Business Action Learning for Innovation

Rural Women’s Economic Empowerment Programme
(RWEE) in Kyrgyzstan funded by IFAD, FAO, UNWomen and WFP focuses on strengthening women’s groups and associations and also works at individual level.

‘Bali-bali’ in Kyrgyz means ‘good job’.

Business Action Learning for Inclusion (BALI) methodology methodology funded by IFAD, was developed by Linda Mayoux and piloted 2019-2020 by Asel Kuttubaeva and community champions participating. It aims to:

  • Promote women’s business innovation and diversification of their opportunities within local economies. It aims particularly to help women diversify out of a narrow range of ‘female’ activities and products.
  • Enable women and low income men from all backgrounds to develop and implement realisable business and marketing plans based on their specific opportunities and challenges
  • Enable individuals, groups and projects to monitor progress towards these visions.

IFAD Toolkit 2019

The BALI methodology adapts established PALS-based livelihoods and financial strengthening tools for business innovation by women’s groups and associations. They can also be used by individuals and households. It is a follow-on methodology for community champions who are already familiar with the PALS and/or GALS methodologies. The Toolkit assumes that the facilitators are experienced in PALS facilitation principles and able to adapt in an empowering way to specific contexts with differing economic activities and numbers and backgrounds of participants.

Tool 1 Business Innovation Vision is a participatory exercise based on soul-mate visioning to brainstorm different types of innovative economic activities and/or products and prioritise viable and profitable innovations that could be looked at further.


Tool 2 Business Innovation Challenge Action Tree is a participatory exercise sharing experiences and ideas on production, marketing and human resource challenges in the different innovations and solutions and actions to address them.


Tool 3 Happy Business Tree is an individual exercise that
aims to increase member commitment and motivation through clarifying expected contributions and benefits of their group participation to individual and household businesses and expenditures. This also helps group leaders to be more aware of the views, needs and contributions of members.


Tool 4  Business Innovation Market Map looks at existing and potential markets for products from the proposed innovation.


Tool 5 Business Innovation Management Calendar is a detailed cash flow projection that is tracked over time showing anticipated profits from the business innovation, profits from other activities and expenditures and financial costs. It also aims to clarify potential for savings and investment at different times of year. The same tool can be used by groups and organisations and also individuals.


See also livelihood, value chain and financial planning Toolkits:

Happy Family Happy Coffee

This Happy Family Happy Coffee Toolkit presents an integrated curriculum using the GALS (Gender Action Learning for Sustainability) methodology as a participatory framework of proven tools and facilitation techniques through which the technical content of Good Agricultural Practices (GAPs) can be delivered. It has so far been used and developed in:

Click here for:

Happy Family Happy Coffee Indonesia Powerpoint

Happy Family Happy Coffee Indonesia pdf from Powerpoint

What is the ‘Happy Family Happy Coffee’ Toolkit?

The Toolkit contains resources to implement a practical training methodology that:

  • Delivers technical training on Good Agricultural Practices (GAPs) on coffee production
  • Empowers women, youth and men farmers to implement and fully benefit from GAPs
  • Improves relationships and trust between farmers, companies, traders and service providers


  • using the diagram tools and participatory facilitation techniques of Gender Action Learning for Sustainability (GALS) methodology

The curriculum can be used and adapted by staff in coffee companies, cooperatives and service organisations and in training of promoter farmers to:

  • improve relationships with farmers through increasing understanding of their needs and trust
  • enable more cost-effective targeting and better focus, understanding and implementation of technical trainings
  • improve planning in farm households to promote self-reliance and increase their benefits from coffee
  • promote inclusion and empowerment of women and youth in quality coffee production ie the key workers in the sector for the future.

Why integrated curriculum of GALS and GAPs?

Coffee companies, cooperatives and service organisations have been delivering technical trainings in Good Agricultural Practices (GAPs) now for many years – often to the same farmers – in order to obtain supply of the qualities and quantity of coffee that is appropriate for their particular markets. However experience has shown that on both quality and quantity the impacts of such trainings has often been lower than anticipated or justified by the costs.

The reasons for this are complex but include:

  • market price fluctuation leading to uncertainty of rewards to farmers of the production changes they are required to make and the efforts and costs involved in improving quality compared to existing coffee techniques
  • farmer dependence on/demand for inputs of equipment and eg chemicals and seedlings because they have no savings or financial planning skills
  • farmer short-term needs for cash leading to sideselling on the informal market to pay for eg health treatment and school fees
  • lengthy curricula that contain a lot of standard information that farmers either already know (often better than the trainer) and/or is not applicable to their specific needs. Leading to low attendance in any training that does not deliver immediate material incentives
  • curricula that are too complicated for farmers to understand – even pictures are often unclear – and delivered in a boring lecturing style apart from practicals on demo plots
    competition from other crops that are, or appear to be, more profitable than coffee.

Key in the above are also gender and generational inequalities within farming households that mean that the women and youth who often do the most of the work fail to see any benefits because they do not control the land or income from coffee. In coffee production in Uganda and Tanzania, research has shown that unequal land ownership and division of labour are key causes of poor coffee quality and productivity. Women do at least 70% of the work. However because men own the coffee land and trees, they also control the income. They use much of the income for alcohol and women in town – an estimated 70% men in Western Rwenzoris and Kilimanjaro were doing this according to research with men themselves. Women have to ‘steal’ coffee to pay for school fees and food for their children. The rush for each person to get the coffee before the other leads to selling of unripe and bad quality coffee. Attempts by coffee traders to improve coffee quality have very limited success. Even if men get training, they leave the work to their wives. Women and youth prefer to divert their labour and money to crops where they can control more of the income.

Happy Family Happy Coffee Curriculum: Key Features

The Happy Family Happy Coffee curriculum consists of six 2-3 hour planning sessions ideally delivered before the coffee season starts in order to provide the basis for other practical GAPs sessions as required.

The overarching planning framework is:

Happy Family Happy Coffee Vision Calendar: this framework diagram places the coffee activities calendar that is normally part of GAPs in the context of progress towards a happy family happy coffee vision from the current state of production. It combines activity planning together with incomes and cash flows from coffee and other economic activities so that farmers can plan in advance how they and others in their households can meet the work demands and costs for coffee production. Gender and youth issues are mainstreamed together with discussion of environmental opportunities and challenges. This uses a pre-printed A3 sheet for a wall calendar and is the main training material given to farmers. It is given to farmers after they have completed Tool 4 to and progressively added to as part of the technical GAPs sessions.

The curriculum of five other tools is delivered in the following order to build up this framework:

Tool 1: Happy Coffee Visioning: places coffee in the context of a wider vision for happiness and success in the family and community increases commitment to good quality coffee. It introduces discussion of what is meant by coffee quality, environmental issues and relationships in the household.

Tool 2: Happy Family Vision Journey : teaches basic planning skills and places coffee even more firmly as a significant contribution to family development towards a vision.

Tool 3: Increasing Coffee Incomes Challenge Action Tree: looks at the production (GAPs and environmental), marketing (including relationships with companies) and household (gender, youth, child labour, health and safety) challenges to increasing farmer incomes from coffee. It then asks farmers to identify what they see as solutions that they can implement themselves and make 10 change commitments. This enables companies to assess what farmers already know and can share with each other. This enables service providers to see where they need to add and/or correct information to make trainings much more cost-effective and focussed on what farmers really need to know. The same Challenge Action Tree tool is then used to frame each practical technical GAPs session to look in more detail at eg canopyy management etc.

Tool 4: Gender and Youth Family Balance Tree: looks in more detail at the middle household part of the Challenge Action Tree to analyse how division of labour within the household can be made more equitable and efficient, and how ownership, decision-making and expenditure can better reward those doing the work. This leads to increased cooperation and transparency between women and men and youth and older people in the household and reduction in wasteful expenditures, reducing for example the need for side selling.

Tool 5:_Change Leadership Map : identifies existing social networks through which GALS/GAPs messages can be delivered on a voluntary basis to disseminate both planning skills and technical information. This makes the job of company staff and promoter farmers easier.

These tools are reinforced by songs written by farmers.

Once the basic GALS skills have been established, the same GALS diagram tools can also be integrated in the same or subsequent years with more advanced business, environmental management and governance trainings, mainstreaming gender and youth, to increase their effectiveness and accessibility to different types of farmer.

The Curriculum uses fewer printed materials than most existing trainings the A3 Vision Calendar and a few selected advanced technical note sheets as required following the technical trainings. Each session includes participatory group discussion and individual drawing and writing in farmers’ own notebooks – these can be either subsidised as part of company branding or bought by farmers themselves as is the normal practice in GALS. Farmers continually review and track their own progress as a process of reflexive learning based on their own planning needs to feed into monitoring and evaluation systems for implementation of GAPs and also economic and social impact assessment.

The curriculum can be used and adapted by staff in coffee companies, cooperatives and service organisations and in training of promoter farmers to:

  • improve relationships with farmers through increasing understanding of their needs and trust
  • enable more cost-effective targeting and better focus, understanding and implementation of technical trainings
  • improve planning in farm households to promote self-reliance, reduce distress selling and increase their benefits from coffee
  • promote inclusion and empowerment of women and youth in quality coffee production ie the key workers and potential investors in the sector for the future.


Toolkit Contents

Indonesia HFHC overview

Indonesia HFHC Facilitation Guide

Indonesia HFHC Tool 1 Visioning

Indonesia HFHC Tool2 Vision Journey

Indonesia HFHC Tool 3 Increasing Coffee Incomes Challenge Action Tree

Indonesia HFHC Tool 4 Happy Family Tree

Indonesia HFHC Tool 5 Change Leadership Map 

Indonesia HFHC Tool 6 Multilane Vision Plan

Pictures from the ICC staff training

For further photos (high resolution) see:

FALS Toolkit: Oikocredit, ASKI, NWTF Philippines

Financial Action Learning System (FALS) Toolkit produced as part of the Bridging the Gender Gap project implemented by Oikocredit, ASKI and NWTF in Philippines and funded by Church of Sweden.

FALS Phase 1 Catalyst Tools

Oikocredit Catalyst Overview presentation (interactive pdf)

Five tools are introduced over 2 weeks with clients and staff being trained in parallel to allow both clients and staff to learn the same tools and use them for their own personal lives, and for staff to learn clients and for both to learn facilitation skills.   Details of the programme are adapted to the schedules of clients and staff with a combination of half and full days.

The tools are facilitated in different ways depending on particular mixes of participants, aiming for each set of participants to have a coherent and cumulative skill set and able to share with others in different types of setting. For guidelines and examples of different facilitation options and techniques for FALS see:

Empowering Facilitation Techniques

Suggestions for participatory facilitation of workshops for the catalyst tools based on experience in the Philippines are given for each tool below. Peer sharing is mostly done informally based on the mobile versions  and animations of the tools.

Gender Empowerment Tools

  • Tool 1: Vision Journey:  introduces basic drawing, diagramming, participatory and planning skills: What does a happy family look like? what are women, men and children doing? what do they have? who owns what? what is the role of micro-finance? What is there already? what important changes are needed? What are my opportunities and challenges to reach my vision? What is my target by the end of the loan cycle, and what are the steps to achieve it?

FALS Tool 1 Vision Journey mobile version
FALS Tool 1 Vision Journey screen presentation
FALS Tool 1 Participatory Workshop Facilitation Notes

  • Tool 2: Happy Family Tree: Looks in more detail at division of work, expenditure, assets and decision-making in the family. How to make these both more efficient and equitable. This tool forms the basis of empowerment and gender indicators for SPM, and a tool that can be used and aggregated to assess change.

FALS Tool 2 Happy Family Tree mobile version
FALS Tool 2 Happy Family Tree presentation
FALS Tool 2 Happy Family Tree: Participatory Workshop Facilitation Notes

Financial Empowerment Tools

  • Tool 3: Financial Empowerment Map: Looks at emotional, financial and power relationships that can help or constrain progress, including access to financial resources and people they can share the empowerment tools with. As well as increasing understanding of clients’ lives by FSP staff, this tool forms the basis for the upscaling plan and identification of champions who might be paid in future.


FALS Tool 3 Financial Empowerment Map mobile version
FALS Tool 3 Financial Empowerment Map Presentation
FALS Tool 3 Financial Empowerment Map: Participatory Workshop Facilitation Notes

  • Tool 4: Loan Business Challenge Action Tree: Identifies in more detail recurrent challenges for the business for which they propose to take the loan in relation to production, marketing and household, looking at gender issues and role of micro-finance. This Tool is also used by the FSP for participatory market research on specific products and services.

FALS Tool 4 Business Challenge Action Tree mobile
FALS Tool 4 Business Challenge Action Tree presentation
FALS Tool 4 Business Challenge Action Tree : Participatory Workshop  Facilitation Notes

  • Tool 5: Financial Management Calendar : A plan for business and financial management, integrating learnings from the Happy Family Tree, Financial Empowerment Map and Challenge Action Tree.  The tools is tracked as a tool for learning to manage businesses and finance better. At FSP level this becomes over time a required part of the loan application process, and assessing applications for loan rescheduling. When applying for loans clients need to bring any previous FMCs and a new FMC for the loan being applied for.

FALS Tool 5 Financial Management Calendar mobile version
FALS Tool 5 Financial Management Calendar presentation
FALS Tool 5 Financial Management Calendar : Participatory Workshop Facilitation Notes

FALS Review: Client Empowerment Deepening

In March 2018 a further 5 day workshop was held to review the changes and tools so far, and bring them together to deepen client empowerment, particularly on gender issues.

FALS Review Suggested Schedule

  • Tool 6: Gender Empowerment Diamond :  looks at gender issues that constrain women and men from achieving their full potential. This builds on the discussion from Tool 2 Happy Family Tree and serves as a retrospective review of the changes that have happened because of FALS. It also identifies client priorities for further changes. These then enable client-led identification of gender indicators that can be integrated into SPM and used as a gender checklist for assessing product innovation. This same tool can be used with staff as part of development of an organisational internal gender policy.

FALS Tool 6 Gender Empowerment Diamond mobile version
FALS Tool 6 Gender Empowerment Diamond presentation
Gender Diamond Monitoring Sheet Draft March 2018 : ASKI

  • Tool 7: Empowerment Vision Highway : brings together the Loan Management Calendar, Happy Family Tree/Client Empowerment Diamond and Financial Resources/Change Leadership Maps into a 3 lane ‘Highway’ plan. This is used to summarise the economic, gender and leadership changes that have happened because of FALS, and plan further change on all three lanes for the next loan cycle.

FALS Tool 7 Empowerment Vision Highway mobile version 
FALS Tool 7 Empowerment Vision Highway presentation

FALS Phase 3: Sustainable Mainstreaming

FALS is a two year process and goes therefore beyond the one year pilot project. Sustainable mainstreaming entails FALS integration into:

  • Loan Management: Full integration of the Loan Management Calendar, backed up by the other tools in case of repayment difficulties into the loan application process implemented by loan managers. This has started with the pilot, but requires a couple of loan cycles to fully refine and train all project management staff and the clients.
  • Other capacity building, and possibly addition of other PALS/value chain/GALSatScale tools.  This has started – for example use of the Vision Journey for staff career planning. But needs further training of the MFI in other PALS tools. Integration serves to reduce costs of FALS training and means that other trainings are further strengthening client planning, participatory, communication and analytical skills.
  • SPM as client empowerment and gender indicators with manageable modes for collection of information by loan management and/or SPM and/or other research staff.
  • Product innovation and market research process: this requires capacity building, piloting and refinement of a further Tool 8: Win-win product innovation tree (based on other PALS Challenge Action/Win-win trees in value chain development).

Suggestions on how each tool can feed into the above is given in the guidelines for each tool above. How FALS can be streamlined and integrated into activities of each of the participating partners is still to be further developed and piloted together with clients based on experience by September 2018.


GALS Catalyst Process Kyrgyzstan

GALS Catalyst Workshop, Naryn May 2016 Photos

Soulmate Visioning

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Gender Diamonds

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Household Efficiency Tree

Gender Challenge Action Tree

Mothers-in-law: Why their daughters-in-law do not love them

Daughters-in-law: Why their husbands are jealous

Men: Why they do not have enough income for the family

Discussing Upscaling plans

Community Day

Notebook Diaries


Farewells at the Trout Farm

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Lilian and Evalina Mtaita, Chome, Vuasu Cooperative, Same Tanzania

Lilian Mtaita was among the first champions at the Vuasu Catalyst Training in October 2013. After the training she went back to school because her vision was to study nursing and become a good nurse. But she taught GALS to her mother, Evalina Julius.

Evelina has learnt good farming practices and livestock through her Vision journey. Lilian and her mother are now keeping exotic cows, which her mother planned through her Vision Journey.

Lilian explained to her mother the Gender Balance Tree. They saw that if they work together on one thing they can increase income. She used to use an axe to get firewood for household now her husband does. He also helps with cooking eg while she comes to meetings. The family is in the process of registering land at village office.

Together they did the Leadership empowerment map. Evelina learnt more tools and trained 30 other people trained in her VICOBA savings and credit group. They have introduced her to other crops etc.

Ahadi, Gandu, Vuasu Cooperative Union, Same, Tanzania

Ahadi was one of the first champions invited to the GALS Catalyst workshop in Same, October 2013. At that time he was ill with HIV/AIDS and at first did not have so much conficence. He was also one of the champions without much formal education. But as the workshop progressed he became much happier.

Since then his health has improved and he got married. He has also helped other friends in his community, some of whom were also HIV positive.

Mustafa Hoseni Msuya, Vuchama, Vuasu Cooperfative Union, Same, Tanzania


SIMU: 0763310339

Personal Statement

Mimi ni mkulima wa mazao mbalimbali katika kijiji cha VUCHAMA kata ya MWANIKO wilaya ya MWANGA, mkoa wa KILIMANJARO. Nilizaliwa mwaka 1964 katika kijiji cha Vuchama. Nimeoa nina watoto saba wakiume 4 na wa kike 3 wote wamesoma hadi kidato cha nne mmoja ni mwalimu mdogo yuko darasa la 7.
I was born in Vuchama village back in 1964, located at Mwaniko ward, Mwanga district in Kilimanjaro region where I still resides. I am a farmer, husband and a father of seven children (4 sons and 3 daughters). The last born is in standard seven and the rest have completed secondary education and one is a teacher
Kwa bahati mbaya mke wangu alifariki dunia mwaka 2002. Niliwajibika kuoa mke mwingine ili anisaidie kulea watoto. Hali hii iliniongezea familia hali ambayo hata mimi sikuipenda. Watoto wote wanasoma na wale wa kike wakubwa anajitegemea kwa sasa pia wananisaidia katika masuala mbalimbali. Unfortunately my wife died in 2002, I had to marry another woman to help me raise the children. The number of headcount increased in my household, something I did not like. My older daughters have own houses, they often assist me and my household because other children are still in school.
Mimi binafsi nafanya kazi katika chama cha Ushirika. Nilianza kazi mwaka 1988 mwaka 1998 niliomba kusimama kutokana na Vuruugu la soko la uria. Mwaka 2008/2009 Bodi iliniita tena baada ya wale walioajiriwa kusababisha hasara, hadi leo nafanyakazi hapo.Nimepata mafunzo mengi kama hivi:
From 1988 I worked at Vuchama /Ngosi Primary society, I resigned in 1998 due to problems brought by the free market. The new primary society employees brought a very big loss which made the Board to hire me again in 2008/2009 in which I still work. During my course of employment I have received different trainings as follows
 Uhasibu chuo cha ushirika – Moshi Accountancy at Moshi Cooperative college
 Huduma ya kwanza ya mifugo chuo cha mifugo – Tengeru Arusha Livestock first aid at Tengeru livestock college-Tengeru Arusha
 Elimu ya kupambana na Ukimwi. Shirika la KIWAMWAKU kwa mafunzo hayo nilianzisha kikundi cha kina mama kupambana na ukimwi.kwasasa niko GALS tangu niingie GALS nimegundua kuwa sikufanikiwa hapo mwanzo kwani sikujua nini maana ya fursa, changamoto nk.HIV/AIDS training through KIWAMWAKU NGO, through this training I established a women group to fight AIDS. Since I received GALS training I have realized that I was not succeeding enough because I did not know the opportunities and challenges that I face
a) Njozi mbalimbali Different dreams and vision
b) Barabara ya malengo kufikia njozi The road to take to reach the dreams
c) Mti wa usawa wa jinsia Gender equality tree
d) Uwezeshaji jamii Community mobilization
e) Mti wa Biashara n.k Business tree e.t.c
Mafunzo niliyopata ya mwanzo yalinipa uelewa mkubwa.Kupanga malengo kwa kuyafikia.Katika mafunzo haya mti wa usawa wa jinsia umeleta msaada mkubwa katika jamii namna ya kufanya kazi kwa pamoja. Nimeanza mafunzo kwa jamii na baadhi yao wamefikia uelewa. The training I received gave a great understanding on setting vision and ways to reach them, furthermore gender equality training have helped the community on how to work together as a team. I have started training others and they understand very well.
Mimi kwa kutumia dhana za GALS nimegundua kwa nini nilikuwa nashindwa kufikia malengo. Through GALS I have discovered why I could not reaching my goals
Changamoto katika kufundisha jamii ni kupewa maji ya kunywa. One of the challenges I face when training other community members is, there is no any allowance provided.
Watu wa eneo letu wanalima zao la kahawa ambalo limeshuka sana na sasa wameanzisha zao la vanilla wengi wao ni wale wanaoshiriki mafunzo ya GALS. Majority of GALS trainees have started vanilla production because profit from coffee has dropped. Most of community members are coffee farmers.
Mafunzo mengine niliyopata ni Uongozi ambayo yamefanya nielewe: – Kanuni za Biashara na Masoko yenye faida. Kabla ya masomo sikuelewa kutafuta masoko,mti wa Biashara,uzalishaji na hesabu zake. Hivi sasa naelewa fursa na changamoto zote. The training that I have received includes leadership, business rules, profitable markets, business tree, production and accounting. I did not know anything about this, now I understand opportunities and challenges in front on me
Chama cha Vuchama kina wanachama 520 wanaoendelea na chama kwa kuuza sasa ni 3. Kwa jinsi mafunzo ya GALS yalivyo baada ya Uongozi kuyapata huenda kwa malengo ya kurudhisha idadi ya mwanzo.Tunajitahidi kuelimisha hadi tutakapofikia lengo. After receiving GALS training, the Vuchama Primary Society leadership set a vision to add more members to exceed 520 present members
Baada ya maelezo yote hayo wakufunzi wetu wameamua kunipeleka Uganda sehemu iitwayo BUKONZO JOINT UGANDA kuona na kujifunza jinsi walivyofikia mafanikio ili turudipo tuendelee kutoa mafunzo tuliyoona na siyo tuliyosikia, pengine itakuwa changamoto kwa wengine. Our trainers took me to Bukonzo joint in Uganda for a field visit to learn how they have succeeded so as to motivate our farmers based on what we saw and learnt
Kwa sasa nipo katika maandalizi ya kwenda Uganda na baada ya hapo nipo tayari kutoa elimu popote ndani na nje ya kijiji,kata,wilaya , mkoa na Taifa na hata nje ya nchi pia nipo tayari kwenda kujifunza popote.Tunaomba uwezeshwaji mara kwa mara. As for now I am in the final preparations to visit Uganda and learn more. After this visit I will be capable to train farmers in other villages, wards, districts, regions and other countries as well. We ask for more frequent trainings in any place.
Asanteni Mwisho The end. Thank you Wenu Yours Mustafa H. Msuya

Vuasu Review and Livelihoods and Leadership Strengthening Workshop July 2014

About the workshop

The Vuasu Review and Livelihoods and Leadership Strenghthening Workshop was a 3 day workshop co-funded by Hivos (for the review and livelihoods) and Tutunze Kahawa Limited (for leadership and governance). This was the first workshop after the withdrawal of Tutunze’s commercial operations in Kilimanjaro and was intended as a workshop to strengthen the capacity of the Vuasu GALS champions to continue the GALS process independently from TKL.

The workshop was co-facilitated by Linda Mayoux and Grace Murungi.

Participants were

8  original champions (5 women and 3 men) from the GALS Catalyst workshop:

Vuasu Operations Manager (man):

2 new and active champions (man and woman):

  • Paulin
  • ??

Participant expectations

for the training  were to:

  •  develop further skill in GALS tools in order to train other people
  •  learn to facilitate better and reach out to other people
  •  learn livelihood tools to expand business and start new business ventures
  •  be trained in good leadership skills in order to make changes in their communities

From the expectations above participants were divided after the Multilane Highway review into two groups:

  • livelihood tools: Hawa, Yona, Khatib, GoodnessPrayGod, Ahadi,  Paulin, ??
  • leadership skills: Lickson, Anna, Elisante and Dina.

Facilitation skills  were reinforced and discussed as the trainings went on, partly through participants facilitating themselves for parts of the time. Some people moved from one group to another to learn as much as they could from each.

Vuasu Review: Day 1 Multilane Vision Journey

The training started with the song of Empowerment Leadership Map (Ni mpango shirikishi) champions started drawing multilane monitoring to track down the changes in their lives and also number of farmers trained in GALS since the first training.

Champions drew a multilane of process since November 2013 when they were trained. The multilane consisted of three lanes on Vision Journey, Gender Balance Tree and Empowerment Leadership Map, following the usual way, the opportunity that helped them to reached the goals and challenges that they face, champion were explained that they continue to plan or to monitor whenever opportunities and challenges emerge. On the multilane, the milestones explained the actions on the three lanes, the milestone were split in quarters depending on champions plans, by July 2014 recorded all what had been achieved and the years target remained at October 2014.

GALS facilitation skills were revised with champions allowing each champion including the new ones to facilitate, applauding, singing and pair wise discussions were part of the training throughout the training session

Livelihoods Strengthening Days 2 and 3 


The participants began by brainstorming individually, then sharing, ideas on possible businesses to diversify their livelihoods. They identified  40 different enterprises,  including:

  1. Clothes enterprises
  2. Wood enterprises
  3. Maize business
  4. Cosmetics enterprises
  5. Seedlings business
  6. Groundnuts selling business
  7. Chicken business
  8. Hair dressing saloon
  9. Restaurant business
  10. Butchery business
  11. Fish selling business
  12. Water selling business
  13. Kiosk (retail shops for household goods)
  14. Pharmaceutical business
  15. Veterinary business
  16. Car selling
  17. Agricultural inputs business
  18. Motorcycle hire business
  19. Grain business
  20. Hard ware business
  21. Cattle fed business
  22. Chicken feed business

Business and coffee trees

Champions were then asked to choose one business that they would really implement when they went home. They were then taught the business tree and drew these for their chosen business, and also for coffee in their notebooks.

Business market map

The group was also trained on market mapping where the champions were asked to identify markets around them, challenges and opportunities were identified on each path, the market mapping was to assist champions to find new markets and look into prices of goods sold in different markets and getting right communication channels.

Business and coffee multilane vision journey

Champions were also trained on coffee business tree multilane where they analyzed income, expenditure and profit, champions realized that coffee is profitable and committed to increase production by practicing good agricultural practices, the coffee multilane is split into the activities of the coffee calendar by monthly .

 Leadership Strengthening Days 2 and 3

Why do you want to be a leader? reflection and visioning

Participants were asked to why they wanted to be leaders. All participants came up with 5 different reasons why they wanted to be leaders. The next step was to draw a good leader, how a good led community would look like, and what does a good leader do? Different drawings came from all the participants explaining qualities of what they thought a good leader is! Discussions came around what they highlighted as qualities of a good leader for example one participants drew a fat man seated in front of thin people giving instructions to them as his car was parked by the side. From different discussions came from the group on what they all agreed as qualities of a good leader:

  • cooperative
  • hard working
  • listens to people
  • visionary
  •  optimistic
  • contributes to the needs of the society
  •  cares for people
  • is a doer
  •  is a good advisor
  •  is a good manager

A leadership song was composed based on the qualities of a good leader and participants were asked to draw in their notebooks qualities of a good leader based on the decided upon qualities.

Leadership Diamond tool

Participants were asked to draw a shaped diamond and two lines were drawn to split and a middle line was drawn, on the left side qualities of a good leader were drawn, and on the right qualities good members were drawn and down wards left side, were qualities of bad leaders and right side qualities of bad members.

After the discussions, the similar qualities of both members and leader were drawn in the middle of the diamond tool; also the bad qualities were changed into positive and drawn in the middle, participants came to a consensus on qualities of both members and leaders.

Consensus on good leadership and good membership

Leader Qualities for both Member
  • Good manager
  • Good implementer
  • Good advisor
  • Good listener
  • Cooperation
  • Hard working
  • Attendance
  • Visionary
  • Responsible
  • Contributor
  • Caring


Organisational governance map

The participants then came together to draw an institutional relationship map of Vuasu and the primary cooperatives. They discussed

  • how the system worked for decision-making and benefits – which decisions are made where and by whom
  • how far leadership was a challenge at the different levels
  • specific barriers to women becoming leaders

The conclusion was that much of the challenge was due to political interference in approval of candidates and into the voting meetings themselves. This meant that even if good people were proposed and accepted their nomination, they could not even be presented for election.

Leadership Vision Journey

After the discussion on the Diamond the champions reviewed their leadership visions and drew their own vision journey for leadership in their community and/or cooperative.

Vuasu Organisational Planning Workshop February 2013

An Organisational Planning Workshop was held for the Vuasu Board in February 2013, facilitated by Linda Mayoux and Grace Murungi.  This half day workshop was attended by all the members of the Vuasu Union Board (currently all-male) and three Vuasu staff.  It used  GALS tools to produce a vision and strategic plan for Vuasu through:

  • Starting with the Same Vision Journey Song
  • Pairwise Introduction on expectations of GALS and the workshop
  • Soulmate Visioning activity for the Cooperative – what would the board see as the vision for contribution of the cooperative to the community – not just in terms of coffee, but also relationships within households and the community
  • Vision Journey introduction by Elisante and explanation of how it can be adapted for organisational planning by Linda.
  • Closing Vision Journey Song.

The vision developed by the Board members themselves was very explicit in its aim for gender equality in membership an in representation on the currently all male board.  There was very little intervention from Linda or Grace into this discussion.






The Vision Journey developed by the Board in follow-up meetings specifies a timetable for promoting cooperative membership for women. Practical measures include sending personal letters of invitation to wives as well as husbands. And removing any barriers to multiple household memberships in the cooperative.

Since February 2014 there have been nominations and invitations to women members to join the Board.