3.
Journey of Entrepreneurship
This journey shows how an organization can build its product and services.
Selection Steps
1. Registration form
Enrollment without ratchet, with presentation of Renova.
2. Civic Education
Mini-course including content according to our competency matrix.
Insertion of activities which demands dedication.
3. Video
1 minute video recording (Instagram video time).
Basic instructions on how to record a video (tutorial).
Last phase before approval or disapproval by Renova.
4. Regional Panels
Renova’s competency matrix with the assessment methodology by competencies.
Own assessment platform.
Dynamic on which each candidates in the same panel listen to each other.
5. Decision Simulator
Moral flexibility testing (ICTS).
Research on success leverage: questionnaire including reverse engineering regarding criteria of larger electoral prediction.
6. Immersion
Class about negotiation, network engagement, resolution of complex problems and Change Theory.
Division of selected students into random groups of 5 people each to build together a petition.
Civic Education
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People Impacted
People Impacted
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People Impacted
Concluded the civic education stage
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People Impacted
Applicants sent their videos
Regional Panels
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People Impacted
Interviews
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People Impacted
Assessors
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People Impacted
Hours in 2 weeks
Funnel
You should build the process thinking about what is your ultimate goal.
Our selection funnel is designed to be a long and formative process, ensuring the permanence of those who are actually engaged and committed to the RenovaBR journey.
If there is a large population, then you can create different phases that will demonstrate commitment and work as self-selection. In Brazil Renova included a phase in which people had to see a video and answer a quiz. Half of the people did not even see the video. In cases like this, having such practices is good as it facilitates the selection of truly engaged students.
Moreover, the selection process should be formative as well. Each phase must be well thought out. Even those who don’t make it until the end must have attained some kind of knowledge.
Competency Matrix
When planning our selection process, designing our competency matrix was a crucial step to determine the necessary abilities and aptitudes we value and require in a student. We evaluated the following topics:
Honesty
Capacities
Ethics
Honesty
Ethical Flexibility
Areas
Respect law standards
Politics is not business, but a value
Clean record
Means do not justify the ends
Self-knowledge for decision making
Critical Thinking
Capacities
Learning
Decision-making with data and evidence
Reading and interpretation
Fluid thinking
Areas
Continuous learning, growth mindset
Explore scenarios
Negotiation skills
Understanding problems and impacts of solutions
Self-Awareness
Capacities
Dialogue
Resilience
Self-confidence
Areas
Self-confidence
Clarity of strengths and weaknesses
Self-criticism
Leadership
Capacities
Engaging people
Dialogue
Resilience
Empathy
Areas
Active listening
Not losing motivation in the face of obstacles
Quick recovery
Clarity in purpose
Team-building and coordination with others
Ability to be understood in a simple and charismatic way
Narrative: the ability to tell a story to generate connection
Public Spirit
Capacities
Political motivation
Democracy
Mobilization
Areas
Willingness and courage to enter politics
Energy and passion to make it happen
Building with those who think differently
Respect for the institutions
Complex (social) problem solving
Courage to propose unpopular measures
Exert influence
Questions to ask yourself
- What KPIs are guiding your selection process?
- Which conversion rates will bring you your desired outcome?
- What kind of profile do you value and need considering your goals? For example, which competence/personality matrix or persona will guide you?
- Having built the selection funnel, how do you guarantee it is a formative process by itself?
- How do you plan to make the selection process long enough to secure genuine engagement yet not too extenuating?
- What capacities and values will you evaluate and measure in each phase?
- How will you guarantee that your selection process will produce a multi-party student group?
- How will you build a press plan?
- Do you intend to use your donors and advisors as validators of the process?
- How will you guarantee equity in the process?
- How do you plan to communicate the process internally and externally to the community?
Hunting
Attraction of talent
Objective
The hunting process’ objective is to actively search for potential leaders who can join the RenovaBR selection process. These competitive profiles usually have a greater capacity to be elected for the positions they intend to compete for and/or add to the institution’s diversity.
Pre-requisites, criteria and search points
Hunted profiles must follow the exact minimum enrollment requirements for RenovaBR.
Such leaders must always meet the institution’s criteria and be aligned with the values and principles we preach: knowledge, independence, transparency, and democracy.
Search points are not requirements or criteria but are worth being on the radar for the best search result. They designate potential features that indicate the hunted profile’s competitiveness. Naturally, these indicators will vary from country to country. Here are a few examples of search points to guide your hunting process:
- Person’s obtainment of a considerable amount of votes in previous elections
- Existing political articulation, as it can guarantee funding and support
- Strong and relevant presence in social media
- Clear electoral base with identifiable defined support groups
- Clear political agenda according to the hunted profile’s trajectory
- Diverse identities that would add to the community
Methodology
The hunting process’ methodology is anchored in research and active search, starting from the criteria, requirements, and search points. The analysis serves to have a reading of each state’s political, electoral, and partisan context. Having a spreadsheet model (Annex 1) as an aid tool is essential. This filling is ongoing, as this context is never static, and, as the elections approach, it becomes even more fickle. This worksheet also supports the initial contact with the hunted profile to understand if the indicated connection is worth it and to guide the targeted search in the local scenario. Also, part of the methodology involves a survey of the parties, their most relevant cadres, and the members who are part of the eventual government.
1. Research of the political, electoral, and partisan context
2. Initial interview
3. Match with the selection process: Inscription and background check
4. Validation interview
Important points
- Whenever you receive a referral, it is essential to check the person’s social media and discover if they are aligned with the PLI’s community and if their profile has real competitiveness and relevance.
- Active search via relationships with parties and nominations of party leaders is not a guarantee of a “strong” name. It is important to always include this person in the electoral context of your state and research the nominee.
Questions to ask yourself
- What kind of talent are you looking for? Which gaps in the selective process do you intend to make up for (for example, competitiveness, race, gender)?
- How will these talents contribute to your goals as a political leadership incubator?
- How do you plan to approach these profiles?
- How do you plan to attract these profiles to participate in your course?
- How will you include these profiles in the selection process?
- What benefits will these profiles conquer through your course?
- How do you plan to communicate the process internally and externally to the community?
Training
Initial Formation
Our initial formation course aims to guide and train our students into becoming the best political leaders they can be. We have two modules: a theoretical and a practical step. Our initial formation is thoroughly tailored in regards to the module of the next elections taking place in our country, be them national or local. It is also revised at each end of cycle in order to maintain its content and shape the most up to date possible.
360 hours of theoritical and pratical courses with a lengh of approximately 9 months
Theorical Module
4 months | 48 disciplies | 200 hours
- General knowledge on the state and politics
- Elections and purpose
- Your brand, your value and what you represent
- Communication
Pratical activities
5 months | 1 great project | 160 hours
- Relationships, data, mobilization, problem solving, I won’t be a candidate
- In Person immersions
- Mentorships
Theoretical module structured in 4 pillars
Public policies
Understand the dimension of the main Brazillian problems, in the light of data and evidence in order to develop more effective propositons
Political Communication
Ethical people who are committed with political transformation
Campaign Management
Design a feasible and qualifed campaign plan and apply techinques for its implementation
Governance and Governability
Understand the competences of federated entities and of the three major Powers, as well as the operation of the Brazillian political system
Questions to ask yourself
- What formative objectives do you plan to bring to your students through training?
- What are your formative goals with the theoretical and practical modules?
- How will your course take place? Will it be in person? Online? Blended learning?
- What learning objectives do you consider the most important in your country?
- How long should your course be?
- How will you measure the student's learning? What are your KPIs?
- What are the course requirements? How do you determine whether the students will graduate or not?
- Where will you find your professors? Will they be paid or volunteers?
- Have you developed a conduct manual? What is your crisis containment plan?
- How do you plan to communicate the process internally and externally to the community?
Continuing Education
Whereas the initial formation aims to instruct and guide our selected students, continuing education seeks to qualify our former students. This is one of our products that is still under construction and expansion since we are only at the beginning of our renovation journey.
As we are starting to consolidate our RenovaBR community, we are still learning the demands and possibilities of this field. While the initial formation focuses on electoral strategies to make the students as competitive as possible, the continuing education concern is how to guarantee that our community is actually renovating Brazilian politics. Accordingly, we have and will continue to provide initiatives such as workshops and courses. Ultimately, we desire to keep our alums active, engaged, and connected. We work to see consistent and transformative results in Brazilian political reality.
Public
All interested former students will have the opportunity to have access to continuing education. However, we understand that different types of alums will need different educational experiences. Hence, we here indicate the three main graduated student profiles we identify in our community.
Elected students
Here, we focus on offering opportunities related to two central areas: strategic mandate management and public policies. We aim to guide them to become the best politicians they can be.
Non-elected students occupying key government positions
We work to provide initiatives connected to career management and sectoral public policy.
Non-elected students who are not occupying key government positions
The key challenge here is how to keep these students relevant in the political ecosystem. We will explore what careers and opportunities they can have in politics.
Questions to ask yourself
- What is your primary purpose with this continuing education experience?
- What kind of learning opportunities do you consider most important at this stage?
- How will the continuing education be different from the initial formation?
- Who will have access to this educational experience? How will they have access to it?
- How will you offer opportunities that serve different student profiles?
- What is the desired public?
- Will you partner with any local institutions?
- Where will you find your professors? Will they be paid or volunteers?
- Have you developed a conduct manual? What is your crisis containment plan?
- How do you plan to communicate the process internally and externally to the community?
Tutoring
The teaching assistants (TAs) are the professionals responsible for monitoring the students. Their job is to ensure the students’ success in their journey at Renova. They are responsible for guaranteeing that all students meet their deadlines, clear their doubts, and achieve the best possible result.
The selection of teaching assistants is a fundamental part of this step. They must be engaged and deeply interested in politics, have good interpersonal and communication capacities, and have a passion for education.
Amongst their tasks, they must keep up with the students’ routine and engagement and assess their performance in the course.
We leverage data, evidence, technology, and algorithms to understand each student’s needs, tailor engagement with them, and position them strategically (where they underperform compared to other students and candidates, who is their competition, what potential that can be explored).
Questions to ask yourself
- What ratio of T.A.s to students do you think will best serve you?
- What profiles do you seek for your T.A.s?
- How do you plan to keep track of your student's performance and evolution?
- How do you plan to guide and supervise your T.A.s?
- How will you ensure the group's progress while paying attention to individual needs?
- How will you guarantee equity in the process?
Community
The RenovaBR Community was born with the challenge of connecting more than 2,000 people once merged through our training. They are people from different states, ideologies, and backgrounds but are united by the same purpose of renewing and making a difference in politics.
Today, in addition to connecting these people, we have the challenge of creating a collaborative and inclusive environment where our alumni can exchange experiences and improve for the continuous development of their political projects.
In the surveys and interviews carried out with our former students, some points caught our attention:
- The need to have an environment where we could connect all people through a search of members by region and topics of interest.
- Space for sharing cases and collaborating on projects
- Advertising job opportunities and organizing events
- Continuing training with content and discussion groups by topic
Community values
Plurality | Protagonism | Dialogue | Collaboration
Mission
Offer a promising environment so that more people interested in politics can connect and promote impactful changes
Vision
Integration of a qualified network acting with impact on politics and society
Promises
Networking | Rewards | Opportunities | Content
Community Pillars
Connect
Objective: Develop a collaborative and trusted network so our members can explore new opportunities for connections and grow their individual missions.
Our community will have access to the profile of all our members by regions and topics of interest.
Inspire
Main objective: Create an environment of exchanges and learning to foster new knowledge and skills so that our members remain competitive and reach their goals.
Our community will have access to discussion groups by topics of interest, continuing education, an environment for sharing and collaborating on projects and cases with filters by theme, and access to mentors.
Transform
Give visibility and opportunity to the members through events, study groups, and talent bank.
Questions to ask yourself
- What are your goals when establishing a community of your PLI?
- Through which ways will you engage the members?
- What kind of projects will you pursue?
- What does it mean for you to be a member of your PLI?
- What platform will you use to establish and connect your community?
- Have you developed a conduct manual? What is your crisis containment plan?
- How do you plan to communicate the process internally and externally to the community?
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