REPORT ON THE TRAINING OF WOMEN AGRI-ENTREPRENEURS IN BUSINESS DEVELOPMENT 27 th to 29 th September 2016 1.0 Introduction With support from its partners namely; the European Union (EU), Swiss Development Cooperation (SDC), the Agence Francaise Development (AFD) and the International Food and Agriculture Development (IFAD) through the SFOAP 1 as well as We Effect, the Southern Africa Confederation of Agricultural Union organized training for women agri-entrepreneurs in the region. The training was organized as part of the series of SACAU s annual women fora that was initiated in 2013 and was organized against the backdrop that women farmers in the region face more severe constraints than their male counterparts in a number of areas including skills in starting and growing their businesses. A study that was conducted in 2013 by SACAU identified inadequate business skills as one of the major challenges faced by women in the agricultural sector. The two and half day training took place in Johannesburg, South Africa and was attended by 40 women agri-entrepreneurs from Botswana, Lesotho, Malawi, Madagascar, Swaziland, Seychelles, Mozambique, Namibia, South Africa, Tanzania, Zambia and Zimbabwe. Out of the forty participants, eleven were young women entrepreneurs and four were gender officers from We Effect partner organizations. The training was conducted by three professionals from RT Foundation. In addition to lectures and discussions, participants visited the Johannesburg Fresh Produce Market where they appreciated the operations of an effective fresh produce market. This report highlights some of the issues that were covered during the training. 1 Support to Farmers Organizations in Africa Program 1 P a g e
Participants of the training 2. Objective of the training workshop The overall objective of the training was to equip women farmers with business and entrepreneurial skills. The following specific objectives were pursued: I. Train women on how to turn ideas into viable businesses and how to sustainably run the businesses II. Expose women to current trends in business management and marketing trends including pitching business plans III. Promote experience-sharing among women on how they are managing their various businesses. To achieve these objectives, the training was designed in such a way that the process should enable participants to understand business development principles, from the conceptualisation stage to testing their business hypotheses. To make the process as practical as possible, participants selected hypothetical businesses to work on. This was important considering the fact that participants were drawn from different backgrounds, not only in terms of their social settings, but also in terms of the stages of their business development and scale of operations. Thus, trainers designed the training in the manner that took the entrepreneurs through the various stages of business conceptualisation, design, operation and consolidation. Participants were taken through business development stages in a manner that enables them to appreciate how to turn ideas into business. This approach had an impact in the sense that;
Participants were able to come up with business ideas and appropriate business development choices that could be developed into real businesses It enhanced the capacities of the participants in pursuing their business ideas with confidence through evidence-based formal and informal insights. This was specifically when it comes to developing and pitching a business plan on a single page. The process of determining the costs and revenue of a business was simplified to the extent that the majority of women indicated that it would be much easier for them to calculate the respective costs and revenue of their businesses now, following the training, than it was before. It enhanced the understanding of women on techniques of incorporating problem-solving strategies in their business development as well as operational processes; Participants were equipped with entrepreneurial and business development team-building skills; and Participants skills on entrepreneurship in business development such as marketing, branding, networking and partnership development were enhanced. Participants getting a lecture at Johannesburg Fresh Produce Market 3.0. Training Content The training started with participants divided into five groups with each group focusing on a mock enterprise which they selected. The range of mock enterprises were based on the common enterprises practiced by the majority of participants. The enterprises that were selected were; horticulture, agro-processing, grains, livestock and cereals. Each group worked on their mock enterprise throughout the two and a half day training period. Among others, topics relating to social and environmental challenges and aspects of an enterprise at different stages were systematically and logically discussed. The trainers used a number of tool kits to conduct the training and these
were applied to assist participants in stepping into the shoes of their potential customers leading to designing a product or service to running a marketing campaign. The entire training was based on the following related five phases in the process of business development: Discover Design Test Refine Demonstrate These five cases were the basis of discussion during the course and the following sections discuss the highlights of each of the phases. 3.1. Phase 1: Discover Participants were introduced to various tools that are deployed in undertaking customer analysis and those deployed in designing a problem-solution fit. Mechanisms of building strong and effective teams for successfully running a business were discussed. The introduction of these tools was both a theoretical and practical application. Participants spent reasonable time practicing how to use the shared tools. In this phase, the focus was on identifying key challenges encountered by businesses and how entrepreneurs could gather effective teams to address the identified challenges. In addition, tools for understanding customers were presented and discussed. Participants were advised to consistently use these tools throughout their businesses life as this would enable them to capture and solution the needs of customers at any stage of the businesses. The major outcomes of this phase would be (i) a general overview of existing customer segments for the product and (ii) a clear understanding of the customer throughout the enterprise life. Once the customer base and segment is well understood, the next step is to design a problem-solution fit. Various tools deployed for this design of a problem-solution fit were also discussed. The problem-solution fit will come up with the following; (i) understanding of key problems faced by customers, (ii) challenges that are encountered by other stakeholders along the value chain and (iii) selection of the best solution the enterprise can offer to address the needs of its customers and other stakeholders. Finally, the other topic that was covered under phase 1 was that of team-building. Participants were trained on how to (i) identify and catalogue skills required for the enterprise, (ii) clearly understand the strengths and weaknesses of an existing team and (iii) how to identify steps for building strong teams for their business.
Women participants in group discussion 3.2. Phase 2: Design Participants were taken through a process of designing a prototype of a product or service they would want to offer to their customers, based on the needs identified under the first phase. They were trained on how to formulate a concise pitch and how to practice a pitch of their idea and work in more depth on their future consumers and target market. In addition, each participant was requested to develop a brief concept on how to validate the business idea. The training under this phase involved visual prototyping where participants were trained on (i) how to improve their understanding of their product and service offerings (ii) how to make more concrete enterprise solutions and specify the problem it solves, (iii) how to identify planning gaps and (iv) how to prepare for market fit analysis. A market analysis provides an opportunity to the agro-entrepreneur to systematically identify who their target market is. This further helps the agro-entrepreneur to understand how best to package the product in a manner that suits their market. The other issue that was presented and discussed was that of target market analysis. Under this, participants were trained on (i) how to narrow down the customer base and utilize resources in a focused and efficient manner, (ii) how to reach a specific target group instead of trying to talk to a large, anonymous mass, (iii) how to understand that targeting a specific market does not necessarily mean excluding potential customers outside such a market and (iv) how to prepare the right market for their product or services. In addition, participants went through a process of organizing their future business models and develop a basis for delivering a hypothesis for the testing phase that goes beyond their originally identified customers or market. Finally, a topic on business pitching and branding was discussed and trainers went through a process of designing and performing a pitch at all levels
of the business and were familiarized with the importance of branding and introduced to the main steps of developing a brand. The training set-up was conducive for interactive discussions during the training 3.3. Phase 3: Test Testing business ideas with potential customers and partners to determine whether the concept resonates well with them and has a chance in the market was discussed under this phase. The trainers indicated that this phase provides insights on how to improve business ideas and steers the business in the right direction. In this phase, participants were taught various concepts such as (i) hypothesis testing, (ii) factors that could kill a business and (iii) how to systematically reduce uncertainties in a business. A number of methodologies for hypothesis testing were discussed and these were; concept testing, demo testing and pilot testing. The tools that were presented included; consumer experience; consumer interviews; surveys; split tests; focus groups, follow and observe and mapping. All these tools were discussed in detail and participants were given an opportunity to test them. In addition, a module on consumer experience analysis was discussed. This module drew participants to the fact that consumer experience analysis helps the enterprises outline the entire customer experience by visualizing the typical stages a customer goes through when using a product or service.
One of the trainers emphasizing a point 3.4. Phase 4: Refine The trainees were informed that, this is the phase where business ideas are refined based on the insights gathered during the Test Phase and the next steps for future business are planned. Tools used for refining the business idea were discussed and these tools are critical in turning the vision of the entrepreneur into an updated business model and into action. Starting from the insights gained from desk research, interviews, observations and other tests, the tools assist in organizing and prioritizing key actions that need to be taken for the business to start. There are a number of important aspects that were covered under this phase and these are: Strategic Business Environment Analysis Marketing and Financing. It was indicated that strategic business environment analysis is aimed at understanding the forces that determine the structure of the market and the business strategy. Participants were taught how to assess the market forces as well as positions of the competitors situation. Through understanding how to identify potential for differentiation and converting this it into a competitive strategy, trainees were shown how to develop action plans for the next steps of gaining competitiveness. Participants were also trained on how to conduct a SWOT analysis of their businesses. With regard to markets, a Go 2 Market tool was introduced and which is used in situations where one has services or products and relevant knowledge about potential
customers ready to enter the market for the first time. Participants were informed about the necessities of this tool when looking for and servicing new market entrants. In the financing session, participants were taken through the process of identifying key costs and revenue drivers of the business and also how to improve them for profitability of the business. Ideas on how to identify cost structures and revenue streams that are required for the creation of a positive cash flow were also discussed. Phase 5: Demonstrate The training under this phase was basically aimed at illustrating how to demonstrate a business idea to various stakeholders and customers. It was noted that this phase was focused on resource mobilization, specifically fund raising for the business. Related to this, one of the tools that were discussed in detail was that of organizing crowd funding. Participants were trained on the necessary steps of going about designing and implementing crowding funding. This included clarifying the marketing campaign, preparing the enterprise profile and uploading the profile. Ladies listening attentively to the trainer
4.0. Trainers Report The following section provides the trainers report and feedback of the overall training outcomes. Criteria 1 2 3 4 N/A Comment X 27th September 38 Learners Attendance 28th September 39 Learners 29th September 40 Learners General problems class in X The Attendance was very good on all three days. There were two ladies from Lesotho that arrived on the second day, and the one lady from South Africa didn t attend training on the second day. All learners were present on the last day. The first challenge was having learners who did not speak nor understand English. The second challenge was that the manuals (training material) were only available in English and so the non-english speaking learners didn t understand the manuals. This language barrier challenge was partially addressed by the arrangement of having interpreters who assisted the French speaking and Portuguese speaking learners. There was a learner from Namibia who was not very proficient in English and had to depend on some interpretation by her colleague from Namibia. She did however understand a bit of English, however struggled to articulate herself in English. Interaction X Learner participation was very satisfactory and the learners showed great interest in the classroom activities and presentations. The learners got to participate in group discussions, that were followed by presentation by one of the group members. Most of the group members got an opportunity to exercise presentation skills. Participation of all group members was encouraged all times by the facilitators. The facilitators encouraged healthy competition between the groups by awarding prizes to excellent performers. Prizes were also awarded to those who participated in discussions and contributed to such. This type of competition encouraged active participation, as learners had a reward to work towards.
Feedback activities on X The facilitators allowed for learners to share their own experiences and this practice was very much enjoyed by the adult learners. The learners asked questions where they needed clarity and shared their experiences and expertise to help other learners who needed advice on challenges they encounter in their businesses. During the workshop, the learners gave very positive feedback about the facilitators and the simplicity with which they presented the tools. One learner said they appreciate the manner in which the training was being delivered; particularly how the facilitators were able to simplify the business concepts for the learners to understand. The interpretation helped a lot with the learners who were not proficient in English language. The learners got to come up with business concepts, and they worked on these concepts throughout the duration of the workshop. They got to analyse their markets and also to segment the markets so as to reach to their target market. They learnt about the importance of understanding exactly what their customers need and making their product relevant to customer needs. They also got to consider their products and what problem the products solve. They got to understand how to make/farm products that answers the needs of the target market. They did a visual prototyping of their products and got to understand different aspect on their product in relations to the key benefits it provides. The learners built good relationships with each other They were able to help and advice each other during training and also with their project ideas. The learners interaction was great. The sessions were very fun and interactive. All the learners participated in all the activities, including the ice breakers, class room discussions, presentations and group activities. These group work activities were a great part of the sessions as each member got the opportunity to contribute their experiences, their expertise and an individual got assisted in possible challenges that they may be experiencing in their farms or enterprises. Some learners got to discover what great drawing skills their have and have not used in a long time. We witnessed so much creativity and innovation amongst the teams, it was amazing. Each group got to present and got feedback from other groups, on what and how they presented. Despite the language challenges, we got the groups from Madagascar and Mozambique participating and interacting
Teamwork X in all group session, discussions and they also presented to the class on all activities. These non-english groups, like all the others thoroughly enjoyed the training and enjoyed all activities. The workshop had time pressure as the client asked that the facilitators compress the delivery time, such that they ensured that they finish the workshop in two and a half days. This resulted in some activities not getting enough time for discussions and some learners commented that they wish the groups had more time for some discussions, activities and feedback. The activities were very fruitful and conducive to the learners as knowledge was shared, challenges were shared and advise was given and well received. The learners were divided into five groups/teams. The groups were divided according to farming practices. We had the following teams: 1. Horticulture 2. Agro-processing 3. Grains 4. Live stock 5. Rice and Cereal All the learners worked well together in their teams. They were considerate of each other during interactions and also helped one another. During group discussions, those who needed translation got the assistance from the translators. Each learner contributed and share their experiences during group sessions. The learners got to draw visuals of their products during the Visual prototyping. We discovered great artists during this session. Groups got to work on their empathy maps; where they analysed their customer segments and got to understand their markets segments much better. Team work was well done during all three days. We ran a pitching competition and asked other groups to invest in the best presented pitch. The Agro-processing group got the highest investment.
Getting feedback after role play 5.0. Findings and recommendations The facilitators worked very well together and delivered training of a superior quality in a simplified manner and the learners understood the tools which were presented with ease. The learners provided good feedback on the training and how it has enlightened them and equipped them with skills on how to run their farming operations as businesses. This was one of their expectations as going into the training, which was successfully met. Amongst the many expectations was that of learning from each other through sharing of experiences. The participants also expected to get some certificates of completion after the training workshop. It is recommended that RT Foundation should consider issuing out a certificate of attendance to participants who attend the training successfully. The second recommendation is for training material to be translated into other languages, to accommodate participants who were following the course through translation. Learners also requested soft copies of the tools, as this would enable them to share what they had learnt with other farmers in their respective countries. The last recommendation is for the training to be accompanied by post training support. Training alone does not guarantee that the learners will be able to apply the learnings to their businesses and with this added aspect, learnings can be consolidated; ensuring sustainability. 12 P a g e
6.0 Conclusion The training was a great success, with good attendance from the SACAU participants. All learners contributed enthusiastically, through interactive sharing and participating in group and class activities. The facilitators delivered great training in a simple and easy to understand manner. The participants expressed overall satisfaction with the training and the results of the workshop evaluation are herein attached as Annexure 1 of this report. All barriers to learning were addressed, such as having interpreters, however there is further improvement needed in order to remove all language barriers. It is recommended that training material be translated into other languages, over and above the English medium. This will greatly assist the diverse group of learners as they will have material to refer to when back in their businesses.
Agro-Entrepreneurship Training Southern African Confederation of Agricultural Unions 27 29 September 2016 Birchwood Hotel, Boksburg, South Africa Day 1 September 27, 2016 Facilitators 08h00-08h15 Registration and welcome Getrude 08h15-09h00 Introduction to the workshop Bernito 09h00-10h00 Introduction of participants Caleb Coffee Break 10h30-12h00 Work on empathy maps Caleb & Violet Lunch 13h00-14h30 Visual prototyping Violet 14h30-15h30 Target Market Analysis - introduction and teamwork Caleb Branding - introduction and teamwork Violet 16h30-17h00 Wrap up of day 1 Day 2 September 28, 2016 08h00-08h30 Lean enterprise blue-print - introduction Percy 08h30-10h30 Lean Enterprise blue-print - exercise and present Percy Tea Break 11h00-11h30 Pitching introduction Violet 11h30-12h00 Pitching battle and feedback Violet Lunch 13h00-14h30 Finance start-up; introduction and teamwork Percy 14h30-16h30 Hypothesis - introduction and teamwork Percy 16h30-17h00 Wrap up of day 2 Day 3 September 29, 2016 07h00-10h00 Field-trip 10h30-10h45 Roadmap testing Caleb 10h45-11h00 Strategic Business Environment - Introduction and teamwork Caleb 11h00-12h10 Go 2 Market - Introduction and teamwork Violet Violet, Caleb & 12h15-12h30 Workshop wrap-up Bernito Lunch 14 P a g e
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