This document outlines a methodology for accelerating the growth of women-led enterprises in the Mekong region. It describes a program called MWEC that provides training, workshops, peer learning, and business coaching to existing women entrepreneurs. The goal is to help a small percentage of businesses that have potential for faster growth. The methodology was tested in Lao PDR and involved selecting women entrepreneurs, providing an initial workshop on innovation and competitiveness, follow-up seminars and peer learning, and individual business coaching. Initial results found increases in business knowledge, sales, and employment among participating firms. Key lessons included the importance of selecting existing growth-oriented entrepreneurs and providing ongoing support through coaching and networking.
3. Growing Women-led
Enterprises in the Mekong
Testing a Methodology for Accelerating Growth
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5. iii
About infoDev
infoDev, a global trust fund program in the World Bank Group, supports growth-oriented
entrepreneurs through creative and path-breaking venture enablers. It assists entrepreneurs
to secure appropriate early-stage financing; convening entrepreneurs, investors,
policymakers, mentors and other stakeholders for dialogue and action. We also produce
cutting-edge knowledge products, closely linked to our work on the ground.
This study was made possible thanks to the Government of Finland.
For more information visit www.infodev.org or send an email to infodev@worldbank.org.
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8. vi
Acknowledgments
This study, Growing Women-led Enterprises in the Mekong: Testing a Methodology for Accelerating Growth
was written by infoDev, a global technology and innovation program at the World Bank. The authors of
the study are Jill Sawers, Anushka Thewarapperuma, and Julian Webb. The study also benefits from the
comments and input provided by Ellen Olafsen (infoDev). Xavier Cicera and Jana El-Horr (both from the
World Bank) also provided comments through a formal peer review process.
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9. vii
AGI Adolescent Girls Initiative (a program funded by The World Bank and
Australian Aid)
DoSMEP Department of SME Promotion (Lao PDR)
EMC Emerging Markets Consulting
IFC International Finance Corporation
Lao PDR Lao People’s Democratic Republic
MWEC Mekong Women’s Entrepreneurship Challenge
PCT Participant Centered Training
SMEs small and medium enterprises
STEPS Supporting Talent, Entrepreneurial Potential, and Success program
All dollar amounts are U.S. dollars unless otherwise indicated.
List of Abbreviations
and Acronyms
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10. 2
1 Executive Summary
According to a recent Global Entrepreneurship
Monitor, 48 percent of entrepreneurs globally are
women. Only a small percentage of entrepreneurs
in any given country are growth oriented, and
an even smaller percentage actually grows a
business (estimates range from 3 to 10 percent,
depending on the study). Growth-oriented women
entrepreneurs face challenges such as lack of
access to support services and relevant knowledge
as well as regulatory and legal barriers.
infoDev focuses on enabling the start-up and
growth of innovative enterprises. Recognizing the
barriers that often prevent women from growing
their businesses, infoDev embarked on a small
pilot project designed to test a new methodology
for increasing the capacity, confidence, and
networks of growth-oriented women leading small
businesses. The objective was to test whether
this methodology would indeed lead to business
expansion.
The pilot project focused on Cambodia, Lao
PDR, and Vietnam. Quite a few women start
businesses in these countries; in Cambodia 55
percent of all businesses are owned by women,
whereas in Lao PDR and Vietnam women-
owned businesses represent 40 and 25 percent,
respectively. According to a study carried out
by the International Finance Corporation (IFC),
women-owned businesses rarely grow from micro
to small and medium-size enterprises.
Specific challenges identified among growth-
oriented women entrepreneurs in the three target
countries included the following:
• Limited exposure to innovative practices that
could help with product differentiation
• Few opportunities to upgrade business and
technical skills or gain access to business
networks outside of family and friends
• Lack of capital for expansion
• Low levels of confidence to take measured
risks
Research shows that conventional classroom
training is often of limited value for growth-
oriented entrepreneurs. This is related to the
personality attributes that commonly characterize
entrepreneurs and affect their learning styles
(Caliendo and Kritikos 2011). Therefore, infoDev’s
pilot—the Mekong Women’s Entrepreneurship
Challenge (MWEC)—set out to test a methodology
based primarily on structured facilitation of peer-
to-peer learning among growth-oriented women
entrepreneurs.
MWEC commenced with an open call for
applications, seeking to identify existing growth-
oriented enterprises in the region. A screening
process to select about 70 entrepreneurs for
participation in the program was applied, with
criteria including entrepreneurship experience,
innate entrepreneurial characteristics, revenue
growth in recent years, creativity, and the intention
to grow further.
The theory of change behind the program design
is to enable growth-oriented entrepreneurs to
learn in a more advantageous context, leading to
improved business performance and investment.
True entrepreneurs learn best from their peers—
other entrepreneurs with whom they have a
trusting relationship—by means of sharing
practical, real-world experiences to improve
confidence, risk taking, and business management
capabilities. This is also the rationale for business
mentoring, coaching, and networking, whether
stand-alone programs or additional components
of classroom-based business training programs.
MWEC differs from many other programs in that
it selects the small percentage of entrepreneurs
who are growth oriented and then concentrates
on the development of trusted networks among
these entrepreneurs as a basis for learning
from each other, which may be considered as
peer group mentoring. Business coaching and
traditional classroom-based training are included
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11. 3
as additions to the core elements of peer learning
and mentoring.
The pilot program was composed of three three-
day workshops, one each in Cambodia, Lao PDR,
and Vietnam, followed by peer-to-peer learning
sessions and technical seminars focused on
topics selected by the participants, motivational
lunches with successful entrepreneurs, and one-
on-one coaching taking place over a six-month
period for entrepreneurs in Lao PDR. Additionally,
small grants were awarded to a subset of the
entrepreneurs.
While the ultimate goal of MWEC was to contribute
to business expansion, measured by increased
sales, it will take time before the capacity and
networks gained throughout the MWEC experience
translate into increased revenue. Outcome
assessments continue and the final assessment
will take place in March 2014 to update
intermediate outcomes and lessons learned.
Early evidence of outcomes includes the following:
• Ninety percent of the participants have
considered launching new products or services
or entering new markets.
• Eighty-two percent of the participants noted
that they had significantly changed their
business plans as a consequence of the
program.
• Ninety-seven percent of the participants rated
their confidence levels higher or significantly
higher following the program.
• The top reason why participants said they
would recommend the program to others was
networking benefits.
• Ten participants secured new business
contracts totaling $2 million in value, 2,000 new
customers, and investments totaling $400,000.
The positive outcomes of the program to
date were due largely to the generation of
trust among participants, which underpinned
learning from each other and led to increased
confidence and business contacts; the dynamic
facilitators who spoke the local language;
the profile of the implementation team; and
the adaptation of concepts and materials to
fit cultural contexts and participants’ needs.
Interestingly, the grant funding was not nearly as
valued by the participants as the opportunities
offered to network and learn from experienced
entrepreneurs.
This report discusses the design, outcomes, and
lessons of MWEC in further detail and provides
a few preliminary recommendations for the
design of future programs targeting the growth of
women-owned enterprises.
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12. 4
2 Guiding Principles for the
MWEC Program
Four hypotheses underpin the content and
structure of the MWEC program as it was designed
for Cambodia, Lao PDR, and Vietnam.
While business training has existed for quite some
time as a simple and cost-effective intervention
for supporting SMEs, a recent World Bank
study (McKenzie and Woodruff 2012) evaluating
business trainings noted that training programs
focused on business survivorship have either
zero or slightly negative effects for female-owned
businesses. Randomized impact evaluations from
Sri Lanka suggest that the effects of business
skills training are quite limited, as the authors
found little to no evidence for the impact of these
programs on women’s business performance
(Karlan and Valdivia 2011; De Mel, et al. 2012).
A study from Peru notes that a training program
targeting women did not lead to higher profits
or revenues but may have changed their mind-
set and thinking on new markets and profit-
making opportunities. A 2013 joint study by the
International Labor Organization (ILO) and the
Vietnam Women Entrepreneurs Council (VWEC) of
the Vietnam Chamber of Commerce on “Women’s
Entrepreneurship Development in Vietnam”
observed that women tend to be less satisfied with
training and more satisfied with advisory services.
The theory of change behind the program design
is to enable growth-oriented entrepreneurs to
learn in a more advantageous context, leading to
improved business performance and investment.
Genuine entrepreneurs learn best from their
peers—other entrepreneurs with whom they have
a trusting relationship—by means of sharing
practical, real-world experiences to improve
confidence, risk taking, and business management
capabilities. This is also the rationale for business
mentoring, coaching, and networking, whether
they are stand-alone programs or additional
components of classroom-based business
training programs. MWEC differs from many other
programs in that it selects the small percentage
of entrepreneurs who are growth oriented
and then concentrates on the development of
trusted networks among these entrepreneurs
as a basis for learning from each other (that
is, peer learning), which may be considered as
peer group mentoring. Business coaching and
traditional classroom-based training are included
as additions to the core elements of peer learning
and mentoring.
2.1 The Learning Style
of Entrepreneurs
As noted by Caliendo and Kritikos in an Institute
for the Study of Labor discussion paper, a
growing literature examines the relationship
between personality traits and entrepreneurship
(Caliendo and Kritikos 2011). Notwithstanding that
more research is called for, it seems clear that
entrepreneurs and small business owners have
different personality traits (Carland et al. 1984),
which include tolerance for risk, a strong internal
locus of control, self-confidence, openness to
change, problem solving, and conscientiousness.
Arguably their learning styles differ to comparably
less entrepreneurial people. Okhomina (2010)
concludes that research into the relationship
between psychological traits and entrepreneurship
has important implications for entrepreneurship
pedagogy, including as a technique for
identifying students for entrepreneurial careers
and to enhance entrepreneurial success
through nourishment of competencies such
as innovativeness, proactiveness, risk-taking
behavior, and competitive aggressiveness.
Entrepreneurial characteristics can be very
effective when starting a business and during the
early growth stage, but as the business grows
over time, this style can be a disadvantage.
There is a point at which the entrepreneur may
need a team of business managers. Noting that
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learning styles differ from person to person
and from personality to personality, Dr. Michael
Schaper, then the professor of entrepreneurship
at Newcastle University, Australia, pointed out
that entrepreneurs generally display learning
styles that are experiential, intuitive, ad hoc, needs
based, personal, rarely structured nor systematic,
and are usually from trusted sources, noting that
existing SMEs favor information from customer
feedback and informal sources (friends, family,
personal networks) over conventional sources.1
In
other words, they learn best from people they trust
and respect, typically other entrepreneurs, that is,
their peers.
As such, within the MWEC program, encouraging
these learning styles is underscored as a core
methodology.
2.2 Training Alone Is
of Limited Benefit
Most people who work and interact with
entrepreneurs have observed that classroom-
based training may provide little benefit. Rather,
entrepreneurs are known to take advantage
of one-on-one support, coaching, and from
interaction with their peers and business
mentors, arguably reflecting their personality and
learning styles. For this reason, classroom-based
business education programs targeting growth-
oriented entrepreneurs often include mentoring,
networking, and coaching as possible components.
For MWEC, the balance and focus is different. The
focus is networking, peer learning, and coaching;
classroom-based business training is used as a
supplement only.
A critical review of entrepreneurship training
impact undertaken by the World Bank finds
that existing firm owners implement some of
the practices taught in training, but often these
1 Dr. Michael Schaper, Professor of Entrepreneurship,
Newcastle University, Australia, in a speech to the
Australian Government’s Business Entry Point, 2004.
improvements in practice are relatively modest.
Few studies find significant impacts on profits
or sales, although several studies with more
statistical power have done so (McKenzie and
Woodruff 2012). The review largely points to the
paucity of research and suggests improvements
to research design. However, it also cites cases
where follow-up after training can be beneficial
to the business, if it provides technical assistance
specific to the needs of the business rather than a
more generic follow-up.
With these weaknesses in mind, static one-off
training makes up only a small portion of the
MWEC program, as compared to peer learning
and follow-up technical assistance, specific to the
needs of participating businesses.
2.3 Women Entrepreneurs
Benefit from Interacting with
Other Women Entrepreneurs
In most entrepreneurship support activities,
gender is immaterial. Gender can sometimes bring
different yet complementary skills and experiences
to peer learning discussions. Similarly, the
selection of coaches and mentors is usually based
on competency, experience, and ability to transfer
knowledge and “open doors,” rather than on
gender.
However, anecdotal case studies reveal the need
and preference for women-only groups, where
participants feel free to share openly and learn
from other women entrepreneurs. It is therefore
important to create a trusting environment for
women to share freely, where they can discuss
and raise sensitive issues, and where they can be
nurtured by their peers.
Women-only self-actualization sessions provide
a motivational environment where participants
are encouraged to explore and challenge norms
and beliefs that are constraining their growth
and engage with these issues in a supportive
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14. 6
environment. Self-actualization sessions can
give participants an opportunity to reflect on
themselves—the “engine” of their business—in
order to strengthen and build their resilience and
confidence.
As such, self-actualization activities that aim
to build trust, confidence, and resilience are
interspersed throughout the MWEC program.
2.4 Most Job Creation
Is a Result of the Small
Percentage of Businesses
That Grow
Only a small percentage of entrepreneurs actually
grow a business,2
typically the 3 to 5 percent
that is referred to as the “gazelles.” “Economic
gardening,” which first started in Littleton,
Colorado, in the United States, found that focusing
on the 3 to 5 percent of local gazelles produces
far better impacts and outcomes, in terms of
productivity and employment, than more generic
2 GEM 2004 estimates 3 percent; some research may go as
high as 10 percent; and microbusinesses in all countries
are 90+ percent of all businesses.
approaches and has since rippled around the
world.3
More recently, NESTA, an innovation
charity in the United Kingdom, found that 6 percent
of companies generate more than 50 percent of
the employment in the United Kingdom (NESTA
2009), a finding that led to changes in government
policies to support enterprise development. These
entrepreneurs who grow businesses typically have
prior work experience (IADB 2002).
These gazelles more than make up for the lack
of job and wealth creation of the typical start-up.
Moreover, because many gazelles have matured
to be fairly old and large by the time they become
major wealth and job creators, the story is even
more extreme for start-ups. Ultimately, a very
small number of new companies account for a
disproportionately large percentage of wealth and
job creation (Shane 2009). The difficulty lies in
selecting these companies in advance.
The MWEC program focuses on and selects
entrepreneurial women with growth-oriented
businesses in an attempt to identify the local
gazelles.
3 http://growinglocaleconomies.com/economic_gardening.
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16. 8
3 Project Design
3.1 Objective
The Mekong Women’s Entrepreneurship Challenge,
or MWEC, was designed by infoDev, a global
partnership program at the World Bank, with
donor funding from the Ministry for Foreign Affairs
of the government of Finland, to support women
entrepreneurs in Cambodia, Lao PDR, and Vietnam
tackle barriers associated with the growth and
expansion of women-led businesses. The specific
objectives of the pilot included the following:
1. Encourage women to grow their businesses,
create more employment opportunities, and
produce new products and services.
2. Improve women’s knowledge of innovation,
creativity, and competitiveness for application
to their businesses.
3. Create an open knowledge environment for
reflective learning through the sharing of
personal experiences.
4. Build a trusting business network among
training participants.
5. Test a new methodology attempting to address
a perceived gap.
3.2 Needs of Women
Entrepreneurs in Mekong
In the Mekong region, there are three notable
obstacles for women entrepreneurs:
1. Lack of access to networks
2. Absence of exposure to experienced business
support mechanisms
3. A dearth of relevant business information and
knowledge
IFC Enterprise Surveys from 2005, 2007, and
2009 indicate the main constraints on business
development in the Mekong are “low productivity/
efficiency,” “lack of technically skilled labor,” “lack
of market information,” “lack of management
skills,” and “lack of capital” (Lao-German Program
2010). Compared with other countries, women
lack business skills and exposure to international
good practice. Business development services
are provided largely by family members; only
4 percent of companies receive such services
from professional service providers (Lao-German
Program 2010). For the women interviewed
in the feasibility study for the MWEC pilot, the
main knowledge gaps were marketing, financial
management, and exposure to good business
practices. The Vietnam research by the IFC found
that businesswomen expressed a clear need for
entrepreneurial and women-only training, improved
access to finance, and an official channel or “home”
through which they could relay their particular
business concerns to policy makers (IFC GEM 2007).
MWEC targeted existing women-owned or women-
led enterprises, with the aim of encouraging
business growth and creating additional
employment opportunities in addition to producing
new products and services.
In addition to empirical data and publications
from the region, a feasibility assessment was
also undertaken in 2011 to assess the landscape
of women entrepreneurs in Lao PDR. In this
case, the target audience was growth-oriented
women entrepreneurs, specifically excluding
those with self-reported subsistence/survivalist/
supplementary income. The assessment
indicated that there were indeed growth-oriented
women entrepreneurs in need of this specific
type of support. Challenges for these women
entrepreneurs included the following: Limited
exposure to innovative practices leading to little
product differentiation, in turn resulting in poor
positioning for competitiveness and success
• Limited exposure to innovative practices
leading to little product differentiation,
in turn resulting in poor positioning for
competitiveness and success
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17. 9
• Lack of formal business training and limited
opportunities for upgrading business and
technical skills for company directors,
managers, and staff
• Very limited access to business networking
opportunities and specifically successful
women entrepreneurs as role models
• Lack of capital for expansion and lack of
financial management systems and skills
• Lower levels of self-confidence in taking
measured risks and flexible thinking to adapt to
market demands
The study for the MWEC pilot program underscored
the need for an intervention that would address
the aforementioned challenges that were inhibiting
women entrepreneurs in growing their businesses.
3.3 Links
The design of MWEC complements other initiatives
to support entrepreneurs, working for an
entrepreneurship promotion continuum. Focusing
on existing growth-oriented businesses addressed
a gap in the market in all three countries, where
existing interventions tend to focus on new starts
and microbusiness development, as is the case in
most countries. MWEC’s contribution to development
of the entrepreneurship support ecosystem is best
illustrated in Lao PDR, where the full program
was offered. MWEC supported existing growth-
oriented entrepreneurs while complementing the
microbusiness development activities: Lao PDR’s
SME Promotion and Development Office (DoSMEP,
formerly SMEPDO) uses ILO Start and Improve
Your Business programs, and the World Bank’s
Adolescent Girls Initiative STEPs program assists
fresh start-ups with a business plan competition and
follow-up support.
3.4 Methodology
Figure 1 below indicates the positioning of MWEC
on the entrepreneurship promotion continuum in
the region. The emphasis of the program was on
supporting entrepreneurs to grow (rather than
start) their businesses.
The program was designed as a pilot activity to take
place through a period of one year, commencing in
September 2012. The total pilot size was $425,000.
In all three countries, a three-day workshop on
innovation, creativity, and competitiveness was
FIGURE 1: Entrepreneurship Promotion Continuum
Promote new
network
Promote
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18. 10
offered; in Lao PDR, the target group would go
through further follow-up activities, including
facilitated peer learning, technical seminars,
motivational lunches with successful entrepreneurs,
and one-on-one coaching. Key learning points
and best practices illustrated in this report are
extrapolated from that period. The follow-up
program in Lao PDR still continues, and the aim is
to gather data after another six-month period. The
pilot program will determine the effectiveness of
the program with a view toward possible scale-up
in the region or implementation in other developing
countries where there may be a need.
In Lao PDR, the MWEC program complemented
the ongoing World Bank initiative Supporting
Talent, Entrepreneurial Potential, and Success
(STEPS), an initiative of the Adolescent Girls
Initiative (AGI) funded by Australian Aid. While the
STEPS program sought to identify and support
women and young entrepreneurs who are seeking
to start or expand a business, the MWEC program
targeted existing growth-oriented entrepreneurs.
Thus, in Lao PDR the MWEC pilot would also
determine whether there was complementarity
between MWEC and STEPS and whether these
programs could support each other in the future.
In order to target local growth-oriented
entrepreneurs, the design placed heavy emphasis
on discussion-based learnings, one-on-one
coaching, and some structured learning. It
also included addressing some of the softer
issues, including self-actualization sessions for
confidence building.
The program had a two-pronged approach (MWEC
and MWEC-Light), based on availability of funding
and the implementation timeline. In all countries,
approximately 30 women would be selected
to follow a three-day workshop on innovation,
creativity, and competitiveness. Following the
workshop in Lao PDR, 10 women would be selected
to receive follow-up support and grant funding
of approximately $9,000 each. In Cambodia and
Lao PDR, five women would be selected from the
workshop to either receive grant funding (of $3,000)
or be selected to participate in infoDev’s Global
Forum on Innovation in South Africa in May 2013.
FIGURE 2: Overview of MWEC Program Design
Mekong Women’s
Entrepreneurship Challenge Project
Workshop on
Peer
Learning
1 to 1
Coaching
Seminars
Workshops
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19. 11
3.5 Implementation Partners
infoDev partnered with Emerging Markets
Consulting (EMC), a Cambodia-based firm with
offices in Lao PDR and with consulting and early
stage funding experience in the Mekong region,
to implement the pilot program in all three
countries. In each country, the program partnered
with a number of local associations to leverage
their networks and experiences working with
SMEs. In Lao PDR, the program partnered with
DoSMEP. The Lao Women’s Business Association
and the Lao Handicrafts Association also provided
support. In Vietnam, the network of the Vietnam
Women Entrepreneurs Council (VWEC), which is
part of the Vietnam Chamber of Commerce and
Industry (VCCI), was leveraged. In Cambodia,
the program worked closely with the Cambodia
Women’s Entrepreneurs Association (CWEA).
3.6 Facilitators/Trainers
The facilitators were selected based on their
entrepreneurial background, managerial
experience—explicitly in human resources and
psychology, facilitation and training experience
(specifically Participant Centered Training, or
PCT)—business development experience, and
competence interacting in the local language.
Appendix E includes short descriptions of the
experience of the three respective facilitators.
3.7 Marketing of MWEC
One of the challenges of implementing the pilot
program was finding entrepreneurs who fit
the selection criteria: the small percentage of
entrepreneurs with some experience and who
also go on to grow a business and who would,
among other things, be able to both contribute
and benefit from the various peer discussions.
Placing advertisements in the local newspapers
proved to be insufficient in terms of outreach.
EMC (hereafter referred to as the project
implementation team) spent considerable time on
public relations and marketing of the program and
even used social media tools such as Facebook.
Other efforts included approaching entrepreneurs
via direct “cold calling”; via business support
organizations, trade associations, and chambers
of commerce and industry; and via targeted
information workshops held throughout the
three countries. Direct marketing and targeted
information sessions had the best return, because
women interested in applying tended to stay
behind for one-on-one discussions, providing an
opportunity for the implementation team to further
engage them.
3.8 Selection Criteria
In order to target a group of participants with
enough skills to contribute effectively to the
program and benefit from the same, eligibility
and selection criteria were developed by the
implementation team and infoDev, in consultation
with the Lao World Bank STEPS team. This was
done to ensure the MWEC program, which focuses
on existing and growth-oriented entrepreneurs,
complemented the STEPS program, with a
focus on start-ups. Assessment of eligibility and
selection was undertaken by the implementation
team.
Selection criteria are important to ensure the
participants are from the small percentage of
entrepreneurs who are authentically interested in
growing their business and with a track record of
doing so, consequently, no new start-ups. Criteria
included entrepreneurship experience, innate
entrepreneurial characteristics, revenue growth in
recent years, creativity, and the intention to grow
further. All applicants received one-on-one contact
from the implementation team.
Implementation of the program has been defined
as either MWEC (comprehensive program,
FIGURE 3: Participant Selection
Direct
Help
the
form
of
SELECTION OF PARTICIPANTS
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20. 12
including post-workshop activities) or MWEC-
Light (workshop and in some instances, award of a
small grant).
3.9 Eligibility Criteria
for Application
Businesses eligible to enter MWEC’s competition
were required to meet the following criteria:
• Women-owned business (51+ percent) or where
women lead the business (for instance, leading
a family business)
• Existing business or in the process of
registering
• Currently profitable or potential for profitability
• Revenue growth in recent years and intention
to grow
• Business in a sector or a subsector that can be
competitive domestically or internationally
• Evident creativity
• (For Lao PDR) A small or medium-size
business, as defined by Lao PDR
• (For Vietnam and Cambodia) Open to
Cambodian and Vietnamese nationals only
3.10 MWEC-Light Selection
Criteria
Initial applicants were graded on their knowledge
of their businesses’ product and service line,
potential to grow, and understanding of basic
business concepts, including finance, risk,
and competition. After the grading process,
applications were further scrutinized against the
following criteria:
• Entrepreneurship experience, as evident in
their application
• Market/product demand for offered products
and services
• Growth plan: the intended expansion
and/or improvement plan to address the
market demand for the product or service
Applicants who met the criteria were invited
to attend the three-day workshop. Program
marketing involved personal contact by the
implementation team with each applicant to help
her complete the application form.
3.11 Selection Criteria for
Further MWEC Support (Post
IC&C Workshop)
In Lao PDR, the project included a second
component: a series of interventions aimed
at providing follow-up activities to successful
applicants of the three-day innovation, creativity,
and competitiveness (IC&C) workshop. All
25 women who participated in the IC&C workshop
in Lao PDR were invited to submit a revised
application form and an adapted proposal that
reflected new thinking resulting from exposure
to the workshop. A panel comprising the project
implementation team, DoSMEP, and the facilitator
for Lao PDR selected 10 final candidates to
participate in the follow-up component.
TABLE 1: Applicant Breakdown
Applicants and Participants
Marketing and selection Reach: approximately 1,000 women
via Facebook and other social media, email blasts, partners, cold calls, and
information sessions
Applicants Lao PDR: 130
Cambodia: 57
Vietnam: 52
Program Participants Lao PDR: 25
Cambodia: 22
Vietnam: 21
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21. 13
The second-round selection of 10 winners
consisted of the following eligibility criteria:
• Commitment to the peer learning program
• No direct competition within applicant pool
(different sectors or different components in
one value chain)
• Commercial feasibility of growth aspirations
• Ability to address learning needs
The 10 winners also received grant funding of up
to $9,000 to improve their business.
Following the IC&C workshops in Cambodia and
Vietnam, a number of winners were selected to
receive up to $2,000 in grant funding for business
improvement and to participate in the infoDev
5th Global Forum on Innovation and Technology
Entrepreneurship in South Africa in May 2013.
These women were selected based on the
following criteria:
• Commercial feasibility of growth aspirations
• Achievability of business expansion plan if
grant funding was provided
• Understanding and confidence in utilizing and
interacting in English if selected to participate
in the Global Forum
3.12 Participants
The 68 women entrepreneurs who took part in the
three-day workshops in Lao PDR, Vietnam, and
Cambodia represented a diverse range of ages,
provinces, education backgrounds, and industries.
All participants had a strong motivation to learn
and willingness to participate, which contributed
greatly to the overall energy of the workshops.
In Lao PDR, 48 percent of the finalists were
between 25 and 35 years old, 32 percent were
between 36 and 45, 12 percent were over 45,
and 8 percent were under 25. The range of ages
contributed positively to workshop dynamics, as
the older, more established entrepreneurs proved
to be an inspiration to the younger ones.
In both Cambodia and Vietnam, the range of
participants’ ages was significant: in Vietnam,
76 percent of participants were over 35 years of
age, with only 25 percent under 35. Conversely,
in Cambodia, almost 80 percent of participants
were below 35 years of age. Age differences didn’t
seem to represent an obstacle for the workshop
dynamics or teamwork activities. It was observed
that all participants interacted with each other
equally, both individually and in teams, regardless
of age and implicit experience of the individuals.
Workshop participants represented an assortment
of businesses from different sectors, including
agro-processing, auto repair, and construction
supplies. In Lao PDR, the most well represented
sectors included food and beverage (eight
participants), beauty and health (four), and
livestock (two).
The majority of participants in Vietnam were from
the agriculture sector, whereas the majority in
Cambodia was from the consulting and food and
beverage sectors.
3.13 Workshop on
Innovation, Creativity, and
Competitiveness (MWEC-L,
or MWEC-Light)
The workshop content was based on IDEAS
(Innovation Development Early Assessment
System) (English 2007), a program developed by
Jack English, an Australian academic focused
on entrepreneurship and innovation. IDEAS is a
structured process for assessing the feasibility
of taking a new product to market, given the
competitive business environment and associated
risks. The program has been successfully
implemented in Australia and several other
countries, including Iran, Nepal, and Saudi Arabia.
TABLE 2: Age Breakdown of Workshop
Participants
Age
Lao PDR
(n = 25)
Cambodia
(n = 22)
Vietnam
(n = 21)
< 25 48% 0% 0%
25–35 32% 68% 24%
36–45 12% 14% 19%
> 45 8% 9% 57%
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TABLE 3: Lao PDR Finalist Breakdown by Industry Sector
Finalists Company Name Industry Sector
Mary Bounthalath Vingsay Sinniyom Transportation Transportation
Maniphay Chanthalang Maniphay Furniture Furniture
Nanthida Chanthavong Savankham Brick Factory Construction
Samlarn Chanthavong LTB Plastic Manufacturing Manufacturing
Nongnut Foppes Xao Ban Group Food and beverage
Bouathip Hormchandee Thipsavang Noni Juice Food and beverage
Oneta Keophanya 2PK Restaurant Food and beverage
Daraphone Kiatsritanakorn Dala Spa Beauty and health
Chanthachone Kodsimeuang Pig Farm Agriculture
Sengmani Oupathanar Organic Rice Milk Food and beverage
Siriphone Phanthavong ECME Electrical engineering
Khamsene Phimmavong Herbal Beauty Product Group Beauty and health
Vilay Sanguantrychan Luxe Interior Design Interior design
Souksakhone Sayyasone Kanida Import-Export Health and beauty
Soudalie Silaphet Poppy’s Pharmacy Health and beauty
Manola Sisouphanthavong Lao Kitchen Food and beverage
Vannaphone Sitthirath Lao New Wave Cinema Production Media
Aluna Thavonsouk Thavonsouk Resort Hotel
Mesone Velaysane Design and Sewing Clothes Garment
Latsamy Vetsaphone Sep-ee-lee Purple Noodle Food and beverage
Phonesavanh Vilivong Le Trio Coffee Food and beverage
Somphone Vongdeuane Lao Savang Garage Auto repair
Xayalith Vongsaravanh Duck Farm Livestock
Chintakone Xaysana Thanva Ice Factory Food and beverage
Naly Yotyai Naly Rice Mill Agro-processing
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23. 15
FIGURE 4: Vietnam Finalist Participant Breakdown by Industry Sector
0
1
2
3
4
5
6
7
8
7
3 3
2
1 1 1
3
OtherICTFood and
Beverage
Fashion andHealth and
Beauty
Sector
Vietnam (n ؍ 22)
Agriculture
FIGURE 5: Cambodia Finalist Participant Breakdown by Industry Sector
0
2
4
6
5 5
3 3
2 2
1 1
House
ICTTourismHealth and
Beauty
Fashion andFood and
Sector
Cambodia (n ؍ 21)
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24. 16
The goals of this activity were to improve
participants’ understanding of important
business concepts in innovation, creativity, and
competitiveness (IC&C); enhance personal
capacities for entrepreneurship; and build
stronger networks between businesswomen. The
curriculum included an adaptation of IDEAS and
was designed to both foster and identify new ideas
with genuine commercial merit and strategic
alternatives for commercialization. IDEAS was
selected due to its focus on the concepts in the
three topic areas, IC&C, and as a methodology for
“identifying and selecting winning business ideas.”
The workshop focused on three IDEAS concepts
that were adapted to fit local context:
• Potential demand
• Market acceptance
• Competitive position
The curriculum also included the following
concepts and tools:
• Entrepreneurship Self-Assessment
• 4P-4C (product and customer needs)
• Features vs. Advantages vs. Benefits (FAB)
• Substitute, Combine, Adapt, Modify, Put to
other purposes, Eliminate, Reverse (SCAMPER)
• Unique Selling Point (USP)
Based on these concepts and the IDEAS
curriculum, objectives for each day of the
workshop were established.
3.14 MWEC (Full Program
in Lao PDR)
In Lao PDR, the 10 participants who attended the
full training were invited to provide a proposal to
receive more follow-up support, including:
1. Participation in facilitated peer
discussion groups on topics of interest (in
entrepreneurship) to the group. The framework
for discussion is based on the Springboard
methodology that was developed and used very
effectively by other enterprise development
agencies and governments in Australia.4
4 www.creedaprojects.com.au.
2. Attendance in workshops and seminars
delivered by experts on subject matter in
entrepreneurship. Important topics included
financial management, accounting, marketing
and branding, exporting, and so on.
3. One-on-one tailored coaching support.
4. Self-actualization coaching for confidence and
resilience building.5
In addition to the above, a grant of up to $9,000
was provided to each participant in order to
improve some aspect of her business, for
example, capital equipment, business software
systems, consultancy support, and so on. The
follow-up component in Lao PDR consisted of the
subsequent modules:
• Three-and-a-half-day peer learning and
facilitated discussions with a focus on
marketing, finance, and accounting, covering
two modules per day
• Two-and-half-day workshops on financial
management and marketing
• Two “motivational” lunches, each having a
successful Lao woman entrepreneur as a guest
speaker
• One-on-one coaching sessions provided by
the project implementation team to address
individual needs
5 Such coaching had formed an integral part of the
FEMTECH Experiential Training Program that was
developed by South African FEMTECH (Pty) Ltd. and
delivered successfully to women entrepreneurs in
South Africa, and which was very highly rated by the
participants.
TABLE 4: Objectives of Three-day Workshop (see
appendix C for further breakdown of content)
Workshop
Day
Objectives
1 • Building trust and relationships
• Developing creative and innovative
ideas
2 • Understanding basic marketing
• Understanding competitiveness
3 • Developing business proposals
• Developing presentation skills
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3.15 Peer Learning
In Lao PDR, the 10 winners participated in a
series of facilitated peer learning sessions that
focused on topics including SWOT analyses;
market assessments and marketing; resource
management and budgeting; time management
and lifestyle choices; financial benchmarking;
network and joint venture formation; financing;
and quality development.
As per the Springboard methodology (see appendix
B), these topics were selected by the participants
themselves based on a range of topics offered.
The facilitator introduced and facilitated each
respective topic and discussion.
The original methodology for peer learning
sessions allows for a period of approximately
two to four weeks in between sessions, enabling
participants to digest and apply the learning from
each session. However, given a number of time-
and budget-related constraints, the methodology
was adapted and the sessions (two per day) were
offered back-to-back over a period of three and
a half days or over 16 hours. Even though the
peer learning was appreciated by participants,
this structure was not successful: it did not allow
time for reflection and implementation in between
sessions and required participants to be away from
their businesses for too long.
3.16 Additional Workshops
Based on the articulated needs of the participants
in the peer learning sessions, two additional
workshops were developed that focused on the
basics of finance and accounting and general
marketing concepts. The accounting and finance
workshop exposed participants to new ways of
making their current financial and accounting
systems more efficient and effective for quality
decision making. It covered cash flow, profit and
loss statements, balance sheets, and basic pricing
models for products. The marketing workshop
focused on strengthening the participants’ existing
knowledge and introducing new concepts (for
example, digital marketing) to help them expand
their business. Other topics included addressing
core marketing concepts and the need for
data-driven decisions in product evolution and
marketing.
3.17 Motivational Lunches
The project implementation team developed
a series of lunches with successful women
entrepreneurs as speakers to share their
knowledge and experience with the participants.
The invited speakers were role models who had
already attained success in the same environment
as the winners, and could inspire the participants
by sharing their entrepreneurial journey. This
was conducted in an informal environment
where information exchange and sharing was
encouraged.
3.18 Individual Business
Coaching
The project implementation team also provided
one-on-one coaching to the 10 participants.
Each winner received three days of additional
coaching. This enabled the implementation
team to work directly with the entrepreneurs
to review the current state of their businesses,
conduct a brief analysis of the current and future
product market, and review their activity plans.
This enabled the implementation team to advise
on how to best utilize the grant funding given
to the entrepreneurs. The entrepreneurs’ plans
were thus aligned with the disbursement of the
additional grant funding, managed by the project
implementation team.
Objectives of Peer Learning Sessions
• Provide locally contextualized background
information and knowledge that will stimulate
discussion and development of ideas.
• Offer an environment in which participants are able
to share knowledge, take risks, and provide each
other with support and feedback.
• Support participants in identifying and resourcing
individual and group development needs.
• Encourage reflective learning by using personal
experience as an ongoing case study.
• Offer knowledge of local, regional, or national
resources to support the development process.
• Encourage the development of networks that will
survive the program.
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The theory of change behind the program design
is to enable growth-oriented entrepreneurs to
learn in a more advantageous context, leading to
improved business performance and investment.
True entrepreneurs learn best from their peers—
other entrepreneurs with whom they have a
trusting relationship—by means of sharing
practical, real-world experiences to improve
confidence, risk taking, and business management
capabilities.
Overall, the MWEC program and MWEC-L
benefited the participants in all three countries.
Positive media attention raised public awareness
of the workshops, the participants, and their
businesses, which participants believe has helped
them to grow their revenues. Based on pre- and
post-surveys administered to the participants,
feedback indicates that the IC&C workshops met
objectives in terms of developing creative and
innovative ideas, building trust and relationships,
and increasing confidence levels by providing
relevant business information and knowledge.
Ninety-six percent of Lao participants felt that
their networks with women were stronger to
significantly stronger post-workshop, compared
to 76 percent who rated their networks as average
to weak prior to the workshop. All participants
in Cambodia and Vietnam rated their business
networks as strong or significantly stronger
following the workshop. This is highly significant in
a region where networking outside of close family
and friends is limited. The sharing and learning
continues to date, in both formal and informal
aspects.
In Lao PDR, 84 percent of participants said they
have thought about producing new products and
services or accessing new markets since the
workshop ended. All Vietnamese participants and
90 percent of Cambodian participants indicated
similar changes in thinking.
Throughout the program, ideas were clarified,
new products developed, and, most important, the
women finalized focused plans for improvement
rather than more general plans for attempting
a variety of endeavors. All the participants who
completed the program are positioned to be
more competitive in the marketplace without
reducing their prices, as shown by the growth plan
summaries in appendix F and in feedback from the
business coaches. Fundamentally, the program
helped the women understand and fill gaps in their
business knowledge and determine a clear focus
to move forward. For example, the participants
requested an accounting workshop once they
realized they lacked knowledge in this key area. All
the women benefited from the workshop and keep
coming back to the project implementation team
for continued support.
4.1 Initial Outputs and
Outcomes
The following data covers the period up to
November 2013.
Over the next two to three years, the expectation is
that revenues, jobs, and investment will increase
as a result of the program, once participants have
implemented the growth plans summarized in
appendix F. To date, most of the participants report
tangible improvement to their businesses. This
starts with the positive media associated with the
full program in all three countries and reports of
increased revenues in a number of the businesses.
A number of case studies illustrate the emerging
impact of the program, and the Lao PDR business
expansion plan summaries show how the program
helped refine expansion plans and report initial
progress toward these plans.
4 The Effectiveness
of MWEC
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TABLE 5: Initial Results
Initial Results
Marketing and selection Reach: approximately 1,000 women
via Facebook and other social media platforms, email blasts, partners, cold calls,
and information sessions
Applicants Lao PDR: 130
Cambodia: 57
Vietnam: 52
Program Participants Lao PDR: 25
Cambodia: 22
Vietnam: 21
Outcomes $ Amount of contracts secured by women entrepreneurs:
Approximately US$2 million secured by 10 women; revenue leverage of 8.8 compared
to the cost of running the program
# Customers secured by women entrepreneurs:
Over 2,000 secured by 10 women
Dollar amount of investment secured by women entrepreneurs:
Approximately US$400,000; investment leverage of 1.76 compared to the cost of
running the program
15 new direct jobs and 40 indirect
10 new jobs created for women
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28. 20
The following section reviews the overall
program results and provides lessons learned
for future program implementation as well as
for policy makers, donors, and other interested
stakeholders.
Program improvements are largely related to
organization and delivery, as indicated by the
participant feedback surveys, advice from the
facilitators, and feedback from the implementation
team. The program lends itself to a modular
approach, with the IC&C workshop and peer
learning sessions as core modules, complemented
by entrepreneur guest speakers, technical
seminars to address particular needs arising in
the peer learning, and one-on-one coaching as
outlined below.
Initially, the program was designed as a sequential
set of modules, as shown in the diagram on the
next page.
However, the technical seminars and entrepreneur
lunches should be interspersed with the peer
learning so participants can apply and discuss
lessons and the challenges with implementation.
One-on-one coaching can be implemented at
the completion of the other modules, or it can be
interspersed with peer learning on a case-by-case
basis.
Each element can be managed as a stand-alone
activity, but without the peer learning sessions the
IC&C workshops have less impact, and both have
less impact without relevant technical seminars,
entrepreneur talks, and one-on-one coaching.
5.1 Positioning for
Growth-oriented Existing
Entrepreneurs
Focusing on growth-oriented existing businesses
addressed a gap in the market in all three
countries. However, it is more easily observed
in Lao PDR, where the full program was offered.
Existing interventions tend to focus on new starts
and microbusiness development, as is the case in
most countries. An example would be the business
plan competitions of the World Bank Adolescent
Girls Initiative–STEPS program and microbusiness
development services provided by the government
of Lao PDR’s Department of SME Promotion
(DoSMEP).
5 Program Lessons
and
and
One-on-One
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29. 21
Mekong Women’s
Entrepreneurship Challenge Project
Workshop on
Peer
Learning
1 to 1
Coaching
Seminars
Workshops
Compared to microbusiness development, the
MWEC program can only ever aspire to assist
a relatively small number of people. DoSMEP
have trained thousands with their business
development programs, whereas MWEC only
assisted 25 in Lao PDR, and of these only 10
were selected for the full program. It should
be noted that only a small percentage of small
and medium-size entrepreneurs are considered
growth oriented,6
typically the 3 to 5 percent who
are gazelles.
For similar reasons, focusing on new start-ups,
typically with students who risk unemployment,
attracts large numbers of participants, many of
6 GEM 2004 estimated 3 percent, while other research has
noted that it may be as high as 10 percent; microbusinesses
in all countries is approximately 90 percent.
whom will not proceed and who then risk failure.
Research typically shows that entrepreneurs who
grow businesses have prior work experience (IADB
2002) and, more controversially, that far better
impacts are achieved by focusing interventions on
the small percentage of existing growth-oriented
businesses.7
In the end, it is not a question of one
approach or the other but of both approaches in a
well-functioning innovation and entrepreneurship
ecosystem.
7 Economic gardening, which first started in Littleton,
Colorado, found that focusing on the 3 to 5 percent of
gazelles produces far better impacts and outcomes than
more generic approaches and has since rippled around
the world (http://growinglocaleconomies.com/economic_
gardening). More recently, NESTA found that 6 percent
of companies generate more than 50 percent of the
employment in the United Kingdom (NESTA 2009).
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Implementers need to be prepared to champion
the focus on existing growth-oriented companies,
as opposed to new starts and microbusinesses.
A need to raise awareness to other ecosystem
players about this focus is important for
development and business growth.
5.2 Marketing and Promotion
While marketing and promotion of the program
were successful in all three countries, they are
dependent on the drive of program implementers
and any implementation partners. To find genuine
growth-oriented entrepreneurs is a matter of
proactive direct marketing, or as noted by the
project implementation team, a “foot-soldier
move.” There is a demonstrated need to liaise
with chamber associations, sector associations,
or other government and nongovernmental
organizations to tap into existing networks. Follow-
up targeted sessions providing presentations and
individual coaching for application submission are
also vital.
As no control group was established prior to
program commencement, it is difficult to assess
the benefit to those applicants who were not
selected. However, simply answering questions
not customarily asked of these entrepreneurs
via the application process may have provided
a benefit to the entrepreneur’s business and
plans for growth. This has been noted by the
project implementation team in Lao PDR and was
echoed in Vietnam, where the Vietnam Women
Entrepreneurs Council, under the Vietnam
Chamber of Commerce and Industry (VCCI), found
the design of the questions in the application form
“very useful and intelligent.” All advance teams
in search of applicants for the program noted the
benefit of meeting applicants prior to making a
decision, rather than just reading the application
itself.
Local partners with exceptional, unique, and broad
networks as well as the necessary resources are
vital to finding and selecting growth-oriented
entrepreneurs, for which direct marketing
and one-on-one sessions with applicants are
fundamental. Mass media advertising might
work for generic start-ups, but it is inadequate
for selecting the minute percentage of growth-
oriented enterprises, as opposed to the mass of
microentrepreneurs.
5.3 Selection Process and
Criteria
The goal of the selection process was to select
existing growth-oriented women entrepreneurs
with realistic growth plans. This was achieved in
all three countries. In Lao PDR, the first tier of
selection was to choose 25 participants for the
IC&C workshop out of 130 applicants, and then
to select 10 participants for the remainder of
the program. In Vietnam and Cambodia, only the
workshop was offered, resulting in only one round
of selection. A number of lessons and observations
emerged in this process.
Stratification by education and age. In Lao PDR,
the participants naturally broke into two groups:
(1) those with better education, often younger, and
with international experience based in the capital
city of Vientiane; and (2) older participants with less
education not based in Vientiane. Those with less
education appeared more reticent in the presence
of their better educated peers and did not share
as freely. Sometimes the pace of the group was
constrained by those who lacked wider education
and exposure. The participants with better education
and international exposure talked more easily in
groups and might, at face value, be considered to
be more entrepreneurial and growth oriented, but it
was not, in fact, the case. Those based in Vientiane
found it easier to network together and continue to
network, whereas it proved more difficult for those
from regional areas. On the other hand, the cross-
pollination between the two groups was beneficial
and mutually appreciated.
Supporting participants from higher income
groups. Inevitably, in selecting growth-oriented
entrepreneurs on the merit of their growth plans
in less developed economies such as Lao PDR, a
bias can exist toward those from higher income
levels, unless means testing is included as criteria.
Put simply, applicants with better education,
international exposure, and support from their
families and assets can sometimes be in a better
position to grow their business. This may lead
to questions about supporting populations who
are less in need of help than others through
such programs. In Lao PDR, where the project
implementation team raised these issues, the
selection resulted in a mixture of participants from
all income levels.
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Winners and losers. In Lao PDR, 25 people
attended the IC&C workshop, with 10 finalists
selected for further intervention, unwittingly
creating two groups of winners and losers. At
times the networking broke down following this
segmentation. In retrospect, it would have been
beneficial to continue the full intervention for all
25 initial participants, creating two groups for peer
learning, for which the maximum in any one group
is around 12 people and the minimum around 7,
for the personal dynamics to work properly.
One tier, not two, of selection. If the full program
is to be offered, as in Lao PDR, then it will be less
divisive, simpler, and more efficient to conduct
only one selection for the workshop and not have
a second round of selection for the remainder of
the program. Participants would still rework and
resubmit their growth plans after the workshop,
but all would continue through the remainder of
the program.
Composition of peer learning groups. The issues
mentioned above, specifically regarding the divide
between those with higher education levels and
international exposure, can be addressed by
careful attention to the composition of the peer
learning groups and good facilitation, encouraging
cross-fertilization and easy networking.
Geographic segmentation is also important, and, in
retrospect, it would have been constructive to have
one peer learning group for those from the capital
city and a second group for participants from the
outskirts, and for the two groups to come together
from time to time. Knowledge gained about the
participants and their businesses during the
workshop gives organizers invaluable information
for formation of the peer learning groups. Based
on the information gleaned from the participants,
the learning groups can be structured to ensure
a diversity of skills, type of business, personality
types, and lack of direct competition in order for
the entrepreneurs to meet and engage together
relatively easily.
5.4 Grant Funding
Following the three-day workshops, participants
were asked to submit a second-round application
form, from which winners were selected. In
Vietnam and Cambodia, 10 winners received the
following:
• Five participants received $2,000 cash prizes to
improve and expand their businesses.
• Five participants attended the infoDev 5th
Global Forum on Innovation and Technology
Entrepreneurship in South Africa, held in
May 2013.
In Lao PDR, 10 winners were selected to
participate in a series of other follow-up activities,
in addition to receiving a grant of up to $9,000.
Post-program evaluations clearly show that grant
funding was not the main benefit and motivator,
compared to the networking and learning. A guest
speaker for the program and a successful woman
entrepreneur encapsulated the drawbacks of
these types of funding. Cash funding/grants can
distort thinking and objectives, with a project-
by-project and dependency mentality, rather
than encouraging entrepreneurs to focus on the
sustainability of their business. Moreover, in some
cases the cash funding proved insufficient for
participants with much larger businesses or from
higher levels of income.
Follow-up support as a prize. Rather than cash
prizes, participants should pitch for follow-up
support and technical assistance, which may be
donated by sponsors or provided as an investment
from third parties in locations where this is a
realistic option. This preserves the benefit of
pitching and avoids perceptions that grant funding
may have different impacts based on income
levels. It also focuses participants on developing
their business rather than winning grants/funding.
As such, pitching for ongoing support should be
incorporated after the peer learning.
It is still an option to use the program and
provide grant funding, noting that it be linked
to specific business growth activities, mutually
agreed between the winner and the organizer, but
recognizing the perceptions that may result as
discussed above.
5.5 Innovation, Creativity, and
Competitiveness Workshop
As noted in the survey data, the IC&C workshops
achieved the targeted objectives of building
networks, trust, and relationships for peer
learning; improving thoughts about innovation
and competitiveness; developing creative and
innovative ideas; and building and increasing
confidence levels by providing relevant business
information and knowledge. The workshops’
success was due largely to the level of trust among
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32. 24
participants, the dynamic facilitators who spoke
the local language, the implementation team, and
the adaptation of concepts and materials to fit
cultural context and participant needs. As noted
by one facilitator, it is “the departure point to open
peoples’ minds . . . the starting point for learning
and business planning.” The workshops had both
business and personal development impacts, as
shown by the participant quotes below.
Quotes illustrating the personal benefit:
• “Confidence—how to present myself, how to
talk about my business and to define myself.”
• “Confidence—public speaking.”
• “Gave me the confidence to make a decision to
grow my business through shifting to training,
advice, and supply of materials. . . . and now I’m
excited.”
• “Inspired me, opened my mind to business,
motivated me to run the business, and be with
the business more—gave the starting point.”
• “Helped organize my brain.”
The results regarding improvement in participant
confidence are noteworthy, as shown by the post-
workshop rating for Vietnam participants, which
was similar for both Lao PDR and Cambodia.
Quotes illustrating the business benefit:
• “All the activities were meaningful in
themselves, for example, team cooperation and
focus—goal focus.”
• “Now more focused and not trying to sell
to everyone—better product definition and
customer targeting.”
• “Helped me see the opportunities to employ
and help more people.”
Quotes illustrating the networking benefit:
• “Networking was great.”
• “Most important to meet real people who are
successful and to learn from them.”
• “Amazing to get to know all of these talented
hard working women. . . . inspired me to realize
the capacity I have and to learn more, through
connections with these guys.”
• “Made us realize what networking is like,
without jumping into the big text book.”
• “Got to learn and think and reflect from
others.”
In Lao PDR, 96 percent of participants stated that
their networks with women entrepreneurs were
stronger to significantly stronger post-workshop,
and in Cambodia and Vietnam the ratings were
similar. Prior to the workshop, 76 percent rated
their networks as average to weak. Moreover,
networking was the top reason why participants
said they would recommend the workshop to other
women entrepreneurs.
The Participant Centered Training (PCT)
techniques employed in the workshops by
facilitators was a feature that needs to be retained.
FIGURE 6: Participant Confidence Levels
0
20
40
60
0 0
5
52
43
10
30
50
higher
HigherLower
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33. 25
It was new to most people and very highly
appreciated.
Reduce content. Even though the workshop was
successful, exit surveys noted that it was too
crammed with content and aimed to accomplish
too many objectives during a small period of time.
Content should be adapted to local markets. For
example, in the Mekong the content on external
risk and competitor analysis was too advanced for
participants. In addition, participants may not have
the necessary data for analysis and synthesis of
these topics.
Reduce the length of the workshop. Three days
was simply too much for entrepreneurs with
hectic businesses. Many women entrepreneurs
found it difficult to block out large chunks of time
from their day-to-day business activity. However,
most realized that the same impact would not
be achieved with only a couple of hours per day
spread over weeks. The third day of the workshop
was set aside for participants to work on growth
plans, largely on their own, and with assistance
from the facilitator. This component does not need
to be offered as a part of the workshop itself,
which can then be accommodated in two days.
5.6 Facilitators
All participants in the IC&C workshops provided
positive feedback on the facilitators. To succeed
with the workshop and the peer learning,
the facilitators need to combine skill sets as
mentioned in the earlier section.
Training of trainers needs to include PCT training
as well as the content of the program. Facilitators
need to be carefully chosen for their experience
working with growth-oriented entrepreneurs and
their capabilities as trainers and facilitators. They
should speak the local language and have an
understanding of the local environment. Trainers
should undergo a train-the-trainer process to
ensure the relevant PCT skills are acquired and
they are well versed with the training material.
5.7 Peer Learning
In Lao PDR, the 10 winners participated in a series
of facilitated peer learning sessions focused
on topics including SWOT analysis; market
assessment and marketing; resource management
and budgeting; and time management and
lifestyle choices. The peer learning adapted
the Springboard Business Growth Program
methodology and was conducted in one three-day
block (though the initial design suggests a spread
of seven two- to three-hour sessions over a longer
period). This structure was not successful, as it did
not allow time for reflection and implementation
between sessions and required participants to be
away from their businesses for too long.
Nonetheless, the style of facilitated peer
learning around particular topics was valued
FIGURE 7: Participant Network Strength
0
20
40
80
0 0
4
68
28
60
Network strength
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34. 26
and appreciated. The women learned from each
other, appreciated the networking, and in some
cases proffered a venue for further business
opportunities.
The majority of participants agreed that the group
was supportive, the content and information was
applicable to their business, and that peer learning
significantly changed how they observed their
business and what they do in their business.
The majority of participants agreed or strongly
agreed with a variety of statements about the
peer learning program, including the fact that
it confirmed participants’ thinking (giving them
the confidence of their decisions) and provided
practical ideas that could be applied in their
businesses (see appendix F for breakdown).
Multiple sessions not all in a block. The project
implementation team, participants, and the
facilitator all agreed that the peer learning should
be spread out over at least four to five days in
two- to three-hour sessions, with time in between
for reflection and to apply the learning to the
business. The participants should determine the
frequency of meetings with their facilitator.
Sessions 1 and 2 are not required. Given that peer
learning follows the IC&C workshop, the first two
sessions outlined in the Springboard Business
Growth Program manual—Introduction &
Networking and Mickey Mouse or Mini Empire
(commitment to growth and competitiveness)—are
redundant.
Retain flexibility with the content. Recognizing
that the needs of participants will vary with
time and location of the program, the content
addressed in the peer learning session should be
decided by the participants, using the topics in the
manual as a guide.
Use local facilitators. In order to have regular two-
to three-hour sessions, local facilitators should
be used and trained accordingly in a train-the-
trainer program. It is also essential to use local
facilitators so that local conditions are immediately
understood.
Interweave technical seminars and entrepreneur
talks. Rather than adopting a linear approach
with technical seminars and entrepreneur talks
scheduled after the peer learning sessions, these
components should be interwoven with the peer
learning, as and when needs arise. This will enrich
learning and discussion about how learning is
implemented and challenges overcome.
Improve communication between sessions
and after the program. The momentum of peer
learning will be sustained with clear, structured
communication channels for participant use
following the peer learning sessions. Even
though networking and communication will be
improved by spreading the peer learning out over
a longer period of time, improved communication
between sessions and after the program will be
a valuable enhancement. The program should
make provisions for formal facilitation of the
communication process.
5.8 Business Seminars
Technical seminars were organized in response
to needs expressed by participants in the peer
learning. Two seminars were held covering
marketing and accounting. The accounting
workshop, “Finance for Non-finance Managers,”
was timely and very beneficial, according to
participant feedback. It helped them understand
the gaps in their knowledge, the importance of
good financial management, and left them wanting
to learn more. After the workshop, 100 percent of
participants ranked their knowledge of accounting
and finance as higher to significantly higher, as
shown on the right.
For some participants the session was too short.
For others, templates proved useful, although
the support needed is often more specific than
can be provided in templates. For example, one
entrepreneur coped well with the cash flows of
her business but struggled with stock, wholesale,
and debtor problems. For others, the workshop
convinced them to hire an accountant for their
businesses so that they can focus on the business
itself.
Following the marketing workshop, the majority of
participants said the workshop encouraged them
to think outside the box in terms of their marketing
strategy and approach, and most planned to
change their strategy as shown in the chart on
the right.
Feedback from participants to the facilitators and
organizers indicates participants seek practical
tools for marketing, especially to validate the
market for new products and services.
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35. 27
FIGURE 8: Accounting Knowledge of Participants
80%
20%
FIGURE 9: Marketing Strategies of Participants
87%
13%
Yes
No
The initial design involved a personal development
module to reinforce the idea that entrepreneurship
is as much about personal development of
the entrepreneur—to develop their personal
resilience, leadership, and other entrepreneurial
characteristics—as it is about technical business
development.
Participants often noted that the current
program gave them confidence, and in Vietnam
leadership development was noted as a necessary
improvement. This supports the argument for
more content to help individuals develop these
personal characteristics. Accordingly, an optional
personal development workshop module is
warranted.
Combine sessions with one-on-one coaching.
To obtain the most impact from accounting and
other technical workshops, the ideal methodology
is to provide individual consulting support to
each entrepreneur following the workshop, to
demonstrate to participants how methodology can
be implemented.
Interweave with peer learning sessions.
Particular topics such as accounting or aspects
of marketing will almost always arise in peer
learning sessions. If the peer learning sessions
are spread out as recommended, then technical
seminars can be interwoven to address chosen
topics in detail, which can be used for further
reflection and discussion about what each
business is doing in practice.
Personal development workshop module.
A personal development module should be
developed and included in the standard material.
In countries where self-reflection is not a norm,
the inclusion of this module may be optional.
Market validation workshop module. Participants
seek concrete tools to assess the market for
new products and services. Learning from The
Lean Start Up,8
If You Build It Will They Come,9
IC2
Advanced Commercialization Training,10
and other similar methodologies for market
validation, a specific workshop module on
market validation can be developed. These
methodologies are transforming the start-up
and business development landscape, for which
market validation is now considered to be far
more important than market research or business
planning.
5.9 Entrepreneur Talks
Learning from successful women entrepreneurs
in an informal setting was highly valued by the
participants. In Lao PDR, the two speakers had
memorable experiences to share, gave clear
explanations, and were inspirational. One hundred
percent of the participants recommended inviting
the speakers back again.
Successful entrepreneur talks in informal settings
should be offered as a core component of the
program.
8 http://theleanstartup.com/.
9 http://drrobadams.com/books/.
10 http://ic2.utexas.edu/education/act/.
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36. 28
5.10 One-on-One Coaching
A benefit for the participants was access to
experienced business consultants to review and
discuss their expansion plan and their overall
business. Each entrepreneur received three days
of one-on-one support, with review and analysis of
their business and market, in-person discussions,
and development of a focused plan on an area of
concentration. This helped participants refine and
implement their growth plans. Generally, coaching
focused on marketing, distribution, or accounting,
which were the main knowledge gaps.
Feedback from the entrepreneurs and organizers,
as well as analysis of business expansion plans,
indicate that one-on-one coaching was valuable,
helping the participants to apply concepts that they
learned earlier in the program. The majority of
participants updated and changed their business
expansion plans. Examples range from shifting
focus from exporting to domestic markets, to
focusing on developing distribution channels for
new products.
An indirect outcome of the coaching among most
of the participants is awareness of where help is
needed and a willingness to pay for professional
assistance. Some participants may need coaching
from individuals with very specific industry
expertise.
One-on-one coaching is clearly valuable, although
how much can be provided is constrained by
resources. Longer engagement will be more
beneficial and should be incorporated when
budgets permit.
5.11 Networking
Networking, facilitated through activities as well
as the associated sharing and peer learning,
was one of the most important benefits reported
by participants. The facilitators observed levels
of trust develop while participants helped each
other and introduced others to their own personal
networks. After changing mental frameworks
and learning about new tools to help grow their
business, participants require a network of their
peers to apply what they have learned and to help
cope with similar challenges.
Participants all expressed a willingness to share
knowledge and in some cases even their financial
information. Even though some networking
continues without facilitation, both informally and
formally, this aspect can be improved. Participants
and the project implementation team believe
that independent facilitation and organization is
required to keep up momentum and maintain the
networks.
Peer learning sessions. By dispersing the peer
learning component, networking will have more
time to take root in a culture where networking
outside of family and friends is not the norm.
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38. 30
6.1 Budget and
Cost-Effectiveness
While a number of similar programs currently
exist, this pilot program aimed to consider how
similar programs could be run in other countries
or regions and whether they can be sustainable.
Although the first iteration of these types of
programs may require injections of funding from
donors, governments, the private sector, or other
interested stakeholders, often the costs diminish
over longer periods of time with fixed costs such
as program management fees, training materials,
and some operational costs remaining stable.
The program was delivered in all three countries
for $430,225. The cost to run the full program
version in Lao PDR was $226,000.
It is too early to consider the cost-effectiveness
of business impacts from the program, although
these figures will be tracked over time. The
following figures look at the cost per participant
for the various components as well as the program
as a whole in Lao PDR.
6 Program Costs
and Sustainability
MWEC Lao PDR Cost Item
Duration
(days)
No. of
Participants
Cost
(US$)
Cost per
Participant
Cumulative
Cost per
Participant
Marketing 15 133 18,000 135 135
Workshop on Innovation,
Creativity, and
Competitiveness
3 25 15,000 600 735
Peer Learning 3 10 12,000 1,200 1,935
One-on-one Coaching 3 10 11,000 1,100 3,035
Workshops and Guest
Speakers
6 10 5,000 500 3,535
Subtotal 61,000 3,535
MWEC Lao PDR Cost Item
No. of
participants Cost (US$)
Project Implementation Team Fees 35,000
Activities, Implementation, and Operational
Expenses
40,000
Subtotal 75,000
Full Cost for Participants 61,000
Total 10 136,000
Grant Funding 10 90,000
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39. 31
Direct costs for the full program are in the order
of $3,535 per participant ($735 for the workshop
alone), excluding grant funding for prizes and
organizational costs.
6.2 Sustainability
The changes recommended earlier, in particular,
allowing all 25 participants to continue on after the
IC&C workshop to peer learning, coaching, and
other workshops, will make the program more
cost-effective, even allowing for an increase in
personal coaching time.
Variables to the program costs are outlined above.
6.3 Charging Fees
Feedback from the participants in Lao PDR,
Vietnam, and Cambodia indicates some
preparedness to pay for the program, even though
this is not the norm and many other programs are
fully supported by donors. Payment by participants
is sometimes used as a mechanism to ensure
attendance and completion. However, even without
payment 100 percent of MWEC participants
completed the program without any dropouts.
In Lao PDR, 92 percent said they would be willing
to pay for the training. The overwhelming response
in Vietnam and Cambodia was positive; however,
11 percent of participants from Vietnam and
Cost decreasing measures ↓
• Use previous marketing materials
• Leverage only the most cost-effective channels
• Exploit the success and popularity of previous editions
• Use volunteers for screening and selection
MWEC marketing • Program already set up and designed
• Know-how and expertise gained
• Economies of scope
• Use volunteers for activities management
Program
management fee
• Materials available tailored to local reality and business environment
• Gained expertise in most cost-effective mechanism for successfully running the program
Activities
implementation
and operational
expenses
• Switch program focus from grant funding toward education and networking
Participant grant
funding
• Use materials from previous editions
• Training of trainers
IC&C workshop • Use materials from previous editions, remove least useful sessions (according to previous
edition participants’ feedback)
• Training of trainers
Peer learning • One-on-one coaching on a pro bono basis
One-on-one
coaching
• Use previous edition participants as guest speakers
• Restaurant-sponsored lunches
• Local university and private sector involvement, rather than professionals, as workshop
speakers
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40. 32
29 percent from Cambodia said that they would not
be willing to pay for training.
In Lao PDR, when asked how much they would be
willing to pay, participants gave several different
answers, as this was a free response question.
The most common response was $12.50 or about
100,000 Lao kip for training similar to the workshop.
The hypothetical amount participants stated
that they would be willing to pay would cover
approximately 15 percent of the total expenses
incurred to run the workshops (for example,
logistics, facilitator, translation), excluding
organizational and management costs.
While participants are prepared to pay modest fees
(estimated at 15 percent of costs), and payment
validates value-add and commitment, this is
insufficient to cover all the costs in a market
like Lao PDR, where such services are donor-
supported and paying for this type of support is not
the norm. However, it must be noted that sponsors
might not want to have participants pay, fearing
the potential negative impact this might have on
their brands.
Recommendation:
A program such as MWEC will be dependent
on some level of sponsorship, most often at the
onset of the program. Although the participants
should be charged an affordable fee to ensure
their commitment by the associated value-add,
it is highly unlikely that this fee would cover the
overhead component. Hence, it is important to
identify local ownership of the program up front,
for example, through potential sponsorship or
donor funding. These program funders should
be engaged actively throughout the process so
that they are witness to the rollout and impact
of the program, resulting in their continued
buy-in. The identification of any potential funders
should, therefore, be an activity at the start of
the program, such that by the delivery of the first
workshop there is a committed sponsor who is
willing to continue supporting the program and
ensure its longevity.
6.4 Selection of a Local
Implementing Partner
Another important element of sustainability is
the selection of the implementation partner. The
partner should ideally be a local organization with
a good track record in supporting and growing
enterprises. In most cases, the preference would
be an entrepreneur-led organization from the
private sector, as this would encourage relevance
(effective coaches who have experience in running
their own businesses), rapid response times, and
the sharing of good business practices.
Building sustainable capacity in a local
organization is important for continuity, and given
that employees are very mobile, a partner should
be selected that intends for this to become one
of its core offerings. In this way, there should be
adequate resource planning and allocation, as well
as a knowledge base retained and grown within
the organization.
Similarly, a core of trainers should be capacitated
in the country to deliver future training. A train-
the-trainer component should be included,
where local trainers are selected, trained, and
endorsed to deliver the IC&C workshop and
thereafter monitored. This not only strengthens
and builds local capacity, but also should ensure
that the material remains relevant for the local
environment.
6.5 Creating an Alumni
Network
Previous participants’ involvement as alumni
is key to the successful implementation of the
program. Winners from earlier editions can be
the best ambassadors for subsequent editions,
providing a potential source of applicants through
their networks, and their involvement can also
be one of the most valuable assets for program
management.
In order to guarantee previous winners’
involvement, a program committee should be
established. The program committee serves as the
official representative to external stakeholders and
supervises the implementation of the program.
Selected winners sit on the program committee
as board members. In order to minimize the time
commitment required from these members,
the program committee only has facilitating and
supervising powers. Board members meet once
a month or every two months for monitoring and
evaluating the status of each activity. Previous
edition winners can also be involved as guest
speakers during workshops on entrepreneurship
and as hosts of networking events.
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41. 33
Five Areas to Consider Prior to Program
Implementation
A number of points need to be considered prior to
adaption and implementation of the workshop:
• Type of Entrepreneur
The workshop should focus on the small
proportion of entrepreneurs who are growth
oriented, typically only 3 to 10 percent of all
entrepreneurs. It may be important to learn
more about the target market where the
program is to be implemented, with surveys
and focus groups that can be integrated with
marketing and service delivery.
• Target Sectors
The workshop may or may not take a sector
focus, but it needs to focus on those businesses
and sectors that can be globally competitive
if people are to grow profitable and viable
businesses. If the workshop focuses on a
particular sector, any direct competitors need
to be handled very carefully to encourage
development of trust and sharing, either by
having direct competitors in separate groups
or by avoiding direct competitors all together.
So long as participants operate in different
market segments, varied supply chains, or
with different product or service offerings,
competition should not be an issue, and sharing
can be richer and deeper as participants realize
how they may complement each other.
• Program Implementers
The project implementation team for the
workshop is one of the most important success
factors. Typically this is an organization or
firm with excellent private sector and business
development experience and expansive
networks. The team should understand
innovation and competitiveness and should
be at ease with the workshop content. The
implementation team should also be able to
go back to their networks to select growth-
oriented entrepreneurs, a process that will
require much hand-holding beyond direct
marketing and advertising.
• Program Facilitator
The program will need to engage a specialist
facilitator to lead the workshop. Facilitators
need to be carefully chosen for their experience
working with growth-oriented entrepreneurs,
business incubation, private sector experience,
and their capabilities as trainers and
facilitators. They should speak the local
language and have an understanding of the
local environment. Trainers should undergo a
train-the-trainer process to ensure the relevant
Participant Centered Training (PCT) skills are
acquired and they are well versed with the
training material. The balance of PCT skills
should be carefully screened. A facilitator with
weak PCT skills is likely to end up lecturing,
and a facilitator with strong PCT skills, but
without real-world experience with the content,
may be able to engage participants, but that
facilitator will rely upon them too much for
content learning and will not be able to lead
discussions effectively.
• Budgets and/or Funding
To ensure the sustainability of the program
and to ascertain that the relevant results are
achieved, a budget should be structured and
funding set aside to reach target indicators.
Mentoring
infoDev’s Business Incubator Manager Training
introduces mentoring as follows: “Mentoring
is developmental. It’s about building and
strengthening the key business asset: people.
As such, mentoring is defined as an educational
process in which the mentor serves as a role
model, trusted counselor or teacher, providing
opportunities for professional development,
growth and support to less experienced
individuals. A mentor may give information,
encouragement and advice to individuals as they
plan and grow their businesses. The mentor
is typically a person of greater experience and
seniority in the field the mentee is entering. This
person acts as teacher, sponsor, counselor,
developer of skills and intellect, host, guide,
exemplar and one who supports and facilitates the
realization of the mentee’s dream.”
The MWEC program did not involve traditional
one-to-one mentoring, but in its peer learning
and networking activities it is an example
of group mentoring, whereby the group of
entrepreneurs mentored each other, with the
assistance of a facilitator. Feedback from the
women entrepreneurs reinforces the importance
of the main aspects of mentoring noted above.
Trust is critical and was clearly developed among
the participants allowing them to share openly
and honestly. The process helped develop the
participants personally, improving their self-
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