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GET Ahead for Women in Enterprise 23

Part 2 Training Modules and Exercises

Part 2. Training Modules andExercises


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Part 2

Module 1 Basics on Gender and Entrepreneurship

Module 1

Basics on Gender and Entrepreneurship


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Part 2Module 1

Module 1.1BasicsonGenderandEntrepreneurship

Introduction of Training Programme and Participants

Module 1.1Introduction of Training Programme and Participants

Key ContentThe firstmodulesets the tone foreffective learning throughparticipatory trainingtechniques at the start of each workshop. The aims of the workshop and thedetailed programme and timetable need to be agreed upon. Participants willintroduce themselves and do an ice-breaker where they are asked to putthemselves inthepositionofsomeonefrom theothersex. Thisserves to lightenanyformalatmosphereandgivesthetrainingteama quick overview ofthegenderawareness of the participants. A list of expectations and contributions ofparticipants enables the training team to fine-tune the workshop programme totheirneeds.

ObjectiveThisintroductorymoduleaimstosetaconducivetoneandlearningatmosphereforthe training. Itprovidesparticipants withafirstunderstandingof theoverallGETAhead trainingobjectivesand theaction-orientedapproach to learning-by-doingthrough the experiential learning cycle that will be systematically appliedthroughoutthetraining.

Exercises

1. Introduction: What, How andWho

2. MatchingExpectationsandContributions


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Module 1.1Exercise 1

BasicsonGenderandEntrepreneurship

IntroductionofTrainingProgrammeandParticipantsIntroduction: What,How and Who

Exercise 1. Introduction: What,How and Who

Objectives

Tointroducetheaims, contentandstructureofthetrainingprogramme

Tointroducetheparticipantstooneanother

Room Arrangement

U-shapedtablesandseating, ortablesandseatsincirclesforparticipants.Noclassroomset-up.

Materials and Preparation ofHandouts

Aring bindershould bepreparedforallparticipantscontainingahardcopyofthe:

Information Noteon GETAhead OutlineoftheTrainingProgrammepreparedforeach workshop

ListofParticipantspreparedforeach workshop

Duration

60 minutes

Training Aids

TrainingAid1.1: Information NoteonGETAhead

TrainingAid1.2: TheBusiness Houseillustrationastransparency, oron boardorflipchart

TrainingAid1.3: NameGame

TrainingAid1.4: TheExperiential LearningCycle

Session Plan

Step 1 - 20 minutes

Introduce themain trainingcontents bygoingthroughthefourmainmodulesandusing the Business House Illustration for a brief overview (training aid 1.2):IllustrationforaModule 1 Basics on Gender and Entrepreneurship

Module 2 The Business Woman and her Environment

Module 3 The Business Project

Module 4 People, Organization and Management


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30 GET Ahead for Women in Enterprise

Part 2Module 1




Explain that these modules cover the basic aspects of gender andentrepreneurship witha view toenhance women'spotential toshiftfrommarginalincome generation to profitable income earning and business development.

Participants willfindoutaboutdifferent waystopreparea businessproject, andtorunandmanageit, beitintheformofanindividual, familyorgroup business.Itisnotnecessarytogointoanydetailatthispoint.

Introduce the aims of the training workshop (adapt from the GET Ahead forWomeninEnterpriselearningobjectivesgiven below):

Topromote womenseconomicandsocialempowermentamong low-incomegroups, and to understand the rationale of providing equal opportunities towomenandmeninenterprisedevelopment

Tounderstandtheimportanceofhavinga businessperspectiveinsmall-scaleincomeearningandin businessesoflow-income womenandtheirfamilies

To increase the capacity of trainers to provideaction-oriented, participatory

trainingon basic businessmanagementskillsand togivepracticaladviceonbusinessdevelopmenttolow-income womenandtheirfamilies.

Highlight the importance of giving equal opportunities and chances to menandwomen inenterprise, and why it isimportanttofocusontheparticularneedsandopportunitiesofwomeninenterprise. Be brief. Donotgivealonglecture. Giveafew examplesof disadvantages faced by women from low-income groups in thecountry and refer to national development goals on the advancement of all insociety.

Givea briefoverview ofthetrainingprogrammetoparticipantsandexplainitsmaincontent. Again do not go into details. Inform everyone that the exercises areflexibleandcan beadapted to thespecificneedsorprioritiesthatmightcomeup

duringthetrainingsessions.

Step 2- 20 minutes

Invite theparticipants toashort NameGame. Ask eachparticipant to introducethemselvesfor1 - 2 minuteseachtothegroupinthefollowing way:

Name : Eachparticipantgivesher/hisnameandhows/he wouldliketo becalledduringthetraining

Job title orwork : Eachparticipantexplains whats/hedoesforaliving

Main responsibilities : Eachparticipantexplainsherorhismain

responsibilities Role reversal : Eachparticipant willimagineherselforhimself

intheroleoftheoppositesex, andanswerthefollowing question(s):


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Wheneverybodyintheroomhashadtheirturn, completetheexerciseasfollows:

Thank theparticipantsfortheirpersonalintroductiontothegroup

Speak positivelyabouttheoverallexperiencesoftheparticipants

Indicate that thereare bothsimilaritiesand differences in participants' viewsontherolesandideasabout womenandmenand whattheycanandcannotdo. This is why this workshop is not about entrepreneurs andentrepreneurshiponly, butongenderandentrepreneurship.

Step 3- 20 minutes

Introducethetrainingmethodologyasaparticipatory, action-oriented, practical wayofadult learning. Invite participants to exchange experiencesonhow theyhavelearned, and what they know aboutpractical, learning-by-doing trainingmethods.In a Training of Trainers workshop, ask participants what they consider to beadvantages and disadvantages of conventional training methods (lecturing andmemorizing) ascomparedtoparticipatorytrainingtechniques.

Explaintheexperientiallearningcycle (usetransparencyorflipchart): Peoplelearn

best by doing, not by being told or lectured. Ineveryday lifepeoplego throughtheexperiential learningcycle the whole time.Thecycle isacontinuousprocessthat buildson the sumofearlier experiences. Experiential learning ina trainingmeans: doing exercisesand then drawing the key messages, learning pointsorlessonsforapplicationinthefuture, ratherthanpassivelyreceivingmessages.

Step1. Doingit: Experienceanew ideaorchallenge

Step 2. Sharing the experience and outcome of step 1: Inviting participants todiscuss what happened and exchange information on what they havedone. All results are published and made visible for everyone beforeinterpretingthem.

Step 3. Analysis: Reviewingandprocessingtheexperienceinordertograsp whathappened during the first stepof doing something, for example whenproducingorsellingaproductorservice.

Note: Formixedgroups:

Forwomen:

IfIwereamanIcould/would

Formen:IfIwereawomanIcould/would

Note: Forwomen-onlygroups:

Eachparticipantanswersthetwoquestions:

AsawomanIcould/would...

AsamanIcould/would...


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Step 4. Keymessagesfor thefuture: Explaining the theory behindthepractice,drawing learning points, findings and conclusions from what happened.Forexample: whydidsalesnot work outasdesiredinstep1 what went

wrong, and what wassurprising?

Step 5. Applicationofthelearningpointsinreallifeafterthetraining.

Goingthroughtheexperientiallearningcycleinatraining workshoponenterprisedevelopment gives the participants the opportunity to improve problem-solvingskills inasystematic way inaprotectedenvironment. They learn toexperimentandto becomeawareoftheirownresourcessothattheycanshapeandmanagetheirideasandprojectsfortheirfutureentrepreneuriallife.

Give practical examples for each step of the cycle, using one or more of theexercisesinthismanual:

Step1. Participants willplayagameoranotherpracticalexercisesuchasmakingasaladorbuildingapapertower

Step 2. Participants will share their feelings and observations such as: Was iteasy toplay theroleofa business woman? Whatdidyoufinddifficult?Participants will show the outcome of their work, such as charts withpurchasingdecisions, orproductionoutputspreparedineachsmallgroup

Step 3. Participants willanalyse the experience they went through, forexamplethey willdiscussissuessuchas: Whatarethe keystepsinthemakingofasalad?

Step 4. Participants willdiscusshow the keysteps, forexampleinmakingasalad

alsoapply to the production process in theirown businessor businessproject

Step 5. Participants willapply the knowledgegainedat the workshop when theyare back at work intheirowncommunity.


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Training Aid 1.1



ILO - Gender and Entrepreneurship Together:GET Ahead for Women in Enterprise

INFORMATIONNOTE

1. Background and RationaleInEastAsia, manyorganizationspromote womenseconomicactivities, especiallyamongdisadvantaged groups, aiming at income generation, poverty reduction and women'sempowerment. However, existing training materials for women in enterprise often sufferfrom a welfare approach, an emphasis on business know-how at too high levels andinadequate attention to gender-specific constraints and needs. They tend tooverlook orignore the specific problems faced by women micro-entrepreneurs engaged in familysurvivalstrategiesat thesubsistence level. The ILO's GETAhead trainingmaterialsaresuitable for low-income women with low literacy engaged in individual, family or groupbusinesses. The training package highlights essential business skills from a genderperspective, whetherappliedtostarting, runningormanaginganindividual, familyorgroupbusiness. It promotes both the economic and social empowermentof women alongsidemeninenterprise.

2. Aims and StrategyThe ILO aims at strengthening the capacity of ILO partner organizations to promotewomensentrepreneurshipdevelopmentandgenderequality.Thetrainingaimsatenablinglow-income womenentrepreneursandtheirfamiliestoshiftfrommarginalincomeearningtoprofitable businessdevelopment.Aspartofthecapacity buildingofpartners, GETAheadhas been field tested and adapted with business and gender trainers networks inparticipatingcountries, witha view toexpandingdecent work opportunities for women inenterprisedevelopmentatthefamilyandcommunitylevels.

3. Training Methodology and Target GroupsThetrainingmethodisparticipatoryandaction-oriented, and buildsuponthelifeexperienceofparticipants.Thistrainingdoesnotinventanew styleoftrainingto work withlow-literacygroups. Instead, it draws many of the successful lessons of existing or past training

programmes, bringingtogetherdifferentsourcesand ideasforexercisesthathaveprovento beappropriate forthemajorityofpoor women with littleformaleducation.The trainingpackage is developed for use in both training of trainers workshops and in trainingworkshopsforentrepreneurs, andinvolvessuccessfulandrespected business womenandtheirassociationsforrolemodelandnetworkingpurposes.

4. Contents of Training PackageManylow-income womenentrepreneurslack accesstoformaleducationandskillstrainingandhave low self-esteem, which results inandcontributes to their low status insociety.Therefore, theGETAheadtrainingfocusesondeveloping womensconfidence, creatingabusinessmind, managingpeopleand risks, andgraspingopportunities in their businessenvironment.Thetrainingmodulesinclude:

Module 1 BasicsonGenderandEntrepreneurship: PromotionofEquality betweenMen

andWomenandthe LifeCycleofPeopleandEnterprises

Module 2 TheBusinessWomanand HerEnvironment: Self-developmentandBusinessMapping

Module 3 BusinessProject: Business Ideas, Opportunitiesand Challenges; Marketing;Production, ServicesandTechnology; Finance

Module 4 People, Organization and Management: Management of Self and Others;BusinessSupportand Networking; ActionPlanning.


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Part 2Module 1


Training Aid 1.2

The Business House


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Training Aid 1.3



Name Game for MixedGroups:

Name

Main Responsibility

Role Reversal: For Women:IfIwereaman,Icould/would

For Men:

IfIwereawoman,Icould/would


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Training Aid 1.3

Name Game for Women-only

Groups:

Name

Main Responsibility

Role Reversal:

Asawoman,Icould/would

Asaman,

Icould/would


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Training Aid 1.4



The Experiential Learning

Cycle

Source: GTZ, 1998, InternationalCEFEManual

Step 1:ExperiencingBydoing

Step 2:Sharing whathappened

Step 3:Analysing what

happened

Step 4:Drawingconclusionsand keymessages

Step 5:

Useinreallife


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Module 1



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IntroductionofTrainingProgrammeandParticipantsMatching Expectations and Contributions

Exercise 2. Matching Expectations and Contributions

Objectives

Toexploreandclarifytheexpectationsandcontributionsoftheparticipants

Toensurethetrainingprogrammematchestheneedsoftheparticipants

Room Arrangement

U-shapedtablesandseating, ortablesandseatsincirclesforparticipants. Noclassroomset-up.

Materials and Preparation ofHandouts

Markers, Flipchartsorboards withheadingstoclusterthecards

Smallcolouredcardsintwocolours: 3 cardsofeachcolourperparticipant

Duration

30 minutes

Notes for the Training Team

Afterthetrainingsession, thecards will beputuponthe walland kept visibleataprominent place in the training venue throughout the training programme. Thetraining team willcome back to theparticipants expectationsandcontributions intheprogrammeevaluationorclosingsession.

This exercise provides you with useful information to ensure a successfulworkshop:

Compare the participants expectations with your training programme andcheck whetheryouneedtoadapttheprogrammetosuittheirneeds.

Go throughthecontributionsofparticipants, check whether therearespecialtalents in thegroup, forexample, participants withsuccessfulentrepreneurialskillsorextensivetrainingexperience. Duringthetraining, theseparticipantscan beasked toshare theirexperienceandhelpothergroupmembers whoneedspecialattention.

Session Plan

Step 1- 10 minutes

Explain that the training team needs to know the expectations of participants(What wouldIliketolearn?) andidentifypossiblecontributions (WhatcanIsharewithothers?). This willhelptoensurethatthetrainingprogrammeissuitedtotheneedsofparticipantsandutilisesalltheavailabletalentsandresources.


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Part 2Module 1

Module 1.2BasicsonGenderandEntrepreneurship

Gender Equality Promotion: The Life Cycle of People and Enterprises

Module 1.2Gender Equality Promotion: The Life Cycle of Peopleand Enterprises

Key Content

Thistrainingmoduleintroducestheconceptssex, genderandgenderequalityandlinksthistothelifecycleofwomenentrepreneurs. Ingeneral, womenin businessfacemoredifficulties thanmen throughout theenterprise lifecycle, because theyhavea lowerstatus insocietyandamore limitednetwork, andoftendonotownassetssuchasland. Also, duetomorerestrictedaccesstoeducation, trainingandskills, womens choiceofbusiness ideasandopportunities is limited. Mobilizingresources, especiallyduringthestart-upperiod, mayposeaserious bottleneck to

women who often cannot produce the necessary legal documents andrequirements. Astheenterprisegrows, the womanentrepreneurmayfindherself

inasituation wheresheneedstoemployandmanage workers, maybeforthefirsttimeinherlife.

Objectives

Module 1.2 aims to increase the awareness on women-specific difficulties andopportunities bygoingthroughtheenterprise lifecyclefromagenderperspective.At thesame time, asan introductorymodule, itaims toset the tone for theGETAheadtrainingandfocusesontheimportanceofpersonalstrengthandmotivationwhicharecrucialtoundertakinganysuccessful business.Withitsapproach basedon resources and potentials rather than on deficits and problems, it aims toencourage women todevelop their visionofagood lifeand better incomefor the

wholefamily.

Exercises

3. GenderEqualityPromotion: SexyRelayRace

4. The LifeCycleofPeopleandEnterprises

OptionA: GroupWork forTrainers

OptionB: GroupWork forWomeninEnterprise


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GenderEqualityPromotion: The LifeCycleofPeopleandEnterprisesGender Equality Promotion: Sexy Relay Race

Exercise 3. Gender Equality Promotion: Sexy Relay Race

Objectives

Tofamiliarizeparticipants withthedifference betweensexandgender

Tounderstandthatgenderrolescan bechangedifpeople wantto Tocreateaconducivetrainingenvironment

Duration

30 Minutes

Room Arrangement

U-shapedseatingarrangement (forplenary) androomtomovearound

Materials

Cardsoftwocolours, oneofeachforallparticipants

Colouredmarkers

Training Aid

TrainingAid 3.1: GenderEqualityPromotion: Definitions1

Handout

TrainingAid 3.2: Sex, GenderandGenderEquality: Definitions

Related Sessions

Module 4, Management, BusinessSupportandActionPlanning

Session Plan

Step 1 25 minutes

Introduce the 'Sexy Relay Race'1 byplacing twoflipchartpaperson the walls (orboards) foreverybody tosee. Oneflipchart willhave thetitleMAN and theotherthe titleWOMAN.Divide theparticipants into two teams, preferablymixedgroupsintermsofageandsex.Explaintheexerciseasfollows:

TheSexyRelayRaceisadrawingcompetitionoftheimagesofa womanandman

1A relay race isacompetitioncommonlydone inschoolsoronchildrensparties worldwide.The

groupissplit in 2 ormoreteams, andeachteamneeds tofinishatask (running, hopping withoneleg) assoonaspossible.The firstparticipant ineach teamcarriesout the task and then tags orgivesa lightobjecttothenextmember in theteam.Thefirstteam withallmembersfinished isthewinner.


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Oneteam willdraw amanandtheotherteam willdraw a woman (eachteamwillhavetocomeup withafulldrawingoftherespectiveperson, fromtoptotoe) asfastaspossible

Both teamsshould lineup ina row about twometres in frontof the flipchartpapers

It isa race: oneperson fromeach teamstarts bydrawingone lineand thenruns back tohandoverthemarkertothesecondperson whoaddsanew line,andsoon

Eachparticipant inthe teamsshouldgetthechance todraw. Draw one lineandthenpassthemarkertoanotherperson.Dothisasfastasyoucan!

Theteam whichhasmadetheclearestdrawing will bethe winningteam.

Afterthisexplanation, starttheexercise bygivingtheSTARTsignal!

Afterseveralminutes, announcethatthereareonlyafew minutesleftsoastokeepa quick paceandmaintainhighspirits.

The drawings can be considered complete when both groups charts show

several clear biological and social characteristics of a woman and amanrespectively (forexample, breasts fora woman; beard foraman; thesexualorgans; a babyonthe womans back; bulgingmuscles inthearmsofaman;differencesinclothesandhairstyle).

Stopthedrawingcompetition whenyouseethatthetwoteamshavefinishedtheirtask. Leavethe whoisthe winningteam? questionopen! Discussthedrawingsinaplenarysessionusingthefollowing questions:

Aretheimagesclear?

Whatarethedifferences betweenthemanandthe womaninthedrawings?

Whichdifferences relate to biological rolesand features, and which relate tosocialroles? Mark the biologicalandthesocialroles withdifferentcolours.

Which biological features belong to one sex only? (Examples: women givebirth; mengrow a beard).

Which roles can both womenandmen carry out? Can these roles also becarriedout bytheoppositesex?Whyorwhynot?

Conclude that both womenandmencancarryoutsocial roles, butsocialnormsand values ineachsocietydetermine what rolesareappropriate for womenandmenrespectively.Explainthedifference betweensex (biologicalroles) andgender(socialroles).

Inmostsocieties, communitiesand villages there isadifference betweengenderroles: what men and women actually do, and gender values, norms and

stereotypes: ideasofpeopleon what womenandmen should be likeand whattheyarecapableofdoing.Givesomeexamplesofcommongendervalues, normsandstereotypes, suchas, inmanysocietiesgirlsshould beobedientandcuteandareallowedtocry; boysareexpectedto be braveandnotcry.Womenare betterhouse-keepers andmenare better leaders.All of these are social expectationswhichhavelittletodo withthe biologicaldifferences betweenmenand women.

Provideeachparticipant withtwoflags: acardofonecolour (forexample, yellow)and a card of another colour (for example, green). Participants will hear astatement read out. Ask them to raise their yellow flags if they consider this


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statementreferstoa biologicalorsexrole; andagreenflagifthestatementreferstoasocialorgender role. Go through the followingstatementsone-by-oneanddiscuss whethertheyarerelatedtosex (S) orgender(G):

Womencangetpregnant (S)

Womenareresponsibleforthehouseholdandchildren (G)

Menhaveshorthair; womenhavelonghair(G)

In (countryx), alotofwomenearnlessthanmen (G)

Womendo breastfeeding (S)

Womenareoftentradersoraccountantsinmanycountries, butinothercountries, thesejobsarealldone bymen (G)

Menusuallyhavealowervoicethan women, forexample whensinginginagrouporwhenmakingpublicspeechesorgivingloudorders (S)

Step 2 5 minutes

Concludetheexercise withthefollowing keypoints:

Thereare biologicalandsocialdifferences between womenandmen

Sex refers to the biological differences between women andmen that areuniversalanddonotchange

Gender refers tosocialdifferencesand relations between thesexes thatarelearned, changeovertimeand vary widely withinand betweensocieties

There are usually differences between gender roles: what people do, andgendervalues, normsandstereotypes: ideason whatmenand womenshouldbelikeandarecapableofdoing

Theseideasareoftennotinline withrealityandmaylimitthedevelopmentofwomen, menorboth

Genderrolescananddochangefast, ifpeople wanttoand/oriftheirsituationchanges.


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Part 2Module 1


Training Aid 3.1

Gender Equality Promotion: Definitions 1

Sex:Biologicaldifferences between womenandmenthatareuniversal

Gender:

Socialdifferencesandrelations betweenthesexesthat:

arelearned changeovertime have wide variations:

- withinasociety- betweensocieties

Gendervalues, norms and stereotypes:Ideason what womenandmen should be like

and whattheyarecapableofdoing

Genderroles:What womenandmenactually do


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Training Aid 3.2



Sex, Gender and Gender Equality: Definitions

Thesexthatchildrenare born withinfluencestheirchances inlife, alongsideanumberofother

important variablessuchassocio-economicclassorcaste, raceorethnicityanddisability.Thebiologicaldifferences becomeimportantonly whenchildrenreachpuberty, butthesocialrolesareassigned from themoment of their birth. All societies assign different roles, attributes andopportunities togirlsand boys.Theyaresocialized toperform the rolesexpected from womenandmen in theirsociety, basedon the ideas ineachsocietyhow womenandmenshouldorshouldnot behave.

Sex refers tothe biologicaldifferences between womenandmen thatareuniversalanddonotchange. Forexample, only womencangive birthandonlymengrow a beard.

Gender refers to thesocialdifferencesand relations betweengirlsand boys, womenandmenthatare learnedand vary widely withinand betweencultures. Theyalsochangeovertimeandfrom one generation to another. For example, inmany countries women take care of youngchildren, butincreasinglymenarestartingtotakecareofyoungchildrentoo. Insomecountries

womendonot work onconstructionsites, whileinothercountriesitiscommontofindtheminthissector.

These socialdifferences are affected byother variables such as age, class or caste, raceorethnicityanddisability, as wellas bythegeographical, economicalandpoliticalenvironment.

Gender roles are reinforced by the gender values, norms and stereotypes that exist in eachsociety. However, theycananddochange. Infact, practicesoftenchangefasterthantheideaspeoplehaveonhow girlsand boys, womenandmenshouldorshouldnot behave. Forexample,girls and women inmany societies are supposed to be the weaker sex and they are to beprotected from heavy workloads. In reality, however, girls and women from poor populationgroupsareoftenengagedinheavy work forlonghoursalongside boysandmen.

Gender equality, orequality between womenandmen, referstotheequalrights, responsibilities,

opportunities, treatmentand valuationofwomenandmen: at work injobsandinenterprises

intherelation between work andlife.

Lookingattheenterpriselifecyclethrough genderglasses istomakesurethat womenandmenhaveequal chances to succeed in life and in business. All persons need to be treated withdignityandallowed todevelop to their fullpotential, leading toahigher qualityof life forall. Itdoesnotmeanthat womenandmenneedto becomeexactlythesame.Womenandmencan beandaredifferent, butshouldhaveequalrights, responsibilities, opportunitiesand betreatedandvaluedinafairway. Thisappliesalso whendoing business.

Genderequalityincludes:

thesamehumanand workers rights

equal valueandfairdistributionof:- responsibilitiesandopportunities- workload, decisionmakingandincome.


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Part 2Module 1


Training Aid 3.1


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GenderEqualityPromotion: The LifeCycleofPeopleandEnterprisesThe Life Cycle of People and Enterprises

Exercise 4. The Life Cycle of People and Enterprises

Objectives

To understand the rationale for increasing gender equality in enterprisedevelopment

To become aware of the opportunities and constraints of womenentrepreneurs

Duration

140 150 Minutes

Room arrangement

U-shapedseatingforplenaryandsmallcirclesforwork insmallgroups

Materials

Colourmarkersandcardsin 2 differentcolours

Training Aids

TrainingAid 4.1: Stagesinthe LifeCycleofPeople

TrainingAid 4.2: GenderEqualityPromotion: Definitions 2 (2 pages)

Handouts

TrainingAid 4.3: QuestionsforGroupWork withTrainers (OptionA) TrainingAid 4.4: QuestionsforGroupWork withWomeninEnterprise (Option

B)

TrainingAid 4.5: The LifeCycleofPeopleandEnterprises

Related Sessions

Module 4: Management, BusinessSupportandActionPlanning

Preparation

Check the questionsforgroup work andadaptthemtosuittheneedsofthetarget

audience: GroupWork withTrainers (OptionA)

GroupWork withWomeninEnterprise (OptionB)


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Training Aid 3.1

Part 2Module 1




Session Plan

Step 1 50 minutes

Explainthatthissessionisaboutunderstandingthesituationofmenand womeninlifeandin business.Participants willidentifythedifferencesthatexist betweenmenand womeninthechances, opportunitiesanddifficultiesthattheyfaceinlifeandinbusiness, andlearnhow inequalitiescan beovercome.

Ask participantstoidentifystagesinthelifecycleofpeople.Writetheiranswersona boardorflipchartandintroducethestagesinthelifecycle byshowingtrainingaid4.1:

Stages in the Life Cycle of People

Birthandnurturingofa baby

Firststepsandgrowingupasachild

Educationandreachingoutasteenageyouth

Choiceofdirectionasyoungadult

Adulthood

MiddleAge

Retirement

DeathorRebirth

Divideparticipants inpairs, assigneachpaironestageof the lifecycleandgiveeach pair several cards of 2 different colours. Ask each pair to discuss thesimilarities anddifferences between womenandmen in termsof responsibilities,workload, opportunities, decisionmakingandincomeatthestageoflifeassignedtothem. They can write the similarities on the cards of one colour (for example,green) andthedifferencesonthecardsoftheothercolour(forexample, yellow).

Ask volunteers (onepersonorpair foreach stageof the life cycle) to share theresultsoftheirdiscussioninplenary.Start withthefirstandend withthelaststageofthelifecycle.Putallgreencardsontheleftandallyellow cardsontherightsideofeachof thestages inthe lifecycle.Ask others toaddcardsanddiscusspointsonlyifthesehavenotyet beenmentionedearlier.

Step 2 30 minutes

Highlightandsummarizethemaindifferencesandsimilarities between womenandmeninlifeintermsofresponsibilities, workload, opportunities, decisionmakingandincomeateachstageoflife: Ingeneral, womenofallageshavefeweropportunitiesandmoreduties, whilemenhave less workload intotal.Besidestheirjobsortheir

incomegeneratingactivities, womendoallormostof the work athome to raisetheir children and cater for the well-being of the family. Inmany societies andregions, men usually have more decision-making power, both in public and inprivatelife.

Introduce the conceptofgenderequality, using the firstpageof trainingaid 4.2:GenderEqualityPromotion: Definitions 2 ontransparencyorflipchart.

Inmost societies there are differences and inequalities between girls andboys, and women andmen in the opportunities, responsibilities, rights and


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benefitstheyaregivenand theactivitiestheydo. Whilethereare variationsacross cultures and over time, there is one common feature: Genderrelations throughout the world are characterized by unequal andunbalanced relations between the sexes. Disparities exist, for example,

betweengirls and boys access toeducationand training, between womensandmens workload, theiraccesstoandcontroloverresourcesand benefits,andintherolesofmenand womenindecision-making.

Gender equality,or equality between womenandmen, refers to theequalrights, responsibilities, opportunities, treatment and valuationof womenandmen:- at work injobsandinenterprises- intherelation between work andlife.

Lookingat theenterprise lifecycle through genderglasses isaboutmakingsure that women andmen have equal chances to succeed in life and inbusiness. Allpersonsneedto betreated withdignityandallowedtodeveloptotheirfullpotential, leadingtoahigherqualityoflifeforall. Itdoesnotmean

that womenandmenneed to becomeexactly thesame. Womenandmencan be and are different, but should have equal rights, responsibilities,opportunitiesand betreatedand valuedinafairway. Thisappliesalso whendoing business.

Genderequalityincludes:- thesamehumanand workers rights- equal valueandfairdistributionof:

- responsibilitiesandopportunities- workload, decisionmakingandincome

Followingthisintroductionexplainthegroup work.

Group Work

Step 3- 45 minutes

Divide the participants into workinggroups (4 5 participantseach).Explain theaimsforthegroup work:

In Training of Trainers workshops: sharing experiences on gender andentrpreneurshipdevelopmentamongtheirtargetgroups: womeninenterprise

In workshopsforWomeninEnterprise: sharingexperiences between businesswomenand women whoplantostarta business.

The questionsgiven in thehandouts, trainingaid 4.3: Questions forGroupWorkwithTrainers (OptionA) andtrainingaid 4.4 QuestionsforGroupWork withWomeninEnterprise (OptionB) areexamplesandtrainersmay wishtoadaptthemtosuittheneedsofparticipantsineachcourse.Distributehardcopiesofthe questionsforuseinthesmallgroups.

Step 4 - 20 minutes


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Training Aid 3.1

Part 2Module 1




Invite thegroups toshare their findings inplenary. Doa round-upof thegroupwork highlighting themaindifferencesorsimilarities between womenandmen inenterpriseintermsof:

Opportunities

Responsibilities

Workload Decision-making

Themaingenderinequalitiesandtheireffectson womenandmeninenterprise willemerge from thegroupdiscussions. It will become clear that these inequalitiesnegatively affect women and oftenmen as well. Conclude by explaining that,therefore, there is a need for gender-specific actions in enterprise developmentand a specific focuson womenentrepreneurs. Encourageparticipants to raisegenuine gender concerns of both women and men. This will help them inunderstanding that unequal relations between men and women aredisadvantageoustoeverybody.

Explain several key principles formainstreaming gender equality concerns into

enterprise development, using the second page of training aid 4.2 on GenderEqualityPromotion: Definitions 2:

Gender equality promotion leads to a higher quality of life for all.

Empowering women and girls towards greater participation in developmentmeans working towardsmore balanced and equalpower relations betweenthe sexes. Sometimesa fear exists that advancing theposition of womenmeans thatsomething is takenaway frommen. However, thepromotionofgenderequalitydoesnotimplygivingmorepowerto womenandtakingawaypowerfrommen. Itisempoweringforall, allows bothmenand womentotakepartfully insocialandeconomiclife, and leadstoa win-winsituationforbothsexes.

Achieving gender equality is not a womens concern but theresponsibility of all in society. Inthepastmostadvocatesforthepromotion

ofgenderequality were women. It is, therefore, sometimesthoughtthat thissubjectonlyconcerns womenandnotmen. However, this idea isnow fastdisappearing. Thereisincreasingconsensusthatgenderequalityisasmuchmensas wellas womens business, istheresponsibilityofallinsociety, andrequirescontributionsandinputsfrom both womenandmen.

Gender equality promotion needs to be integrated into enterprisedevelopment programmes at all stages of the programme cycle: duringdesign, implementation, monitoringandevaluation. Theperspectivesof bothwomenandmenneed to besoughtand theneedsof bothsexeshave to beaddressed. The effects and impacts of development programmes on both

menand womenneed to beassessedandmeasured toensure benefitsandoutcomesforall.


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Step 5(optional) 10 minutes

Compare thestages in the lifecycleofpeopleandenterprisesusing trainingaid4.5:

The Life Cycle of People and Enterprises

Life Cycle of People Enterprise Life Cycle

Planningandconception:Birthofa baby

Thinking about a new business andplanningit. Launchofanew business;getting thepropersupportsystems inplace

Firstmonths, growing up as a childandgoingtoschool

Checking out a sense of direction;trying things out; developing realisticexpectations

Teenage youth learning skills;experimenting and takingresponsibility in their firstundertakings; selectingfriends

Promoting the enterprise and its

products or services; finding newsuppliersandnew customers

Young adults and graduates,preparingforlifeontheirown

Reviewingplanningprocesses; takingstock of successful product lines;investing in learning, training andresearch; investinginnew equipment.

Adulthood when people select apartner, and build and nourish afamily

Making friends and partners;becomingconfidentindoing business;ability to employ people; reinvestingprofitsforstabilityandgrowth.

Middle age: this is a period ofconsolidationand expansion. It caninclude a mid-life crisis, or startingsomething completelynew (personalandprofessionalchangesoccurring)

Consolidation and choice ofexpansion; danger of losing

enthusiasm for business; lettingcompetitors take away customers;need for retraining; importance ofreviewing goals; reassessing staffingrequirements.

Middleageuptoretirement

Continuation of the business,selecting to stay small or grow big.Trainotherstograduallytakeoverthetasks.

DeathorRe-birth

Winding up the business in aresponsible manner. Handingbusiness responsibilitiesover tosonsordaughters; changingtheenterprise;

orbuildinganew one.


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Part 2Module 1


Training Aid 3.1

Part 2Module 1




Note for the Training Team

The lifecycle approachisanimportantimagetoenableparticipantstounderstandthesituationsandchallenges that they face in theirown livesateachstage, and

the variousstagesthata businessgoesthroughduringitslifetime.Ask participantstogivedifferencesandsimilarities between womenandmenduringthelifecycleintermsofopportunities, responsibilities, workload, decisionmakingandincome.

Inaddition, refertothedifferences betweenagroup businessthatislikelytohaveadifferentlifecyclethananindividual business, becausethegrouphasalifecycleofitsownrunningalongsidethelifecycleofthe business.

Womenaremorelikelyto beresponsivetosomeoftheseimagesthansomemen,sincemany women become intimately involved intheprocessofbringingchildrenintothe world, rearingthemintheirearlyyears, and keepingacaringeyeonthemastheymatureand becomeadolescents.

Womenandmenalikecan be verysuccessfulentrepreneursandmanagersiftheycan use and apply some of the same skills and perceptions that make themsuccessfulparents.Amotherisoften verycareful withherchild, awareofchangesin its behaviour, checking itshealthandfitness, giving itthefreedomtogrow, butstepping in toensure that it ison therightpath tohealthygrowth. Ifsheappliesthesesameskillstoherbusiness, chancesforsuccessarehigh.

Another keymessage for discussion with participants is that the life cycle of apersonandthelifecycleofa businessarenotthesame. A businessissomethingwhichhasalifeofitsowntoo, andcandevelopindependentfromtheowner justasachildgrowsandmaturesand becomes independentfrom itsparents. Thisisanimportantlessonforwomenstartinga business.Alltoooften womeninpovertywho start a small business are under pressure to use the income from theirbusiness tomeet basic needs of the family. In general, women have limitedaccess to business management training and often they do not exactly knowwhethertheyaremakingaprofitora loss. Intimesofpressure, they will tendtospend toomuchonmeeting their familyneeds, up to thepoint that the businessfails. Therefore women inenterpriseneedtolearnhow toseetheirbusinessanditsfinancesasseparatefromtheirownpersonalfinances.


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Training Aid 4.1



Stages in the Life Cycle of People


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Part 2Module 1


Training Aid 3.1

Part 2Module 1




Part 2Module 1


Training Aid 4.2

Gender Equality Promotion: Definitions 2

Equality between women and men, or GenderEquality, refers to the equal rights, responsibilities,

opportunities, treatmentand valuationofwomenandmen: at work injobsandenterprises intherelation between work andlife

Gender equality is about ensuring that all personsare treated withdignityandcandevelop to their fullpotential, leadingtoahigherquality of life for all.

Itincludes: the same human and workers rights for womenandmen

equal valueandfairdistributionof:- responsibilitiesandopportunities- workload, decisionmakingandincome


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Training Aid 4.2



Key principles

Achievinggenderequality: nottheconcernofwomenonly= istheresponsibilityofall

Greatergenderequality will benefitall: itdoesnotmeanmoreforwomen

andlessformen= itmeansmoreforall

Genderequalityneedsto bemainstreamedinenterprisedevelopment:

- intoalltypesofbusinessdevelopmentservices

- intoallstagesofprogramming:

useexperiencesofwomenandmen

assesseffectsofallactionsonwomenandmen


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Part 2Module 1


Training Aid 3.1

Part 2Module 1




Part 2Module 1


Training Aid 4.3

Questions for Group Workwith Trainers (Option A)

Give a profile of the income generating activities and/orbusinesses of your target group

- Whattypesofbusinessesdotheyhave: production, services, trade?- How do they organize their enterprise: individual, family-based or groupenterprise?

- Aretheredifferences betweenmenand women in business. Ifyes, whatarethe specific constraints and opportunities of women andmen in business?


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Training Aid 4.4



Questions for Group Workwith Women in Enterprise

(Option B)

What makes you successful as a business person?

What is difficult in your individual, family or groupbusiness?

Are there differences between men and women inbusiness. If yes,what are the specific constraints andopportunities of women and men in business?


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Part 2

Module 1


Part 2Module 1


Training Aid 3.1

Part 2Module 1




Part 2Module 1


Training Aid 4.5

The Life Cycle of People and Enterprises

Life Cycle of People Enterprise Life Cycle

Planningandconception:Birthofa baby

Thinking about a new business andplanning it. Launch of a new business;getting the proper support systems inplace

Firstmonths, andgrowingupasachildandgoingtoschool.

Checkingoutasenseofdirection; tryingthings out; developing realisticexpectations

Teenage youth learning skills,experimentingandtakingresponsibilityintheirfirstundertakings, selectingfriends

Promotingtheenterpriseanditsproductsor services; finding new suppliers andnew customers

Young adults and graduates, preparingforlifeontheirown

Reviewing planning processes; takingstock of successful product lines;investing in learning, training andresearch; investinginnew equipment.

Adulthood whenpeopleselectapartner,and buildandnourishafamily

Making friends and partners; becomingconfident in doing business; ability toemploy people; reinvesting profits for

stabilityandgrowth.

Middle age: this is a period ofconsolidation and expansion. It caninclude a mid-life crisis, or startingsomethingcompletelynew (personalandprofessionalchangesoccurring)

Consolidation and choice of expansion;danger of losing enthusiasm forbusiness; letting competitors take awaycustomers; need for retraining;importance of reviewing goals;reassessingstaffingrequirements.

Middleageuptoretirement Continuationofthe business, selectingtostay small orgrow big. Train others tograduallytakeoverthetasks.

DeathorRe-birth Windingupthe businessinaresponsiblemanner. Handing business responsibilities over to sons ordaughters; changing the enterprise; orbuildinganew one.

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