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The Getting it Right Tool | TRAINING MANUAL
Community-Based Human Rights Impact Assessment:
The Getting it Right Tool
TRAINING MANUAL
ABOUT GETTING IT RIGHT
In 2004, Rights & Democracy, a Canadian organizaon, developed the
Human Right Impact Assessment (HRIA) tool—a community-based,
parcipatory process to analyze the human rights impacts of private
foreign investments. The tool focuses on local communies as experts
and human rights advocates. Beginning in 2005, Rights & Democracy
commissioned ve community-based organizaons to test the tool.
The cases were conducted in Argenna, Peru, Philippines, Democrac
Republic of Congo, and Tibet. In 2009, Oxfam and the Internaonal
Federaon for Human Rights (FIDH) partnered with Rights & Democracy
to further test and rene the tool through four pilot studies conducted
in Bolivia, United States, Ecuador, and Cameroun. In 2011, the tool
was translated into a Web-based format, and was
made available in English, Spanish, and French. is the
only HRIA tool specically designed to be used by community-based
organizaons. Although Rights & Democracy closed in 2012, the tool
can sll be found at the following address: www.oxfamamerica.org/
hria and www.dh.org/arcle7502.
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The Getting it Right Tool | TRAINING MANUAL
ABOUT THE INITIATIVE ................................................................ 6
ABOUT THE MANUAL .................................................................. 8
PROPOSED AGENDA ................................................................ 12
THE TRAINING ........................................................................... 13
MODULE 1
Are you ? .............................................................16
ACTIVITY 1
What is a community-based HRIA? .........................................17
ACTIVITY 2
About ..............................................................20
ACTIVITY 3
Keys for a successful case ........................................................22
MODULE 2
Geng started .............................................................................26
ACTIVITY 4
How to build a team ................................................................27
ACTIVITY 5
Backbone organizaons, community-based organizaons
and communies: Who’s doing what? ....................................29
ACTIVITY 6
Objecves of an HRIA ..............................................................32
ACTIVITY 7
How to develop a budget ........................................................35
ACTIVITY 8
Stakeholder outreach ..............................................................38
TABLE OF CONTENTS
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The Getting it Right Tool | TRAINING MANUAL
MODULE 3
Data collecon, analysis, and release .........................................40
ACTIVITY 9
The company and the investment project
Power Mapping ....................................................................... 41
ACTIVITY 10
Adapng the tool ......................................................................45
ACTIVITY 11
About the consultaon process with
stakeholders ............................................................................ 47
ACTIVITY 12
Preparaon of the report: challenges,
general ps and ways forward ................................................. 50
ACTIVITY 13
Follow-up opons .................................................................... 53
CONCLUSION ......................................................................... 56
ANNEX 1
CASE STUDIES ......................................................................... 57
Case Study #1 .............................................................................57
Case Study #2 .............................................................................58
Case Study #3 .............................................................................59
Case Study #4 .............................................................................60
ANNEX 2
OVERVIEW OF THE GETTING IT RIGHT TOOL ............................ 62
Preparaon .................................................................................. 62
Legal Framework .........................................................................62
TABLE OF CONTENTS
(CONTINUED)
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The Getting it Right Tool | TRAINING MANUAL
Adapng the Guide .....................................................................63
Invesgaon Process ................................................................... 63
Analysis and Report .....................................................................63
Engagement, Monitoring, and Follow-up ....................................64
ANNEX 3
REFERENCE SHEETS ................................................................. 65
Reference sheet #1 ......................................................................65
Reference sheet #2 ......................................................................67
Template 1: Power Map (blank) ..................................................70
Template 2: Power Map Guide ...................................................71
ANNEX 4
EXAMPLES OF REPORT STRUCTURES ....................................... 72
Opon #1 .....................................................................................72
Opon #2 .....................................................................................73
ANNEX 5
Sample HRIA Workplan ................................................................74
ANNEX 6
Training evaluaon form ..............................................................75
Group debrief ..............................................................................77
TABLE OF CONTENTS
(CONTINUED)
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The Getting it Right Tool | TRAINING MANUAL
COMMUNITY-BASED
HUMAN RIGHTS IMPACT ASSESSMENT:
THE GETTING
IT RIGHT TOOL
TRAINING MANUAL
ABOUT THIS INITIATIVE
In a joint eort, Oxfam, and FIDH are commied to pursuing the work iniated by Rights &
Democracy by improving access by communies, praconers, and advocates to
. Oxfam, FIDH, other non-governmental organizaons (NGOs), community organizaons,
and communies have had good success pilong as an accessible, praccal, and
interacve guide. The challenge now is pung this tool into the hands of those on the front lines
of private investment projects.
The purpose of this manual is to increase awareness and use of the tool. It also provides
useful informaon for backbone organizaons* in their support role with community-based
organizaons. This training is designed to be replicated so that backbone organizaons can train
other organizaons and thus increase interest among community-based HRIAs.
There is a growing interest for HRIAs at the internaonal level. is
the main tool available for community-based organizaons. In raising awareness of this tool,
Oxfam, and FIDH hope to highlight the importance of hearing the voices of the communies and
adopt a human rights framework to ensure meaningful consultaon.
The United Naons Framework and the accompanying Guiding Principles on Business and Human
Rights rest on three pillars. The second pillar requires businesses to exercise due diligence and to
implement policies and measures necessary to safeguard human rights. Likewise, the Organizaon
for Economic Co-operaon and Development (OECD) Guidelines for Mulnaonal Enterprises
require companies to act with due diligence, including through eecve stakeholder engagement.
We believe HRIAs give communies a stronger negoang voice in any discussion with business
and government about human rights. Communies can engage in solving human rights threats
by working with NGOs, companies, and governments on a more equal foong. By starng
with perspecves of aected people, the HRIA focuses on their concerns and their aspiraons
for human rights realizaon. Community parcipaon is key to ensure eecve due diligence
processes and should be perceived as benecial for all stakeholders.
* Note: By we mean an organizaon that may not have direct link with the communies but has strong es and trust with community-based
organizaons and has the capacity to support it throughout the process. Backbone organizaons can be working at the naonal or internaonal level.
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The Getting it Right Tool | TRAINING MANUAL
ABOUT OXFAM
Oxfam’s vision is a just world without poverty in which people can inuence decisions that aect
their lives, enjoy their rights, and assume their responsibilies. It is a world in which all human
beings are valued and treated equally. Together with individuals and local groups in 94 countries,
Oxfam is addressing the root causes of poverty and social injusce. Oxfam implemented the
tool in the United States and Bolivia and is currently launching two new case
studies in Brazil and Chile.
ABOUT FIDH
FIDH is an internaonal NGO represenng 178 organizaons from nearly 120 countries. Since
1922, FIDH has been defending all human rights–civil, polical, economic, social, and cultural–as
set out in the Universal Declaraon of Human Rights. As part of its work on globalizaon and
human rights, FIDH documents corporate-related abuses, conducts advocacy work at naonal,
regional and internaonal levels, and is mobilized to ensure greater access to jusce for vicms.
FIDH conducted human rights impact assessments using the tool on investment
projects in Brazil and Ecuador and are currently conducng one in Colombia.
CREDITS
Oxfam and FIDH would like to extend our deepest appreciaon to the main author of this
publicaon, Caroline Brodeur. We would also like to thank the many contributors to this manual:
Geneviève Paul and Marion Cadier (FIDH), Sarah Zoen, Michelle Katz, Irit Tamir, and Manon Aubry
(Oxfam), Alejandro Gonzalez (PODER), Carole Samdup, and The Carter Center. Oxfam and FIDH
applaud the work done by Rights & Democracy in developing the tool.
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The Getting it Right Tool | TRAINING MANUAL
ABOUT THE MANUAL
HOW TO USE THIS TRAINING MANUAL?
Here are the key components of this training manual. Note that every secon and acvity in this manual can be
adapted to beer suit the parcipants’ reality.
This rst secon is designed for the facilitators to support the preparaon of the training. You will nd
useful informaon on how to organize the training, things to think about when geng ready, and how to be
prepared to facilitate the training.
This is the rst part of the training. In the introducon, the group establishes rules, reviews the trainings
objecves and gets to know each other through icebreaker acvies.
This module introduces parcipants to HRIAs and explains the added value of a community-based HRIA.
Through a tour of the tool, parcipants gain knowledge of the tool and their ability to use it.
Acvies 1 to 3 are included in Module 1.
The acvies included in this module provide guidance on the key steps of an HRIA. By analyzing a case
study, parcipants understand the challenges associated to these acvies and are then able to idenfy
strategies to overcome these dicules. Tips for backbone organizaons are also oered to help them in
their accompanying role with community-based organizaons. Acvies 4 to 8 are included in Module 2.
This nal module will guide the facilitator and parcipants through the research invesgaon, analysis, and
release of the report. Acvies 9 to 13 will be covered in this secon.
1. Case studies: These case studies were developed to provide concrete examples of cases and encourage
learning by doing. The case studies can be adapted to be more relevant to the group. Other cases can also
be used. It is important to provide cases from various industries and countries to illustrate that the tool can
be used in various contexts.
2. Overview of the tool
3. Reference sheets: The material included in the reference sheets oers informaon needed to conduct some
of the acvies. More resources are provided to deepen knowledge of those specic topics. There is a
reference sheet on the dierent kinds of impact assessments and another one on how to do research on a
company and the investment project.
4. Examples of report structures
5. Sample HRIA work plan
6. Two examples of a training evaluaon form
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The Getting it Right Tool | TRAINING MANUAL
WHO IS THIS MANUAL FOR?
Although a wide range of actors can use this manual, it is
primarily tailored for backbone organizaons and civil society
organizaons:
o Involved in the area of business and human rights;
o With links to community-based organizaons;
o With potenal interest in supporng a community-
based organizaon in conducng an HRIA;
o With interest in promong within their
network and region.
The training can also aid community-based organizaons:
o With strong organizaonal capacies;
o Involved in the area of business and human rights;
o With potenal interest in doing an HRIA.
WHAT TO EXPECT FROM THIS TRAINING?
By the end of the training, parcipants should:
o Understand the value of a community-based HRIA
in prevenng or documenng ongoing human rights
abuses;
o Be more familiar with the tool and have
a beer idea on how to get started using the tool;
o Feel beer equipped to support community-based
organizaons;
o Be able to reproduce the training with other group.
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FACILITATOR’S
PREPARATION
BEFORE THE
TRAINING
Rights & Democracy (2011). Geng it Right:
Human Rights Impact Assessment Guide.
www.oxfamamerica.org/hria
Rights & Democracy (2007). Human Rights
Impact Assessments for Foreign Investment
Projects: Learning from community experiences
in the Philippines, Tibet, the Democrac
Republic of Congo, Argenna, Peru;
Canada. hp://publicaons.gc.ca/collecons/
collecon_2007/dd-rd/E84-21-2007E.pdf
Rights & Democracy and Oxfam America
(2010), in collaboraon with FIDH. Community-
based HRIA: praccal lessons, a report from
an internaonal meeng; Canada. hp://
policy-pracce.oxfamamerica.org/stac/oa3/
les/community-based-human-rights-impact-
assessments-praccal-lessons.pdf
Gabrielle Watson, Irit Tamir & Brianna Kemp
(2013). Human Rights Impact Assessment in
Pracce: Oxfam’s applicaon of a community-
based approach, Impact assessment and
Project Appraisal; 31:2, 118-127. (Arcle can
be downloaded—for a fee—at: hp://www.
tandfonline.com/doi/
Reference sheet #1: Impact Assessments:
EIAs, SIAs, HRIAs. Annex 3 to this manual.
Reference sheet #2: Corporate Research
for Community-led Human Rights Impact
Assessments. Annex 3 to this manual.
Case studies presented in Annex
1 to this manual.
Documents to send in advance to the
Parcipants can browse through Geng it Right
to be more familiar with it.
Rights & Democracy and Oxfam America
(2010), in collaboraon with FIDH. Community-
based HRIA: praccal lessons, a report from an
internaonal meeng; Canada.
Case studies presented in Annex 1 to this
manual.
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The Getting it Right Tool | TRAINING MANUAL
HOW TO PREPARE FOR THE TRAINING?
Organizing the training will require several weeks of preparaon. To help you prepare, we have provided a checklist
of things for you to do. Of course, this varies depending on the type of training you are organizing, the number of
parcipants, and how far your parcipants are traveling to aend the training:
o Idenfy the venue and make the arrangements to reserve it;
o Send parcipants the invitaon;
o Idenfy a hotel and make room reservaons;
o Determine if you will need translaon services and secure someone if necessary;
o Ask parcipants to provide a short descripon of their work in the area of business and human rights, their
expectaons from the training, details about prospecve investment projects in their country, sectors of
parcular interest for them, priority sectors idened by the authories in naonal development plans, etc.
This will help you prepare the training so it is relevant to the group;
o Remind parcipants to nofy you if they will require a visa to parcipate;
o Prepare a dra leer for those requiring a visa so you are ready when they request it;
o Send preparaon materials such as: the agenda, arrival details, documents to read, etc.
NUMBER OF PARTICIPANTS
To maximize learning opportunies and exchanges between parcipants, a maximum of 25 parcipants is
recommended. Note that the training can be done with fewer parcipants, but acvies will need to be adapted.
For example, for some acvies you might divide the group into fewer or smaller teams and use fewer case studies.
Make sure to review the dierent acvies with the number of parcipants in mind so you can adapt the training to
t your group.
SELECTING THE PARTICIPANTS
When sending out invitaons to potenal parcipants, keep in mind the following:
– Gender balance within the group;
– Relevance of the training to the parcipants’ work and demonstrated interest in potenally using the tool
directly or training other people/organizaons to use it;
– Willingness/capacity of parcipants to replicate the training and share lessons with his/her organizaon;
– Likelihood to have this work funded;
– Experience in business and human rights;
– Diversity of sector of interest (or similarity of eld of interest);
– Language barriers (this is important if you do not have funds for interpretaon).
TIME NEEDED TO CONDUCT THE COMPLETE TRAINING
The training is intended to be carried out over a two-day period. However, if your me is limited, the training can be
adapted and conducted over a smaller period depending on audience, objecves, and me available.
– If you have half a day: Concentrate on Module One as it provides contextual informaon about HRIAs and
an overview of . You might want to add Acvity 6 so the parcipants have the opportunity to
experience the tool with a concrete case.
– If you have one day: Go through Module One and Acvies 6, 10, and 11 of Modules Two and Three, which
oer important ps on how to get started. If you have more me, you can add Acvity 13 on follow-up opons
Be aware that Module One concentrates on HRIA in a more general aspect and presents an overview of
while Modules Two and Three go deeper into the main phases of the tool in a very concrete manner. In sum,
don’t hesitate to adapt this training to fulll your objecves and maximize the relevance for your parcipants.
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The Getting it Right Tool | TRAINING MANUAL
$
BUDGET
The costs of the training will vary depending on your specic context
(e.g., where the training is hosted, the number of parcipants, where
they are coming from, etc.) But to help you plan this event, here is a list
of items to consider:
– Rental of a venue large enough to host 25 people and enable
work in small teams
– Parcipants’ transportaon, meals and lodging (if applicable)
– Materials (see following page)
– Prinng costs
– Facilitator’s honorarium (esmated preparaon me ve days
+two days of training + one day for follow-up)
– Translaon costs (during the event and possibly for materials)
MATERIALS NEEDED
– Three or four computers—preferably laptops to move around
the room. If not, set up three or four computers in dierent
parts of the room to support teamwork around a computer. If
you don’t have enough laptops, you can ask some parcipants
to bring their own. Install the oine tool on
each laptop. The les can be found at the following address:
www.oxfamamerica.org/hria and www.dh.org/arcle7502.
– Wi-Fi or Internet connecon (some hotels charge extra for this)
– Projector connected to a computer with Internet connecon
to present
– Flipchart sheets (see Acvies 1, 3, 5, 6, and 9)
– Color markers
– Nametags for all parcipants
– Sheets of paper with the various themes listed in Acvity 3
– Tags for role-play in Acvity 11 (2X company representave, 2X
government representave, 2X community in favor,
2X community against)
– Scky notes in various colors
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SOME TIPS TO
PREPARE
Keep in mind the diversity of
Before the training starts,
you should have a good idea of the level
of knowledge and experience of the
group. To do so, you can do a survey prior
to the training. This will help you ensure
the training is relevant to them and that it
supports their learning needs.
Adapt the training to address your
For
example, if the group is interested in a
specic sector, you could adapt the case
studies and create new ones that reect
the parcipants’ work.
Think of yourself as a facilitator vs.
a trainer or teacher. This makes the
parcipants more involved in their own
learning and creates more of a shared
learning environment in which everyone
is seen as having something valuable to
contribute.
This training puts a great emphasis
on learning by doing. Throughout the
acvies, you should pursue a high level
of parcipaon and collecve eort.
There is no prescribed approach;
encourage creave answers when
responding to dicules and challenges.
Keep in mind the gender dynamics when
facilitang training (e.g., women might be
less inclined to speak if conversaons are
dominated by men).
Think about how you plan to follow
Do you want them to ll out a survey
about their experience? How will you
keep the momentum aer the training is
complete? You might want to prepare an
HRIA cercate of compleon to give to
parcipants at the end of the training.
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The Getting it Right Tool | TRAINING MANUAL
PROPOSED AGENDA
In the following table, you will nd a proposed agenda for the training. You should note that
all the acvies could take longer than what has been planned. Therefore, if you intend to
go over all the proposed acvies, you will need to be very strict on me allocated for each
acvity. If you prefer to give parcipants more me for each acvity, then you will need to
priorize some of the acvies.
DAY 1 DAY 2
8:30 Welcoming parcipants 8:30 Welcoming parcipants
9:00 Introducon + icebreaker (30 minutes)
What is a community-based
HRIA? (60 minutes)
9:00 How to develop a budget?
(30 minutes)
Stakeholder outreach
(30 minutes)
10:30 10:00
10:45 About
(45 minutes)
Keys for a successful case?
(60 minutes)
10:15 The company and the
investment project (60 minutes)
Adapng the tool
(45 minutes)
12:30 12:00
14:00 How to build a team
(45 minutes)
Energizer (10 minutes)
Backbone organizaon,
community-based organizaon and
communies: Who’s doing what?
(45 minutes)
13:30 About the consultaon
process with stakeholders (60 minutes)
Energizer (10 minutes)
Preparaon of the report (30
minutes)
15:40 15:10
16:00 Objecves of an HRIA (45
minutes)
Recap of the day (15 minutes)
15:30 Follow-up opons
(30 minutes)
Recap of the day (15 minutes)
Follow-up to the training (15 minutes)
Closing remarks by the facilitator
(10 minutes)
Evaluaon of the training (20 minutes)
17:00 End of day 17:00 End of day
17:30 Facilitator’s debrief 17:30 Facilitator’s debrief
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The Getting it Right Tool | TRAINING MANUAL
AND NOW THE TRAINING...
INTRODUCTION
30 MINUTES
Icebreakers are a fun way to create a group dynamic and help parcipants get to know each other. There are a
numerous icebreaker acvies, but here are a few examples to guide you. Don’t hesitate to choose other acvies
that you nd and think are beer suited and culturally adapted for your group.
1
Icebreakers are fun acvies so
make sure to keep a close eye to the me as they can take more me than inially planned.
The facilitator asks each parcipant to write down 3 “facts” about themselves: two things that are true and one
that is a lie. Going around the room, each parcipant reads the three “facts.” The rest of the parcipants then guess
which “fact” they believe is the lie.
People stand in two circles of equal numbers, one inside the other so that each person in the inside faces someone
in the outside circle. The wheel can rotate (le or right) so that each person has addressed each person in the
group. Parcipants have two quesons to ask. For example: Where do people come from and what they work on?
This gives a good opportunity for people to get to know each other quickly.
This acvity increases mingling between parcipants so everyone has an opportunity to get to know each other.
The facilitator distributes a piece of paper to each parcipant with a series of quesons to answer. For example:
• Count the number of brown-eyed people in the room.
• Find out who has made the longest journey to get to the training.
• Who has the most unusual hobby?
• Who speaks the most languages?
• What is the most complex meal anyone has cooked?
• Find the funniest thing that happened to someone.
Parcipants will go around the room and ask their peers quesons. The person who has the greater number of
answers wins.
The facilitator begins telling a story with a rst sentence that ends with “SUDDENLY.” The next person adds the next
sentence to the story, which also ends with “SUDDENLY” For example: “Last week, I was cooking in the kitchen
when SUDDENLY…” Then the next parcipant connues the story with another sentence that also ends with
SUDDENLY. This connues unl everyone has contributed his or her sentence. The story becomes crazier as each
parcipant adds a piece to the story. If you have a recorder (or a phone), tape it and play it back for a good laugh!
Divide the group into teams of four or ve. If some parcipants already know each other, we suggest numbering
them o to mix up the teams. Each group is given 10 minutes to nd 10 things that everyone in the group has in
common. If you want this acvity to be shorter, you can reduce the number of items. The items in common must
have nothing to do with work, clothing (e.g., it is common to wear pants or shoes) or body parts (e.g., everyone has
eyes and ngers). One person should take notes and will be in charge of reading the 10 items to the group.
1 Here are links to some sites where you can nd examples. These sites are meant to serve as examples to help the facilitator develop acvies. Oxfam and FIDH are
not responsible for nor do they endorse the content.
1) hp://www.icebreakers.ws
2) hp://insight.typepad.co.uk/40_icebreakers_for_small_groups.pdf
3) hp://www.group-games.com
4) hp://humanresources.about.com/od/icebreakers/a/my-10-best-ice-breakers.htm
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The Getting it Right Tool | TRAINING MANUAL
WHAT SHOULD BE ACCOMPLISHED AT THE END OF THE 2 DAYS?
Once parcipants have had the chance to break the ice, the facilitator can now discuss the main objecves of the
training. You can start by asking parcipants about their expectaons. This will help you assess if your objecves
are realisc or not. It can also help you beer respond to their needs by providing specic examples or emphasizing
certain topics.
At the end of the two days, parcipants should have a good understanding of:
o What an HRIA is
o What it can do and what it cannot do
o What is
o What the main challenges and strategies to overcome these dicules are
o How backbone organizaons can support community-based organizaons
To maximize learning and ensure greater eecveness, start
by establishing rules for the group. These will vary depending
on your context, the number of parcipants, and the type of
interacon you want. Here are some examples of basic rules
to set with your group:
o Encourage everyone to parcipate;
o Be respecul of the person speaking and don’t
interrupt them, wait your turn to speak;
o If it is necessary, remind people to put their cellphones
and other devices away unl the break;
o Always be respecul of other parcipants even during
role-play.
There will be a lot of ideas shared throughout the day. In
order to maximize parcipants’ learning and ensure that their
ideas are captured, it is important to have a daily recap at the
end of the day.
At the beginning of Day 1, ask two people to volunteer to be
the feedback team for Day 1 and two people for Day 2. At the
end of the day they should take ve to 10 minutes to go over
the main ideas that emerged from the day, ideas that need more reecons, discussions to connue, interesng
suggesons, etc. Other groups might prefer to do this recap in a collecve way. You can ask all parcipants to throw
in what they idenfy as key ideas from the day.
Before you get started with Module 1, it may be helpful to do a short energizer with your group. Energizers are short
acvies that can be done at various moments throughout the day. The objecve is to keep parcipants awake,
engaged, and energized. As a facilitator, use these acvies when you feel that the energy level of the group is low
and needs a boost.
Here are few examples of energizers. Once again, you will nd several other examples on the Internet or you might
already have in mind various ideas of acvies that are appropriate for your group
2
. Don’t hesitate to adapt!
TIPS FOR THE
FACILITATOR
To ensure buy-in and smooth
funconing of your group, ask
parcipants to contribute to these
rules by adding their own. This
should increase respect for these
rules. You should pay special
aenon to ensure the training is
culturally adapted to all parcipants.
i
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The Getting it Right Tool | TRAINING MANUAL
The facilitator divides the group into small teams (four or ve people). Then the facilitator calls out, “Bring me…,”
naming an item that is in the room. For example: Bring me a blue shoe or bring me a poster, etc. The teams will
race to bring what was requested. This can be done several mes with various objects.
With the group in a circle, the facilitator starts by throwing the ball to any parcipant and at the same me says
a word that instantly comes to mind. The person who receives the ball has to reply with a word that is related to
the previous word and then sends the ball to someone else. For example: If the rst person says, “banana,” the
next one could say “fruit,” then the other one “tree,” etc. If someone keeps the ball for more than three seconds,
this person is eliminated.
In a circle, the facilitator will start with a rhythm (e.g., snapping ngers), then he or she will pass the rhythm
to their neighbor by clapping in his or her hands. The rhythm is then passed around the circle. Once the group
completes a rhythm cycle, try to insert more rhythms so that several rhythms are passed around the group at the
same me!
2 More examples can be found on the Internet. These sites are meant to serve as examples to help the facilitator develop acvies. Oxfam and FIDH are not respon-
sible for nor do they endorse the content.
hp://fr.slideshare.net/vickthorr/100-energizers
hp://www.citehr.com/37945-list-energizers-icebraking-games-training.html
hp://www.scu.edu/csl/upload/Energizer-Ideas-2.pdf
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The Getting it Right Tool | TRAINING MANUAL
MODULE 1: ARE YOU GETTING IT RIGHT?
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The Getting it Right Tool | TRAINING MANUAL
ACTIVITY 1
WHAT IS A COMMUNITY-BASED
HRIA?
Read case study # 1 that can be found in Annex 1 of this manual.
Read “Reference sheet #1 Impact assessments: EIAs, SIAs and
HRIAs” that can be found in Annex 3 of this manual.
DESCRIPTION OF THE ACTIVITY
1. The facilitator reads case study #1 to the group. (5 minutes)
2. In a large group discussion, parcipants will try to idenfy the main
characteriscs of an HRIA. To do so, parcipants will analyze the case
study as if they were conducng an HRIA. The facilitator’s role is to
guide the discussions, extract important informaon and write it on
the ipchart sheets. (20 minutes)
3. Aer the exercise, the facilitator divides the group into two. One
group looks at case study #1 from the perspecve of conducng
a company-led HRIA, while the other group approaches it from
a community-led HRIA. Without knowing either of the two
methodologies, the goal is for each group to separately reect on
the two processes and idenfy the main dierences and challenges.
(15 minutes)
4. Parcipants then come back to the large group. Each team presents
its ndings. (15 minutes)
5. Conclusion of the acvity: The facilitator highlights the main
advantages and disadvantages of the dierent types of assessment
and presents the main challenges for each approach. (5 minutes)
TIPS FOR THE FACILITATOR
Here are some important ideas that should emerge from the rst part
of the acvity on HRIA:
o HRIAs
Anchored in binding naonal, regional and/or internaonal
legal framework adopted by states
Idenfy duty-bearers and rights holders
Inter-relatedness and indivisibility of human rights: A single
situaon can impact dierent rights
The human rights framework helps looking at the situaon in
a comprehensive way
Should include human rights principles such as: parcipaon,
non-discriminaon, accountability, transparency, and access
to informaon
Should be part of due diligence processes
OBJECTIVES OF
THE ACTIVITY
o Understand the
parcularity of a Human
Rights Impact Assessment
(HRIA);
o Understand the dierences
and similaries between
a community-based HRIA
and a company-led HRIA.
TIME
60 minutes
MATERIAL
NEEDED
3 sheets of ipchart
paper: 1 with “HRIA”
wrien at the top and 1
with “Community-based”
and 1 with “Company-led”
Markers
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The Getting it Right Tool | TRAINING MANUAL
TIPS FOR THE FACILITATOR
- Here are the important elements regarding the dierences
between company-led HRIA and community-based HRIA:
o
Have greater access to informaon about the
investment project;
Have access to more nancial and human resources to
conduct the assessment;
Can have high impact if the company integrates the
ndings into its operaons and processes or in other
projects;
Company-led HRIAs should also enable a meaningful
parcipaon of rights holders, but companies face
dierent constraints and obstacles (me, lack of
knowledge on how to conduct consultaon, lack of
understanding of human rights, cultural knowledge
to involve local communies, and somemes lack of
willingness).
o
Put the community’s concerns at the center of the
process;
Ensure meaningful parcipaon of communies;
Have the potenal to develop the community’s
capacies in terms of human rights and contributes to
community mobilizaon;
Are mainly done ex-post (once the investment project
has started) and nding can somemes come too late
(aer negave impacts have already occurred).
o
Can face cricism around objecvity;
Can have limited access to informaon
(but in dierent areas);
Can lack stakeholders’ involvement (community
can have limited access to government or company
representaves and company might not suciently
involve communies).
To smulate discussions, you can ask the following quesons:
Can HRIAs uncover environmental impacts?
If Social Impact Assessments (SIA) look at human rights,
are HRIAs needed?
Can community-led HRIAs be objecve?
Can company-led HRIAs ensure meaningful
parcipaon?
Could community-led HRIAs inform company-led HRIAs?
NOTE TO THE
FACILITATOR
Some parcipants might ask
quesons about the dierences
between Social Impact
Assessment, Environmental
Impact Assessment and HRIA.
Although this training is not
meant to cover these other
types of assessment, you will
nd a reference sheet in annex
to the manual presenng some
broad characteriscs about the
3 types.
Addional readings are also
suggested to help you provide
more background informaon
to parcipants.
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The Getting it Right Tool | TRAINING MANUAL
TO LEARN MORE ABOUT THE TOPIC
o Oxfam America: hp://policy-pracce.oxfamamerica.org/work/private-sector-
engagement/community-based-human-rights-impact-assessment-iniave
o FIDH: hp://www.dh.org/en/globalisaon-human-rights/business-and-human-
rights/7502-community-based-human-rights-impact-assessments
o Business and Human Rights Resource Centre: hp://business-humanrights.org/
en/documents/human-rights-impact-and-compliance-assessments
o London School of Economics and Polical Science (LSE): hp://blogs.lse.ac.uk/
businesshumanrights/
o Nordic Trust Fund, Human Rights Impact Assessments: A review of the
literature dierences with other forms of assessments and relevance
for development, hp://siteresources.worldbank.org/PROJECTS/
Resources/40940-1331068268558/HRIA_Web.pdf
o Danish Instute for human rights: hps://hrca2.humanrightsbusiness.org
o Internaonal Associaon for Impact Assessment (IAIA), VIDEO: IAIA’s Social
Impact Assessment (SIA) Secon answers the queson, “What is Social Impact
Assessment?”: hp://www.iaia.org/publicaons-resources/iaia-member-videos.
aspx
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The Getting it Right Tool | TRAINING MANUAL
ACTIVITY 2
ABOUT GETTING IT RIGHT
DESCRIPTION OF THE ACTIVITY
1. The facilitator presents the tool by navigang
through its six phases. (15 minutes)
2. Then the facilitator divides the group into three or four (de-
pending on the number of computers available; there should
be about 5-6 people per team) and provides one case study
for the rst two teams and another case study for the other
two teams. The parcipants will represent the assessment
team and will role-play the case. (5 minutes)
3. Each group decides on a name to idenfy themselves. Then
they quickly go through the various phases and steps to be-
come more familiar with the tool. Aside from what is provid-
ed in the synopsis, the team can invent the rest of the case
study and drive the case as they want. They should navigate
the tool as if they were the team conducng the HRIA. For
this acvity, the objecve is not to go in depth in each of the
steps or to answer all the quesons, but to experiment with
the tool and become familiar with its various funcons.
(15 minutes)
4. Returning to the large group, parcipants provide feedback
on their use of the tool, e.g., if they experienced dicules
or if they have comments or quesons. (10 minutes)
OBJECTIVES OF
THE ACTIVITY
o Get to know Geng it Right
through a guided tour of its six
phases.
o Have a beer idea about the
process and its duraon.
TIME
45 minutes
MATERIAL NEEDED
Projector that is connected
to a computer with Internet
connecon to navigate the
tool in front of
the group.
Three or four laptops with
Internet connecons displayed
in the room to enable teamwork
If your me is limited, you can also decide to present
the main phases and steps to the large group and menon
to parcipants that they will have the opportunity to
navigate the tool in the next acvies.
THIS ACTIVITY
Navigate the tool to ensure you have a good understanding
of the process, the dierent phases, and their content. You
should also be familiar with all the features (allow 30-45
minutes for this).
Read case studies #2, #3, and #4 in advance. Decide which
case study the teams will use. The teams will be working
on this case for the enre training. Note that you can also
develop your own case or give parcipants the liberty to work
on a real case if they have one in mind.
Read the summary of presented in Annex 2.
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The Getting it Right Tool | TRAINING MANUAL
i
TIPS FOR THE FACILITATOR
• When presenng the tool—since you don’t have me to go through the 26 steps—it is very important
to focus on the main phases and briey explain what is included in each of them. To help you with this,
you will nd a summary of the tool in Annex 2. This summary is an excerpt from the tool.
• Don’t forget to present the main features, such as: the virtual library, the various tabs (Denions,
Experiences, Tips, Learn More, Worth Browsing, and Models), the selecon of rights and
quesons, the notes, etc.
• To aid the facilitaon, you can use case study # 1 to illustrate how a team would do this.
• When the teams are tesng the navigaon themselves, go around and help them experiment with
the dierent features, such as: the notes, the virtual library, the “previous step/next” buon, the
dierent tabs, etc.
i
TIPS FOR THE BACKBONE ORGANIZATIONS
Navigang for the rst me might be intense, as there are a lot of steps and a huge
amount of informaon. Local organizaons or community members might not have strong computer
skills, resulng in a lack of automasms that computer literates have (e.g., navigang, using the
“previous” and “next pages” buons). When iniang an HRIA with a team, it might be a good idea
to plan a face-to-face meeng to go through the tool together for the rst me. This would give
parcipants the opportunity to ask quesons, understand how the tool funcons, and make sure
everyone is on the same page. In this rst session, it could be useful to go through the rst phase and ask
them a specic queson (e.g., which type of experse might they need during the research. The answer
would be in a pop-up in Step 2).
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The Getting it Right Tool | TRAINING MANUAL
ACTIVITY 3
KEYS FOR A SUCCESSFUL CASE
The themes presented are only suggesons. Depending
on the context in which the study takes place, there might
be dierent elements (facilitang or challenges) than those
menoned in this list. This list needs to be adapted based on
the context in which the team is evolving. Other examples of
themes include: informaon technology, presence of armed
groups, government relaons, freedom of circulaon, etc.
OBJECTIVES OF
THE ACTIVITY
o Provide examples of situaons
that are more challenging and
others that are considered keys to
success;
o Idenfy what is missing in the
most dicult cases;
o Explore ways to overcome these
risks and challenges; and
o Reect on ways to protect the
team.
TIME
60 minutes
MATERIAL NEEDED
Three ipchart sheets: one for
“Challenges,” one for “Facilitang
elements,” and one for
“Strategies”
Blank sheets of paper (four or ve
per team)
Markers
Separate sheets of paper with
one theme wrien on each of
them:
o Community in favor of the
HRIA
o Community divided about
the investment project
o Polical context
o Support from naonal or
internaonal organizaon
o Timing
o Financial resources
o Human resources
o Broad acon plan
o Stakeholder involvement
o Relaonship between the
company and community
o Security
o Data collecon
o Women in decision making
roles
THIS ACTIVITY
Read the content of Step 4, and explore the websites of
the various organizaons working to protect human rights
defenders listed in the tab “worth browsing”
DESCRIPTION OF THE ACTIVITY
1. The facilitator divides parcipants in two (you can use
the same groups as for Acvity 1). Each of the two groups
will have an equal number of themes. Teams will have 10
minutes to discuss and decide if their themes should be
considered facilitang elements, challenges or both. They
will post their answers on the ipchart sheets. In addion
to these papers, the team can idenfy other elements
that they consider facilitang or challenges. They will write
these new ideas on sheets of paper and post them on the
ipcharts. (20 minutes)
2. Parcipants will come back to the large group to present
their answers and explain why they decided to put them in
the chosen category. (20 minutes)
3. In large group, the facilitator will lead a discussion on
the risks associated with the realizaon of an HRIA. To
encourage discussions and idenfy addional challenges,
you can ask the following quesons:
o What kind of risks can a team face?
o What should a team that is documenng allegaons of
human rights violaons be cauous about?
o What internal challenges can arise during such a lengthy
process?
For every risk or challenge menoned, parcipants will idenfy a
strategy. (20 minutes)
LINK TO THE TOOL
Phase A—Step 4
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The Getting it Right Tool | TRAINING MANUAL
i
TIPS FOR THE FACILITATOR
Here are some important ideas that should emerge from the acvity. Note that several themes
could be both in facilitang elements and challenges, depending on how the team explains them:
FACILITATING ELEMENTS
This is a prerequisite. Considering that this is a
community-based HRIA, there should be no HRIA conducted if the community (or a signicant part
of it) is not in favor of this process. To make sure the study adequately captures the community’s
concerns, it will require their parcipaon throughout the process. A community-based HRIA should
be done in the community’s interest.
HRIAs are anchored in human rights principles that include
equality and non-discriminaon. To ensure that women’s concerns are signicantly taken into
consideraon, it is important to include within the core team women who will be acvely involved
in the decision-making process.
The context in which the study takes place can have a signicant impact on
outcomes. Favorable social and polical context could lead to concrete changes, reparaon, or
prevenon of human rights impact.
Conducng an HRIA requires signicant involvement of team
members. It is important that sucient nancial and human resources are dedicated to the process
to make sure all steps can be completed and that the team receives adequate remuneraon for its
work.
To increase the chances of success of an HRIA, it is important that all
stakeholders be part of the process. In cases where a stakeholder refuses to parcipate to the
process, the team should document all aempts made to reach out to them.
To increase chances of success, it is strategic to carefully think about the ming of the
HRIA. Is there an idened opportunies for change (e.g., internaonal company is under higher
scruny)? Is there any strategic moment to share the report (e.g., the host country’s human rights
situaon will be reviewed by the United Naons Universal Periodic Review, the company plans to
expend its operaon to another site, etc.)?
Receiving support from an external
organizaon can help in various ways. It can increase security of the team, support in the data
collecon process. In some cases, it can also increase access to stakeholders and other organizaons
working on the same issue.
To make sure the process is useful, the HRIA should be part of a broader acon
plan. There might be idened redress mechanisms that could be used (e.g., the home State of the
company is a member of the OECD).
CHALLENGES
Because communies are not homogenous,
there is potenal for internal conict within the community. Some members might fear that the
investment project might stop, thus causing the loss of employment opportunies. Others could fear
the impact of the research on their security. Division can also result from an inadequate consultaon
process led by the company. This is not unusual, but parcipants should be aware that the fact that
24
The Getting it Right Tool | TRAINING MANUAL
an organizaon documents potenal or allegaons of human rights violaons in such a context could
increase division within the communies. In other contexts, it could also smooth things out.
Depending on the context, the relaonship
with the company can intensify as the assessment progresses. If there was a pre-exisng conict,
the documentaon of allegaons of human rights violaons can deteriorate the situaon or, on
the contrary, contribute to generang a dialogue. Recording interacons with the company can be
strategic in some cases. However, in other cases, it can make the interviewee uncomfortable and less
likely to speak. The decision to record is best made on a case-by-case basis and should be discussed
with the interviewee beforehand (you might also consider having a third party interview the
companies to create some added neutrality).
Every team has weaknesses, but it is
important to idenfy backbone organizaons or other community-based organizaons that can ll
those gaps and help the team strengthen and develop their capacies. If these weaknesses are not
fullled, the success of the HRIA can be put at risk. Lack of support from backbone organizaons can
jeopardize the compleon of the case study. In cases where the assessment team has signicant
weaknesses and limited capacies, it is crucial that the backbone organizaon provides a strong and
ongoing accompaniment.
Conducng an HRIA generally takes longer than inially planned and requires greater
involvement for the team than expected.
the HRIA process is lengthy and can be stressful. Divergence of opinions
regarding objecves, strategies, or other important maers can create tensions. It is important
to make sure that roles and responsibilies are clear and the team operates with transparency.
Connuous communicaon is crucial. If the situaon deteriorates, it might be strategic to idenfy
people who can help resolve the issues (for instance the director of the community-based
organizaon or a local respected leader).
There might be cases where there is no idenable opportunity for sucient data
collecon. In such a situaon, it might be strategic to collaborate with other organizaons that might
be able to support the data collecon. However, if the team realizes that all their strategies are not
showing any results, it might not be possible to do the HRIA.
The HRIA might not be the most eecve means to protect human right
of those aected, or it might not have a specic value added due to the fact that there are already
human rights reports published on the investment project. This needs to be taken into account before
starng the HRIA process.
Security is a major issue in many countries. Assessment
teams can face similar risks to human rights defenders. Some naonal civil society organizaons
involved in the HRIA process can be composed of human rights defenders already in danger. It is
important to understand the security issues parcipants may face beforehand. Acquiring knowledge
25
The Getting it Right Tool | TRAINING MANUAL
of the parcipants’ local context will help you understand potenal risks. For parcipants working in
contexts where security is a major issue, it is important to focus on developing strategies to protect the
team, organizaons and the communies. Several strategies can be explored:
o Maintain a constant communicaon with the assessment team.
o Develop a comprehensive security plan and make sure to share it with all the team members.
o Community-based organizaon is supported by naonal, regional, or internaonal organizaons;
o To be accompanied by external actors, such as Peace Brigades Internaonal (PBI);
o Let friendly embassies (and the host country embassy if possible/relevant) know about the process and
planned eld visits;
o Get in touch with organizaons working for the protecon of human rights defenders (see resources
below); and
o Consider the need to ensure secured email and phone communicaons(see link to FIDH publicaon/
short manual on securing communicaons: hps://www.dh.org/Internaonal-Federaon-for-Human-
Rights/human-rights-defenders/16290-dh-computer-security-good-pracce-guide..
o
TIPS FOR BACKBONE ORGANIZATIONS
What will make a good case will highly depend on the case study itself (the investment project and its
context). But it will also depend on the capacies, skills, organizaon, and management of the assessment
team. At this stage, it is very important that the backbone organizaon idenes these potenal
challenges to plan and adapt its support to the needs of the team in order to increase the potenal for
success of the research and use these challenges to build the capacies of the team and communies
throughout the research. For example, the assessment team might need external legal or environmental
experse. They might need to be supported throughout the process by someone with strong human
rights knowledge. These roles can either be lled directly by the backbone organizaon or backbone
organizaon can help idenfying other partners to support.
Backbone organizaons can help protect the team. If security is an issue, backbone organizaons should
support the team and ensure a plan is developed to address these issues. The backbone organizaon
can accompany the assessment team to their rst meeng with the company and/or government.
Disseminang informaon that the local team is being supported by naonal or internaonal organizaons
can be strategic because it reveals that there is an external organizaon protecng the team. It is important
to maintain constant contact with the assessment team and monitor the situaon on a regular basis.
TO READ MORE
Front Line Defenders, in collaboraon with the Taccal Technology Collecve, Security in a box: www.
frontlinedefenders.org/digital-security#sthash.lNYqjhS6.dpuf
Front Line Defenders, 24 hours emergency hotline: www.frontlinedefenders.org/emergency#sthash.
g5y98C9p.dpuf
Observatory for the Protecon of Human rights defenders (joint program between FIDH and the World
Organizaon Against Torture): hp://www.dh.org/en/human-rights-defenders/
i
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The Getting it Right Tool | TRAINING MANUAL
MODULE 2: GETTING STARTED
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The Getting it Right Tool | TRAINING MANUAL
ACTIVITY 4
HOW TO BUILD A TEAM
OBJECTIVES OF
THE ACTIVITY
o Understand the importance
of seng up a strong team
composed of people with
complementary skills and
experse;
o Gain a beer idea of the
challenges associated with
creang an assessment team
and with the management,
organizaon and governance of
the team;
o Understand the dicules that
can emerge if this step is not
completed adequately.
TIME
45 minutes
MATERIAL NEEDED
Three or four computers
THIS ACTIVITY
Read Step 2 of the tool, including the Experiences, Learn
More, Denions, and Tips tabs at the boom of the page.
Read “Who should be part of a community-based HRIA
assessment team” on page 6 of the Report from an
internaonal meeng, Canada, 2010, by Oxfam America and
Rights & Democracy, in collaboraon with FIDH.
DESCRIPTION OF THE ACTIVITY
1. With the same teams as Acvity #2, further develop
your “dream team” and all the experse included.
Teams should navigate Step 2 to help them with this ac-
vity. Facilitator can also display the step on the screen
if the teams do not have a computer to work with.
Note that everything can be cous. Parcipants can
give themselves new names, tles, and experse. Make
a list of external experse that is needed. Each team
should clearly determine the role and responsibilies
of each member: How will they divide tasks and coor-
dinate them? Which coordinaon mechanisms they
would put in place? (25 minutes)
2. Parcipants return to the large group and the facilita-
tor makes a list of all experse menoned. The group
and the facilitator reect on addional experse that
could be needed as well as discussing the roles and
responsibilies presented by the teams. The teams will
also discuss about the challenges encountered in the
decision process.
(20 minutes)
LINK TO THE TOOL
Phase A—Step 2
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The Getting it Right Tool | TRAINING MANUAL
TIPS FOR BACKBONE ORGANIZATIONS
Seng up a team is a crucial step in the HRIA process. Having the right people on board can be a key to
success, while lacking the adequate human resources can have important consequences (or a poor team
dynamic can be equally detrimental to the process). Community-based organizaons should be leading
the process of seng up their team since they know the community, the case, the local context, and they
will be working as a group for the duraon of the HRIA.
However, backbone organizaons can also provide support by contribung missing experse, and advising
the team to ensure all necessary experse is represented. It is also important to reect as a backbone
organizaon what your role will be during the process as well as aer the compleon of the HRIA. Make
sure that the community-based organizaon is supporve (you might also need to revisit this throughout
the HRIA process). If the backbone organizaon for any reason cannot be involved beyond the HRIA project,
this needs to be clearly stated in order not to raise unrealisc expectaons and to enable the community-
based organizaon to develop realisc follow-up plans.
EXAMPLES OF RESOURCES
• Rered engineers
• Ally organizaons
• Probono and/or human rights law clinics (NGOs or law rms providing pro bono work)
• Academic instuons that can support with data collecon and analysis
• Human rights experts (there are also experts for parcular human rights who could be helpful)
• Labor unions
• Religious instuons with close es to the community (i.e., for support with data collecon)
• Doctors
• Graduate students, other volunteers/fellows
i
TIPS FOR THE FACILITATOR
Here are some important ideas to keep in mind during the discussions:
• One challenge oen underesmated is related to the governance of the team (roles, responsibility,
accountability, etc.) and the budget management. The dierent teams should explore this queson and
make sure they have the relevant experse within their team to deal with these aspects.
• Teams should be gender balanced, not only in terms of number of women and men, but also in terms of
responsibilies and leadership;
• It is very important to understand the ethnic dynamics and to report its diversity within the team;
• Someone (or a team/focal point) from the aected community or at least highly involved in the
community should be part of the core team;
• Experse that is not present within the core team should be sought externally (keep in mind what the
budget implicaons might be).
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The Getting it Right Tool | TRAINING MANUAL
ACTIVITY 5
BACKBONE ORGANIZATIONS,
COMMUNITY-BASED
ORGANIZATIONS &
COMMUNITIES:
WHO’S DOING WHAT
OBJECTIVES
OF THE ACTIVITY
o Understand the importance to
clarify roles and responsibilies
of community-based
organizaons and backbone
organizaons (and local
communies if the leading
organizaon is not from the
community);
o Explore the dierent kinds
of relaonships that can
exist between backbone
organizaons, community-
based organizaons and
communies;
o Idenfy the challenges
associated to the division of
responsibilies.
TIME
45 minutes
MATERIAL NEEDED
Flipchart sheets with one
thermometer represenng each
theme: (1) governance of the
team and budget management,
(2) seng the objecves, (3)
accessing stakeholders, (4)
engagement with communies,
(5) methodological and
technical support, (6) draing
of report and revision process,
(7) branding of report, and (8)
advocacy work + follow-up.
Color markers: red, green and
blue (or any three colors)
DESCRIPTION OF THE ACTIVITY
1. Going back in their teams, parcipants develop their
posions regarding the roles and responsibilies for each
actor. The main elements to discuss are the following:
o Governance of the team
o Budget management
o Seng the objecves of the HRIA
o Accessing stakeholders
o Engagement with communies
o Methodological and technical support
o Draing of report and revision process
o Branding of report
o Advocacy work + follow-up
The team will color in red the percentage of involvement of
community-based organizaons, in green the percentage
of involvement of backbone organizaons, and in blue the
percentage of community involvement. As an indicaon:
50 percent= shared responsibility
60 percent= the lead is taken but with a strong support
from the other organizaon (specify which type of
support)
80 percent= the case is mainly lead by one organizaon
with limited support. (20 minutes)
2. At the end of the allocated me, the teams come back to
the group. Each team presents their posion statements.
They explain the dicules they encountered and possible
unresolved issues. Other teams will have the chance to ask
quesons or claricaons. (15 minutes)
3. Facilitator returns to the main issues encountered and
highlight other elements that might have not been
menoned by the teams. Examples from previous case
studies can be provided to present dierent models.
(10 minutes)
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The Getting it Right Tool | TRAINING MANUAL
i
Here are some important ideas that should emerge from the acvity:
There is no one-size-ts-all in terms of distribuon of roles and responsibilies. But here are some
things to consider:
Backbone organizaons can support by providing ps and advices on the
governance of the team (oen the teams are made of people who have never worked together
and lack some coordinaon mechanisms). Backbone organizaons can help seng coordinaon
mechanisms, including administrave and management issues. It is, however, important to provide
advices and make sure community-based organizaons maintain the lead on their decisions.
Backbone organizaons can help seng up nancial procedures (accounng,
ledger, budget forecast, etc.).
While objecves are usually set by the community-based organizaon, it is
important that the backbone organizaons agree on these objecves and are willing to support them.
Furthermore, the objecves should be clear and if revisions are needed during the assessment, this
should be discussed openly between the community-based organizaon and backbone organizaon.
Backbone organizaons can play an important role in reaching out to
dierent stakeholders. The presence of an external organizaon has proven to be useful to help
access various stakeholders such as company or state representaves. Also, if the situaon is already
tense between stakeholders, the presence of an external partner can provide some protecon.
However, it can be strategic to ensure community-based organizaons strengthen their relaonship
with the various stakeholders as this could help in their follow-up work.
Building trust with communies is crucial to the success of and
the follow-up of the HRIA. Because of their relaonship with communies, community-based
organizaons should be highly involved in this aspect. This will help build trust with community
members.
This includes support in data collecon and analysis,
research on the legal framework, the companies involved, and human rights analysis. These
acvies are important, but complex. The credibility of the research mostly lies on the rigor of its
research. Depending on the experse of the team, support on specic aspects is needed. Backbone
organizaons can provide methodological support to strengthen the rigor and the quality of the
research. Also, documents are mainly wrien only in English. This might be an issue for some
community-based organizaons. They might need support from backbone organizaon or other
resource.
This is a very tedious step, but one that can completely
change the results of the whole HRIA. The way facts are presented, the informaon included, and
the quality of the report—all these aspects will have repercussions on the outcomes of the HRIA.
Having various people (and organizaons) involved can increase the quality of the report. But it can
also create a longer process and cause conicng ideas or alter or dilute the tone of the report (the
way informaon is presented might make more sense in the cultural context). These should all be
considered when deciding who will contribute to this step. For more informaon on this important
step, see Acvity #12 of the manual.
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The Getting it Right Tool | TRAINING MANUAL
There are some advantages and disadvantages to do co-branding. If a
backbone organizaon agrees to co-brand the report, it can provide more visibility. But it is important
to consider the organizaon’s exibility and posion regarding the content. Will the community-based
organizaon have to dilute their conclusions to make sure the backbone organizaon’s management
approves it? In other cases, if the community-based organizaon is known to be very crical of the
company or the investment project, it could be helpful to have an internaonal organizaon
co-signing its name on the report, which could provide greater credibility. However, in other contexts
it could be perceived as produced or supported by a “foreign agent” (as some internaonal and local
organizaons can be referred to in repressive contexts). An alternave can be that the community-
based organizaon is the main author of the report and the backbone organizaon is menoned as
contributor or support so that the name appears. This can provide visibility, but the community-based
organizaon maintains its ownership.
If the objecve of the assessment is to do advocacy at the internaonal
level, or submit the case to an internaonal human rights monitoring and protecon mechanism,
it might be helpful to involve the backbone organizaon in developing this strategy. Addional
resources will be needed for these acvies. This should be discussed and considered when deciding
who is involved. For more informaon on advocacy, see Acvity 13.
TIPS FOR BACKBONE ORGANIZATIONS
An important lesson learned from previous case studies is that an ongoing communicaon between the
backbone and the community-based organizaons is highly important. Teams have noced that reporng
to each other regularly and agreeing on me frames beforehand improved the chances of success of such
a process.
It is important that the report reects the communies’ concerns and that it supports the follow-up
acons planned by the community-based organizaons. If you fear that your organizaon cannot support
the team’s conclusions and that your case would require major adaptaon that undermines the content, it
might be more strategic not to be co-branding the report.
Backbone organizaons can help build bridges between community-based organizaons and naonal
and internaonal organizaons. For example, backbone organizaons can support connecons between
dierent organizaons working on the same company, or with community-based and backbone
organizaons from the home state of the company. Backbone organizaons can also provide advice or
support naonal civil society organizaons in their ligaon iniaves, as well as facilitate access to judicial
and non-judicial recourse mechanisms (e.g., le an OECD complaint, etc.).
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The Getting it Right Tool | TRAINING MANUAL
ACTIVITY 6
OBJECTIVES OF AN HRIA
OBJECTIVES OF
THE ACTIVITY
o Understand what community-
based HRIAs can and cannot
accomplish.
o Understand the challenges
and the importance of seng
objecves agreed upon by all
team members.
TIME
45 minutes
MATERIAL NEEDED
Two ipchart sheets taped on
the wall with one queson
wrien at the top of each sheet:
“What an HRIA can do? “and
“What an HRIA cannot do?”
LINK TO THE TOOL
Phase A—Step 6
TIPS FOR THE FACILITATOR
Here are some important ideas that should emerge from
the acvity:
o What community-based HRIAs can do:
Document posive and negave impacts;
Send recommendaons to stakeholders involved;
Inform a large group (decision makers, civil society,
general public) about the situaon;
Help create equal foong between communies,
companies and authories;
Help establish dialogue with various stakeholders;
Capacity-building process for the HRIA team and
community;
Strengthen community mobilizaon;
Increase human rights awareness within the community;
Support long-term monitoring mechanisms or larger
objecves, such as legislave changes, to prevent abuses
in other projects. ( This should be part of the follow-
up acons and needs to be planned and budgeted for);
and
i
THIS ACTIVITY
o Review the content of Step 6 of the tool
and the Experiences Tab on that page
o Read Danish Instute for Human Rights, About the
HRCA: hps://hrca2.humanrightsbusiness.org/Page-
AboutTheHrca-1.aspx
DESCRIPTION OF THE ACTIVITY
1. With their team, parcipants will idenfy the main
objecve pursued in their case. Aside from this general
objecve, they should also idenfy other outcomes
that could emerge from the conducon of an HRIA and
objecves that could not be pursued. (20 minutes)
2. Coming back into a large group, parcipants will present
their objecves and explain what they think the HRIA
could achieve. The facilitator writes down the relevant
ideas on the ipchart sheets and facilitates a discussion
about “what an HRIA can do” and “what an HRIA cannot
do.” (20 minutes)
3. The facilitator provides a recap at the end of the acvity.
(5 minutes)
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The Getting it Right Tool | TRAINING MANUAL
Examples of outcomes from previous case studies throughout the process and as a result of the research:
o –the Centro de Estudios Legales y Sociales (CELS) and the Asociación Civil por la Igualdad y la
Juscia ACIJ, along with other human rights and environmental organizaons, led an amicus curiae brief
in an investment arbitraon concerning access to water and sanitaon in Buenos Aires, Argenna.
hp://publicaons.gc.ca/collecons/collecon_2007/dd-rd/E84-21-2007E.pdf
o Bolivia–CEADESC (El Centro de Estudios Aplicados a los Derechos Economicos, Sociales y Culturales), and
a Guarani indigenous community in Muyupampa used to assess the human rights impacts
of gas exploraon acvies. This emblemac undertaking between the Bolivian government and the
French company, Total Fina Elf, is among the rst foreign investment schemes in Bolivia’s hydrocarbon
sector in ve years. In 2012 and as a result of the HRIA, Total Fina Elf contracted a third party, ECONAT, to
conduct environmental impact assessments of their Bolivia operaons to generate recommendaons for
improvements. Total Fina Elf is in ongoing conversaons with Oxfam Bolivia sta about how to integrate the
tool into core business pracce. hp://www.ceadesc.org/wp-content/uploads/2011/08/
Total_EP_-EIDH.pdf
o The process fostered community mobilizaon (the community created its own website and acvely
engaged in negoaons with the authories and the involved companies. The process also facilitated
the ongoing reselement process for one of the two aected communies. The community itself led the
reselement process and obtained internaonal support, including from United Naons Special Procedures.
Report can be found: hp://www.dh.org/arcle7502
o The HRIA led by the Carter Center on Chemaf & Ruashi mining helped
the communies to get organized and peon both the company and the state using the human rights
discourse to claim their rights against forced evicons and environmental polluon. As a result, some
compensaon has been granted by Chemaf to aected persons, and Ruashi mining set up a complaint
mechanism for local communies to address grievances to the company in case of negave impacts. On the
other side, the central government set up an environmental commission in charge of invesgang alleged
polluon of surrounding water and soil. Finally, some of the recommendaons of the report to beer
protect local communies (regarding consultaon and reselement procedures) have eventually been
included in the revision of the mining code. hp://www.congomines.org/wp-content/uploads/2012/11/
TCC-Etude-dimpact-Chemaf-Ruashi-2012-FR.pdf
o Following the publicaon of the HRIA report, the UN Comiee on Economic, Social and Cultural
Rights (CESCR) reiterated its concerns regarding the failure to undertake adequate consultaon of indigenous
peoples to obtain their free, prior, and informed consent vis à vis natural resources development projects
aecng them; and the Oce of the Auditor General of Ecuador published an audit report reiterang some
of the conclusions of the report published by FIDH and its member and partner organizaons looking at the
social-environmental impacts of the rst large scale mining project in the Ecuadorian Amazon. hp://www.
dh.org/arcle7502
Seek a way to address impacts and obtain reparaons (Note: this should be part of the follow-up
acons and it needs to be planned and budgeted for).
o What-community based HRIAs cannot do:
Change the situaon from one day to the next. The queson of ming is highly important: HRIAs
require a lot of me and somemes the results may come too late to take acon (irrevocable
damages might have already occurred).
The report in itself will not change things: follow-up acons are necessary to ensure that
concrete changes happen.
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The Getting it Right Tool | TRAINING MANUAL
o The evidence collected through the HRIA process led by CEPEMA-Lulay has contributed to the
formulaon of public policies with a specic focus on human rights and gender. Specic items related to
the right to health, sexual and reproducve rights, and the environment were integrated into the 2013-
2017 Regional Plan for gender equality in Junin, Peru. Important capacity building has been done with local
communies using theater and other creave tools. hp://publicaons.gc.ca/collecons/collecon_2007/
dd-rd/E84-21-2007E.pdf
o The research supported the ling of a complaint by the indigenous Subanon to the United
Naons Commiee on the Eliminaon of Racial Discriminaon (UNCERD). An indigenous leader from the
community presented the case at the UNCERD meeng in Geneva. Several communies received trainings
on indigenous rights and basic human rights, alongside paralegal trainings that instruct community leaders
how to document human rights violaons and prepare adavits. hp://publicaons.gc.ca/collecons/
collecon_2007/dd-rd/E84-21-2007E.pdf
o The process opened up addional dialogue between the Farm Labor Organizing Commiee
(FLOC), a community-based organizaon, and Reynolds, the tobacco company. FLOC President Velasquez
and top Reynolds execuves met to establish a landmark grievance mechanism for workers in their supply
chain. The report can be found: hp://www.oxfamamerica.org/explore/research-publicaons/a-state-of-
fear-human-rights-abuses-in-north-carolinas-tobacco-industry/
i
TIPS FOR BACKBONE ORGANIZATIONS
Seng the objecves is oen a challenging step. It is important to clarify up front the objecves of
the HRIA with the community-based organizaon and the communies. The experience has proven
that communies oen have very high expectaons, which might discourage the research team
during the process. It is important to make sure they are realisc (refer to what HRIAs can do). If
the community aims to close down the private investment operaon, this might not be the outcome
of the HRIA process. Backbone organizaons should make sure they understand the objecves of
the team and that they are on the same page.
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The Getting it Right Tool | TRAINING MANUAL
ACTIVITY 7
HOW TO DEVELOP A BUDGET
If the parcipants are planning an
HRIA, you might want to allocate more me for this acvity.
OBJECTIVES OF
THE ACTIVITY
o Review things to include in the
budget and important elements
to remember.
TIME
30 minutes
MATERIAL NEEDED
Flipchart sheets
Markers
THIS ACTIVITY
Content of Step 8 including the Tips and Models tabs
DESCRIPTION OF THE ACTIVITY
1. Within their teams, parcipants develop a budget for their
project. This includes, human resources (me to invest
over the year), nancial and material resources. It might
be dicult to put in numbers, as this varies depending on
the context. However, the group should list all items that
need to be included in the budget. The list takes into
consideraon the various phases (from the creaon of
the team to the disseminaon of the report and follow-up
acvies). It is suggested to use a calendar when developing
the budget (e.g., when more nancial resources and more
human resources should be invested in this period).
(20 minutes)
2. Going back to the larger group, each team presents its
budget to the group. The facilitator writes down the main
categories idened and lists the missing categories.
Based on the content of the reference sheet, the facilitator
provides some ps about important expenses to remember.
(10 minutes)
LINK TO THE TOOL
Phase A—Step 8
36
The Getting it Right Tool | TRAINING MANUAL
TIPS FOR THE FACILITATOR
o Teams oen underesmate the me and eort needed to conduct an HRIA and this can undermine
their movaon. When developing the budget, it is very important to make sure that parcipants
understand this process lasts at least one year and the me invested by the team will be greater than
expected. Adequate salaries for the team should be included in the budget.
o The coordinator has an important role to play and invests a lot of me in the process. Several teams
have chosen to dedicate a full-me person to this posion.
o When thinking about human resources, it is important to consider the various experts that are needed:
engineers, water experts, etc. To decrease costs, some groups have decided to turn to university centers
to seek experse.
o Equipment needed should be well ancipated: camera, printer, laptop, recorder, Internet access, etc.
o Consultaon process: To complete interviews with various stakeholders—since you won’t be able to do
everything at once—you may need to plan several internal ights (or other transportaon) to go back
and forth to the capital and communies. Consistent travel is a high expense. If interpretaon is needed,
this should be captured in the budget.
o Consultaon with communies takes me. To ensure this is carried out with full community
parcipaon, adequate me, and resources dedicated to capacity building need to be built into the
budget meline.
o Research on legal frameworks and the company or some technical issues may require external experse.
o Preparaon of the report is a dicult and me-consuming step that requires high investment from the
team.
o Translang the report ensures both local communies and the broader public have access to the
content. However, translaon costs are high and need to be captured in the budget.
o Costs will vary depending on the type of publicaon chosen (printed report or electronic version, length
of the report, etc.).
o The validaon process within the team or with other stakeholders can require a lot of me.
o Follow-up acvies are crucial to making sure the report can be eecve in prevenng and remediang
human rights impacts. This must be taken into consideraon when developing the budget: Assessment
teams should allocate some budget to follow-up acvies. Concrete plans will be elaborated based on
the results of the HRIA process, but it is important to make sure that some funds will be available to
implement the various acons idened based on the ndings.
i
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The Getting it Right Tool | TRAINING MANUAL
i
TIPS FOR BACKBONE ORGANIZATIONS
Developing the budget is a very important step. To increase chances of success, everything must be
planned in advance.
In the past, teams have oen underesmated the me invested by the assessment team. This
can result in over-commied sta with mulple priories and a potenally ght budget. As an
accompanying organizaon, make sure that enough me is budgeted at the beginning of the project.
Perhaps you have to negoate with the community-based organizaon’s leadership to secure sta me
for the project. It might be useful to develop a planning with clear objecves. For example, aer the
third month, the aim is to have reached a specic stage.
Travel is needed to support the team at specic moments of the process. This should be discussed
when developing the budget: Will these costs be covered by the HRIA budget or can your organizaon
cover these fees?
It is important that community-based organizaons ancipate when the funds are needed to ensure
they have enough cash ow so that the process is not delayed (i.e., data collecon or the producon
of the report require more funds than the preparaon of the research). Backbone organizaons can
provide advice to the community-based organizaons on this.
If you are based in another country than the team, there may be resources in your country that could
be useful in supporng the team (experts, university centers, other organizaons working on same
company, etc.). If possible, you can also idenfy resources in the home country of the company.
38
The Getting it Right Tool | TRAINING MANUAL
ACTIVITY 8
STAKEHOLDER OUTREACH
OBJECTIVES
OF THE ACTIVITY
Understand how and when
to approach:
o The community (involving
communies through focal
points)
o The company
o The government
o Other relevant stakeholders
(i.e., other civil society groups,
growers, trade unions,
investors, etc.)
TIME
30 minutes
MATERIAL NEEDED
Flipchart sheets for
each team and markers
LINK TO THE TOOL
Phase A—Step 9
DESCRIPTION OF THE ACTIVITY
1. For this acvity, the dierent teams will explore how
to approach each stakeholder. Team members should
come to an agreement on the following quesons:
• How will they approach each stakeholder?
• What level of engagement is expected from each
stakeholder?
• What are the main challenges that could be met?
(15 minutes)
2. Returning to the large group, each team presents its
posion. The facilitator guides the discussion and asks
parcipants to explain the main challenges they could
face and how they would overcome these dicules. Using
informaon from Step 9 of
the facilitator reviews some of these important elements
and discusses the example from the Peruvian team
menoned in the Experiences tab. (15 minutes)
TIPS FOR THE FACILITATOR
Before reaching out to the community and stakeholders,
the team must agree on each actor’s role and involvement.
This includes details about the consultaon process
(frequency and type of meengs) and their job regarding
the dra report. Decide on these quesons before the rst
meeng with them. Of course, things can change
throughout the process, but it is important to have a
common inial posion. Parcipants should reect on the
following quesons:
o What if no internaonal organizaon is involved?
o What if there is already a strong confrontaon
with the company
i
THIS ACTIVITY
Carefully read the content of Step 9, including the Tips
and Experiences tabs.
Acvies #8 and #11 are complementary. In Acvity #11,
parcipants will have the opportunity to do some role-play to
explore the challenges faced when meeng with the various
stakeholders.
39
The Getting it Right Tool | TRAINING MANUAL
LINK TO THE TOOL
Phase A—Step 9
EXCERPT FROM GETTING IT RIGHT
Some quesons you may consider are:
• How will the company’s comments be integrated into the report?
• Will the company have the opportunity to revise the nal version?
• Will the company provide and/or would you like the company to provide human and nancial
resources
to the study?
i
TIPS FOR BACKBONE ORGANIZATIONS
As external actors, backbone organizaons can play a signicant role in reaching out to dierent
stakeholders. Your presence could facilitate the acceptance by other stakeholders to meet and possibly
provide protecon to the team. It could also raise the prole of the assessment. However, in other cases,
the presence of an internaonal organizaon could inhibit some stakeholders who might be reluctant to
see internaonal actors geng involved in the case. In some situaons it might make sense to engage with
a third party to do the outreach with certain stakeholders. It is important to discuss this openly with the
community-based organizaon, as they understand the local dynamic and the impact of your presence at
these meengs.
Beware of the context and your audience. There are mes where a human rights framework could be
perceived as threatening. You might have to adapt your approach in order not to jeopardize the security of
the team.
How to proceed with the consultaon phase diers from one group to the other. Your partner organizaon
might need addional support in developing a complete consultaon process that will enable to gather
enough data. That could include support for designing a data collecon plan (whom to interview for which
informaon) and for the methodology (how to do it).
40
The Getting it Right Tool | TRAINING MANUAL
MODULE 3:
DATA COLLECTION, ANALYSIS, AND RELEASE
41
The Getting it Right Tool | TRAINING MANUAL
DESCRIPTION OF THE ACTIVITY
1. The facilitator will begin by discussing the importance of
idenfying all of the stakeholders aected by the invest-
ment project (see ps for the facilitator).
2. Place the Power Map Flipchart in front of the parcipants
and choose a target (company) to place in the center. If
parcipants already have an investment project in mind,
you can use it. If not, you can use one of the case studies
in the annex.
a. Selecng the right target is key. If parcipants aren’t
sure whom to place in the center, use the following
guiding quesons/criteria:
What is the problem or situaon we are trying to
change?
Which actor or actors are or might be causing the
problem?
Which actor or actors are in a posion to make and
execute decisions that could change the situaon?
Which actor is the “ulmate” decision maker?
Throughout the power-mapping exercise and
throughout the HRIA, parcipants’ opinions about
the right answer to these quesons may evolve.
Emphasize that the Power Map is not stac,
that it can and should evolve as we obtain more
informaon. Also suggest that there is no limit to
how many Power Maps we can draw. For every
powerful stakeholder that is idened, a separate
Power Map can be elaborated.
ACTIVITY
Read Reference sheet # 2;
Prepare the Power Map using a piece of paper from the ipchart.
See the templates provided in Annex 3 for illustraon;
Print out one Power Map handout per parcipant. Use the image
found in Template 1.
OBJECTIVES
OF THE ACTIVITY
o Learn how to idenfy, map out
and evaluate the importance
of all stakeholders connected
to a company (target).
o Understand how to deal with
legal framework of the
investment project.
o Learn where to get informaon
about the investment project.
o Understand how to employ
this informaon within
a broader research and
advocacy methodology).
TIME
60 minutes
MATERIAL
NEEDED
Power Map Flipchart.
(Blank Power Map for
illustraon can be found
in Annex 3, Template 1)
One blank Power Map
handout per parcipant
One Power Map guide per
parcipant (see Template 2
in Annex 3)
One pen or pencil per
parcipant
Markers
Scky notes (oponal)
LINK TO THE TOOL
Phase B—Steps 10, 11, 12
ACTIVITY 9
THE COMPANY AND THE
INVESTMENT PROJECT–
POWER MAPPING
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The Getting it Right Tool | TRAINING MANUAL
In the context of an HRIA, we recommend that the target of the rst power-mapping exercise be the
investment project itself.
3. Ask parcipants to idenfy the dierent stakeholders connected to the target. If necessary explain the rules
of brainstorming and begin.
4. Every me parcipants come up with a stakeholder, ask them to add the stakeholder to the ipchart and
explain his or her relaonship to the target.
5. Draw a line from the stakeholder to the target so it begins to build a web. Do this unl the parcipants have
exhausted their ideas.
• Stakeholders can range from the most generic (e.g., workers) to the most specic (e.g., Mr. X, the owner
of Company X).
• While this is a brainstorm and all ideas should ulmately be put down on paper, you want to make the
parcipants jusfy their ideas. This will strengthen the quality of their Power Map.
• Have the parcipants follow along on their handout.
6. As you populate the map, explain to parcipants that a
Power Map can be a good starng point to answer the
following quesons regarding the company and its
stakeholders:
• How is the company rated by research agencies?
• Is the company domesc or foreign?
• Where does the company have its headquarters?
• Is it a public, private, or state-owned company?
• Who is operang the investment project?
Is it a subsidiary?
• Is the company listed on a stock exchange?
• Who are the major shareholders?
• If it is a state-owned company, who in
government is responsible for its operaons?
• Does the company have partners in the investment?
• Who is providing money, loans, or guarantees to
the company for the investment?
7. Aer or while placing stakeholders on the map, have
parcipants indicate who is exerng power over whom
by including arrows on the lines connecng stakeholders
to the target and between stakeholders. Arrows can be bi-direconal to signal an alliance (shared power).
8. Parcipants should also jusfy and engage in debate over the direcon of power (from Step 7 above) by
explaining why one actor has power over another, such as what type of power they have and specic
mechanisms for exerng that power.
9. Post a ipchart next to the Power Map where the facilitator lists quesons that come up during the exercise
that signal informaon gaps that need to be lled in order to complete the Power Map, including the
quesons from Step 6 above.
10. As a nal step, ask parcipants to indicate on the map, using symbols or colors, which stakeholders are
current or potenal allies of the community.
Here are some research ideas:
o
o
o
o
o
o ,
o
o
o
o
o
o
43
The Getting it Right Tool | TRAINING MANUAL
Here are some research ideas:
o
o
o
o
o
o ,
o
o
o
o
o
o
i
11. Review the completed Power Map and transion to the wrap-up:
Explain to parcipants why it is important to be able to idenfy all of the stakeholders connected to a
target and why doing so can increase the eecveness of their research.
Ask them to discuss what might happen if they were not aware of a certain stakeholder or didn’t know
how or why he or she was connected to the target. What sort of liabilies could this create for the
research?
Example: What if parcipants did not know Company X had powerful polical allies? How could that
impact their HRIA?
Stress that in order for the Power Map to maintain its usefulness in a campaign, community members,
and researchers must constantly update the map based on new informaon acquired.
Example: If we learn the names of Company X’s top shareholders, this category should be lled in on
the map with those details.
TIPS FOR THE FACILITATOR
Research on the investment project is highly important as accurate informaon will contribute to the
credibility of the HRIA report.
It is important to ensure diversity of sources (reports submied to Securies and Exchange Commissions,
company itself and its various reports, government / ministers / local authories, local and internaonal
press, etc.).
Researching dierent informaon will help you beer understanding the project (all stakeholders
involved, business acvies, relaons with the government, environmental & social informaon,
revenue ows, etc.)
If parcipants try to conduct a power analysis on a target in a vacuum, they will learn very lile useful
informaon.
Here are some important ideas that should emerge from the acvity:
o The Power Map is a key component of corporate research methodology. It may well be the most
eecve tool for exhausvely idenfying the stakeholders connected to a parcular company or
project (the target of corporate research) and determining the nature of stakeholder-target and
stakeholder-stakeholder relaonships. This exercise is an indispensable, central part of power
analysis. As such, it can serve the assessment team not only in the research stage, but also in
developing a targeted advocacy strategy.
o You should explain that a Power Map is a way to synthesize the constellaon of interests and power
relaonships to which a company could be subject.
o Knowing how a target is connected helps us understand what type of power it has, how heavily
human rights interests weigh on company decision-making, and what may be strategic leverage
points to counter that power. With this informaon, parcipants can produce beer research and
strategies.
o Power never exists in a vacuum. Being able to idenfy the stakeholders connected to a target helps
idenfy potenal allies as well as opponents for our strategies.
o A Power Map helps highlight potenal leverage points and/or advocacy strategies and is, therefore,
a good point of departure for further research and strategies.
o A Power Map is dynamic. It must be constantly modied and updated based on new informaon
obtained in the research or changes in the context of the project.
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The Getting it Right Tool | TRAINING MANUAL
TIPS FOR BACKBONE ORGANIZATIONS
Corporate research is oen under-considered by both community-based and backbone organizaons.
The research on the company and the investment project should start at the beginning of the project but
should connue throughout the assessment process as things might evolve and/or new informaon can be
discovered.
Some groups have decided to organize workshops for this specic step to train the team in nding relevant
documents. While going through the documents, some capacity building on idenfying and understanding
relevant informaon can be done (such document can be very technical, e.g., informaon in annual reports).
TO READ MORE
Dirt Diggers Digest Guide to Strategic Corporate Research: hp://corp-research.org/dddresearchguide
Project on Organizing, Development, Educaon and Research (PODER): www.projectpoder.org
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ACTIVITY 10
ADAPTING THE TOOL
OBJECTIVES
OF THE ACTIVITY
o Experiment with the challenges
of selecng which rights are to
be assessed;
o Understand the usefulness of
the quesons in developing a
human rights analysis.
TIME
45 minutes
MATERIAL NEEDED
Three or four computers
LINK TO THE TOOL
Phase C—Steps 13 and 14
DESCRIPTION OF THE ACTIVITY
1. Using the same case studies, each team works
with to select the rights aected
and generates a list of quesons. (30 minutes)
2. Going back to the large group, each team briey
presents the rights they have selected and shares their
experience in selecng quesons. (15 minutes)
TIPS FOR THE FACILITATOR
It is important that parcipants understand the role
of the quesons within the tool. These quesons are
based on human rights obligaons and help the team
to develop their analysis. Using the example below,
you can explain the link between the core content
of the human right in queson–as developed in the
General Comment developed by the United Naons
Treaty bodies: accessibility, aordability, availability, and
quality–and the various human rights principles, such as
non-discriminaon, equality, access to informaon, and
access to remedy.
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THIS ACTIVITY
You should read carefully the content of Phase C of
.
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The Getting it Right Tool | TRAINING MANUAL
EXCERPT FROM GETTING IT RIGHT
1. Has your access to good and aordable food in sucient quanty been aected since the
beginning of the investment project?
2. Have some community groups’ access to food been specically aected since the beginning of the
investment project? If so:
3. Has women’s access to food been aected since the beginning of the investment project?
4. If there have been changes related to access to food in your community, were you informed of these
changes?
5. What opportunies (legal or other) are available if you feel that your right to food has been aected?
6. If your right to food has been aected, did the government take any measures to redress the situaon?
TIPS FOR BACKBONE ORGANIZATIONS
Selecng the rights is a very important step, as it will shape the rest of the assessment. Of course, this
is an iterave process. It is always possible to come back and select other rights if there are new or
unforeseen impacts that have repercussions on dierent rights. If the community-based organizaon does
not have a strong background in human rights, you should support them and ensure they understand
the link between impact and rights. For example, they might spontaneously think about water polluon
and the impact on right to water, but might not see the link with the right to health if people are drinking
polluted water. This is a role that backbone organizaons can play. You can point out the dierent useful
references included in the tool that help understanding the content of human rights under
internaonal human rights law (such as General Comments of UN treaty-monitoring bodies). You might
need to hold addional exchanges on the content of human rights (the dierent components of the right
to food, water, housing, etc.). On the other hand, community-based organizaons, with their knowledge
of local context and the related complexies, can contribute to shed light on human rights impacts that
may not be visible in the rst place.
Some teams may begin with a high number of rights to cover. Since each right generates an important
quanty of quesons, this may require addional interviews to collect sucient data, which can make the
process very long and dicult. This can in turn discourage the team. Selecng the most relevant rights and
ensuring they focus on the key issues is important.
However, although teams will need to select a limited number of rights to focus on, they must understand
the interconnectedness and indivisibility of human rights. It is important to reect on why they have
decided to only look at the selected rights in detail. This will be helpful to provide juscaon both
internally and externally.
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The Getting it Right Tool | TRAINING MANUAL
OBJECTIVES
OF THE
ACTIVITY
o Understand the main
challenges that can
be met during the
consultaon process.
o Idenfy strategies
to beer support
community-based
organizaons.
TIME
60 minutes
MATERIAL
NEEDED
Name tags with the
dierent categories
of stakeholders: host
government (2),
company (2), community
in favor (2), community
against (2) and
assessment team (2).
LINK TO THE
TOOL
Phase D—Steps 15, 16, 17
DESCRIPTION OF THE ACTIVITY
1. The facilitator names (or volunteers) 10 people to perform
a role-play. Roles are divided as follows:
• Two represenng the host government
• Two represenng the company
• Two represenng community in favor of the investment project
• Two represenng community against the investment project
• Two represenng the assessment team
The facilitator will read the case study to the group and will share
the relevant piece of informaon to each actor. Parcipants
should read carefully the informaon provided. It is important
that each actor does not read the informaon provided to the
other actors. They will have 10 minutes to prepare their role
with their partner. The assessment team will idenfy key
quesons to ask to the dierent stakeholders. They will need
to adapt these quesons based on the answers they will receive.
The facilitator can go around to the dierent teams to provide
them with some addional guidance or help them with their
posion to make sure it is as realisc as possible. The balance of
the group follows the simulaon. (10 minutes)
If you have a larger group, you can split the group in two
and have them play the case study simultaneously so that more
people can parcipate in the role-play.
2. The assessment team decides the order in which they want to
meet the various stakeholders. They have ve minutes
with each actor to gather as much informaon as possible.
The other stakeholders should leave the room so they do
not know the informaon provided by the other actors.
(25 minutes)
3. Following the rst round of interviews, the assessment team
is given the opportunity to meet with two stakeholders of
their choosing, each for ve minutes, to validate informaon.
(10 minutes)
4. Following the role play, the facilitator comes back to the main
challenges faced by the parcipants and discusses strategies to
migate or address the challenges. (15 minutes)
ACTIVITY 11
ABOUT THE CONSULTATION
PROCESS WITH STAKEHOLDERS
THIS ACTIVITY
Read case study #4
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The Getting it Right Tool | TRAINING MANUAL
TIPS FOR THE FACILITATOR
Here are some important ideas that should emerge from this acvity:
o The way consultaon is done will strongly impact on the credibility and legimacy of the HRIA. It is,
therefore, important to ensure a good and thorough consultaon process.
o The consultaon process is an opportunity to increase human rights awareness within the communies,
thereby, empowering communies and allowing them to engage in the process in the long term. This
requires me, but experience has shown that this can be a long lasng outcome of an HRIA process. In
some cases, it might be a good idea to involve the community in determining the process of consultaon.
Engaging the community before the consultaon even begins, around how they would like to be engaged
and what they see as the best process, is an empowering approach.
o Community-based organizaons wishing to engage in an HRIA process will oen be those that are
expressing concerns over an investment project’s potenal negave human rights impacts. Such situaons
should be addressed and the assessment team should nevertheless strive to reect in its assessment
divergent views. This will give greater credibility to the assessment (while not compromising the analysis of
the negave human rights impacts of the project).
o It is important that an eort is clearly made to seek the views and perpsecves of all stakeholders
throughout the process.
o Because not all the informaon is obtained during the rst meeng, teams may need to meet some actors
more than once. Important informaon might come in the second or third meeng. This may be because
the team found out about new informaon while meeng with another stakeholder. Or it can be because
stakeholders feel more comfortable with the team. It is, therefore, very important to take the me to
develop the trust with the various stakeholders, as this could help with the follow-up and implementaon
of some recommendaons.
How to deal with the various versions of facts?
o Throughout the consultaon process, you may hear versions of facts that vary and some that contradict.
It is important to compare and validate conicng versions to get the most accurate informaon. Teams
should always strive to triangulate informaon received by one actor.
o There are various types of research methodologies. The approach and strategy will not be the same
depending on the stakeholder you are meeng. Teams might decide to do formal meengs (for example,
with state or company representaves), focus groups or interviews with community members. Therefore,
it is important to know who your audience is and be prepared before meeng with them. Parcipants
should have a good idea about the informaon needed from each stakeholder. More informaon on
interview techniques and methodologies is provided in Steps 15, 16, and 17 of the tool.
o For example, in Brazil, the team used surveys they had designed with the help of members of the
assessment team with sociology background to assess the communies’ health condions. Quesonnaires
were lled by community members with the help of community leaders involved in the process.
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The Getting it Right Tool | TRAINING MANUAL
TIPS FOR BACKBONE ORGANIZATIONS
Backbone organizaons play an important role in supporng their partner organizaon throughout
this key phase. If appropriate and strategic, backbone organizaons might consider accompanying the
community-based organizaon for the inial stakeholder meeng. In the past, this has proven to help
open doors. Backbone organizaons can intervene at specic points, for example, when tensions with a
stakeholder arise or sensive informaon is needed and the presence of an external organizaon could
help.
As for the methodology, some backbone organizaons have decided to do trainings using various
situaons as examples, on how to conduct interviews, take notes and extract/use relevant informaon.
This is oen the most challenging piece for community-based organizaons. It is important to pay
aenon to this for the preparaon of the data collecon. In some cases, it might be needed to consult
someone with research experse to provide guidance about the rigor of the data collecon process.
In some cases, the assessment team might be composed of community members that have a strong
posion against the investment project. This can create some cricism regarding the legimacy and
credibility of the report. In such a situaon, this is all the more important that thorough consultaon
be done. Backbone organizaons can play a strong role in ensuring that the diversity of opinion is
considered.
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The Getting it Right Tool | TRAINING MANUAL
ACTIVITY 12
PREPARATION OF THE REPORT:
CHALLENGES, GENERAL TIPS
AND WAYS FORWARD
OBJECTIVES
OF THE ACTIVITY
o Understand the challenges
associated with analyzing data
and developing the report;
o Share ps to overcome these
challenges;
o Become beer equipped to
support a team during the
development of the report.
TIME
30 minutes
MATERIAL NEEDED
Flipchart sheets
LINK TO THE TOOL
Phase E—Steps 20 to 23
BEFORE THIS ACTIVITY
Read carefully the content of Steps 20 to 23 of .
Review reports published by Rights & Democracy, Oxfam America
and FIDH that can be found at the following address:
o Link to North Carolina report: hp://www.oxfamamerica.
org/stac/media/les/a-state-of-fear.pdf
o Link to Bolivia report: hp://www.ceadesc.org/wp-content/
uploads/2011/08/Total_EP_-EIDH.pdf
o Link to Brazil and Ecuador reports: www.dh.org/
arcle7502
o Democrac Republic of Congo: hp://www.congomines.
org/wp-content/uploads/2012/11/TCC-Etude-dimpact-
Chemaf-Ruashi-2012-FR.pdf
o Link to Argenna, Peru, Philippines, Tibet, and Democrac
Republic of Congo cases: hp://publicaons.gc.ca/
collecons/collecon_2007/dd-rd/E84-21-2007E.pdf
DESCRIPTION OF THE ACTIVITY
o In a large group, the facilitator will lead a discussion on the
main elements that should be part of the report.
o Then the facilitator presents dierent examples of
structures used by other teams. When discussing the
dierent secons, the dierence between a human rights
report and a human rights impact assessment report should
be made clear.
o When discussing the preparaon of the publicaon, the
facilitator reviews the main challenges associated with
developing the report, including: the magnitude of work,
conicng versions, posive and negave impacts,
cobranding, standard of quality expected, presentaon of
the report to the communies, etc.
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The Getting it Right Tool | TRAINING MANUAL
LINK TO THE TOOL
Phase E—Steps 20 to 23
TIPS FOR THE FACILITATOR
Here are some quesons to smulate discussions:
o How much me should be dedicated to draing the report?
o What are the main steps needed to develop a report?
o Who is draing what? (Does each organizaon dra dierent secons?)
o What to do with posive impacts?
o What to do if the backbone organizaon and community-based organizaon do not agree on the
ndings and/or the way they are presented?
o How to deal with the revision process and the integraon of comments?
o How to take into account companies’ public reports (including corporate social responsibility and
social compliance reports)?
Here are some important elements to address during the discussion
When presenng the structure of the report, make clear links between the facts, human rights, and
the aribuon of impact to the dierent actors. Some impacts can be aributed to the company,
others, to the government. Both stakeholders do not have the same responsibilies and this is a key
element of an HRIA. Governments have the obligaon to protect their populaon while companies
have the responsibility to respect human rights. In a case where a company infringes a specic human
right, if the government does not take any acon to protect the populaon, then there are two levels
of responsibility: The government has failed to protect and the company has failed to respect human
rights.
An HRIA report should present facts, aribute the impact to the dierent stakeholders, and make
recommendaons to government, company, civil society, etc.
A lot of materials are collected throughout the process. The analysis and organizaon of data can be
very complex. Support to organize and analyze data will probably be needed. This can come from
backbone organizaons. In some cases, teams decided to hire an editor to help with this task. This can
be helpful, but teams should make sure that they agree with the style of the editor before starng
the work. This could inuence the tone and the style of the report.
Looking at posive impacts can increase the credibility of the report. If relevant, teams can also take
what the company presents as a posive impact and balance it with potenal associated medium or
long-term negave eects.
Most teams underesmate the me and energy needed to develop the report and this impacts their
movaon. In previous cases, it took several months to develop the dra, review it, and prepare it for
publicaon.
The revision process can be very tedious. Depending on the number of organizaons working in
collaboraon, there will be numerous dras passed back and forth. It is important to factor in me to
share the dra with parcipang stakeholders and even with stakeholders who did not want to engage
as a preview of what is to come. Teams should think about how they might incorporate feedback, if
the research team decides to take that approach. Requesng feedback can potenally provide greater
credibility to the report and the enre HRIA process.
Teams should think about whether they need to translate the report to one or more languages and the
me required for that. Perhaps the team just wants to translate the Execuve Summary depending on
the report disseminaon objecves.
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The Getting it Right Tool | TRAINING MANUAL
TIPS FOR BACKBONE ORGANIZATIONS
Considering the huge eort associated with developing a report, backbone organizaons can provide
important support to community-based organizaons wring the report and revising the output. It is
important that both organizaons previously agree on expectaons regarding the type of product and the
standard of quality and the roles and responsibilies of each of them.
Backbone organizaons could help analyze the data, dene the structure of the report, train parcipants in
wring methodology and style. Some backbone organizaons used dierent extracts from poorly wrien
reports. Support could also be provided during the process (revision of the dierent dras) and aer (nal
edits).
There are dierent advantages and disadvantages of co-branding a report. In some cases, it might
provide visibility and/or credibility to have an internaonal organizaon supporng the report. However,
it is important to make sure that both organizaons share the same view and are comfortable with the
way conclusions and recommendaons of the report are presented. If for some reason, the backbone
organizaon does not have the exibility to develop a report that is in line with the view of the team, but
believes that the ndings are correct, it could be preferable not to co-brand the report.
THE MAIN ELEMENTS TO INCLUDE IN A REPORT
(Some examples of structure are presented in Annex 4):
Execuve Summary
Context
Presentaon of the project
Methodology
The company and the investment project
Naonal context
o Legal framework
o Industrial sector in the country
Impacts on each right
o The impact
o Responsibilies
Conclusions
Recommendaons
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The Getting it Right Tool | TRAINING MANUAL
ACTIVITY 13
FOLLOW UP OPTIONS
OBJECTIVES
OF THE ACTIVITY
o To understand the importance
of having a strategy beyond the
report publicaon;
o To reect on opons regarding
follow-up acons.
TIME
30 minutes
MATERIAL NEEDED
Flipchart Sheets
LINK TO THE TOOL
Phase F—Step 24
DESCRIPTION OF THE ACTIVITY
1. Parcipants brainstorm ideas of follow-up acons that
can be done with an HRIA report. These include the use
of various recourse mechanisms, community mobilizaon,
ligaon and non-ligaon strategies, etc. (20 minutes)
2. The facilitator gives examples of posive outcomes from
previous case studies (see Acvity 5) and highlights what
to consider when developing an advocacy strategy.
(10 minutes)
TIPS FOR THE FACILITATOR
Here are some important ideas that should emerge from
the acvity:
– Follow-up strategies should be in line with the conclusions
and recommendaons of the report. The objecve of the
follow up is to make relevant stakeholders implement the
recommendaons that are based on the ndings of the
report. Follow-up strategies should look at all responsible
actors, as well as other inuenal actors. There will be
dierent strategies targeng dierent actors depending
on the results of the HRIA. Any follow-up acvity must
reect the will of aected communies or be devised in
consultaon with aected communies.
–To increase the impact of the follow-up strategy you might
want to reach out to non-governmental organizaons
working on the same case. Are there other allies working
on similar situaons that you can team up with to make
your voice heard? Think about trade unions, farmers’
cooperaves, indigenous groups, internaonal NGOs, and
other civil society actors that would be interested in working
with you to advocate for changes in the company’s or the
government’s response.
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THIS ACTIVITY
It would be good for the facilitator to have an understanding of
some of the past cases to know what taccs were taken in
follow-up acvies.
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The Getting it Right Tool | TRAINING MANUAL
– How will the team publicize the report to get some aenon?
– What media outlets would be interested in the story? Think especially about media that cover the
industry in queson.
Is the government the one that you should consider campaigning against?
– If the objecve is to put pressure on the government, there are several strategies that can be developed.
– You can set up a mulparte roundtable to share recommendaons and discuss ways to implement
them.
– You can parcipate in parliamentary hearings.
– You can also establish a dialogue with the government through bilateral or mulparte meengs. You
might want to develop a strategy to include the dierent levels of government (local, regional, naonal)
and the dierent agencies.
– It might be strategic to team up with other organizaons to help push your recommendaons within the
government. It is important to make sure that all the organizaons involved agree about the process and
the ideas to promote.
– Has the local government developed and commied to a Naonal Acon Plan on Business and Human
Rights? If so, there could be opportunies to inuence the government on its business and human rights
strategies. (For more informaon: hp://accountabilityroundtable.org/about/publicaons/#nap)
– If the government is scheduled to be reviewed by a human rights body (e.g., Universal Periodic
Review, Commiee on Economic, Social and Cultural Rights, Commiee on the Eliminaon of Racial
Discriminaon, etc.) you can decide to submit a communicaon or a report highlighng the issues and
violaons that have been documented with the HRIA process.
Is the company the one that you should consider a campaign against?
– If you are targeng the company in a public campaign be sure to do a thorough power analysis of
the company to understand where the decision makers are within the company and where you have
inuence. It is smart to consult with a lawyer before launching a campaign to minimize defamaon risks.
– Is the company publicly held? If so, consider bringing in investors, especially socially responsible ones
that would be willing to have a dialogue with the company on your behalf or even le a resoluon.
– Does the company have a formal grievance process that you can access? If not, are there local, naonal,
regional or internaonal bodies that have grievance processes and have jurisdicon over the company,
(e.g., the OECD mediaon process).
– Could the company be legally liable for the violaons in the country in which it is operang or in its home
country? Consult aorneys that have experience in ligang human rights violaons.
– What are other actors have inuence over the company? For example, are there government agencies,
or other bodies that may be able to persuade the company to change its behavior or address the
issues? Perhaps you can call upon a legislave body to hold a hearing on the issue, or ask an agency
to invesgate the situaon. Is the company a member of any cercaon body, industry associaon,
corporate social responsibility organizaons or the UN Global Compact that has principles or standards
to which you could appeal?
– If launching a campaign against the company: Consult a lawyer to minimize defamaon risks.
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The Getting it Right Tool | TRAINING MANUAL
The Philippines team presented a communicaon to the United Naons Commiee on the Eliminaon of
Racial Discriminaon, and an indigenous leader presented the situaon in front of the commiee.
The assessment team in Ecuador set up a mulparte roundtable to discuss the ndings and
recommendaons.
The Brazilian team parcipated in negoaons led by the Prosecutor general from the state of Maranhao
with the parcipaon of Açailândia municipality, representaves from the communies, civil society,
company, and unions.
Also refer back to Pages 33-34 of this manual for more case examples.
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TIPS FOR BACKBONE ORGANIZATIONS
To increase the impact of the report, it might be strategic to link it with a broader advocacy strategy.
Backbone organizaons can play an important role in this, for example, by connecng the community-
based organizaon with other acvists in the company’s home state; helping community groups access
internaonal forums; and by ling a complaint to internaonal bodies (e.g., OECD).
FOR MORE INFORMATION
Corporate Accountability for Human Rights Abuses: A Guide for Vicms and NGOs on Recourse
Mechanisms: hp://www.dh.org/arcle8258
Reach out to NGOs working on the issue of Business and Human Rights (e.g., FIDH, Oxfam, Canadian
Network on Corporate Accountability, European Coalion on Corporate Jusce, etc.)
Visit the Internaonal Corporate Accountability Roundtable website for the most up to date informaon:
hp://accountabilityroundtable.org/
Example an exisng campaign: The Brazilian community of Piquia da Baixo developed a website
following the publicaon of the case study report: hp://piquiadebaixo.juscanostrilhos.org/
Reassentamento; the Reynolds campaign led by FLOC: hp://www.oc.com/wordpress/reynolds-
campaign/
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The Getting it Right Tool | TRAINING MANUAL
CONCLUSION
DAILY RECAP
10 TO 15 MINUTES
The team provides a brief recap of the highlights of the day.
15 MINUTES
To increase synergies around HRIAs and maximize the use of this training, the facilitator discusses the
following topics with parcipants:
o How to stay connected;
o Ideas of follow-up acvies, including other training opportunies;
o How can be integrated into your organizaon’s work;
o Main obstacles for parcipants to conduct an HRIA. The idea here is to explore real situaon experienced
by the parcipants, in light with all what has been seen during the training.
o The advantages of using .
o How to look for funds and get donors to support HRIAs
EVALUATION OF THE TRAINING
20 MINUTES
There are dierent types of evaluaon. You can decide to ask parcipants to ll out an evaluaon form. You
could also decide to do a group debrieng. There are two opons presented in this manual (see Annex 6):
an evaluaon form including pre-training and post-training quesons and a list of quesons to do a group
debrief. Feel free to develop your own evaluaon form or to adapt the one presented in this manual, and to
do it in the format that suits the best your group.
Feel free to share with us the evaluaon conducted in your training.
You can send them to hria@oxfamamerica.org.
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The Getting it Right Tool | TRAINING MANUAL
ANNEX 1 – CASE STUDIES
THE CASE
Minero Inc.
Betonio
Pandora
Extracve industry
In the planning phase
In 2013, Minero Inc. obtained a concession in the Northern part of Pandora. The area is mainly composed of small
agricultural villages. Highly dependent upon on natural resources, the populaon suers from an important lack of
employment opportunies. Poverty rate is very high. Access to health services is limited. The nearest clinic is located
20 km away. The populaon also suers from a limited access to drinking water and food shortages are frequent,
mainly in rainy season. Access between villages is dicult due to poor road condion.
In the 1970s, arsanal mining has started. Young men le subsistence agriculture, seeking job opportunies. This
has created large development of villages.
The beginning of the operaon will have several repercussions in the area. In terms of posive outcomes, the
investment project will create important employment opportunies. It will improve access to services, such as
health and educaon, through the opening of a school and a clinic nearby the mine site. The development of roads
to serve the mine will improve access to the village and will connect the village to other cies.
However, it also means the end of arsanal mining, which could cause potenal conicts with parts of the local
populaon. The project will also require the displacement of religious sites as well as relocaon of 200 families. The
displacement of landowners will aect access to agriculture. As it is oen the case, the opening of a mine will cause
an important populaon inux through construcon workers and job seekers. This could in turn result in increase of
social tensions including an increase in prostuon, sex tracking, and sexually transmied diseases.
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The Getting it Right Tool | TRAINING MANUAL
This case study is to be used throughout the training.
THE CASE
Wood & Co.
Contega
Voro
Forestry
3
rd
year in operaon
MAIN ACTORS
• The company
• The workers
• The government
• CEHR, the community-based organizaon leading the HRIA
• The indigenous community living on ancestral lands
• The local community living around the area of the project
CEHR is close with the communies it serves and has helped them recognize their rights by conducng trainings
and seminars. In Contega, it serves and has successfully ligated cases against company operaons and helped
communies gain back 20,000 hectares of their land. Addionally, it has legally overseen several forestry projects to
ensure that companies adhere to set regulaons and respect human rights.
o Absence of consultaon;
o Degradaon of ancestral lands;
o Displacement of indigenous populaon from ancestral lands;
o Flooding due to loss of natural infrastructure;
o Loss of livelihoods;
o Environmental destrucon.
o Project has created 75 jobs;
o They conducted an EIA aer year 1;
o They have the support from the government and obtained their license to operate; and
o At the end of the project, they will restore the site and invest money in training for people to nd new
employment opportunies.
TIPS FOR THE FACILITATOR
o The right to freedom from forced evicons
o The right to self-determinaon
o The right to an adequate standard of living
o The right to parcipaon
o The right to water (depends how the team denes environmental impact and ooding)
o The right to health (depends how the team denes environmental impact and ooding)
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This case study is to be used throughout the training.
Mahila Morgeto
Cobaney
Morgeto
Manufacturing
15 years in operaon
MAIN ACTORS
• The company
• The government
• Naonal union
• The community-based organizaon
• The workers
Mahila Morgeto has a well-established alliance with union organizaons that support the workers. They have
worked with major manufacturers where it has engaged with companies, helping them to establish new internal
policies to improve working condions. In addion to human rights trainings, Mahila Morgeto has worked with
partner organizaons to set up workshops and trainings for women to increase awareness and informaon on labor
rights.
Workers Face:
o Unsafe working condions
o Pregnancy discriminaon
o Dismissal of employees wanng to unionize
o Exploitaon of working hours with poor wages
o Discriminaon and sexual harassment of women
o It employs 200 people (85 percent of women);
o It gives higher wages than competors in the country; and
o Over the last year, it provided their sta training on prevenon of discriminaon.
TIPS FOR THE FACILITATOR
o The right to just and favorable working condions
o The right to freedom of associaon and to collecve bargaining for beer working condions
o The principle of non-discriminaon, including gender equality
i
THE CASE
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Goldor
Country of origin: Republic of Tomani
: Itumi
Industry: Extracve industry
Status of the project: 8 years in operaon
MAIN ACTORS
• The company
• The host government
• The workers and community in favor
• The local community against the project
• The organizaon leading the HRIA
The organizaon is based in the capital. It has a minor relaonship with the community. But it is aware of and
immersed in issues of human rights for the past ten years. It has supported organizaons in various parts of the
country.
o Goldor started its operaon eight years ago in an agricultural area of Itumi;
o The populaon suers from an important lack of employment opportunies in the area;
o The mining company is now the main employer of the region;
o When it started its operaon, the company opened a health clinic and a school;
o The company has nanced the development of roads to serve the mine;
o The investment project is located in a region that is aected by local conicts. Dierent armed groups are
present in the area;
o However, the arrival of the company also meant the end of arsanal mining, which has caused conicts with
parts of the local populaon;
o The displacement of landowners has aected access to agriculture; and
o The level of water polluon has considerably increased in the last years.
You should only provide the following informaon to the parcipants playing
the actor.
FOR THE INVESTIGATION TEAM
The rights aected could include:
o The right to an adequate standard of living
o The right to adequate food
o The right to liberty and security of person
o The right to health
o The right to water
o The right to freedom of movement
THE CASE
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INFORMATION FOR THE COMMUNITY EXPRESSING CONCERNS
In your view:
• Major source of livelihood in the area is agriculture and shing and not mining;
• Militarizaon of the area which increase insecurity and limits freedom of circulaon;
• 3 people killed by security agents during a protest;
• Health impacted by polluon;
• Major environmental impact on rivers and land (oil spills);
• Polluon of the river with cyanide;
• Access to clinic and school limited to employees and community in favor of project; and
• You believe that community members in favor of the investment project are receiving a salary
from the company.
INFORMATION FOR THE COMPANY
In your view:
• The company has built a road which has improved access to neighboring communies;
• The mining project created 1,250 jobs;
• As part of the relocaon that was needed to make space for the mining acvies, the old school has
been demolished. It was very old and unsafe for the children aending. The company has opened a
new school nearby the mine site;
• The company opened a clinic for the sta, but because of limited resources, it cannot receive every
community members;
• The company considers that it has the consent from the legimate community leaders;
• The polluon is both from small-scale miners that operate in the region and from the other mine that
operates few kilometers away from the site, up the river; and
• The organizaon leading the HRIA is not legimate as it is not from the area. It is based in the capital.
INFORMATION FOR THE HOST GOVERNMENT
In your view:
• The company has fullled all its obligaon in terms of impact assessment at the beginning of the
project;
• It generates important revenues for the area and the country through employment and taxes. Small
scale miners never generated that level of revenue;
• The company contributes to health services and educaon in this remote area; and
• Company has caused oil spills and has to compensate communies aected in addion to restoring
the area. But the government has never implemented the conclusions of this environmental study.
INFORMATION FOR THE COMMUNITY IN FAVOR
In your view:
• Important employment opportunies;
• Increased standard of living;
• Greater access to health services and school;
• Beer roads; and
• You believe that community members that are against the investment project are opposing because
they wanted to be employed by the company but were not hired.
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ANNEX 2: OVERVIEW OF THE GETTING IT RIGHT TOOL
This guide is a step-by-step process that allows assessment teams to take stock of the posive and negave human
rights impacts of an investment project. Throughout the steps outlined below, informaon and addional references
are provided including reference documents on human rights, examples of research techniques, relevant websites,
and details on where to nd specic informaon.
This guide is divided into six parts. Even though the steps in this HRIA guide are presented within a framework of
consecuve phases, the process is iterave and you may nd yourself going back and forth between phases.
In this rst phase, you will take steps to prepare for your human rights impact assessment, including taking a
preliminary look at the foreign investment project you intend to study and idenfying the main people and groups
who are or will be aected by this project. Specic human rights that may be aected by the project are also
addressed so that you can keep them in mind throughout your invesgaon. As well, there are ps on pung your
assessment team together, thinking about how you will conduct your invesgaon, and developing a budget and
work plan.
This phase includes the following steps:
Step 1 – Take a preliminary look at the foreign investment project
Step 2 – Build your assessment team
Step 3 – Idenfy the stakeholders
Step 4 – Protect yourself and your team
Step 5 – Meet with the community
Step 6 – Set objecves
Step 7 – Think about how you will gather informaon
Step 8 – Develop a work plan and budget
Step 9 – Contact selected stakeholders
This phase—the most dicult according to several teams who have already conducted HRIAs—is comprised of three
major components: the legal framework of the country, specic details about the company, and the legal framework
governing the investment project. You will dig deeper into details about the company (or companies) behind the
investment project, as well as the government’s legal obligaons to uphold human rights. The steps in Phase B will
help you to beer understand the legal obligaons of the company with regards to the investment project and of
the government with regards to human rights.
The rst step, Step 10, will certainly be the easiest one as all this informaon is freely available on the Internet. The
informaon collected in this step will allow you to clearly understand the context in which the investment project
is taking place. Because the obligaons to respect, protect and fulll human rights lie with the government, you
will idenfy the government’s various human rights obligaons according to the human rights instruments it has
raed. Subsequently, you will take a closer look at the company to determine who is involved and what kind of
relaonship the company has with its host and home governments. Finally, you will try to understand the type of
legal framework within which the company operates. Remember that this last step, Step 12, is not easy and you may
have dicules gathering the necessary informaon. You may also require assistance from a legal expert to analyze
this informaon.
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This phase includes the following steps:
Step 10 – What do you know about the country?
Step 11 – What do you know about the company?
Step 12 – Establish the legal framework governing the investment project
In this third phase, you will start building your own human rights impact assessment by selecng the relevant
human rights you will focus on and developing the quesons you will want to answer. To help create your case-
specic assessment model, this guide oers a sampling of research quesons with references to various indicators
for each right (developed by other organizaons). Of course, every project is unique and each assessment pursues its
own objecves. Consequently, each research team must adapt the quesons and develop new ones to ensure that
the nal assessment report truly reects the parcular situaon, the local context, the type of investment and the
communies aected.
This phase includes the following steps:
Step 13 – Select human rights
Step 14 – Select quesons
In this fourth phase, you will expand your invesgaon, looking more closely at the human rights record of your
government and of the company. You will also be gathering more informaon from communies and other groups
and individuals who are or will be aected by the project. Once you have gathered quite a bit of informaon, we
suggest that you review what you have, make sure it is valid, and develop your preliminary ndings.
This phase includes the following steps:
Step 15 – The community and human rights
Step 16 – The government and the naonal human rights context
Step 17 – The company and human rights
Step 18 – Take stock of informaon received
Step 19 – Validate informaon
Step 20 – Preliminary recommendaons
This h phase provides suggesons on how to best prepare your dra report, circulate it for comments and then
nalize it.
This phase includes the following steps:
Step 21 – Analyze your ndings
Step 22 – Develop a dra report with conclusion
Step 23 – Circulate the dra report for comments
Step 24 – Finalize the report
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This sixth and nal phase focuses on the dierent ways you can most eecvely make use of your completed report,
as well as other acvies you might want to undertake.
This phase includes the following step:
Step 25 – Undertake follow-up acvies
SOURCEGETTING IT RIGHT TOOL
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ANNEX 3: REFERENCE SHEETS
is a process of evaluang the likely environmental impacts of a proposed
project or development, taking into account inter-related socio-economic, cultural and human-health impacts, both
posive and negave. The United Naons Environment Program (UNEP) denes an EIA as a tool used to idenfy the
environmental, social and economic impacts of a project prior to decision making. It aims to predict environmental
impacts at an early stage in project planning and design, to nd ways and means to reduce adverse impacts, and
to shape projects to suit the local environment and present the predicons and opons to decision-makers. By
using EIA both environmental and economic benets can be achieved, such as reduced cost and me of project
implementaon and design, avoided treatment/cleanup costs and impacts of laws and regulaons.
is an overarching framework that embodies the evaluaon of all impacts on humans
and on all the ways in which people and communies interact with their socio-cultural, economic and biophysical
surroundings. SIA includes the processes of analyzing, monitoring, and managing the intended and unintended
social consequences (both posive and negave) of planned intervenons, and any social change processes invoked
by those intervenons. Its primary purpose is “to bring about a more sustainable and equitable biophysical and
human environment”
3
. SIA assumes that social, economic and biophysical impacts are interconnected. SIA covers
indicators such as poverty, health, educaon and gender equality. SIAs can include interesng indicators on the
environmental impacts (biological diversity, etc.). It can be applied in dierent contexts and for dierent purposes,
and it can be (before an acvity takes places) as well as (aer the acvity has taken place). SIA has
strong links with a wide range of specialist sub-elds and therefore cannot normally be undertaken by a single
person, but requires a team approach.
is a process to measure the gap between the human rights commitments
of the state (human rights in principle) and the actual enjoyment of these rights by rights-holders (human rights in
pracce). By calling on the parcipaon of all stakeholders involved in the project, the assessment seeks to idenfy
the rights that are not respected, or indicaons that they might not be respected in the future, so that sasfactory
soluons can be found. HRIA is based on the normave framework of internaonal human rights law described in
internaonal instruments such as the Universal Declaraon of Human Rights, the Internaonal Covenants on Civil
and Polical rights, and on Economic, Social and Cultural Rights. HRIAs examine a wide range of dierent acvies
from the human rights perspecve, including the impact of development programs of foreign governments on
beneciary countries, the impact of government policy and legislaon on domesc protecon of human rights,
the human rights impact of mulnaonal companies, and the extent to which human rights-related NGOs have
achieved their policy aims and objecves. A main benet of HRIA is that it helps users to collect data in a structured
way, making a clear link with internaonal human rights standards, to analyze the eects of a policy, and to bind
governments [and companies] to acon and trigger improvements with regards to aected communies’ human
rights situaon. HRIAs are part of a larger advocacy process. They should be seen as a means, and not an end.
Therefore, follow-up acvies should be thought about from the onset.
3. Internaonal Associaon for Impact Assessment (IAIA), Impact Assessment Wiki, hp://www.iaia.org/iaiawiki/sia.ashx
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HRIAs can be (before an acvity takes place), or (aer the acvity has taken place). It is important
to carry out the HRIA at the earliest possible stage so that the outcome can be incorporated in the decision making
process. Ex post HRIAs aim to determine the actual impact of acvies or policies on human rights. While HRIAs can
take various shapes and be led by dierent stakeholders, all share the ulmate goal of protecng human rights and
improving accountability among stakeholders.
o SIAs do not adequately capture HR impact and regularly fail to foresee human rights violaons;
o Topics covered in SIAs are so vast that it is dicult if not impossible to follow all possible outcomes to their
logical ends—this leads to some ends being reached prematurely and some human rights impacts being missed
enrely;
o HRIA give parcular aenon to rights-holders (as opposed to only referring to “stakeholders” who may have
dierent interests) and will pay a parcular aenon to vulnerable and marginalized groups.
HRIAs ll gaps not addressed by SIAs. The baseline established by HRIAs depicts the pre-project status of each
human right in the Internaonal Bill of Rights. Then it comprehensively invesgates the ways rights will be
increasingly or decreasingly protected and respected during (and aer) project development. This has three
implicaons for the study of a project’s impacts:
1. HRIAs focus the study on issues that are established by internaonally negoated and raed human rights
treaes;
2. HRIAs enable a project to see its greater, broader, overlapping repercussions on rights (in contrast to the
linear connecons that SIA makes); and
3. HRIAs are grounded in internaonal human rights law. They have the advantage of considering the rights of
every individual as well as peoples’ rights, which includes collecve rights.
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ASSESSMENTS
The purpose of corporate research as a part of a human rights impact assessment (HRIA) is to understand how a
company’s parcular characteriscs can augment or diminish the risk that human rights violaons will take place in
the context of an investment project.
There are three basic steps of corporate research. The rst is to idenfy the main company behind the investment.
Idenfying the company covers establishing the exact name and variaons of the name of the company, as well
as its broader corporate “family” (structure). The goal in the second step is to widen our view of the company to
encompass addional actors related to the company, as well as to idenfy their interests in the investment project
and nally, possible mechanisms through which they could exert inuence over the company. The nal step is to
draw a Power Map, a tool that synthesizes informaon about the company and related actors to provide evaluators
an approximaon of which inuenal actors could be mobilized during the process to help prevent and/or
remediate human rights violaons.
Below, we elaborate the contents of the three steps. For each step, we include a summary of why the step is
important for the HRIA, and some ps on how to nd the informaon and/or what methods to use to analyze it.
1. Idenfy the company
a. Corporate tree: Is the company a subsidiary of another company? What is the parent company? Draw out
the corporate structure of the enre company starng with the parent company so that you know all of
the other companies that are part of this “family.”
Why? Seeing how dierent subsidiaries of the company behave in dierent situaons sheds
light on what can be expected of other subsidiaries of the same company. For example, are
there cases of complicity in human rights violaons by other subsidiaries? Were mechanisms
in place to address allegaons and were these mechanisms applied eecvely or not? Did the
parent company play a construcve or complicit role? To be able to answer these quesons,
we rst need to map out which are the component companies of the corporate family. This is
a corporate tree. The corporate tree is also crucial because it can reveal how much decision-
making autonomy the subsidiary actually has, for example, if it is in reality controlled by a
parent company.
How? The most authoritave source on subsidiaries comes from the company’s own annual
reports, where they generally include a list of subsidiaries. Unfortunately, companies do not
always include all of their subsidiaries in their reports, nor do all companies publish annual
reports. When open-source informaon is hard to come by, the research team should get
in direct contact with the company, either by email, phone or in person, and ask an ocial
representave of the company if it is a subsidiary of another company, if yes, of what company,
and if it has other subsidiaries. This can be done when iniang the project and seeking to
meet with all stakeholders.
b. It is important to keep in mind that companies’ names can change during their lifespan, for example,
due to restructuring. Look at the corporate history of the company and make sure you are aware of any
alternave names by which the company may be referred.
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Why? Knowing the dierent names and faces of the company is essenal to minimize the risk
that the assessment team overlook important informaon about a company in their analysis by
failing to recognize the company as the subject of the HRIA. Also, it is important for credibility
and precision of the research to ensure that in research and publicaon, the HRIA is using the
company’s current, correct name. Finally, beware dierent companies may bear very similar
names.
How? Review old company reports and presentaons, and throughout the research, take note
of every me you noce even slight dierences in the company name. Again, the company
itself is the most authoritave source on its own name.However, in some contexts, government
records, such as property registries, may also be a reliable source, depending on how regularly
and carefully the ocial records are updated.
c. Basic company prole
Home country (locaon of headquarters).
Why? This tells us what legal framework has jurisdicon over the company’s acons.
How? Company webpage, company reports, company’s ocial address according to public
records.
If it is publicly traded and on what stock exchange(s).
Why? This tells us how much open-source informaon we can nd on the company, what it is
legally obliged to disclose to the public, as well as where we can access company reports.
How? Search for the company, its parent, or its major subsidiaries on major stock exchange
websites (Ex: Securies and Exchange Commission, System for Electronic Document Analysis
and Retrieval (SEDAR), Singapore stock exchange, etc.). This informaon should also be readily
available on company webpages and company reports.
2. Who exerts control over the company?
The following is a list of all categories of actors that could, in theory, exert control over a company,
incenvizing it to either respect human rights or overlook human rights impacts.
o Shareholders
o Members of the Board of Directors
o Investors
o Lenders
o Clients/customers
o Workers
o Unions
o Providers of raw materials
o Service providers
o Home country government and regulators
o Host country government and regulators
o Media (local, naonal, internaonal)
o Stock markets
o Commodies markets
o Regional human rights bodies
o Internaonal human rights bodies
o Naonal courts
o Naonal human rights instuons
o Company-level policies on transparency, sustainability, due diligence, etc.
o Civil society organizaons
o Communies
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Why? By idenfying exactly who the dierent actors are, as specically as possible, we can arrive at an
understanding of what interests and capacies these actors have with respect to controlling the human
rights impact of the project.Once the actors are idened, as well as their interests, we look for the
specic mechanisms through which they can exert inuence over company decisions.
How? Many dierent research and analysis methodologies can be applied to dig deeper into each of the
actor categories listed above. The most basic of these are:
• Shareholder analysis: Does the company trade on a stock exchange? Who owns shares in the
company? Is there a controlling shareholder? Are their acvist investors? Is a public pension fund an
investor? What are the human rights track records of its most important shareholders?
• Lender analysis: Does the company have debt? Which instuons are lending it money, and on
what terms? Do these instuons require human rights impact safeguards to be in place? Are public
banks, regional or internaonal development banks or export-credit agencies providing loans? What
are the human rights track records of its most important lenders?
• Supply chain analysis: Which companies provide raw materials or services to the company? On what
terms? Can these providers be easily substuted? What are the human rights track records of its
most important providers?
• Client analysis: Who are the company’s major clients? Is it highly dependent on any client to maintain
business or to maintain one of its subsidiaries? What are the human rights track records of its most
important clients?
3. Power Map
• Upon compleng steps a-c above (idenfy actors, interests, and mechanisms of inuence), we can draw,
literally, a “Power Map”.
• Power Map is a way to synthesize the constellaon of interests and power relaonships to which a company
could be subject. It is a dynamic tool that should be regularly updated as new informaon is uncovered or as
the situaon evolves.
Why? A detailed, clear Power Map is a qualitave analycal tool that can help evaluators reach an informed
conclusion about how heavily human rights interests weigh on company decision-making.
How? In pracce, the assessment team and/or community members should receive a training in power
analysis and Power Mapping. These trainings discuss the concept of power and the dierent ways it can
manifest itself, and introduces power-mappers to a broader vocabulary and sensivity to the nuances and
uid nature of power relaonships. (Please contact PODER if you would like to request training modules
on Power Mapping: training@projectpoder.org)
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POWER MAP
(Target)
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POWER MAP
BOARD OF
DIRECTORS
SHAREHOLDERS
COMPETITIORS
LENDERS
MEDIA
COMMUNITY
ARMED FORCES
WORKERS/
UNIONS
ACADEMIA
SERVICE
PROVIDERS
MANAGEMENT
SUPPLIERS
ORGANIZED CRIME
CLIENTS
CIVIL SOCIETY
INTERNATIONAL
INSTITUTIONS
COURTS
POLITICAL
PARTIES
LOCAL LEADERS/
AUTHORITIES
GOVERNMENT
- Regulators
- Federal
- Municipal
- State
COMPANY
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ANNEX # 4: EXAMPLES OF REPORT STRUCTURES
INTRODUCTION
Scoping
The context
Research on the investment
The company
The contract
Home-state involvement
The methodology
OUTCOMES OF THE RESEARCH
Human rights in principle
Right #1
Right #2
Right #3
Human rights in pracce
Right # 1
Right #2
Right #3
CONCLUSIONS
Responsibilies
Right #1
Responsibilies
Right # 2
Responsibilies
Right #3
Recommendaons
The government (home state and host state)
The company
Other relevant actors
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INTRODUCTION
Methodology
The case study
NATIONAL CONTEXT
Naonal and internaonal human rights framework
Status of the industry in the country
Industry regulaons
The region of the investment project
THE COMPANY
The investment project
The human rights policies and pracces
OUTCOME OF THE RESEARCH
• Right #1
-Human rights in principle
-Human rights in pracce
-Responsibilies
• Right #2
-Human rights in principle
-Human rights in pracce
-Responsibilies
• Right #3
-Human rights in principle
-Human rights in pracce
-Responsibilies
RECOMMENDATIONS
• Right #1
-Government (host and home)
-Company
-Other relevant actors
• Right #2
-Government (host and home)
-Company
-Other relevant actors
• Right #3
-Government (host and home)
-Company
-Other relevant actors
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ANNEX 5: SAMPLE HRIA WORKPLAN
MONTH ACTIVITY
Status
December • Build the team
• Learn the tool, develop inial work plan
X
X
January • Dra goals
• Dra leer to stakeholders
• Review exisng materials
X
X
Ongoing
February • Start idenfying camps
• Begin research: meet with research group
• Human rights principles, internaonal laws
• Reynolds corporate research
• State/federal laws
• Idenfy which rights to focus on
• Dra quesons
• Sta Retreat:
• nalize objecves and rights
• discuss strategy for interviews and stakeholder contacts
X
March • Check in with research group
• Connue mapping camps
• Finalize strategy for camp meengs and worker interviews
• Contact other groups to help idenfy camps/workers (e.g., migrant health clinics)
April • Determine who will do stakeholder interviews
• Contacng stakeholders: send leers
• Connue mapping camps
• Begin worker interviews
• Collect research memos from research group: end of April
May • Stakeholder interviews: company and government
• Connue mapping camps
• Worker interviews
June • Worker interviews
July • Worker interviews
• Taking stock, reviewing data collected: write inial summary of ndings, determine
what we need to focus on for the remainder of the season
• Week of camp visits with a photographer?
August • Finish up worker interviews
• Begin organizing data
September • Begin draing report
• Dra shorter versions for dierent audiences
October • Eding report; 2nd dra
• Send to backbone organizaon
• Video clip for report
November • Finalize report
• Host country in front of UPR
December • Release report
• Contact media, organize event for release of report
• Host country in front of UPR
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ANNEX 6: Training evaluation form
I am part of:
Backbone organizaon
Academic
Community-based organizaon
Other (Explain) ___________________
1. What are your main objecves in taking this training? What movates you?
2. What do you hope to learn? What could this training bring you?
3. How could this training be relevant to your work?
1. What are the three most important things you learned during this training?
2. Was an appropriate amount of material covered during this training? If not, was too much material
covered or too lile?
3. What do you think about the methodology of the training (facilitaon, materials, etc.)?
4. Please rate the course in terms of its impact and usefulness in the following areas, using the scale below.
Circle the numbers that apply to your opinions.
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1 = Not useful at all 5 = Very Useful
AREA 1 2 3 4 5
Useful in your daily work 1 2 3 4 5
Increasing your willingness to train and mentor others 1 2 3 4 5
Increasing your ability to train and mentor mentors 1 2 3 4 5
5. Think about what you already knew and what you learned during this training. Then evaluate your
knowledge in each of the following topic areas related to HRIAs Before and Aer this training.
1 = No knowledge or skills 3 = Some knowledge or skills 5 = A lot of knowledge or skills
Self-assessment of Your Knowledge
and Skills Related to:
1 2 3 4 5 Acvity 1: What is a community-based HRIA? 1 2 3 4 5
1 2 3 4 5 Acvity 2: About 1 2 3 4 5
1 2 3 4 5 Acvity 3: Keys for a successful case 1 2 3 4 5
1 2 3 4 5 Acvity 4: How to build a team? 1 2 3 4 5
1 2 3 4 5
Acvity 5: Backbone organizaon, community-based
organizaon and communies—who’s doing what?
1 2 3 4 5
1 2 3 4 5 Acvity 6: Objecves of an HRIA 1 2 3 4 5
1 2 3 4 5 Acvity 7: How to develop a budget? 1 2 3 4 5
1 2 3 4 5 Acvity 8: Stakeholders outreach 1 2 3 4 5
1 2 3 4 5 Acvity 9: The company and the investment project 1 2 3 4 5
1 2 3 4 5 Acvity 10: Adapng the tool 1 2 3 4 5
1 2 3 4 5 Acvity 11: About the consultaon process 1 2 3 4 5
1 2 3 4 5 Acvity 12: Preparaon of the report 1 2 3 4 5
1 2 3 4 5 Acvity 13: Follow-up and advocacy strategies 1 2 3 4 5
1 2 3 4 5 Conclusion and follow-up to the training 1 2 3 4 5
6. Do you think you will have the opportunity to ulize the training skills you’ve pracced during this workshop
within the next three months?
Yes
No
7. If yes, please briey describe when and how you might apply these skills.
8. If no, please explain why you will not be able to ulize these training skills within the next three months.
9. If you were given the task of redesigning the workshop, what would you change?
10. Suggesons to improve the training?
Source: Internaonal Training & Educaon Center on HIV (I-TECH), HIV Care and Nursing Implicaons, Train-the-trainer (2004)
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Group Debrief
Date:
1. What worked well over the two last days?
2. What didn’t work well? Do you know why?
3. What are the most important elements that you learned during the training?
4. What was not covered that you would have liked to be covered?
5. Any suggesons on how to do the training dierently?
THANK YOU FOR YOUR PARTICIPATION!
