I don't want to play at
being Afra any longer,
I want to be Afra
Foreword
The South-East Amsterdam District Council's SEV (socio-economic renewal) department's EQUAL project
'Women@Work' was started in December 2002. Within the Women@Work project, the Action Learning
methodology has now been successfully used for two and a half years. In the meantime, 140 women have
come into contact with this methodology.
The Action Learning methodology book, 'I don't want to play at being Afra any longer, I want to be Afra', is
intended to enable (self) organisations in South East Amsterdam and surroundings, Transnational partners
and other interested parties to become familiar with how the Action Learning methodology is applied within
Women@Work.
Besides the theoretical basis, this methodology book illustrates how the Action Learning methodology is
specifically implemented in the Women@Work project by means of practical examples. These examples can
only reflect a little of the tremendous impact that this methodology had on the female participants.
The intention is to inspire and put forward ideas for organisations and bodies that want to start using
this methodology. It is not a ready-to-use recipe. The Action Learning methodology is still developing. It is
adapted to the target group and every group is different and has its own dynamics.
We dedicate this methodology book to all women in South East Amsterdam who "don't want to play at being
Afra any longer, but want to be Afra".
Debby Forster, Project leader
Liesbeth Accord, Action Learning Coordinator
2
Introduction
Women@Work has developed its specific working method over a period of three years. A characteristic of the
Women@Work project is that the working method was developed gradually, based on practical experience.
The aim of this methodology description is threefold:
· To write down the working method of Women@Work;
· To provide insight into the operation and results of;
· To provide insight into the preconditions under which the Women@Work
project is successful.
The methodology description is intended for a broad target group, precisely because various parties are
needed for the success of the project: female participants, partners at local and transnational level, trainers
and mentors. Obviously, all interested parties, particularly organisations in South East Amsterdam, which
also provide or want to provide projects with Empowerment and Action Learning as the basis, can use the
methodology description.
The methodology description is presented as follows:
Chapter 1
provides a general picture of the history, the target group, the aim and the development
partners of Women@Work.
Chapter 2
examines the vision of the project concerning the topics 'learning' and 'empowerment'.
Chapter 3
provides extensive insight into the Action Learning method, the basis for the entire project.
Chapter 4
describes the preparatory process: recruitment, intake and selection of the female
participants.
Chapter 5
describes the structure of the programme.
Chapter 6
examines the content of the programme.
Chapter 7
provides information about the specific processes for young mothers and Ghanaian
women.
Chapter 8
shows the outlines of the results achieved with the participants.
Chapter 9
describes the evaluation method used in the project.
Chapter 10
provides insight into the preconditions.
3
About Women @ Work
Action Learning
Knowing what you have to offer and then
making the best use of it
History
In 2001, the Socio-Economic Renewal (SEV) department of the South East Amsterdam District Council
started the development of an EQUAL programme1 for South East Amsterdam. Women@Work emerged from
this EQUAL programme. A project that is open to all women from the South East Amsterdam district,
despite their origins or ethnicity or their level of education. Nor is having a job a valid criterion for not
admitting someone. What is important is that a participant is motivated, wants to work on herself in a
positive manner, is prepared to examine at herself and will allow others to examine her. This concerns women
who have talents and qualities that they do not use, or use incorrectly; who are often stuck and do not know
how they must go on, but with a little encouragement are capable of further personal development.
Women in South East Amsterdam
South East Amsterdam has a large population of women from diverse ethnic minority groups who have
to cope with numerous problems and who have great difficulty in finding employment or improving their
position on the employment market.
There are various factors that contribute to the existence and continuance of the disproportionately high
joblessness of this group of women in South East Amsterdam2. On the one hand, there are factors
that relate to the target group of women themselves: are the women suitable for employment? (Level of
education, insufficient or no relevant work experience, inadequate language skills.) On the other hand, one
can speculate about whether the target group is looking in a manner that fits in with the recruitment methods
of employers. Finally, there are factors that relate to the criteria of (indigenous) employers in the recruitment
and selection of staff.
On whom is Women@Work focused?
Put briefly, the project is intended for women in South East Amsterdam who:
· are excluded from the employment market;
· work below their capabilities;
· are interested in setting up their own business;
· are interested in developing projects that meet local needs.
1 Interim Evaluation Report on Women@Work, 2003
2 South East (Amsterdam) Employment Monitor, 2nd half of 2000
5
Objectives
The key objective of the project's programme is empowerment for all the participants involved in it. The
empowerment concept has a number of qualitative and quantitative indicators:
· enabling the participants to better inform themselves;
· increasing self-confidence;
· developing and maintaining motivation;
· improving communication;
· developing new skills.
Development partners
There is close cooperation with local organisations, called Development partners or DP partners. The DP
partners look to jointly solving the multiple socio-economic problems of women in South East Amsterdam
related to the employment market. The cooperation also provides the participants with a proper activation
network, which they did not sufficiently have previously.
The vision of
Women @ Work
Experimenting with new behaviour
that practically results in an immediately
visible effect
Learning
Interactive learning, which means learning with and from each other, is the key to Women@Work. Taking
responsibility is basic to this. The participant herself must understand the necessity to change. Learning in
this context is a social process that provides room for personal, cognitive and emotional development.
This means letting go of old prejudices and replacing them with new ideas. In brief, experimenting with new
behaviour that practically results in an immediately visible effect. Visibly improved social behaviour is the
benefit reaped, on the one hand, by the participant herself and, on the other, by her environment. The
personally focused approach, in which the emphasis lies on the specific situation of the participants and their
self-image, is a vital point of attention in the project's programme.
How they perceive themselves and their environment - in thinking, acting and feeling is changing. Instead of
thinking in terms of impossibilities, they learn to live from the point of view of opportunities. The conviction
in this context is that people make the most of what they believe to be true. Creativity, the capacity to live
in the present and experiencing self-fulfilment are stimulated in this way.
Empowerment
Women@Work operates from a clear vision that revolves around empowerment. Empowerment is
understood as becoming aware of ones own competencies, and further developing them and using them to
achieve the intended goals. For the Women@Work project, these goals are related to the employment
market. Diversity has become an essential characteristic of the multicultural society. Both citizens and
institutions are confronted with the challenge of how to act effectively in these multicultural developments.
Effective action requires people to possess multicultural competencies.3
Women@Work provides an environment that actively responds to the needs of the participants in various
phases during their continuous process of development. Acceptance, freedom, openness, and democratic
discussion are central to this. With the aid of these 'instruments', participants are enabled to take
responsibility in their own change process and realise permanent constructive changes in themselves.
In addition to opening up paths to education, work or their own business, the participants are made aware
of their own prejudices, the possible causes of these and the opportunities to change. Participants are
empowered to delve deeper into the nature of living and working in a multicultural context. In this context,
they are intensively referred to the powers operating in the neighbourhood and their accruing capacity
to profit from these. The participants' problems are examined and all the activities of Women@Work are
designed from this perspective.
3 Lucy Kortram, Multicultureel competent samen(-)leven (Living together with multicultural competence), Hogeschool de Horst (University of
Professional Education for professions in the social sector and labour relations), Lectoraat Diversiteit en de multiculturele competentie, 2004
('Diversity and the multicultural competency' Lectureship), inaugural lecture available in Dutch at www.dehorst.nl/1-lectoraat.html
9
Action Learning
The more people who know who you are and
what you do, the bigger the chance that you
will build up professional relationships.
Networking revolves around paying attention
and granting each other something.
What is Action Learning?
Women@Work stimulates women to take control of achieving their goals themselves. To do this, the Action
Learning Programme (ALP) is used. Action Learning is a method in which the participants' own experience is
used as the point of departure for their further development.
The Action Learning methodology as applied in Women@Work, has the objective of positively activating
women. Characteristic for this is 'learning by doing'. Besides teaching skills, the methodology mainly focuses
on translating ideas into practically feasible proposals and their realisation. The cornerstone is empowerment
of the target group: ensuring that people realise what they have to offer and that they are also enabled to
use this in the best possible way themselves.
Participants perceive that you can learn from each other, because everyone has their own contribution and
style of learning and living, which enables a more extensive arsenal of information, procedures and solutions
to be created. A stimulating environment, specifically the organisation, fellow students, trainers, mentors,
development partners and all the available facilities, provides the participants with the opportunity to
develop their positive qualities. The project provides the participants with space, input and information so
that the majority of them are enabled to recognise what they want to achieve
Peer learning & Networking
The key to the ALP is 'peer learning', which means that the women learn from each other. Characteristic of
the working method used in the project are the concepts:
· bottom up;
· cooperation between volunteers, local organisations and professionals;
· focused on empowerment, respect, acceptance and appreciation;
· based on the individual wishes and needs of women;
· focused on experience learning and teaching each other.
In the many options concerning the present and future (education, work, partner, social circles) the group
participants provide each other with bearings, they develop so-called pragmatic strategies and solutions for
problems experienced. In this way, they teach each other to acquire independence from their environment.
This is also an important aspect of Action Learning: developing competencies to successfully be able to get
11
along with each other. The participants form a network of contacts who help and support each other in
achieving goals. They keep each other informed, provide each other with new ideas, improve each other's
reputation, supply each other with potential customers and expand each other's knowledge. The more
people who know who you are and what you do, the bigger the chance that you will build up professional
relationships. Networking revolves around paying attention and granting each other something.
The Action Learning Programme of Women@Work
The Action Learning methodology as applied in Women@Work, has the objective of positively activating
women. The participants' own experience is used as the point of departure for their further development.
The components of the Action Learning Programme are designed to make the participants aware of their
own potential and to develop skills to translate their ideas into specific changes.
In the translation of this methodology into the practice for Women@Work, the aim since the start of the
project was to start up an awareness development process in which a positive attitude and responsibility
are central.
Both the training provided and the individual guidance of the participants are aimed at doing this. In this
context, our basic principle is that, by positive confirmation at all levels within the project, participants are
ultimately made aware of their positive qualities, which are expressed in:
· self-respect;
· positive opinions of others;
· taking responsibility themselves;
· trust;
· motivation;
· self-awareness;
· ambitions;
· less anxiety.
12
In the training courses, the trainers express the empowerment concept through:
· focusing on the personal learning goal and the individual;
· starting up an awareness development process;
· stimulating mutual empowerment-processes;
· emphasising the participant's own responsibility;
· encouraging cooperation;
· regularly reflecting and providing feedback;
· stimulating positive thinking and self-acceptance;
· being aware that everyone is unique.
The Action Learning Programme provides the participants with a series of Basic Programmes lasting
about four months, which each assist a group of 15 to 20 women to develop personal action plans. In this
framework, a personal strategy is developed with each participant to realise her plan. The Basic Programme
is compulsory for each participant and contains the empowerment weekend, the Self-Analysis module and
the Communication and Presentation module. This basic offering is the 'core empowerment' programme.
The empowerment block lays the foundations for the entire process. Sufficient room has been left in the total
programme for the participants to put forward their own topics or to change components. Several options
are subsequently offered, which is the Plus Programme. The content of this Plus Programme is related to
preparing to combine a job with caring for a family or preparing for the employment market. After the
Basic Programme, the process with the mentor also starts. The Basic Programme is completed with an
empowerment weekend that focuses on the presentation of results.
Results of the Action Learning Programme
At the end of the programme, the prospects of the participants are improved. They have developed skills
to continue on their path to a job or a new job. They have more insight into competencies acquired
somewhere else, and they have a portfolio that provides insight into their knowledge and the possibilities.
Additionally, they have improved their prospect and developed a network that can respond to the demands
and needs in the field of work and schooling. The participants have built up new networks of contacts
consisting of fellow students, teachers, mentors, employers and development partners.
13
Empowerment & activation
Shelly is a single mother with four children. Shelly's motivation to participate
Case study
is the need to investigate what qualities she possesses and what her
opportunities are on the employment market. During the empowerment
By means of focused
process, Shelly begins to increasingly believe in herself and her need grows to
training and guidance,
share her experiences with other women. The combination of paid work and
women learn how they
caring for her family appears to be a long way off for the time being, but
must define their
Shelly sees that she has various options to use her qualities and thus gain work
organisation goals,
experience. On her own initiative, she goes to a community centre to ask
must make a working
whether there are any empowerment activities organised for women, such as
plan and budget and
those she has participated in with Women@Work. When Shelly discovers that
how they can work
this is not the case, she employs her organising talent to start up a women's
together with the local
group. Another participant, Tamara, turned out to have the same ideas and they
welfare authority.
decide to start a project in the community centre together. By means of
focused training and guidance, the women learn how they must define their
organisation goals, must make a working plan and budget and how they can
work together with the local welfare authority. The women's group of Shelly
and Tamara has currently organised computer lessons and cooking groups.
Web design agency
Margarita is a young, talented woman. She has a paid job as a telemarketer. In
Case study
her free time she performs as a singer, she draws and paints and enjoys working
with computers. Her ambitions emerged during the self-analysis module: to
Ambition is realised.
translate her creativity into paid work. In the meantime, other participants who
Creativity is translated
are busy starting up a business asked Margarita whether she could think up a
into paid work as a web
logo for them and whether she could help to develop a website. Margarita met
designer.
these requests and, through mouth-to-mouth recommendation, Margarita
imperceptibly built up a circle of customers for whom she designs websites.
Currently Margarita is busy drawing up a business plan for her web design
agency and the project management has asked her to bring the Women@Work
website up to date.
14
Peer learning & networking
During the Networking and Time management modules, when the participants
Case study
receive a cross-module exercise - the organising and implementing of a network
meeting -there is initially a lot of consternation. The women begin to talk among
In the Networking
themselves: "But how? Where? What?
and
If the trainer then explains that they will decide the format and content of the
Time management
network meeting, there is suddenly silence. "I can't do that " can be read in
modules, the
many faces. The trainer provides a more detailed explanation and uses
participants are
examples from previous groups. He tells them they can apply the insights and
given a cross-module
skills that they have learned and that they will have the opportunity to work on
exercise: to organise
their personal learning goals, which they will formulate in the lessons. This
and implement a
helps. Slowly the first women begin to generate ideas. Gradually, everyone
network meeting.
becomes enthusiastic and they start to call out ideas one after the other. One is
talking about the format and the music, another about the catering and the
rooms. Then one of the women requests some structure. The trainer asks what
specific ideas there are about content and tasks, and uses these to make a
diagram on the whiteboard. The group concentrates on the schematic, faces
lighten up: "Now it is beginning to look like something."
Subsequently the women apply for a workgroup on the basis of preference,
experience, enthusiasm and wanting to learn. They agree with each other about
which workgroups will have what tasks and what will be the format of the
proposal that they have to submit. Afterwards, the workgroups are given the
time to discuss things among themselves and make agreements about task
allocations. Finally, the participants prepare a timetable and agree the lines of
communication. During the meetings, lots of time is provided for exchanging
ideas. In doing this, the participants show their creativity, talents and wishes.
They also show how they encourage each other to take on tasks and how they
stimulate each other to be more creative.
In the meetings that follow this one, the progress of the organisation is discussed (current status, the next steps, what is needed to take the next steps). The
progress of the process of their learning goal is also discussed. Finally, the
network meeting itself is a specific result of working together, focused use of
qualities, competencies and empowerment.
15
Working together & empowerment
Uma is young woman aged 33. During an empowerment weekend she
Case study
expressed her aversion to domestic violence. To emphasis this she performed
a rap that she has written about it. The other participants react very
Rap about domestic
positively and enthusiastically to her short performance and draw her
violence leads to CD
attention to the Senang Zorg care project - a project in the context of
and the establishment
domestic violence, which was set up by two participants from the first group.
of a dress design school.
Uma gets encouraged by the positive reactions and decides to develop a
CD and donate its proceeds to the Senang Zorg project. To develop the CD
cover, she calls on the help of a few creative participants. At the same time,
these participants receive assignments from various other parties involved.
They feel appreciated and recognised, and decide to examine in more detail
the opportunity to work as freelance designers.
Uma's idea becomes bigger and bigger: she wants to promote her CD on a
large scale at a release party. Once again, she calls on the help of her fellow
students for the show's clothing and styling. Two participants agree to make
the clothes for the performance.
As a result of this cooperation, new life is injected into an old initiative,
specifically the establishment of a dress design school and a fashion and
styling studio.
Recruitment, intake
and selection
Recruitment
Publicity campaigns are used to publicise Women@Work. An important recruitment channel, moreover,
is mouth-to-mouth recommendation. Old and current participants share their experiences with potential
candidates in their own network. Many new candidates apply via these personal networks. Mouth-to-mouth
recommendations and publicity campaigns seem to be the most effective combination to optimally
publicise the project. This guarantees reaching a broad range of people rather than just a select group being
informed.
Intake
After applying, an individual is invited to an intake interview. During this interview, a questionnaire and
an observation list are used. In the intake interview, information is provided about the project and the
potential candidates are asked questions about motivation, goals, expectations, and preconditions (child
minding, physical condition, commitments concerning work or education, etc.).
Note. For a proper selection it is important that the interviewers:
· have experience with the target group;
· have experience with conducting intake interviews;
· have excellent interview skills.
Selection
In the end discussion of the project management, all the candidates who have had an intake interview are
assessed and the decisions are made about whom to admit to the project.
19
Structure of the
project’s programme
Basic, Plus and Mentorship
Basic Programme
The Basic Programme is the 'core empowerment' programme. This consists of the following modules:
· Empowerment weekend/Return day;
· Self-analysis;
· Communication and Presentation.
Plus Programme
The Plus Programme supports the participants' action plans. They make a choice from a 'tailor-made'
offering of modules, which is developed on the basis of the requirements and needs of the participants. One
stipulation is that the course is related to preparing the participants for combining working and family care
and/or for the employment market.
The modules in the Plus Programme are:
· Own Business Orientation;
· Networking;
· Time management;
· Computer usage;
· Organising, Planning & Budgeting;
· Management skills;
· Financial Management;
· Stress Management;
· Health & Career;
· Creative Writing.
21
Mentorship
The mentorship consists of an individual process and a group process, which are aimed at the intensive
guidance of the participants in implementing their action plans. The existing process comprises six bilateral
meetings between mentor and mentee. During these discussions, an inventory is made of the mentee's
requirements and more attention is paid to personally oriented guidance.
The other, more technically oriented questions are brought up in the mentee-circle discussions. The individual
processes and the group meetings in the mentee-circles are complementary rather than separate from each
other.
Course direction
The aim of course direction is to follow and assess the development process of the participants. The
coordinator of the Action Learning Programme is responsible for the course direction. This means that she
keeps track of the developments of each participant. To this end, a number of contact moments during the
course are planned in advance. Additionally, the Action Learning Coordinator receives written and oral
reports from trainers and mentors. This enables the Action Learning Coordinator to respond to specific
requests and needs of the particular participants and thus optimally continue to stimulate (the continuity of)
their personal development. At the end of the course, a three-way meeting takes place between the Action
Learning Coordinator, mentor and participant, to round off the course and determine how the participant will
continue further.
Content of the
project’s programme
Process: Action Learning
Period
Process
Recruitment and selection
Information meeting
Intake
Introduction meeting
Action Learning Basic Programme
Weekend
Empowerment weekend
2 half days
Return day
12 half days
Self-Analysis - Portfolio
5 half days
Communication and Presentation
1 half-day
Mentor matching
Individual coaching
Action Learning Plus
Mentor course:
4 months
elective
Own Business
Orientation
StressManagement
Management
skills
Financial
management
Computer use
Organising,
Planning &
Budgeting
Health &
Career
Creative
Writing
Time
Management
and
Networking
- Bilateral
- Mentee Circle
Empowerment weekend
Diagram: L. Accord, Women@Work Action Learning Coordinator
25
Basic Programme
Introduction meeting
Prior to the start of the Basic Programme, an introduction meeting is held, attended by the selected participants
and the project organisation staff. The Women@Work Project leader, the Action Learning Coordinator and
several old participants provide practical information and also tell of their experiences with the Women@Work
course.
Empowerment weekend
The empowerment weekend is the starting programme of the course. The central questions are: "How do
you perceive yourself and how are you perceived by other people? How do you want to be perceived by
other people and what influence can you have on this yourself?"
During the empowerment weekend, the participants get to work on the following topics:
· What strengths do I have and how can I use these to achieve goals?
· What is culture? How does culture work?
· What is my cultural baggage?
· What insights do I have to define my own identity in the process of
socialising?
· What is my own share/investment in the position that I now occupy?
After the empowerment weekend, a return day takes place. During this session, the participants sharpen up
their learning goals and take these to the Self-Analysis training course.
Result after the empowerment weekend
After the empowerment weekend, the participant is able to clearly reflect on her own experiences. Furthermore,
she is more strongly aware of her own strengths; the effect of important life experiences and values that have
contributed to her personal development, and how she has dealt with significant changes.
26
As a result of the empowerment weekend, the participant makes a selection of the learning goals that she wants
to work on. In the light of these new goals, she can also put her past into perspective. The participant learns
to make choices with more awareness and learns to coordinate actions to this end. This will result in increased
feasibility of the goals she has set.
Self-Analysis Module
The Self-Analysis training module follows on from the empowerment weekend. Self analysis takes place in
the framework of the questions: "Who am I, what can I do, what do I want and how am I going to do that?"
A point of attention during this module is to put the self-image in a positive context, bring it to the fore,
designate and reinforce it. Learning to give feedback to each other is an important instrument for this.
One of the participants of the Self-Analysis module (we'll call her Andra) had the
Case study
inclination during the first couple of meetings to hold herself apart from the rest
of the group. She avoided eye contact with the trainer and the other participants.
Positive
Non-verbally, she signalled disapproval, which also showed during a feedback
convictions
round. In various ways, the trainer focused on the topic of 'convictions'; negative
ensure
convictions cause negative expectations. Negative expectations can cause
positive
negative behaviour. Andra realised that she had expectations of the group and
expectations.
of the trainer. She had many convictions (unsubstantiated opinions) about Dutch
people, which made her very suspicious, about the group as well. After the
openhearted feedback, in which she could express her prejudice, she was
completely 'with it'. She looked everyone in the group literally in the eye and
came out of her isolation. After that meeting, Andra became an active participant
who often during the training confronted others with the question: are you sure
that what you are saying is true?
Portfolio
The term 'portfolio' comes from the art world, where it is used as a sort of shop-window: what are your best
sellable products; how do you want to put yourself on the market?
27
The compilation of a portfolio starts in the Self-Analysis module. Subsequently, during the entire course, all
the developments are included. A portfolio is an active, continuously self-renewing instrument. On the one
hand, it is used to provide insight into the learning process of the participant. It is also used in coaching and
guidance. On the other hand, it can be used as a reviewing instrument, with which the participant assembles
'evidence' of her progress.
The portfolio is an instrument for the presentation; furthermore, it assists a difficult decision process:
· towards new work;
· towards new schooling;
· towards independent entrepreneurship;
· towards relevant formal and informal evidence of personal qualities.
The portfolio includes a personal action plan, which is only completed during the final phase of the
Self-Analysis module. Portfolios are prepared by in writing and digitally (for example, with the aid of a photo
exercise). In this way, participants make it concisely clear what they want to tackle in the next process. The
formats of the portfolios are different; the aims are the same: presentation of their own competencies and
assisting their own decision process.
Individual coaching
During the module, there is room for individual coaching discussions with the participants who are not
entirely brought out in the group discussions. In this context, the following questions are posed:
· Do they make the best possible use of the group?
· How far are they with their goal to get a picture of it?
· How do they appreciate the group?
· Do the process and the developments meet their expectations?
At the end of the module, a three-way discussion takes place between the participant, the coordinator and
the trainer, in order to ensure a good hand over to the mentors.
28
Result after Self-Analysis
At the end of this module, the participants are able to present their own competencies, embedded in a total
picture to the mentors. They have insight into their skills, qualities, pitfalls and challenges, and they have
assembled evidence of these in a portfolio.
They have prepared an action plan and know what they want to work on.
Communication and Presentation
In the Basic Programme, the Self-Analysis module is immediately followed by the Communication and
Presentation module. This module is included in the Basic Programme because communication and self-image
are closely interconnected: who or what someone thinks they are is visible in the way in which they
communicate. The module consists of five weekly meetings. In the Communication and Presentation module, the
participants are provided with skills that enable them to present themselves as powerfully as possible to achieve
their goals. Essential skills, such as listening, summarising, asking follow-up questions and providing feedback are
dealt with in detail. Providing feedback mainly includes learning with and from each other. The presentation of
the portfolios and action plans are practiced. The module is rounded off with presentations to mentors and the
Action Learning Coordinator. The Communication and Presentation completes the Basic Programme.
Language lessons
In cooperation with bodies that provide language tuition, a course has been developed in which an
intensive language programme is offered to participants who still do not have sufficient command of Dutch.
This course starts during the Basic Programme and continues throughout the entire course in parallel with the
other programme components. The lessons use software programmes with which participants can be
individually coached on the basis of their language proficiency. For tuition to gain language certificates,
participants are referred to normal language education organisations.
Plus Programme
After the Basic Programme, the Plus Programme and the Mentorship commences. The entire programme is
finished off with an empowerment weekend in which the participants present what the entire course has
provided them with.
29
Mentorship: mentor and mentee circles
One of the project's key elements is the setting up of a network of mentors. At the end of the Basic Programme,
all the participants are assigned a personal mentor who advises and assists them to carry out their action plan.
In addition, three mentee circles are provided. The subjects for the mentee circles are education and work, one's
own business and community enterprise (social entrepreneurship). The chairperson of the mentee circle makes
an inventory with the mentors of what needs/requirements are present among the mentees concerning the
subjects stated and subsequently organises the subject meetings in the mentee circles.
Empowerment weekend
In a final two-day programme, the participants are invited to make a presentation of what the Women@Work
project's programme has provided them with. By means of coaching and workshops about inner power and
external presentation, the participants provide each other with the answer to the question: how can people
see that I am empowered? The workshops and coaching provide working methods that are both physical and
mental, as well as energetic, in which the participants are stimulated to present themselves.
During the entire course, Afra has shown herself to be an enthusiastic woman with
Case study
ideas of starting a shop to sell products from her country of origin. She knows what
she wants and is realistic about it, and is also supportive of the other participants.
I don't want to play at
Even so, she has the idea that there are indescribable issues that hinder her. In her
being Afra any longer,
external presentation, she can still come across as insecure. Afra wants to learn to
I want to be Afra
rely more on her intuition and no longer first reason everything out. In the final
empowerment weekend, she shares her learning goal with the other group
members in the coaching and in the workshops: "I don't want to play at being Afra
any longer, I want to be Afra." After the weekend she took on a great challenge for
her specific situation: she presented herself on the catwalk of a fashion show and
demonstrated her self-confidence on stage as the member of a dance group.
Plus Programme Modules
Below, the various modules of the Plus Programme are described concerning their aim, content, working
method, frequency and result. Each participant individually chooses modules that fit in with her specific
30
action plan and timetable.
Own Business Orientation Module
Aim
In the Own Business Orientation module, the participants become aware of
what independent entrepreneurship involves: improved insight into the
meaning of independent entrepreneurship, format of the business plan and
funding possibilities.
Content
The following subjects are handled in the module:
· You don't have a business; you are a business!
· Money: the flow of energy in your company
· Presentation of the businesswoman and her plan. The participants consider the
presentation of the plans
· Network, Business plan, Funding, Action plan
Working method
Basic principles:
· The participants' own business ideas are the basis for processing the information
they receive
· From the first meeting onwards, the participants learn to provide feedback on
each other's business plans
· The module is available for participants who have specific ideas for starting
their own business
Frequency
Four meetings, weekly
Result
A start for a business plan in which answers are sought to the questions: who
are you, what is your product, who/what/where is your market, and how do you
procure the finance? Participants have insight into the processes and
requirements for starting their own business. Participants formulate specific
points of attentions for their follow-up course in the Mentorship.
Action Learning
During every meeting, the participants' own business ideas are central. By asking
critical questions about each other's plans, the other participants play the roles of
potential customers or funding bodies in role-play sessions. In this way, they learn
to substantiate their plans according to the principle of market research.
31
Networking Module
32
Aim
Participants identify their network and expand this for the goal that they have set
themselves in their Women@Work course.
Content
The Networking Module revolves around developing one's own network,
conducting a network discussion, the maintenance of a network and the
organisation of a network meeting.
Working method
The participants practice conducting network discussions and they learn to
organise a network meeting by means of a module exercise. This network
meeting is also the practice situation for the application of newly acquired
insights and instruments supplied.
Frequency
Three weekly meetings of half a day, divided into:
· What do I want: personal learning requirement (focused on networking).
· Setting network goal.
· What am I capable of: the skills to be able to network.
· What do I do in advance: drawing up an action plan.
Result
The participants have:
· identified their network.
· formulated a goal-oriented network.
· practiced network discussions via role-plays.
· organised a network meeting.
· taken part in a network meeting
Action Learning
The insights and choices are immediately applied in a working exercise. The
working exercise is a module exercise that belongs to the Networking and
Time Management modules. The planning of time and setting priorities are
important in this. At each meeting, the progress of the learning process and the
organisation is discussed and, by doing this, the effects of the networking during
the preparation. The results are also checked during the evaluation. What is
examined is how they have participated in the network meeting and what
contacts that specifically supplied.
Time Management Module
Aim
The Time Management module is focused on obtaining insight into the priorities
that the participants set in their lives and what effect these have on their time
allocation and well-being.
Content
Interpretation of the concept 'time'
· Time is an objective concept. What subjective value does it have for you?
· Priority diagram.
· Filling in a diagram as an instrument for setting priorities.
Personal learning requirement
What do you want to learn in the field of time management.
Working method
The insights and choices are immediately applied in a work exercise. The
work exercise is a module exercise for the Time management and Networking
modules.
The exercise demands organisation and working together. The planning of time
and setting priorities are important in this. At each meeting, the progress of the
learning process and the organisation is discussed and, by doing this, the effects
of the time management.
Frequency
Three weekly meetings of half a day, divided into:
· What do I want: personal learning requirement (focused on time management).
· What am I capable of: priority diagram.
· What do I do in advance: implement the priorities.
Result
Participants have gained insight into:
· the priorities they set themselves.
· how they set priorities.
· the significance of the priorities for their personal goal.
Action Learning
· Empowerment of the participants is also primarily a question of encouraging
each other.
· The participating women learn from each other.
· The broad spectrum of working methods in which the sharing of experiences
and insights are central, and make vital contributions to this.
· Trainers and mentors respond to what the participants want to learn and deal
with.
· This revolves around the personal learning process.
33
Computer Usage Module
34
Aim
· Familiarisation with the commonest computer programs (Office package).
· Make the participants more computer literate.
· Make the participants confident with internet and e-mail usage.
Content
·
·
·
·
·
Working method
This is a single group course in which no distinction is made between levels.
Every participant who wants to improve her computer skills can participate. The
participants work at their own level and pace.
Frequency
Six half days, weekly
Result
· Participants can work with Word, have insight into the possibilities of Excel,
Access and PowerPoint.
· Have practiced with the application of the software programs.
· Have an e-mail account.
· Can use internet.
Action Learning
·
·
·
·
·
Word
Excel
PowerPoint
Access
Internet/e-mail usage
Experience that one is good at something.
Participants are asked about specific subjects.
Programme is provided as a result of participants' feedback.
Makes use of recognisable examples.
After taking the Computer Usage module, several participants want to learn to
build their own websites. Women@Work provides that opportunity and has now
asked a participant to bring the project's website up to date.
Organising, Planning & Budgeting Module
Aim
The starting point of the training course is the situation to be changed: this is
characterised as 'unorganised'. The end point of the training course is the
situation as it is considered to be most desirable by the participants. The result
aimed for: "orderly and well-organised'.
Content
· Organisation, special and logistical: living and working environment.
· Planning of administration, preparing a budget.
Working method
· At the end of each session, a short evaluation is held with the aim of giving the
participants the opportunity to provide their input for the next session. At the
start of sessions 2 and 3, a brief recapitulation is made of the previous session,
asking questions and receiving answers and discussion of the homework.
· The sessions are constructed around three subjects.
· The trainer provides the theme by dealing with two standard subjects per
session. The participants are given the opportunity to suggest a third subject.
Frequency
The training course consists of three half days of three hours each spread over
five or six weeks. In the interim period, the intention is that the participants
practically apply what they have learned and prepare the exercise.
Result
After the training course is completed, the participants are able to:
· analyse their own working method, time allocation, budget, etc. and (in good
time) apply adjustments and improvements.
· distinguish main and subsidiary issues, set priorities, be decisive, so that time
and resources are used more efficiently.
· break down the initially complex situation, make it more orderly and resolve it.
Action Learning
· The training course is designed to be interactive. The participants are required
to actively take part in the training course.
· Using the subjects that the participants suggest, the subjects are directed at the
specific situations and requirements. The practical situations are discussed in
groups and perhaps dealt with in a role-play in a lively manner. Furthermore, an
inventory is made of insight and inside knowledge of finance by means of a
budgeting exercise and a quiz.
35
Management Skills Module
36
Aim
Developing management skills to achieve the goals that the participants have set
themselves during the course. Practising management skills is focused on the
underlying personal development.
Content
· In the Management Skills module, the participants become familiar with their
leadership capacities. They develop a clear insight into their question of why
and which management skills they want to develop. They practice with a
number of basic principles of 'empowerment management' and inspiration
management.
· The participants themselves determine a great deal of the content or subjects
of the meetings.
· Elements that can be introduced are: specific management skills such as
delegation, discussion skills and conflict management, but also letting go,
socialisation or authority.
Working method
Emphasis on coordination. At each meeting, as a result of the lesson content, the
participants discuss how they are going to practice their learning requirement at
the next session. The progress of the learning process and the integration of the
acquired knowledge and skills in their thinking, actions and feelings are reviewed
at each meeting.
Frequency
The three meetings for management skills are held at weekly intervals.
Result
This module provides the participants with insight into their own management
qualities; where their sources of energy lie, where their impediments lie, what
aspects do they want to develop?
Action Learning
In the structure of the meeting, the participants' own contributions and learning
processes occupy up the largest part.
Financial Management Module
Aim
Provide the student with insight and skills so that she can keep the financial cash
flow in and out of her own company and/or private life up to date in a generally
accepted method prescribed by law. Be able to provide herself and third parties
with insight into the composition of the assets of the business and the relationship
with her private assets insofar as these relate to the company for a specific period.
Content
The course contains the following components:
· indicate the statutory and commercial requirements.
· become acquainted with accounting, specifically inventory, opening balance,
income and expenditure account, closing balance, reading balance sheets and
notes, bookkeeping rules and general ledger account.
· day books: cash/bank/postbank books, diverse items book, purchasing book, sales
ledger and the subsidiary ledgers, stock ledger, debtors ledger, creditors ledger;
· transaction lists: day lists/cash lists, trial balance, operating account in the
columns balance sheet, closing balance sheet (closing balance sheet and
explanatory notes).
· application: statement of private income and expenditure, computer lists /
administrative office / staff administration, the tax authorities, turnover tax /
VAT, familiarisation with computer bookkeeping, practicing by performing
exercises on the computer.
Working method
Use is made of study matter and a software program. The teacher develops
material that meets the requirements of the group. There are tests on the
sufficient level of performing the homework exercises and control. At the end of
the course, the student is given the opportunity to apply the acquired skills and
theory in a computer bookkeeping familiarisation exercise.
Frequency
Four weekly meetings of half a day.
Result
The student is able to group the investments and indicate the corresponding
sources of funding. The student is able to write down the composition of these
in the form of a balance sheet. She is also able to maintain the changes in the
composition of the assets for each component in a specified manner, and in doing
so provide insight into the new composition of the assets and the increases or
decreases through profit or loss.
Action Learning
Students are given the room to share experiences. The course focuses on the
group and the individual group members and their requirements, and takes
account of the progressing learning process of the group.
37
Stress Management Module
38
Aim
Learning to recognise signals of stress and discovering personal methods of
relaxing.
Content
· In the training course, the students examine how they experience stress in their
bodies. They explore different means of relaxing and choose the method that
suits them, touching, smelling, exercise, listening.
· The training course also provides the students with information, tips and
exercises that can help them on the way to their personal relaxation.
Working method
Creative working method, such as movement, breathing exercises and
(improvisation) dance (together) and drawing mandalas and relaxation exercises
(individually). There is plenty of attention paid to food and water during the
meetings.
Frequency
Four weekly meetings.
Result
· becoming aware of one's own breathing.
· becoming aware of the fact that one is always breathing and that this can
always be used for relaxation in various ways.
· becoming aware of the fact that one's own reasoning power, fantasies and
visualisations, can be (optimally) used to relax.
Action Learning
Self-reflection occupies a central role in stress management.
Health & Career Module
Aim
· Balance of body and mind.
· Feeling comfortable, enjoying your work, enjoying your life.
Content
·
·
·
·
·
·
·
·
Working method
A lifestyle analysis is prepared using a questionnaire. Where are you now? What
have you done to obtain balance in body and mind? How someone feels and
what she eats and drinks is kept up to date in a logbook.
Frequency
Eight half days, weekly
Result
Choosing a personal lifestyle with factors promoting health in order to operate
optimally.
Action Learning
Self-analysis, self-evaluation, presentation of personal lifestyle.
Meditation.
Food and its effect on your body.
Transformational breathing.
Importance of water and oxygen.
Physical and mental stress.
Healthy and unhealthy stress.
Self-evaluation.
Phased plan for physical and psychological top condition.
39
Creative Writing Module
40
Aim
In the Creative Writing module, the participants learn to employ their creativity
for authorship. The authorship itself is dealt with, as well as the process of writing.
Content
The module covers:
· motivation to be a writer.
· the creation of a story.
· personal experience and the story.
· writing techniques.
· characters.
· imagination.
· setting of the story / land of origin.
Working method
Basic principles:
· the module is open to everyone.
· everyone can learn skills to write their own story.
· everyone can develop creatively.
· with the aid of the supplied writing techniques, the participants can develop
their own story lines step-by-step in form and content.
Frequency
The module consists of four weekly meetings.
· The writer and the story.
· The story and the technique.
· The creativity for the story.
· Your story.
Result
· A story written by the participant herself, which is passed out and presented
during the final lesson.
· The participants learn to have faith in their creativity. The participants experience
themselves as source of inspiration.
Action Learning
Each meeting focuses on stories and the participants. This enables the
development of the individual's writing process to be monitored. At the start
of the module, the participants are given an end exercise. This shows the
acquired knowledge, the developed technique and the improved creativity. The
trainer and the participants provide each other with feedback.
Please note: In one group, the motivation and skills were such that the stories
have been published in a collection, Vrouwen Verhalen (Women's Stories).
'Vrouwen Verhalen' (Women's
stories) was born in the
'Creative Writing' lessons given
by writer and columnist Clark
Accord, on assignment for
Women@Work in South East
Amsterdam.
Using the question 'How do
you use your creativity for
authorship?', step-by-step the
participants became familiar
with the writing process during
this module.
The result? Seven short stories
written by various women
who did or did not have any
previous experience of writing.
Some of the stories are
completely made up, others
are based on real life. They do
have one thing in common:
they are written with a lot of
enthusiasm.
From slavery to modern day
relationship problems, from
winti (voodoo-like) rituals to
adultery and deceit, 'Vrouwen
Verhalen' is a very diverse
anthology and each story has
its own charm and power.
Just like the women. And that
is exactly what makes this
anthology so special.
Enjoy reading it
Specific courses
After the course, young
mothers combined forces
in a community enterprise
Because the project is regularly approached by groups that have a clear need for an adapted programme,
courses are created that contain all the elements of the Action Learning Programme, but which are provided
in a more compressed and integrated format.
Course for Young Mothers
Background
South East Amsterdam has a local organisation that focuses on young mothers. A request came from that
organisation for some young mothers to participate in the Action Learning Programme. Because the age gap
between the other participants and the teenage mothers was too large, it was decide to organise a course
specifically for them. In cooperation with the local organisation, a course was set up for these young mothers.
The group consists of teenage women with different ethnic backgrounds. The group that applied already had
one goal in mind: setting up a company.
The general objective of this course is to train and assist young mothers in achieving their plans focused on
social and economical self-sufficiency.
Working method of the Course for Young Mothers
In order to match the young mothers' ideas, questions and needs, group meetings are arranged over a
period of a year in which subjects are dealt with from both the Basic Programme and the Plus Programme.
There is no fixed sequence for the subjects. The programme is filled in on the basis of the participants'
current issues. The entire course is conducted by fixed trainers who also provide the personal guidance.
This guarantees continuity in the development process and contact with the target group. For the
communication in between the meetings, the trainers use communication channels that are also used by
the target group: telephone and chatting via internet. Main areas of attention in the course are
empowerment, the development of business skills, project formulation and project development. At the end
of the course, the participants have prepared the outline of a collective business plan.
43
Cooperation
The Women@Work project works together with an organisation that looks after the interests of young
mothers and with an organisation that advises and guides people starting new companies. After the course,
the participants are handed over to this organisation's advisors for advice and guidance. They guide them
further in realising their business plans.
The course consists of:
· an empowerment course conducted by Women@Work;
· a follow-up course that is conducted by an organisation for people starting
new companies.
Course for Ghanaian Women
Background
A local organisation for Ghanaian women approached Women@Work with a specific request from its target
group. The target group comprises fifteen women who were known to have started small businesses from
home. These consisted of hairdressers, small export activities, catering and selling products from Ghana. The
businesswomen want to take their activities out of the grey market and make their companies professional.
A major stumbling block to this was their command of the Dutch language. Furthermore, the women's main
contacts were within their own group. The barrier to setting up the companies according to the applicable
legislation and regulations was very high. Women@Work assisted them in this process.
Working method of the Course for Ghanaian Women
Women@Work offers the group an integrated programme with the accents on empowerment, development
of business skills and assistance with defining their business plans. Dutch language lessons are provided in
parallel with the modified Action Learning Programme. Subjects from both the Basic Programme and the Plus
Programme are dealt with. There is no fixed sequence for the subjects. The programme is filled in on the
basis of the participants' current issues. The entire course is conducted by fixed trainers who also provide the
personal guidance. This guarantees continuity in the development process and contact with the target group.
Both English and Dutch are spoken in the training and guidance.
Main areas of attention in the course are empowerment, the development of business skills related to their
own experience in the area of conducting business, communication and presentation. At the end of the
course, the participants have put down the outlines of their individual business plans. During the course, the
group is involved in the activities that are provided to the other course participants. This involves activities
that are organised outside the programme, such as network meetings. One effect of this is that they expand
their network and come into contact with other people outside their own target group. Prior to the course,
the participants' language proficiencies are tested. The language tutor is able to prepare a tailor-made
programme based on the results of the test.
Cooperation
The Women@Work project works together with a local organisation for Ghanaian Women and an
organisation that advises and guides people starting new companies. After the course, the participants
are handed over to this organisation's advisors for advice and guidance. They guide them further in realising
their business plans. For the Dutch language lessons, Women@Work works together with an organisation for
adult education that provides language tuition.
Briefly, the course consists of:
· an empowerment course conducted by Women@Work;
· an intensive language course conducted by an educational organisation;
· a follow-up course that is conducted by an organisation for people
starting (new) companies.
45
Results achieved
with participants
Work
The employers working group and the community enterprise working group create the framework for the
participants to go on to:
· the normal employment market;
· the supplementary employment market;
· a follow-up training course with the possibility of going on to the
employment market;
· a dual course with the goal of improving participation;
· a training course aimed at independent entrepreneurship;
· a training course aimed at participating in and even setting up a
community enterprise (social organisation);
· a better job at the existing place of work.
Education
Several participants chose to follow a course of education. The educational organisations, also development
partners in the project, supervise and assist the intake of participants into various courses of study.
Examples of intake into courses of study:
· Basic course in Training and Coaching, INHOLLAND Academy.
· The preparatory course for the 21+ test with which three participants went
on to Dutch Higher Vocational Education.
· Short Social Hygiene course for participants who wanted to start their own
business in the hotel and catering sector.
· Sport massage course.
· The Regional Education Centre provided a specific course for participants
to prepare for the NT 2 exam that guarantees admission to Intermediate
Vocational Education. Four participants successfully completed this course.
· Short course in hairstyling with the subsequent opportunity to go on to a
community enterprise in the area of external care, which is in development.
47
Own business
The project liberated the enterprising capacities of various participants. In the Own Business Orientation
module and in the 'own business' mentee circle, participants have elaborated their business ideas to such an
extent that, with the guidance of a start-up advisor, they can continue working on realising their business
idea. They know the basic components that are needed to start their own business. Examples of business
ideas are:
· Childminder exchange;
· Accounting consultancy;
· Catering company;
· Oral hygiene practice;
· Training agency;
· Childcare organisation.
Success stories of Women@Work
Virtual assistant:
Virtual (administrative) services, set up by Helen Herkul, participant from
Helen Herkul and
group 2, in cooperation with a participant from group 4, who currently
Ingrid Wijks
performs her activities from Saint Martin. Helen has involved Ingrid Wijks
in her little company. The company is already active and already has several
assignments.
Website available: http://www.virtualassistantpractice.com
Un Sani:
Funeral parlour with special attention to Afro-Surinamese rituals, set up by
Mariëtte Pinas
Mariëtte, participant from group 2. Mariëtte started in December 2004 and
has already received her first orders.
Website available. www.un-sani.nl
48
Senang Zorg:
Two participants from group 1 who have developed a training course for
Rosanna Jong Loy and
women who have come into contact with domestic violence. The ultimate
Annemarie van de Berg
goal is to set up a farmhouse to provide care for this target group.
Rosanna and Annemarie also submitted an EQUAL subsidy application that
has been accepted. They are currently busy with the co-funding of their
project idea.
Website available soon.
Break the silence project:
Participant from group 4 who wants to draw attention to the issue of
Uma Vyent
domestic violence with CD and video production that are entirely her own
concept. The CD and video production was developed as part of her
Women@Work course with assistance from a professional producer.
The CD was promoted at a CD release party and the proceeds have been
donated to Senang Zorg.
Lobi Pikin:
Participant from group 1 who has set up a relief centre for neglected children
Ingrid Veira
in Surinam. Ingrid is assisted by a group of women volunteers, including many
participants of Women@Work (friends of Lobi Pikien) and has a strong
management both in the Netherlands and Surinam. Ingrid has already set up
various benefit activities, which are supported by Women@Work.
Website available: http://www.lobipikien.com
Beautyplaza:
An initiative created by the group of young mothers. Within this group, there
Erlyne Paesch, Phoebe
were various ideas for businesses. These have been combined and expanded
Toppin, Xeviera Dorder
into a major project that is being further developed under the working title
and Ellen Bokian
of Beautyplaza, and will be implemented within the second phase of
Women@Work in the form of a business incubator/learning experience site
for young mothers.
49
Erlyne is a specialised nail stylist and ultimately wants to make a start with her
own nail studio within this project. Phoebe and Xeviera have ambitions for
businesses in the catering industry. They hope to increase their experience in
the catering sector within this project and see the management of the juice
and salad bar in this project as a step towards their ultimate goal: their own
catering business.
Eye 4 You:
Yvonne is a super creative and enthusiastic participant from group 4. She
Yvonne Fonseca
makes presents, thank-yous and provides the decors and arrangements for
parties. The company is still being developed. Opportunities and potential
are certainly available for Yvonne to ultimately implement her ideas in the
form of a gift shop/party service.
Fashion and styling studio:
Eugenie Falix, participant from group 1, and Carmen Markus, participant
Eugenie Falix and Carmen
from group 5: two women with a lot of expertise and experience in the field
Markus
of fashion design. They ultimately want to set up their own school of dress
design and also a dressmaking studio.
Empower your looks:
Haidy Bijnaar, from group 1, and Estelle Derby from group 4. Image
Haidy Bijnaar and Estelle
consultancy centre: advice in the area of clothing and presentation. Everyone
Derby
can look good with the proper presentation and with self-confidence. These
two enthusiastic ladies are aiming for a broad target group with their concept
of paying attention to women who take a larger dress size.
Freelance (web)designers:
Two creative participants from group 5 want to turn their hobby into a
Wiebrig Calderhead and
profession. During the course that they are currently taking with
Tamara Stiphorst
Women@Work, they will follow a web-design training course. They already
have their first assignment, which is the restyling and completing of the
website for Women@Work.
50
Community Enterprise
Community Enterprise - social enterprise - has two primary principles: socio-economic policy and cooperation.
The European definition of a Community Enterprise is: "a social enterprise with social goals that performs
economic activities, and/or converts social activities into economic activity". The definition assumes that the
primary goal is to stimulate the local economy by reinvesting the proceeds of the social enterprise. The
social entrepreneur is no ordinary entrepreneur. Besides commercial motives, idealistic or social motives
appear with participants who have plans to start a community enterprise. Besides these motives, social
entrepreneurs should have expertise and skills if they want to be successful. Women@Work provides focused
guidance for these social entrepreneurs.
Examples of ideas for community enterprises are:
· A farmhouse to provide care for families from South East Amsterdam who
have had or are involved in domestic violence;
· A studio for women from South East Amsterdam; under the motto 'from
social activation to economic independence', two participants have taken
the initiative for this community enterprise. This concept provides
women who supply their products in the so-called 'grey market' with the
opportunity to develop into a professional job or company. Their products
consist of traditional craftsmanship.
· Beautyplaza is an initiative that was started by a group of young mothers.
A community enterprise in the field of external and inner care within which
a learning experience course for young mothers and a business incubator
for young mothers and other women are linked.
The participants who have jointly conceived an idea to start a community enterprise all finish the course
simultaneously.
51
Structure of the
project’s programme
The evaluation moments serve as the basis for adjustment and development of the programme. Evaluation
is a vital means for being able to continuously provide feedback in the project. It not only has the aim of
measuring previous performance, but also is equally important in order to provide feedback for better
future performance concerning the development element. Even the evaluation process itself continues
to develop. The aim is to avoid an approach in which people only contribute to the process once and then
receive a final report containing results.
Evaluation method
The performance of the evaluation consists of several interviews with both groups and individuals. The
applied methodology uses the Action Learning approach.
Indicators for evaluation
There are so-called hard and soft indicators.
Within the implementation of the project, 'hard' indicators can be identified:
· x number women are given the opportunity to participate in the Action
Learning Programme;
· x women receive advice, information and are given assistance;
· x community enterprises are being developed;
· a development network for women will be set up.
Within the project, 'soft' indicators can also be identified, such as 'empowerment', the development of
capacity and improving self-confidence. In the evaluation process, the participants are involved to determine
a series of more specific 'soft' indicators. These are used in the assessment of the project and serve as
the basis to demonstrate the effectiveness of both the quantitative and qualitative indicators.
53
Basic questions
A number of questions form the basis of the evaluation:
· To what extent does the project achieve its goals?
· What are the characteristics of the individual participants and groups?
· For which individual participants and groups is the project most effective?
· What are the results?
· What characteristics are the most effective? (e.g. activities, environment,
management, strategies)
· How applicable are the objectives of the project and the activities for
different female participants, situated in a different environment?
· To what extent have changes on social, political and financial fronts
influenced the support from the project and the results?
Preconditions
Project team
The project team consists of a project leader, an Action Learning Coordinator, a secretarial office, trainers and
mentors.
Work groups
There are work groups in which DP partners participate with the project team. The work groups monitor
the project's goals and provide a network for the participants with respect to work, education and an own
business.
Trainers and mentors
The fact that the participants take their own expertise and knowledge as the starting point requires a
different attitude from most of the trainers and mentors than the one they are probably accustomed to.
An intensive and interactive manner of teaching and guidance is essential. This must not only be clear at
the start of the course to the participants, but especially to the trainers and the mentors.
Profile of the trainers and mentors
The trainers and mentors satisfy the following profile.
· Trainers and mentors endorse the vision of Women@Work;
· Trainers and mentors should have knowledge and insight into issues
surrounding migration; policy and changes (especially employment
market), culture, identity, empowerment, and suchlike
· Trainers and mentors possess agogic and didactic skills in order to be
able to supervise the learning process and to manage the diversity in the
group;
· Trainers and mentors can reflect on the basis of their own experience with
self-development, personal growth and empowerment.
57
Trainers
The trainers in the Women@Work course are specialists. They continually make the link between the already
available knowledge and skills and new applications. This leads to interaction. The trainers draw from a range
of working methods with which they can optimally respond to the learning styles of the participants. They
have their own specialisations in this context. The match is then very important as well, which trainers fit best
with the target group? Besides expert knowledge, a particularly large degree of flexibility - because of the
Action Learning approach - and experience with the target group is demanded from the trainers. The group's
meetings can have a thematic approach, in which the participants can ask for subjects during the course.
Mentors
The mentors are women from all levels of the community who advise and assist the participants, so that
they can realise their personal action plans. The mentor function brings the participants into contact with
a wider network of contacts that helps them to carry out their personal action plans. There is network of
20 to 25 mentors who are recruited in cooperation with the DP partners and other relevant networks.
Suitable mentors are women who, in addition to their expertise and experience, possess counselling skills
(or want to develop them) in order to be able to personally assist the participants. As with the trainers, the
right match of mentors and participants is important. Mentors are coupled with participants on the basis
of the guidance needs.
Information, coordination and evaluation
There are consultation moments throughout the entire Women@Work course, at which there is sharing of
views and experiences. There is also Action Learning in this context. The project's programme is gradually
developed, adjusted and freshly defined. This is a continuous cycle of constant consideration and evaluation.
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The development partners
The project is supported by an extensive group of development partners from a variety of organisations:
· Centre for Work and Income (CWI) - business advisers for minorities
· Cisco Systems Inc. market leader in the area of networks for the internet
· FNV women's trade union
· Municipality of Amsterdam
· Global Jobs, temporary employment agency
· INHOLLAND Academy
· ICREE, joint venture of various local organisations with different ethnic
backgrounds in South East Amsterdam
· South East Amsterdam's Ondernemershuis (entrepreneur's centre)
· ProFor, support centre for Antilleans and Arubans
· Province of North Holland
· ROC (Regional Education Centre) Amsterdam, Adult education department
· SSA, support centre for Surinamese people
· Female refugees in the Netherlands (Dutch refugee organisations -VON)
· Women's Empowerment Centre (VEC)
· Woningstichting Rochdale (housing trust)
Literature
Dr. O.H.J. Donnenberg en M.E.M. Melief, Action Learning - lerend werken
Bron: Opleiders in organisaties/Capita Selecta afl.22 (1995)
Feuerstein, R., Y. Rand en J.E. Rynders, Laat me niet zoals ik ben, Lemniscaat, 1997
Paolo Freire, Pedagogie van de onderdrukten, Baarn, 1985 (13e druk)
Marinus Knoope, Natuurlijke weg van wens naar werkelijkheid, KIC Uitgeverij, 2000
Lucy Kortram, Multicultureel competent samen (-)leven, Hogeschool de Horst, Lectoraat
Diversiteit en de multiculturele competentie, 2004
Carl Rogers, Mens worden, een visie op persoonlijke groei, Bijleveld, 1961.
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The Women@Work project is an initiative of the Socio-Economic Renewal (SEV) department
of the South East Amsterdam District Council. Women@Work is a project of the EQUAL
programme of the European Social Fund. This project was implemented in South East
Amsterdam. Europe's EQUAL programme sets up revitalising projects to combat the
inequality on the employment market.
The project in South East Amsterdam, in cooperation with a network of local organisations, aims
to offer opportunities to improve their personal and professional development to a total of 120
women without work or with work below their level of competence. Women@Work provides a
training course focused on the target group that is based on the Action Learning methodology.
Central to this methodology is the direct link to participant's practice by interfacing with the
participant's experiences. The participants are encouraged to immediately use in practice what
they learn during the training course. The Women@Work project was commenced in December
2002.
For more information, visit the website http://www.womenatwork.eu.org
Women @ Work
Gravestein 23 / 1103 BH Amsterdam Zuidoost
Telephone: +31 20 416 15 44/46 / Fax: +31 20 416 5655
Colophon
Copyright © Women@Work
Cover design: Michiel Niesen, ZetProducties
Cover photos: © Gerard Ausems
Photos inside: © Gerard Ausems (pages 4, 7, 8, 10, 17, 18, 20, 23, 24, 46, 52, 55, 56)
Photo page 42 © Eric Paul Busropan
Copyright other photos: ARAH foto's
Cooperation and production of Dutch text: Liz Pelupessy, ARAH Advies
English translation: Dave Calderhead, Calderhead Communicatie
Interior design: Michiel Niesen, ZetProducties
With thanks to the trainers: Juanita Lalji, Margriet Onland, Nanette de Jong, Peggy Forster,
Greg Rozenblad, Clark Accord, Liz Pelupessy, Sylvia Rahawarin, Eric Paul Busropan, Rieke
Djemani, Jozef Badal, Sandra Leonora;
The Action Learning working group members: Haroon Saad, Paulien Sweys, Eugene Vreugd,
Debby Forster, Liesbeth Accord;
The mentors: Sheila Kroes, Yvette Albertszoon