Approach to Capacity Building - December 2004

Section II: NGO Capacity building for gender equality

8. Building Skills and Knowledge

| Coaching |

Content and methodologies were adapted to PNGO learning needs and interests based on their “Gender Integrated Capacity Building Plan”. The PNGOs were open to all the learning opportunities proposed by CNGO, while also expressing particular needs. Participatory training formed the core building block for knowledge, with coaching constantly provided to support the training, to mentor individuals and to meet other learning needs.

Canadian experts worked with the senior Nepali trainers and coordinators to strengthen their skills to train, coach and support the PNGO change process.

The CNGO coordinator performed as the external change agent and facilitated much of the learning. Other methods included a study tour, reflection meetings and workshops, and multi-stakeholder meetings. Linkage building with stakeholders promoted openness and fostered negotiation skills. PNGOs learned-by-doing through skills practice in their organizations and with other groups.

The capacity areas included:

Gender – gender conceptual clarity and internalization; gender lens; gender analysis; gender audit; violence against women; women’s rights; Organizational reform – visioning and shared understanding (vision as a Gender Resource Organization); policy development (gender sensitive personnel polices); structural change (e.g. formation of committees such as a gender committee and linkage committee); financial transparency and record-keeping; Governance reform – composition of executive committee (women and men, social inclusion); decision-making processes (open and transparent, with full participation of all); leadership (transition to new generation, power-sharing); women’s empowerment for decision-making and leadership; Programming – gender in design, implementation and monitoring skills; evaluation skills; PRA; Training and facilitation – facilitation; curriculum development; training management; Inter-organizational linkages – networking; assessing relationships to achieve gender positive outcomes; linkage planning; outreach – community, local government and civil society; communication skills; Advocacy – policy advocacy with local government and advocacy on individual cases; social awareness campaigns for gender equality (social marketing); Learning organization – knowledge management; social entrepreneurship; reflection for improvement; District planning – gender inclusion in district planning process; role of NGOs; Gender and sectoral issues – gender in health, agriculture, water supply, literacy and education; Negotiation and conflict management – problem-solving; group dynamics; sensitive approaches to gender change; working during insurgency; For a full list of CNGO learning events refer to Project Learning Events Record, Reference #3 of Section 6. Go to Top

8.1. Coaching

CNGO staff included two NGO Coordinators (NGOC) and two training teams: one Coordinator and training team worked primarily with the cluster of PNGOs in the Terai, and the other with the PNGOs in the West cluster. Working together, the NGO Coordinators and training teams provided coaching that supported PNGOs to apply their new learning individually and organizationally. After each round of new learning, coaching from the trainers helped individuals to grasp new concepts and apply new skills. Coaching from the NGOC focused on organizational and gender change ranging from revising a constitution or creating a linkage plan to advising government officials in gender analysis. Coaching was fundamental to building self-confidence, encouraging timely application of new skills, and increasing the reach of training by applying it on an organizational level.

In the CNGO model, a coach's role was to validate, inspire, encourage, synthesize and promote the individuals and the organization. The coach was a role model - transparent, supportive of women and equality, and encouraging the change agents for gender equality in the organization. Coaching was based on both a professional relationship and a personal relationship of exchanging ideas among friends. Most importantly, the coach promoted the PNGO, rather than her/himself.

The NGO coordinator – the primary coach – was the change agent, promoting and provoking the capacity change process in the PNGOs. In turn, the coach supported the PNGO internal change agents who showed leadership in promoting good governance and gender equality.

Coaching for gender equality was especially important to promote women’s participation and empowerment, while sensitizing men to injustices due to inequality in gender relations. The coaches particularly encouraged and mentored women to take on more responsible roles. As women became encouraged and empowered, they were able to convince their families to delay their marriage, and allow them to continue their education and involvement in the PNGO.

The coach provided feedback on the PNGOs proposals, reports and programs. When they used their new skills, the coach gave feedback to improve their performance. Positive feedback inspired the PNGOs to take new actions, especially important when power relations are being challenged in the district. Thus the coach validated their approach among the district stakeholders, gaining acceptance from these stakeholders.

The CNGO team also went beyond coaching and offered backstopping as requested by PNGOs. The concept of "backstopping", as used by CNGO, includes active problem solving and creative, collaborative hands-on learning that is more intensive than coaching. Facilitating conflict resolution and helping PNGOs to manage their time and issues are examples of backstopping.

Coaching, in combination with the PIF practice fund⁴ , ensured that the PNGO representa¬tives who attended training events were not the only members to benefit from the new skills and knowledge. The coaching and practical support provided through PIF assisted them to share what they had learned with others and take steps to apply their new skills.

Finally, the coach was key to supporting the PNGOs in their transition to be Gender Resource Organizations. Changing their organizational culture from a program delivery model to a broad social change mandate and support to other individuals and organizations for gender equality required long discussion and analysis.

The PNGOs and CNGO staff all agreed that coaching was critical to the PNGO capacity change.

More detail can be found in “Coaching and the Change Agent Role”, Reference #4 of Section 6

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