reinforce existing gaps between men and women.
They are practices that reaffirm gender roles. The asymmetry of power and non-
equitable access to financial services are maintained. They are described in the list of
non-acceptable practices.

47. This tool has been inspired by the SNV Minimum standards for Inclusive Business, and has been developed by SNV in Nica-
ragua for ASOMIF’s Ist Contest of Best Practices of Micro Finance Organisations for Gender Equality
162
Non-acceptable practices do not pass the Minimum Standard. A micro finance organi-
sation that incorporates one or more non-acceptable practices cannot be considered a
micro finance organisation with a gender approach.

• Acceptable. Practices that fall within the permissible definition of a micro finance
organisation with a gender approach.

The acceptable practices pass the Minimum Standard. If a micro finance organisation
has a minimum of 5 acceptable criteria and a minimum score of 40 points, it can be
considered a micro finance organisation with a gender approach. The maximum points
that it can obtain as an acceptable micro finance organisation in terms of the gender
equality approach is 60.

• Aspirational. Practices that are ‘best in class’ for a micro finance organisation with
a gender equality approach. Practices that fall within this concept define such a micro
finance organisation being on the way to women’s empowerment and it indicates pa-
rameters for improvement that every micro finance organisation can achieve in order
to be able to say that they are contributing to women’s empowerment.

• If a micro finance organisation gets a minimum of 5 criteria classified as aspirational

and with a score of at least 60 points it can be considered a micro finance organisation
on the way to empowerment. The maximum point score that can be obtained as a mi-
cro finance organisation with an approach of empowerment is 100. If a micro finance
organisation gets between 85 and 100 points, it has an empowerment approach.

Below is a description of the specific indicators for each criteria at the three levels of
performance.

163
 TOOLS (PART I)
CRITERIA AND INDICATORS FOR EVALUATING
BEST PRACTICES OF MICRO FINANCE ORGANISATIONS FOR GENDER EQUALITY IN PRODUCTS AND SERVICES

CRITERIA FOR EVALUATION
1. Offering of financial products in
line with the conditions and demands
of women
(20 points)
LEVEL OF PERFORMANCE
NON-ACCEPTABLE ACCEPTABLE ASPIRATIONAL FOR EMPOWERMENT (examples)
1) Gender equity in products and services
1.1 Little or no offering of 1.2 Percentage of women clients of the micro finance or- 1.4 Percentage of women clients of the micro finance
products that take the con- ganisations: organisation:
ditions and demands of • In group credit 75% • In group credit 95%
women into account • In individual credit 55% • In individual credit 85%
• In total more than 65% • In total more than 90%

1.3 Percentage of women who access the portfolio (% of 1.5 Percentage of women who access the portfolio (% of
total amount): the total amount):
• In group credit 75% • In group credit 95%
• In individual credit 55% • In individual credit 85%
• In total 65% • In total 90%

(10 points) 1.6 Diversity in the offering of products that respond

to different purposes according to the conditions and
demands of women. (Loans for new activities, health,
education, housing, savings, insurance, etc.)

1.7 Products that contribute to the growth of businesses

of women.

1.8 Innovation in the offering of products that contribute

to the empowerment of women (clear strategies for the
promotion of women to higher amounts of loans, sup-
port for the registration of properties of women that the
women use as collateral).

(10 points)
2. Existence of credit methodolo- 2.1 Absence of methodolo- 2.2 Existence of methodologies and technologies that pro- 2.4 Existence of credit methodologies and technologies
gies and technologies that promote gies and technologies that mote access (amounts, flexible guarantees, periods, inter- that favour empowerment.
equality promote equality. est in line with payment capacity, minimum requirements,
procedures, agility/speed, hours of operation, transaction (5 points)
(15 points) costs for women).

2.3 Rapid access in the context of the businesses of the

women
(10 points)

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 TOOLS (PART I)
CRITERIA AND INDICATORS FOR EVALUATING
BEST PRACTICES OF MICRO FINANCE ORGANISATIONS FOR GENDER EQUALITY IN PRODUCTS AND SERVICES

CRITERIA FOR EVALUATION
3. Offering of NON financial services
that promote equality
(20 points)
NON-ACCEPTABLE
FOR NOT BEING EQUITABLE
2) Gender equity in products and services
3.1 There are no NON finan-
cial services
LEVEL OF PERFORMANCE
ACCEPTABLE
3.2 There are different kinds of NON financial services that 3.7 High access of women to non financial services
take the needs of women (conditions and demands) into
account.
3.3 Average access of women to non financial services
3.4 Frequent delivery of non financial services
3.5 Semi-structured programmes
3.6 Medium sustainability level of non financial services
(12 points)
ASPIRATIONAL FOR EMPOWERMENT (examples)
3.8 Systematicity in delivery.
3.9 Structured programmes (content of the programme,
internally coherent, thematic diversity, support for fi-
nancial service, innovative, in line with demands of
women and contribute to the empowerment (they em-
power women, giving them comparative advantages
to close gaps between men and women. And they also
strengthen self-esteem, their capacities for negotiation,
decision-making, conflict management, leadership, time
management in favour of their needs, also personal
ones, etc. and give training in masculinity for the men
(their role/responsibility in reproductive tasks, paternity,
shared decision-making, non-violence)

3.10 Innovation in the perspective of guaranteed sus-

tainability of the non financial services

(8 points)

4. Client perception about the change
in their lives and their businesses as
a consequence of the services offered
by the MFO.
(5 points)
4.1 Negative or neutral client 4.2 Positive client perception about the changes in their 4.3 Client perception of being empowered (control)
perception about changes in living conditions, self-assessment, and growth of their busi-
their living conditions, lives, ness. (2 points)
self-assessment and growth
of their business. (3 points)

164

BEST PRACTICES OF MICRO FINANCE ORGANISATIONS FOR GENDER EQUALITY IN INTERNALLY IN THE ORGANISATION
CRITERIA FOR EVALUATION
5. Existence of policies or
practices for human re-
source management with
equality
(8 points)
6. Implementation of pro-
grammes for awareness-
raising and gender train-
ing for the staff of the
MFO.
(10 points)
CRITERIA AND INDICATORS FOR EVALUATING
NON-ACCEPTABLE
FOR NOT BEING EQUITABLE
5.1 There are no policies or
application of practices for
human resource manage-
ment with equality that take
into account the conditions
and needs of the female
staff.
Gender gaps are not closed
in human resources man-
agement
What is set down in the La-
bour Code and labour laws is
not applied.
6.1 There are no pro-
grammes for awareness-
raising and gender training
for the staff in order to pro-
mote a culture of equality in
the organisation.
TOOLS (PART II)
LEVEL OF PERFORMANCE
ACCEPTABLE ASPIRATIONAL FOR EMPOWERMENT (examples)
2) EQUITY INTERNALLY IN THE MICRO FINANCE ORGANISATION
5.2 Existence of human resources policy that express the will and 5.5 There is a majority of women in decision-making posi-
commitment with gender equality and that takes into account the tions.
conditions and needs of the female staff.
Knowledge of the human resources policy 5.6 There are human resources management policies and
Promotion of gender in human resources by: practices that reduce gender gaps in human resource man-
• human resources officer agement, promoting the empowerment of female staff in the
• managers organisation. There are affirmative actions to promote the
• employees decision-making power of female staff in the organisation.
They have integrated into the policy what is set down in the La-
bour Code and labour laws. There is a pro-active attitude for actions that promote equal-
(2 points) ity in human resource management.
5.3 There are human resources management practices with equal- The balance between work and personal life is taken into
ity that take into account the conditions and needs of the female account.
staff and that reduce gender gaps in human resources manage- (3 points)
ment.
They apply what is set down in the Labour Code and labour laws
5.4 There is gender balance in positions held by men and women
at different levels.
(3 points)
(Total 5 points)
6.2 Programmes for awareness-raising and gender training are 6.3 All the institutional staff has access to programmes for
implemented, especially for staff working directly with the targetawareness-raising and systematic gender training, also ma-
population to promote equality in the services for the clients. nagement staff.
The programmes have been specifically developed/adap-
There is systematicity in the implementation of these programmes ted to the characteristics of the internal staff (as an inter-
and the needs and levels of knowledge of the staff are taken into nal client of the programmes) and to the internal processes
account and there is quality control. of the organisation. There is major systematicity, follow-up,
and evaluation of the results of the programmes.
(6 points) Awareness-raising and gender training programmes are im-
plemented in an innovative and pro-active way and are fo-
cused on empowerment, giving attention to themes like self-
esteem, negotiation, etc. for female staff and masculinity for
the male staff (their role and responsibility in reproductive
tasks, paternity, shared decision-making, non-violence). For
both, there are also themes like conflict management, lea-
dership, etc. (4 points)
165
 TOOLS (PART II)
CRITERIA AND INDICATORS FOR EVALUATING
BEST PRACTICES OF MICRO FINANCE ORGANISATIONS FOR GENDER EQUALITY IN INTERNALLY IN THE ORGANISATION

CRITERIA FOR EVALUATION
7. Policy documents that
state the will and commit-
ment with gender equal-
ity: in mission, vision, and
values.
(8 points)
NON-ACCEPTABLE
FOR NOT BEING EQUITABLE
7.1 The institutional mis-
sion does not state the will
and commitment for gender
equality.
There is reference made in
neutral terms to the popu-
lation and beneficiaries
(family)
LEVEL OF PERFORMANCE
ACCEPTABLE ASPIRATIONAL FOR EMPOWERMENT (examples)
2) EQUITY INTERNALLY IN THE MICRO FINANCE ORGANISATION
7.2 The institutional mission states in its purpose and daily work 7.3 The institutional mission states in a crosscutting way in
the will and commitment for gender equity. The documents also all its sections the commitment, will, and idea of promoting
use equitable language. empowerment.
• men and women are made visible • taking into account in a balanced way the 3 roles of women
• the productive role of women is made visible and men
• the mission recognises the contribution of the gender approach • taking into account the strategic gender needs as well as
to economic efficiency practical needs
(5 points) • recognizing gender equality from a human rights
approach
(3 points)

8. Availability and/or exe-
cution of specific resourc-
es for gender actions in
the budget of the institu-
tion or complementary
programmes to this end.
(8 points)
8.1 There are no specific re- 8.2 Has a specific budget for gender actions. 8.3 Has considerable specific budget for gender actions.
sources for gender actions There is monitoring of the execution of the budget that is
or a complementary gender (5 points) earmarked for gender actions.
programme
There is analysis with gender approach of the budget.
(3 points)

9. Existence of indicators 9.1 There are no data broken
for evaluating results in down by sex for evaluating
terms of gender equality. results in terms of gender
equality.
(6 points)
The indicators are neutral.
9.2 Availability and use of data disaggregated by sex for most of
the results to be evaluated in terms of gender equality of clients.
They have gender indicators, mainly quantitative (# of men and
women) and focused on their clients.
(4 points)
9.3 Availability and use of data disaggregated by sex in terms
of gender equality, as well of staff, in the internal processes
of the institution.
They have indicators not only for their external clients but
also internal ones.

They have system of quantitative and qualitative indicators

with a gender approach (impact, coverage, and quality of
services with gender approach, internal processes, output)
related to their strategic and operative planning.

They specifically have developed indicators for measuring

empowerment at the external and internal level.

(2 points)

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Conecting People’s Capacities