Communication Methods and Scientific Advocacy

210 Pages·2006·2.19 MB·English

Communication Methods and
Scientific Advocacy.

A Training Workbook

Angela Christie, Trevor Nott, Silvia Capezzuoli,
Julia Smith, Pim Van Weelden, Hannah Jaenicke

Research

Development Promotion
This publication is an output from a project funded by the United
Kingdom Department for International Development (DFID) for the
benefit of developing countries. The views expressed are not
necessarily those of the DFID. ZF0147E– Forestry Research Programme.

Contents

Part I: Introduction: Course Rationale, Purpose and
Methodology

Part II: Developing a Promotion Strategy

Part III: Scientific Research for Development

Part IV: Stakeholder Analysis and Engagement

Part V: Uptake Pathways: Making the links between
Research, Policy and Development

Part VI: The Role, Value and Methodology of
Advocacy

Part VII: Practical Tools and Skills

Part VIII: Presenting Your Promotion Strategy:
Personal Action Plans for Improved Research
Promotion

Part IX: Monitoring and Mentoring: A Continuous
Process

Annex I: Psychological Aspects of Social Influence

Part I
Introduction

Course Rationale, Purpose and
Methodology

Part 1: Introduction

SESSION OBJECTIVES: Upon completion of this session you will be able to:
1. Describe the objectives of the course and how the issues and skills explored
potentially contribute to a stronger link between research and development
2. Describe the course outline
3. Explain the rationale for each course component
4. Understand the reasons for the variety of training methodologies employed

1.1 Course Rationale
This course is a response to a key concern of researchers and funders of research;
that apparently relevant and valuable research findings are not taken up by policy
makers and development practitioners. The course seeks to address this issue by
examining: the nature of scientific communication and learning; the processes by
which research results find a pathway to policy makers and end users; and how course
participants (you and your fellow researchers) might develop and implement strategies
to promote the results of their own research projects.

1.2 Overview of Course
This five-day course has been designed specifically to:

- provide new information on communication methods and scientific advocacy
- check understanding of key issues associated with communication and
advocacy
- move beyond dissemination to strategies for promotion
- build influencing skills appropriate to a variety of audiences, including
individuals, groups and the general public
- develop promotion strategies for particular research projects
- support promotion strategies through the development of Personal Action
Plans to improve performance in their implementation
- initiate a process of monitoring and evaluation
- provide a forum for networking and exchange to share experience and
encourage the diffusion of innovative approaches for the promotion of
valuable research results

The course will contextualise theories and concepts and provide you with practical
tips and suggestions, together with “how to” toolkits.

Trainers will work as much as possible with your project material. It is therefore
helpful if you have with you your project logical frameworks, your current promotion
strategies or any information on your promotion efforts, any video, TV clips or radio
interviews your project has produced/been involved in, and any other project
documentation you wish to share.
(cid:35)
Exercise 1: Hopes and Fears
Take a few minutes to think about how you are feeling at this time and what you are
hoping about the process and outcomes of the course.
Write down one or two things you hope this course will achieve for you and
any concerns you have.
HOPES ☺ CONCERNS (cid:47)

1.3 How to use this Workbook
1.3.1 Read as much as you can of the workbook (WB) prior to attending the
workshop. The more you can familiarise yourself with the materials contained in the
WB the more you will be able to maximise the benefits of the training.

1.3.2 You should read the relevant WB sections before each session. Trainers will
advise you which sections should be read for each consequent day. Before you
arrive, be sure to read Part 1.

1.4 How the Course will run
1.4.1 Some materials/ideas contained in the WB may already be familiar to you,
and you may feel that you already ‘know’ them. We ask you to have an open mind,
be prepared to ‘re-visit’ these materials and ideas and to discuss them in the light not
only of your experience, but of others’ experiences. There will be times during the
course when, given your particular experience, you may take on the role of a
resource person. At other times you will be the learner, open to other different and
new ways of doing things.

1.4.2 You will find that during the course you may be gently nudged out of your
comfort zone. You may not always like this as you will find yourself in unfamiliar
territory, working with ideas and dynamics that are either new to you, or to which you
do not subscribe. However, this is a challenge which we hope you will take up.
Indeed, gently pushing people out of their comfort zones is what you may have to do
to others as part of your research promotion efforts.

1.4.3 The course will capitalise on your and other researchers’ experiences to
maximise group and individual learning potential and exchange. You will work closely
with your project colleagues in developing a Promotion Strategy Matrix for your
project. You will also work with researchers from other projects on common themes,
addressing problems and sharing promotion lessons learned. Trainers will ensure
that you have sufficient time to share project experiences with, and learn from, your
fellow researchers.

1.4.4 You are advised to keep a ‘learning diary’ to note down the key learning
points of every day and how you could apply these to your work. These notes will be
relevant when you make your final presentation to the whole group to describe your
promotion strategy and the actions you intend to take to ensure its implementation.
The structure and components of this promotion strategy are described in Part II of
the WB.

1.4.5 There will be evening ‘surgeries’ on topics selected between participants and
trainers. Some of these will be facilitated by trainers; however, it is also hoped that
participants will volunteer to talk about specific aspects of their research promotion
experiences, lessons learned, successes and points to consider during these
evening sessions. This is to maximise the potential for inter-participant learning.

1.4.6 Rules for the course: a code of conduct for the course will agreed between
participants and trainers on day one. This will be up for negotiation but will probably
address issues such as timeliness, participation and respect for others.

1.5 Post-Course Mentoring
It is possible that some projects will benefit from ongoing mentoring. This mentoring
will be carried out by IMA trainers through email/telephone communication and is
available to selected FRP projects which are not closed or about to close. A
dedicated web-page “notice board”, will be developed as a space for open question
and answer sessions, where key exchanges can be recorded.

The mentoring will enable key IMA trainers to maintain contact with project leaders
and team members in order to facilitate the implementation and impact monitoring of
promotion strategies developed during the course. Training Facilitators will become
mentors and jointly track the progress of the research project with regard to the
identification of promotion opportunities, the application of new skills in response to
these opportunities and the monitoring of results. The mentoring does not
necessarily need to be comprehensive (ie covering all aspects of the project) - the
mentor could work alongside the project team to help develop promotion strategies
for a small number of project findings only. The nature and focus of the collaboration
will be jointly agreed between IMA and the Project Teams. The Promotion Strategy
Matrix developed during the course will be considered as central to the initiative and
further developed through the mentoring process.

The focus of the assistance will be to contribute to or to achieve changes in policy
related to the developmental value of the research.

The key ideas for mentoring will be discussed with all participants during the course
so that a mentoring proposal which is of real use and value to FRP researchers can
be agreed.

1.6 Introducing FRP Projects
This task is an essential introduction to the course. Prior to attending the course,
project participants are asked to prepare a 10 minute presentation about their
project to be delivered verbally on the morning of Day 1. We need only ONE
PRESENTATION PER PROJECT. The presentation should be in Spanish. It is up to
you and your project colleagues to decide how you prepare for this and how you
actually deliver the presentation. It can be delivered by one person only (not
necessarily the project leader), or by various participants together. In terms of
equipment for your presentation you will have access to a laptop, projector, flipchart
and pens, OHP. Please complete the form in the front of your folder which you will
receive on arrival at the course venue. Trainers will then know which equipment to
get ready for your presentation.