Topic 2 The analysis – Steps
Stakeholders’ Identification- Mapping
- Stakeholders’ identification- mapping should be conducted in three steps.
- I step: the brainstorming can be used to identify all the individuals, groups and institutions that can be regarded as a stakeholder. During this step, think about who can influence the program, which has the power, which is influenced by the program, which can have an interest is you succeed or fail.
- Brain-storming: think who can be a stakeholder
Who can be your stakeholder
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Your boss |
School district |
Government |
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Your team |
Partners |
Media |
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Children/ adolescents |
Sponsors |
General public |
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Future pupils |
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Community |
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Your family |
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Stakeholders Analysis- STEP 2
- Revise the list of the identified stakeholders, and analyze their characteristics:
- Their power
- Their support
- Influence
- The power is the ability of the stakeholders to influence the success of your project. During the stakeholder analysis, you can grade the power of each stakeholder on a Likert scale (1- very little power, 5- high power)
- The support for each stakeholder can be examined through the benefits they receive from the project.
- The level of support can also be graded on a five-point Likert scale (1- very little support, 5- very strong support).
- The power is the degree to which the individuals and the groups can convince, encourage and make others follow the program
- Within the organization
- Hierarchy
- Influence
- Resources control
- Knowledge and skills
- Involvement in the implementation process
- Outside of the organisation
- Strategic resources control
- Knowledge and skills
- Informal influence
- Within the organization
- Status
- Right to utilize resources
- Symbols of power
- Outside the organisation
- Status
- Dependence on the resources
- Position
- Recognition
Stakeholders Analysis- STEP 3
To determine how to communicate with the stakeholders, you should analyse where they belong on the following chart:
- Keep satisfied – the stakeholders who have high power, and low support or influence should be kept satisfied, but you should not overwhelm them, and you should try to increase the level of their support.
- Manage carefully – the stakeholders who have high power and high support or influence can be considered as key figures and you should invest the maximal energy and time to satisfy them.
- Follow up – the stakeholders with low power and low support/ influence should be informed on the programs. The aim is to increase their support.
- Inform – the stakeholders who have low power, but high support or influence should be adequately informed and consulted on important questions. They can also be included since they are supportive of the program.
Why Do Stakeholders Analysis:
- Help for the program developers to understand the environment
- Identify the orientation of different stakeholders
- Set priorities
- Identification of the key challenges that you may face during the program implementation.
When You Identify the Key Stakeholders Think About:
- Do they have a financial or emotional interest in your program?
- What can motivate them the most?
- Which information you should provide them?
- How should you provide the information?
- What is the best way to deliver messages?
- What is their current opinion on your program?
- Who can influence their opinion?
- What can help you to ensure their support?
- How can you manage the opposition from some stakeholders?
- Who can be influenced by them?
Empathy Map
- The use of an empathy map can be useful for consideration of the program from the stakeholder’s point of view. Think about the answers to the following questions:
- How do they feel about the program?
- Which outcome counts?
- What is their main concern?
- What do they want?
- What do they hear when you present the program?
- Who can influence them?
- What do they need?
- What is success for them?
- Their fears, frustrations?
- What is their environment?
- How do they present themselves?
- How they act in the presence of other people?
Activity - Stakeholders’ Analysis
- Imagine that you are the teacher developing the preventive program in a primary school. The program you are aiming to develop regards smoking prevention. You want to include workshops for both students and parents in the preventive program.
- You wonder who are the stakeholders and you make the following list:
- Students
- Students’ council
- Parents
- Teachers
- Parents’ association
- Community officials
- Government officials
- Media
- Principals
- Tobacco producers
- Primary health care center
- NGOs
You Score Them as Following:
| Stakeholder | Power (1-5) | Support (1-5) |
| Students | 2 | 5 |
| Students’ council | 4 | 5 |
| Parents | 5 | 5 |
| Teachers | 5 | 5 |
| Parents’ association | 5 | 5 |
| Community officials | 1 | 1 |
| Government officials | 5 | 1 |
| Media | 1 | 1 |
| Principals | 5 | 5 |
| Tobacco producers | 1 | 1 |
| Primary health care center | 1 | 5 |
| NGOs | 3 | 3 |
- According to the scores on power and support place the stakeholders in the one of following categories:
