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WOMEN'S LEADERSHIP TRAINING IN MICRO-BUSINESS: THE
CASE OF THE WOMEN'S LEADERSHIP AND ENHANCEMENT
INSTITUTE OF TRINIDAD AND TOBAGO
Marilyn Patricia Yeerwood
A thesis submitted in codonnity with the nquimnent s for the D e p e o f m e r of Arts
Department of Aduit Education, Community Development, and Counselling Psychology Ontario Institute for S u e s in Education of the
Univenity of Toronto
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WOMEN'S LEADERSHIP TRAINING IN MICRO-BUSINESS: THE CASE OF THE WOMEN'S LEADERSHIP AND ENHANCEMENT INSTïTüTE OF TRïMDAD AND TOBAGO Mhster of Arts, June 2000 W y n Patricia Yeawood Department of M d t Education, Community Development, and Counsslling Psychology Ontario M t u t e for Stuudie in Education ofthe University of Toronto
ABSTRACT
This thesis seeks to evaluate how the Women's Leadership and Enhancement Institute of
Trinidad and Tobago (WLEIT&T) empowers women to become leaders in micro-
businesses. Through a case shidy, the thesis focuses on how the WLEIT&T empowers
six women participants to become leaders through theù participation in two pilot
projects. T h m of these women operated micro-businesses from their homes, two had
dficulty in accessing funding to launch their business enterprise, while one found that
the time was not right to begin. The data wu collected through sani-stnicnired
interviews, observers notes, official documents fkom the WLEIT&T, and fkom two
informal interviews with the Execution Programme Co-ordinator and the leadership
From the findings of the study, the WLEIT&T set out to empower women leaden in
micro-businesses, but these women also became leaders in their communities and
religious organizations. The trandormative leadership skills for micro-businesses
facilitatecl by the =&T are transfkrable to d e r areas of leadership.
Finally, the study d e s ncommendations to the WLEIT&T. These ncommendations
m y k consideml to fÙrther address the tnining ofwomen for leadership in micro-
businesses.
DEDICATION
To Makeda Athena Ayana Leslie-Ann Paul. my daughter
ACKNOWLEDGMENTS
I wret to th& the participants of this study, the Execution Programme Co-ordintor
and the leadership faulitator of the Women's Leaâaship and Enhancement tnstitute
of Trinidad and Tobago who contributed to this study. They unseüishly aud willingly
gave their time to share their personal and professional stories. Their participation
provided a better understanding of women's leadership.
M y appreciation goes out to my thesis supe~sor, Prof. Edmund O'Sullivan for his
assistance in the prepmtion ofthis thesis. 1 also want to thaak Dr. Angela Miles and
my other professon at the Department of Adult Education, Community Development,
and Cowiselliag Psychology (OISUUT) for sharing their knowledge with me.
Finally, 1 want to thank my family for king then with me. To my brothen, 1
appreciate the great support. 1 want to specially thank my daughter for her
encouragement and understanding.
TABLE OF CONTENTS
... DEDICATION ....................................................................... iii
ACKNOWLEDGMENTS ....................................................... iv
CHAPTER 1: INTRODUCTION ................................................ 1 Background and Statement of the Problem ....................................... 2 nirpose of the Shidy .................................................................. 5 Signifïcance of the Smdy ......................................................... 5 Setting of the S tudy .................................................................. 6 ûender and Socio-Economic Positions in Tn~dad and Tobago ............ 7 Organization of the Chapten ......................................................... 9
CHAPTER 2: REvïEW OF LITE.RATURE ..................... ...,... 11 Introduction ...................................... .. ................................. 11 ûender and Development ....................................................... 12 Women's Leadership ................................................................ 15 Adult Education ................................................ .... ......... 19
CHAPTER 3: TEE WOMEN'S LEADERSHCP A m ENHANCEMENT INSTITUTE
............................ OF TRINIDAD AND TOBAGO 22
CHAPTER 4 METHODOLOGY .............................................. 28 introduction ......................................................................... 28 Research Questions ................................................................ 29 Population of the Study ....................................................... 30 Procedure of the Research ....................................................... 30 ûther Sources of Data ................... ........ ......Cc. ..- 3 1 Limitations in the Research ....................................................... 32 Collection ofData and Analysis .............................................. 33
cr&w&ER !! DEMOGRAPELICS OF PARTICTPANTS OF THE WOMEN'S LEADERSHIP AND ENBANCEMENT INSTlTUTE OF TRINIDAD AND TOBAGO .. C................CC, .... ... 34 ......................................................................... Introduction 34
............................ Researcha-hte~ewee Iiiteraction and Anaiysis 34
C U T E R 6 FLNDNGS AM) U O R TBEMES .................. 43 Introduction ........................................................................ 43 Self-Empowerment ............................................................. 46 Adult Leamhg ............................................................... 50 Transfomative Leadership ..................................................... 56 The Relationship of F d y , Home and Micro-business .................. 61
CHAPTER 7 SUMMARY OF ~ I N G S . .......... CONCLUSION AND RECOMMENDAIIONS 64
Introduction .................. .,.,, ........................................... 64 Summary of Findings and Conclusion .................................... 64 Recomendations ............................................................... 66
APPENDIX 1 GENDER AFFAIRS DMSION ........................... 71
APPENDIX II -G S-DULE .................................... 72
APPEM>m III M T I A L CONTACT LETTER ........................... 73
APPEM)IX IV CONSENT FORM TO PARTICIPATE IN RESEARCE ................................... ,,. . . . 74
CHAPTER 1
INTRODUCTION
Through the use of a case study, this paper evaluates how the Women's Leadership
and Enhancement Institute of Trinidad and Tobago (WLEIT&T) empowers women to
become leaders in micro-businesses. In view of the changing meaning of leadership,
1 intend to anaiyze the WLEIT&T understanding of women's leadership, and examine
some of the assumptions and new theories of trdonnative leadership that shape this
field in developing coutries. The research consists of inte~ewing six women
participants and analyzing the fiamework of the WLEITBrT. Some of the questions
that motivated this study are: Does leadership mean the self-reliance ofwomen to
fully participate in decision making at the highest level within a hierarchic system?
Does leadership mean the thoughtfùl exploration of a diverse woman's effort to lead
thtough empowering othenr? 1s women's leadership woman-centred and
traasformative? The remainder of this chapter concentrates on developing the
background and statement of the problem; the purpose; significance and setting of the
study; and the gender and socio-ewnomic position of women in Trinidad and
Tobago. The introduction will wnclude with the organization of the following
cbripters in this study.
Backgmuad and Statcmcnt of the Probltm
Recent giobai trends have initiateci al and economic development plans for the
"Third World." Though they intendeci to besiefit women in development, they have
not done so. The approach bis changed and attempted to include both men and
women tbrough a gender in development penpective. Despite this approach, women
still nmain oppressed (Sen and Grown, 1987). A major reason for their oppression is
the presence of gender biases. Trinidad and Tobago, intends to addreas the problem
of gender biases with the establishment of the Gender Anars Division within the
Ministry of Culture and Gender main (see Appendix 1).
The country of Trinidad and Tobago realizes that women are "victims" of
development due to the gender biases that aEect women's level of equity and
empowement. The gender biases against women caused the under-utilisation of
valuable leadership resources, because they limit women's access to power. Gender
biases cause women to remain poor, unemployed and under-employed.
In Trinidad and Tobago, the gender biases are documentcd under the themes of
welfue. access, conscieritkation, participation and control. On the issue of welfare of
the people of Trinidad and Tobago, The World Bank mort of 1995 shows that men
enjoy 45% more incorne than women. When it cornes to access, women have less
entitlement to distributed rrsouras. Within the context of conscientizatioa ofgender
bias, the subordiaation ofwomea is sacdly constructecl, An anaiysis of participation
mals that few women participate in public and private uistituti*om at the highest
level. The watrol ofwomen shows unequai power relations of men and women in
the fimily, home, workplace, community, and private and public organizations
(Ministry of Gender AfEaus Division, 1999).
A synthesis ofthe documented gender biases revds thit fewer women are found in
leadership positions of micro-businesses in Trinidad and Tobago, although they are
income generating perspectives in developing countries. Women face different
constraints in entrepreneurid businesses than men. Significaat research wggests that
there is a great M i n c e in business start-up, timing, educational background, work
experience. business slcills, goals, management styles, growth rate, business
characteristics, networking and acquisition of loans (Aldrich et al., 1997; ILO, 19%).
It is against this background that the Govemmeat of the Republic of Trinidad and
Tobago works to address practical, strategic and specifc needs of women through the
W T & T within the Ministry of Gender Main Division.
The specific documented gender biases faced by women in micro-entrepreneurs were
first assessecl through Women Entrepreneurs in Micro and Small Businesses in
a study cunducted by the International Labour Organization,
Caribbean Office Multi-Discipline Advisory Team @O, 1996). One of the
recomrnendations by IL0 was to train potenticil women entrepreneurs in leadership
and business skills wit h the aim of raising their staais, The Government of t he
Republic of Trinidad & Tobago rreognUed these aitical issues and established the 1
=&T as two pilot projects. Although the Institute was a recommendation of the
ILO, the Governent also todc into consideration the mandate of the Beijing
Plaeorm for Action of the Fourth World Conference on Women, in otder to include
women in leadership and issues of decision making, economic participation and
poverty.
Reddock's (1997) UNDP study on Trinidad and Tobago elso shows that equity in
decision making and power sharing is a problem, only for women. They are
coasciously excludeci from many leadership positions because of their gender.
Women also resist political and leadership positions due to cornpetition and
adversariai partisanship. In 1985, statistics show that women occupied 29% ofhigh
decision-making posts in the public sector, however this percentage had declined b y
1990 to 25%. Additionaily. IL0 (1996) recommends that gender sensitivity training
is needed in both the private and public sectors to increase womenfs participation in
decision-making positions.
The WLEITaT was introduced to women of Trinidad and Tobago as a pilot project
in 1998 and 1999. With its establishment, women entrepreneurs, especially those
nom under-privileged and disadvantaged anas of Trinidad and Tobago, received
training for leadership in micro-businesses. As my thesis concems women' s
leadership in micro-businesses, 1 will interview six women who participated in the
June 1998 and Febnury 1999 women's leadership pilot pmjects. Taking the
WLElTBtT as a case study? 1 wmt to evaluate whether or not the women
entrepreneurs, who were participants of the pilot pmjects lwned about
transformative leadership for micro-businesses.
Pucpose of the Study
The purpose of the study is to evduate how the W T & T empowers women to
become leaders in micro-businesses. The theoretical understanding of adult leaniing
is that the adult leamer discovers things that she is ready to discover at a time of her
personal development and enhancement (Freue, 1968; Lister, 1994; Knowleq 1980).
Given this theoretical perspective, the study analyzes how the WLEIT&T makes the
leaming of leadership skills effective for women micro-entrepreneurs. As the study is
presaiptive, it will contribute to gender and equity leaniing, adult Iwuning, the
theones of women and development, the community economic development planning
of Trinidad and Tobago, and a Thud World feminist theory of leadership.
Significance of the Saidy
The study has theoreticai and practical significance. This study will provide
important data on women's leadership in Trinidad and Tobago, which is not readily
available. Fresh data will be provided through a theoretical perspective of women's
leadership Born the developing country of Trinidad and Tobago. The study hopes to
provide evidence that will Iead to a wider understanding of women's leadership in
micro-businesses.
The practicai s ipi f iamce of the study evaluates the Matives ofthe govemment of
Trinidad and Tobago, which encourage women in leaâership roles through micro-
businesses. It follows discussion on the leadership of women at the Fourth World
Conference on Women. The people of Trinidad and Tobago, especially women and
the world look to the govemment and international institutions to cany through the
process of women's leadership discussed at the last World Conference on Women.
The Trinidad and Tobago Govetnment establishment of the WLEIT&T is therefore
part of the mandate to mate women leaden thtough its stages of development
planning. The aim is to bring women into the mainstream of the development
processes, and have them play an integral part in defining objectives and modes of
development. Bath women and men should participate in decision making within
Trinidad and Tobago in the course of economic improvement.
Setting of the Study
The study is undertaken in the twin island-state republic of Tnnidad and Tobago,
situated at the southwest tip of the Caribbean Archipelago and north of Venezuela. In
1990, the twin island-state of Trinidad and Tobago had a population of 1.2 million.
Approximately Sû% are female with SV/. eveniy divided bemeen Afiican and East
Indian ethnicity (Reddock, 1997). 8Vh ofthe population trsa their rwts back to
Afnca or India in roughly even wmbers. The next 20 percent of the population
consists of people from Europe, the Meditemean, the Middle East and China.
TNiidd and Tobago gained independence nom Britain in 1962 and became a
republic within the Commonwealth in 1976. It bis a democratic goverment, The
national capitai is Port of Spain with a population of 3 50,000, whüe Tobagots capital
is Scarborough. The total population of Tobago is 50,000. It is an English speaking
republic with the old French-bad patois almost now in extinction. Some Hindi
language is used in the indian community. The other major urban areas are San
Femando and Point Fortin in the South, Chaguaw in central and Arima in the east.
Trinidad and Tobago experience a relatively higher standard of living to other
developing countries. Policies and legislative measures are put in place for gender
equity and refonn. in spite of this, problems related to income distribution, inaeased
levels ofpoverty, deprivation, standard of living and access to social savices, vary
within the country and mong it's population (Reddock, 1997). There is ail1 much to
be done towards more gender equity and reform.
Gender and Socio-Economic Positions in Trinidad and Tobago
Evidence of gender rnainstreaming in Trinidad and Tobago appeared as fir back as
1978 when the Minister of Education a d d r d the Annual Conference of
Trinidad and Tobago Federation of Women's Institute. ui bis address, he spoke on
The Role of Women in the D e v e b ~ i n ~ Economv of the Re~ublic of Trinidad and
Tobago. The minister questioned the role that women played in developing the
economy of the Rqmblic of Trinidad and Tobago (Joseph, 1978). Since then,
wornen have been seen to have a crucial role in the social and economic developmmt
of Trinidad and Tobago. He believed the many gender bisses tht impact women in
other Third World countries do not exist in the Republic of Trinidid and Tobago. A
historiai look at Trinidad and Tobago nveals that women, dong with men have
received equrl access to education.
Today, at al1 levels of the educritiod institutions, botb males and females have qua1
access. In 1990, half the amount of studeats enrolled at the prUaary, secondary and
university levels were females. In spite of this equality, women remain under-
represented in technical education. The women who are enrolled in technical
education remain enrolled in the gender steteotypical subject areas of clencal,
secretarial, domestic or household duties of home economics, dressmaking, graphic
and applied arts, housekeeping, shoithand and typing (Reddock., 1997). When it
cornes to the university level, a changing tmid dwelops, especially at the University
of the West Indies in Trinidad and Tobago. It shows more women are emicated than
men, through d e p e concentration.
More women receive higher education at the university level in al1 subjects except
engineering (sa Table 1). Despite the achievement of higher education, women are
consciously excluded fkom leadership positions within Trinidad and Tobago
(Reddoclç, 1997). As women are not in leadership positions, they remain poor and
have to develop innovative and creative ways both inside and outside the home to
generate incorne. This sasures theù swivai, the welfare oftheiir fpmily and the
COmmuIiity*
D m Women in 1978 Women in 199s-1997
(Joseph, 1978) Engineering 4%
Medicine 20%
Agriculture 3 1%
Social Science 34%
Natural Studies 44%
Law 52%
A r t s and General Studies 62%
(Rtddock, 1997) 39%
To make money, women sel1 anything tiom bake gwds, candies and take on the
sewing of sarments for community members (&O, 1996). They tend to make use of
the skills already achieved in the home. With these skillq they could combine
business and attend to theû household nsponsibilities.
Organization of the Chrptm
The thesis consins of seven chaptas. In chapter one, I present a rationale for the
thesis. Chapter two provides the literature review of the thesis in which the three
main emerging themes ire d i m s d . Chapter three is an overview of the Women's
Leadership and Enhancement uwtitute of Trinidad and Tobago (WLEîT8tT). The
WïEïT'&T ernpowers participants to be leaders in micro-businesses. My research
participants took part in the two piiot pmjects of the WLEIT&T. In chapter four, 1
outline the methoâology of the study, in order to evaluate how the WLEIT&T
empowm women to becorne leaders in micro-businesses- The research sample
consisted of six women from the two pilot pmjects of the WLEIT&T. Three women
came fiom each pilot project. Additionally, 1 also set out the research questions and
the method used in data collection. In chapter tive, 1 presenteû the demographics of
my research subjects. 1 also presented the interaction of the interviews with my
research subjects. Chapter six shows the research analyzes of the findings under
themes. It discusses the type of leadership skills aquired by the participants of the
WLEiT&T. The chapter shows that the participants of the WLEITBrT aquire
transfomative leadership skills for micro-businesses. The women use this same ski11
in their communities and religious organhtions on completion of the pilot project.
Chapter seven, the final chapter, summarizes the findings concludes the thesis and
makes recommendations to the WLElT&T+
In summary, there is a problem of gender biases for entrepreneurid leadership within
the developing country of Trinid4 and Tobago. The aim of the study is therefore to
evaluate how the WLEIBtT empowers women to bbecme leaders in micro-
businesses. 1t also intends to make recommendations to the governent of Trinidad
and Tobago, in order to encourage the leadership role of women-
CHAPTER 2
Introduction
In this chapter, I hope to expand on the key concepts required to understand the
Women's leadership and Enhancement Institute of Trinidad and Tobago (WLEIT&T).
These concepts are grounded in the feminist theoretical perspective of gender and
development, women's leadership and adult education. In the literature review,
gender and development focuses on a people-centred approach. Women's leadership
is presented as a transformative perspective. Adult education is identified with
valuable self-dehed lif'e experiences, conscientization and aitical thinking.
1 selected to review literature in these areas becwse of my interest in women's
leadership in developing countries. I am cornmitteci to assist women through the
interrelationship ofgendq race a d class. 1 believe that 1 can use my "privileged
location'' in a developing country to assist women in Trinidad luid Tobago.
1 am interesteci in women's leadenhip because of my work as a part-time micro-
entrepreneur and teacher within the devetophg country of Trinidad and Tobago.
Aithough 1 was a fiill-time tacher, 1 had to davise a way to create additionai incorne.
This 1 did through the o p d o n of a microampreneurid business in dress design,
on a part-time basis. As a part-time miro-entreprenew leacier, 1 combined business
and household family responsibilities with a profession in education.
Geader and Dcvdopment
The country of Trinidad and Tobago is vigomusly involved in social and economic
development plans. This is learned fiom the Review of the Eeoaomv 1998: Ministry
of Finance Report. Gender equity, the needs of the wlnerable and disadvantaged are
addresseci through coUaboration and partnership. Despite this information, the
literanire reviewed showed tbat women of developing countries do not benefit from
the tnckle down effects ofdevelopment plans (Sen and Grown, 1987). They
continued to d e r fiom the inequolities of gender bisses, as their contributions are
never included into development programmes. Women's positions remain isolatecl
through the theoreticai perspective of women in development (Rathgeber, 1989). The
epistemology of women in development does little to address the social, political and
economic construction ofgender roles of women. Although, this theoreticai approach
has since changed to a concept of women's inclusion, women unfiortunately have not
yet benefited. Further change is neeâed to place women within the paradigm of
gender planning and development, thugh policies and participatory training.
It is hoped only then, women would benefit fiom development programmes.
Gccord,mg to Sen and Grown (1985); R a m i and Miller (1995) and Karl(1995).
gender planning and development should icknowledge women's visions. Women
shouid be placeci at the centn of development planing. This theoreticai penpective
encourages the rise ofempowerment and leadership skül training projects for women
(Antrobus, 1989; bl, 1995). Mindful of this, egmcies and govemment
organizations are now taking the initiatives to assist women, nom grassroots
communities toward empowement and leadership. This stntegy is important for
women who need to "employ creative and productive strategies both inside and
outside of the home in order to generate income to ensure the mmival of their
households and the welfore of theu communities" (Sebro 1996. p. 17).
Literahire shows that the importance ofwomen's survival is very relevant to nation
building. Marilee Kail in Women and Em~owerment: Patticioation and Decision
Making (1995). views women's empowement to be crucial to the development
poücies of counuies. She believes that kmaie leadership in the community and
entrepreneurid business are key roles for designing and reflecting empowerment in
wide-rangiag econornic policies.
In view of development plans within a Caribbean conte* Peggy Antrobus in
Caribbean Women and Develo~ment: A Rasessrnent of Concepts Pers~ective and
Issues (1985) calls for a "people-centred development" plan for women. She believes
in a "feminist perspective" rather than a "growth-centred model." She aiso believes
that women shouid be at the centre of development plans. Additionally, she theorires
that there is a need for education and W n g in non-forma1 and adult education
programmes. These programmes should have a special emphisis on the history and
culture of the Camibbean womia She blieves that these pempdves mflect the
values SM by women ofthe Caribbein. Women of the Cariibean are CO-
operative, and feel a mutuol responsibility towards one another. They resist
domination and abhor violence.
Antmbus (1985) also discusses the need for programmes that project a non-formal
participatory approach methodology for the training ofwomen. Once this is at the
centre of gender and development, it will easure women's initiatives, self-reliance and
self-esteem, fiieled by thek desires for authority and dignity. These enhancing
programmes should be for the empowennent of women and focus on women's self-
confidence, self-esteem and dignity. Initiated people-centred programmes encourage
the opportunities for decision-making by women, which facilitates democratic
management structures. Within these programmes, women are provided with specific
skills for their participation in needs assessment, programme planning and evaluation.
These programmes increase women's awareness of the resources available for
development projects at the local, national and international levels. They also deepen
women's "consciousness and analysis of the wider fiamework of social, cultural,
political aML economic structure in which they live and work" (p. 6).
Empowement and visioning are other essential components of gender in
dmlopment. Accordhg to Ouibokun et al. (1995). ernpowennent of women and
visioaing an important development strategies. They agree that the rise in
empowermcnt ofwomen in development projects means self-reliance and the
apabüity of women to make autonomous decisiom, in dl areas of the society and the
economy. As development becomes more people-wntered thtough the inclusion of
gender, the consideration of the visions of griuurroots women leaders in the
community will become a reality. Visionhg d l enable women to see the big picture
perspective. They will be able to break the barriers of gender biases, use flexibility,
and translate their vision into ieaiity, through gender participation.
To understand the social reality of women's leadership we are given a limited body of
litetatm on women's leadership in developing countries. 1 noticed that a significant
amount of the literature is devoted to case studies of leadership projects (Sebro,
1996). In spite of this, the literature reviewed in this section is limited to
transfomative leadership. It reflects a less hierarchical position and builds trust on
cmperation and collaboration. It empowers individual women who cm empower
others, as well as a whole group. Transfomative women leaders first show regards
towards others, as they encourage others to lead. This is the type of leadership that
addresses the problems faced by the developing world after the misguideci conception
of catching-up in the developrnent theory of the First Wodd. It is baseci on are, not
selfiinterest or greed. Antrobus's (1998) vision of leadership clearly shows the
principle of tronsfonnation:
It is bascd on r consciousnem of ail the sources of women's oppmsion, goundcd in i pa~iion for justice and driven by i cornmitnent to the pcrronai and iiititutionai changes that wül irke us towird our go& of a more quitable, humant and sustahabIe worîd (p. 11).
A transfomative leader is not anciid to s h r e leadership. Women believe that the woy
to gain leadership power for oppresseci people is through sharing power. According
to Antrobus (1999). women's transfomative leadership ernpowera women for social
change. It cecognjzes the nad to work diffemtiy, and rquires new strategies in
orda to work and change the oppressions of women. It builds seksteem, skills,
resowces, and ailow access to decision making within communities.
Antrobus (1998) proposes diat Nita Borrow provided us with a model of
transforrnative leadership. She practiced change Rom the margins. Hill Collins
(1991) believes that this type of leadership reflects the efforts of a civil rights
perspective, when the leader is committed to make people's lives better. It is a
unique way in co~ecting to 0th- people. Black women like M e t Tubman and
Rosa Parks were other examples of transfomative leaders. They were visionary, as
well as flexible thinkers, with an interest in broad social change for ail people. They
work with others to contribute to their gmwth and developrnent of others.
Transfonnative leadership is not the traditional hierarchical leadership typical of the
male model, that does not share power (Bunch, 199 1). The male model of leadership
is hiecarchical and threatens the existence of our planet. War, violence and pillage of
nature are the consequences of the hierarchical model of leadership. Transfonnative
women's leadership is a cooperative model. It is female-led through the socialization
of women to be nurhrrers and sustainers of We.
It is the leadership that shares power, and empowas others. It is the type of
leadership diat is needed for the goals of equality for women. This mode1 of
leadership is focused on change, communication and interaction. According to
Antrobus (1999). it is leadership for change where the larger pidure is understood.
Hartman (1999), in her introduction to Talking Leadershig informs us that leadership
by women azotes positive change which enhances women's lives. Transformational
women's leadership is central to finding solutions to the exploitation of the gender
biases imposed on women in developing countries. It is conscious of human rights
and cornmittecl to change the current subordinated positions of women.
Women's transformative leadership is supporteci by further studies. Wells (1 998)
theorizes that women's transfomative leadership is dnerent fiom men's method of
leadership. In her opinion women have more social1 y facilitat ive be havion while
men are task onented. Levy (1988) informs us of a feminist leadership of process
that is transformationai. Whereas, Astin and Leland (199 1) reiterate that
tramformative leadership is a leadership that is clear about what needs changing.
As stated above, most of the literature in this review is based on a case study project
on Wormative women's leadership in developing countries. Each case study
shows that it is necessary for both development plannsn and poor women in
developing countries to ceceive training for leadership. The purpose of these training
worksbops is to f w s on the empowerment ofwomen through collaboration, self-
islisirt and pattkipatory methodology. The following two cases are examples. The
Rose Hall wmmunity organuing leadership project of St. Vimcent focuses on
consensus-building, shued powa and cdlaboration (Sebro, 1996). The South Asian
regional üaining workshop organized by Freedom From Hunger CampaigdAction
For Development of Bangladesh, India, Nepal, Pakistan and Sri Lanka, focuses on the
empowement of the poor, especially on women @hasin, 1985).
Transfomative women's leadership is supportive to women entrepreneurs, the fastest
growing segment of small businesses in developing countries (Aldrich et al., 1997).
Although both men and women are involveci, and share simil~ties and differences,
micro-businesses allow both to becorne leaders. Despite this, it is more dficult for
women, as they differ in business start-up, acquisition, timing, circumstances of
starmp, ducational background, work-experience and business skills. They are also
different in t e m of business goals, management style, business characteristics and
growth rates. Mulakala (1991) concretizes the leadership of women in
entrepreneurhl businesses in het discussion on hucksters and traficken in the
English-speaking Caribbean. Women are engaged in this activity to support their
families. This example emphasizes Antrobus's (1998) discussion on women's
leadership that shows that women leadas in micro-entrepreneur businesses bring
about socid and ea~omic change. The hucksters and traî?ickers of the Caribbean
malce a difference in the ana of economic susuinability for women.
Adult Education
The literature review is guided by adult leamhg that supports the idea that teaching
adults should be approached in a dinerent way than teaching childnn and
adolescents. Adult education occupies an important place in the process of how
womenls leaming is accomplished and what they learn. Adult leaming is primarily
accomplished through experience (Knowleq 1 MO) .
According to Hayes (1992), although feminist scholarship offers potentidly dramatic
implications to the field of adult education, women are invisible in the epistemology
of adult education. Despite this7 women âequently constitute the majority of learners
and teachers. Women's iearning problematizes adult education through a critical
perspective in the teaching and l e d g processes. The presence of women lays the
initiatives for challenges.
In order to understand adult education we must first recognize the process of leaniing,
as the nature of learning is both a process and an outwme. It is also an individualistic
activity, temporal, irrevenible and uncoercive. Although leaniing requires energy, it
nleases energy. Howevef, most adults leam more fiom other people since learners
require a model. As learning is an outcorne, it detemines how we proceed as life
long leamers. Aeeording to Knowles (1980) and Ellsworth (1992), adult learning is a
process to improve lifie situations. It is seLf4uected and evaluated by the leamer.
In e x p l o ~ g the growing body of literziture, Knowles (1980), r pioneer in adult
education, describes it as leaming that takes place in buildings and outside of
buildings, with dl sorts of people and not a set cunidum. It is often labeled staf f
development, manpower development, training, wohhop, continuhg education, life
long education, self-directeci learniag and many other applicable m e s . With its
definitions corne the processes of acquinng experiences, seKdevelopment and
education through the acquisition of new knowledge, understanding, skills, attitudes,
interests or values. These educationml processes take place alone or within a group
through production, political and service processes.
Knowles (1980) presents key assumptions on how educators might base theu
practices on adult learning processes. He begins by stating that adults need to know
why they need to leam the information before they begin the task. The educator has a
responsibility to mate situations for the leamer to discover their "need to know." For
adults accumulate valuable life expenences that are reservoirs for resource leaming
for both themselves and others. The essentiel part of adult educstion occurs through
the use of adult experiences. This is why adults ore deeply seKdirected in leaming.
The role of the educator is therefore to facilitate mutuai inquiry rather than to transmit
lrnowledge to the adult learaa. As adult leamhg is l i f~ntereâ, the most
appropriate way to organize this l d n g is through the use of life situations, that can
make living more effi ive tomonow. Mults also leam through individual
differences, therefore adult education should d e provisions for merenas in style,
time, place and pace of learning.
Freire (1970) bsJ also provideci us with a discussion on education. It is the
conscientization or criticai thinking perspectives about the world for liberation and
social change. He believes that education is the centre of sociai change. From this
paradigm cornes the revolutionary leaders, who do not believe that they, alone, know
everything. If they do, it means tbat they doubt theù followers. Instead,
revolutionary leaders enter into a dialogue with their followers and do not impose
their knowledge on them. They view dialogue as an important concept, especially
when used through reflective thinking, as followets are not ernpty vessels. The
revolutionary leader leads through cwperation and collaboration. This
conscientization is exhibited through the awareness of the transfonnative leadership
that Antrobus (1998) speaks about. It is a women's leadership that is flexible,
responds to change, empowers others, fosters collaboration and participation, ami is
inclusive rather than exclusive.
In summary, the literature review concentrates on three major categones; they are
gender and development, transfonnative women's leadership and adult education.
Several theories were mentioned in each of these areas. The theories derived were in
support of transfomative women's leadenhip. Aithough the evidence provided case
studies oftnasfonnetive women's leadership, thece is a need for nirther studies fkorn
other perspectives.
CHAPTER 3
TBE WOMEN'S LEADERSHIP AND ENHANCEMENT JNSTïïüTE OF TRINIDAD AND TOBAGO
This chapter describes the Women's Leadership and Enhancement Institute of
Trinidad and Tobago (WLElT&T). The institute attempts to address leadership skills
and the personal enhancement of women in micro-businesses. Prior to the two pilot
projects thPt were undertaken by the WLEIT&'ï, the various ministries within the
Govemment of Trinidad and Tobago attempted different interventions for gender
equity. The intewentions sought to enhance women's inwme generating capacities in
various skills such as, dress making and food preparation. Although they tried to
enhance women's technical abilities, the leadership skills and personal enhancement
of women were not addresseci, Women continued to be confionted with critical
issues of gender biases, which seriously affected their income generating capacity. in
an attempt to address these critical issues, the WLEIT&T was established within the
Division of Gender A86iirs. Objectives, schedule programmes, criteria and training
methods were then fonnulated, for the aiIl participation of womcn.
Two pilot projectq each a week in duntion wem successtirlly conducted in June
1998, and Febntary 1999. Women fiom Monnnt hventille, and Caroni North and
South regions had attendeci. As bey were pilot projects, only 30 women participateci
in the Orst, whiie 43 women participateci in the second. The pilot pmjects set out to
achieve six objectives:
1. To train women in order to enbance theu persod development and
that of theu families;
2. To pmmote lerdaship among women, empowering them to artidate
theû wncans in pursuit of their development;
3. To arm women with penonal and IXe skills, in order to assist in their
exodus fiom povecty ont0 productive and sustainable lifestyles;
4. To better understand the cntical issues afEecting women and their
families that rnay inform tiirther programmes, pmjects and policies of
the Govemment;
5. To introduce women to information, and possible funding, which may
lead to the initiation of micro-enterpnses and income generation;
6. To encourage women through creative rnethodologies, in orda to
identi@ foward looiàng strategies, for their empowerment and
development, and that of their fsmilies and comrnunities.
The WLEIT&T use the above objectives to formulate programmes for the
participation of women. Scheduled programmes lowed women to participate in
courses such as, ûender and Development; Leadership and Decision making; Micro-
Enterprise Development; Confidence and Self Estean; Mentorship and Success
Stones; Deportment; Functionai Literacy; Access to Fornul Systems and Resowces;
P m n a i Planning and Management. A schedule thetable outlined the wak's
program (sa Appendix II).
The participants of the WLEïïBtT were fiom al1 socid backgrounds. They may have
had a desire to enhance theù life situations and that oftheir families. They required
particular skills that would ensure that they reached k i r fullest potential, and would
be in a position to contribute to the nationai development of Trinidad and Tobago.
Emphasis was placed on the participant's aitical level of need, before acceptance into
the programme. Low-income women were targeted Orst, especially vulnerable
women with fmilies. It was hoped that the WLEIT&T would enhance women's
access to opportunities that would promote their well being, as well as their
participation in social and economic development.
Although the projects of the WLEIT&T were geared towards low-income women,
there were six criteria for participants' acceptance. They were as follows:
1. Women leadets, or those hoping to take up leadership positions at al1
levels;
2. Women in the most acute situations of poverty;
3. Past participants of Commun*ty Development Division Adult
Education Programme, and the Ministry of Works Unemployment
Reiief Training Programme;
4. Rural and gfassroots women;
5. Uaemployed and under-employed women, especialIy with skills;
6. Vulnerable men, espbcially those who wen unemployed.
A highly practicai and partkipatory style of training is used for the pilot projects. It
includes lectures, role-play, videos and workshops. The learning approach places
emphasis on expexiential leaming which are the actual situations that affect
participants. At the end of the projcct, participants are to benefit fiom a practical and
highly intensive progamme that sought to empower theù lives. They should be
equipped with strategies to overcome situations of poverty, limited access to
resources, information, problems of low selfksteem and limited involvement in
leadership and decision making.
Unlike other training institutes, the WLEIT&T is âee for successful participants. The
Ministry of Gender Anciin advertises the progranme in the daily newspapers for
prospective participants. The selected participants then attend the oneweek training
and consulting programme a i a central venue. The aim behind this approach is to
gaiaote new ideas, while enhancing women's development and empowerment within
communities.
The major thinking behind the WLEIT&T objectives is to bridge the gap between the
actud skills of women, and get them involved in economic activities. Another
prionty is to make women self-sufncient as entrepreneurs, so that they can sustain
theu lives and the iives of theù fiuaily. It is difficult for women beuuse gender
biases show thaî women are not the ones to inhait the pmperties, especially the
community level womea It is also diffiailt for women to waIk into a commacial
badc and have dl the things thrit are needeâ, for example, the proper business plan,
collataal, r e feds and guuantors. At the WLEIT&T, the women are provided with
resources to l e m bow to overcome these barriers and becorne leaders of their
respective business.
The training at the WLEIT&T hopes to inspire a certain type of leadership in women.
It is not the traditional type of hierarchical leadership. but the leadership where
women s h m decision-making. They shm leadership in a lateral way, and in so
doing avoid empowering only one person. Women get together with this type of
leadership to build networks for businesses, and mate self-suficiency. It is not al1
the thne that women find themselves working alone, they therefore have to develop
collective leadership qualities in order to work in a team. Sometimes to make a
suecess of an entrepreneurial business, women may have to get together with other
women of like minds, or like skillq to make a project a reality. As most of these
women are from the informai sector, a shiuing type of leadership is ideally suitable.
The training at the WLEIT&T is done with consultant facilitaton who are examples
of successfiil women entrepreneurs. An Execution Programme Co-ordinator manages
the pmject. Her background and training are in gender and development. An adult
learning perspective is used in teaching the women. It acknowledges the women's
past experiences and successes. History shows us that women in the idormal sector
have exmnomicdly and dally maintained their fknilies (Sm and Grown, 1985).
Women ofTrinidad and Tobago have aurvived, although many of them are single
purents, who bave kept their families together. The programme at the ïnstitute dows
d the women to shere theù expenences for the beneft of others. Wbat they do is
leam from each other to better utilize the expiences they have gaineci over the years.
The leamhg therefon becomes enjoyable for the women. Although there are
different areas of enhancement for the women, they are encourageci to take on the
roles of leaders in their cornmunity or entnpreneurial businesses on completion of the
projecî.
The Govenunent of the Republic of Trinidad and Tobago now iùlly rewgnizes that
women are faml with a number of issues that are of critical concem. The two pilot
projects proved successfÙ1 in that they demonstnted the n a d for the governent to
assume an active role in helping women develop the skills necessary to run their own
businesses and to make economic and social gains. Given the information above, the
Division of Gender Affairs is seeking to continue the WLEITBtT afler the shon pilot
projects.
In summary, the WLEITâT is a development project of the Division of Gender
Affhks. Its main objective is to enhance the lives of women through leadership skills
in micro-businesses and cornmunity participation. At the end of the training project,
participants lave the Mitute with specüic skills. They lave feeling empowered
with kadership abilities and a sense ofparonai development.
Introduction
This chapter addresses the processes of the resesrch methodology. To conduct the
study, 1 utilized a qualitative method for a case study design. It evaluates how the
Women's Leadership and Enhancement Institute of Trinidad and Tobago
(WLEITdtT) empowers women to becorne leaders in micro-businesses. I have
chosen this method, because it allows for observation and semi-structured in te~ews
(Haniel et ai., 1993). 1 inte~ewed six successfbful women participants of the two pilot
projects, collected data from various written records and documents on the
WLEIT&T, and 1 had infonnal interviews with the Execution Programme Co-
ordinator and a facilitator. This chapter includes my research questions; population
of the study; procedure of the research and other sources of data; what limited my
research and how 1 anslyzed my collected data.
The use of a case mdy paradigm for the WLElT&T utilizes a naturaüstic qualitative
perspective. I use a qualitative cather than a quantitative method given the nature of
the research. A quantitative approach focuses on the empincal and objective data of
variables, which cannot provide a pualitative inquiry of the WLEJT&T. According to
Neuman's (1997) theoretical concept, a quantitative approach cannot give information
on the experience of another hum= k ing through the use of semi-süuctured
intemiaws. Expetiences or vodced processes, obsewational field notes* documents
and serni-süuctund interviews are best approached thcough a qwlitative stance.
Stevenson (1990) and Moore (1990) posit that a qualitative research methodology
supports the appropriate way to evaluate the phenomenon of women leaders in micro-
businesses. Also, most quantitative researcb involves studies of male entrepreneurs.
This supported the ideas ofthe typical entrepreneur as male, and excluded women as
entrepreneurs in design and structure of research subjects. My research study
participants are al1 women and 0 quantitative perspective wouid prove unsuitable.
Research Quatiois
Aithough my research question evaluates how the WLEïïtT empowers women to
become leaders in micro-businesses, I was guided by the following informa1 and
seni-struaund questions in the inte~ews, which allowed the women to tell their
stories:
What do the women patticipants leam and why?
How do the women participants leam leadership skills?
How do they describe their leaming?
What affects the participants leaming?
How do the participants demonstrate what they have leamed on the
completion of the pilot project?
Population o f the Study
1 gaineci access to the participants of the study fiom the Execution Officer of the
WLEITBtT. 1 made the initial contact to the MUiiatty of Gender M i s through
correspondence (sa Appendk m). For each ofthe pilot projects, the Execution
Officer provided me with a list of names and telephone numbers of the participants.
She wu very enthusiastic about the study and I had her hl1 support (see Appendix
IV).
The participants were mdomly chosen with some influence from the Execution
Officer. 1 used the two lists that she provided to access the narnes for prospective
participant-inte~ewees. Within my list of six participant-interviewes, only three
owned a micro-business. Primary contact was made on the telephone, and then
through face to face contact. Three participants came fiom each pilot project. 1 then
conducted the fieldwork betwan Iune and July 1999.
Procdure of the Researcb
The main instrument for the research was a schedule interview with each of the
chosen panicipants. Each intewiew was scheduled for appmximately an hour. Five
semi-structureci, open-ended questions were useû to encourage the women to talc
about theù expenences ot the WLEIT&T, a d about anything that seemed relateci to
the questions. The interview schedule was divided into two sections. The fbst was a
genecai section about the demognphics ofthe participants. The second section dealt
with their participation at the WLEFTBT.
Before the start ofthe intenriew, each participant was informeci thrt she could
withdnw fiom the int- at mythe (see Appenâii IV). 1 infôrmed the women
that 1 was not an expert and the information collecteci was for my MA thesis. Duhg
the interviews 1 tried as best as possible to detach my biases, values and beliefs, so as
not to inauence the participants responses. Each participant-hte~ewa was
remindecl ofmy intention to taperecord the conversation, to ensure that no data was
lost or rnisrepresented. They al1 agrecd to the tape recording. 1 took notes to support
each interview and my observations. Two of the three participant-interviewees who
owned businesses, taok me on a tour of theu respective business place.
Other Sources of Data
Data was also collected ftom the office ofthe Ministry of Gender Affairs, which
maintains the WLEIT&T. This document was collected fiom the Execution Officer.
1 also informally intcrviewed the Execution OBticer and the leadership facilitator.
They were inte~ewed because I believed that they would provide usehl information
for the study. The leadership f'ilitator is an entrepreneur, while the Execution
Officer had managed the pilot projects.
As it was dinicult to contact each ofthe participant-interviewees to extend my thanks.
1 sent a letter to the Execution Officer thanking her for the opportunity to r-ch the
WLEIT&T (sa Appndix V). The tape recordings were then transcribed verbatim as
smn as possible and the tMsaiption reviewed and analyzed for findings.
Limitations in the Ruearch
My nswch could have besn enhanced if1 brd the opportunity to actually observe a
worlcshop nt one ofthe püot pjects. My study of the WLEI'I'&T was only possible
after the conclusion of the pilot projects. At that time, the women ail returned to their
respective homs and businesses. As 1 have stated above, only three of the
participant-inte~ewees were in some type of micro-business.
1 ûied on several occasions to arrange an inteMew with one participant of the
WLEIT&T who w u especially recommended by the Execution Officer. It proved
unsuccessfiil as I detected a bit of hesitancy from that participant* aiter making
contact on several occasions by telephone. She also failed to commit herself for an
interview time and date. She could have been an ideal participant, as sbe was a
micro-entrepreneur.
Other participant-interviewees 1 met in less than ideai places, like a coffee shop, a
restaurant or the reception area of an office. InteMews were also held in the homes
of participants and the noisy gment factoryhome of an entrepreneur. 1 met the
Execution Programme Cosrdinator at her office in the Ministry of Gender AEairs.
in the case of the leadership facilitator, I met her at ber home-based entrepreneurid
business. These two persons were infodIy intemiewed. 1 found that the
information they provided assisteci my reseuch. They provided usefil information
about the WLElT&T.
CoUection o f Dib and Aadysis
Once the interview data w u traaJcnbed verbatim tbrough the use of a tninscriier and
a word processing program, 1 began ta ident* themes for Bt18Lyzing and coding
advocated by Glaser and Stniass (1967). This method allowed for intensive
cornparison ofthe i n t e ~ e w data in order to arrive at a set of themes. The themes
reflected the ideas of the participants end connot be used as generalizations of views
that are held by ail women of Trinidad and Tobago, or al1 developing countries.
In summary, the chapter describes the procedural steps for the research. A qualitative
methodology was used through a case study of the WLEITBtT. It began with
outlining the research question, semi-structurecl and semi-forma1 i n t e ~ e w s and the
collection of data fiom participants and officiais. The data was then compared and
interpnted to identify themes for the findings of the research.
CHAPTER 5
DEMOGRAPHICS OF PARTICIPANTS OF THE WOMEN'S LEADERSHIP AND ENHANCEMENT INSlTIpTE OF TRINIDAD AND TOBAGO
introduction
The last cbapter discussed the methodology for understanding how the Women's
Leadership and Enhancement Institute of Trinidad and Tobago (WLET&T)
empowen women to become leaders in micro-businesses. In this chapter, 1 propose
to addnss my participation and interactions with the participant-inte~ewees. Their
names have been changed, so not to reveal their identities.
My analysis of the in te~ew responses contributed to an evaluation of how the
WLEIT&T empowers women to become leaders in micro-businesses. In the
in te~ews 1 was able to derive idonnation about the women's demographics, and
experiences, before and pAer the pilot pmjects. 1 also gained information about those
who were in business, intended to go into business and who were in other leadership
positions within their wmmunity. The semi-stnictured interviews (Hamel, et al.
1993) encourageci the women to tell stories about themselves.
R a c i r c k ~ . I n t e ~ t w t t Interaction and Anaiysis
The women 1 inte~ewed were between the ages of 32 aud 63 y-. "ïhree women
were fkom each of the two main ethnic groups. Ofthe six participant-interviewees,
four were d e d , one was a single mother and one was unrnhed. They aU had
children exapt one woman who decideci to wait until she was mamieci. Each womon
hd four children, except the oldest woman, who had seven chilâren.
Three of the participant-interviewees aiready operated micro-busiaesses, two had
problems with fiinding in order to launch theù businesses, and one was not ready to
begin her business. Those who operated businesses used their homes to conduet their
micro-businesses. One participant-inte~ewee employed people besides members of
her family in her micro-business.
Al1 participont-inte~ewas had a secondary education except one. Although she
does not have a secondary school education, she believed that she had the
equivalency. She showed this when she said, "education, a School Leaving
Certificate at secondary level equivalent." A Schooling Leaving Certificate is
equivalent to a high school diplorna. It is obtained at the end of primary education.
Primary education ends a the sge of 13 years in Trinidad. Two of the participant-
interviewas had a post-secondary education.
Four of the patticipant-interviewees were not only interesteci in micro-businesses for
seif-sustenance, but also identified themselves as actively involved in community
developmeat. Two calleci themselves community leaders, one a community pemn
for women and youtbs, and another a helper for youths in the community. Although
the other two women did not ide* themselves as community leaders, m was
directîy involveci in h a religious oqaniintion while the other taught literacy to a
group of adult leamen. Religious association involvement was important to the
women and their roles in the community.
The micro-businesses discussed by the psiticipant-interviewees were stereotypical
women's businesses like gannent manufacturing, food catering, patient-care and
garment construction. The two other micro-businesses that the women were
interested in were the operation of a grow-box industry and a pub. These were non-
gender specific businesses. Four of the participant-inte~ewees considered having
theù micro-businesses at home, while two considered using other facilities than their
homes to operate theu businesses. High rentd cost of property for the operation of a
business appeared as a barrier to these women. It appesred as if this prevented them
nom expanding their micro-businesses.
My fïrst i n t e ~ e w was with Sandra. She was 34 years old and in the second year of
her micro- business of manufaauring gments. She was one of the three participants
that I inte~ewed who owned a business. S m h participated in the second pilot
project with women from Caroni, in Febniary 1999. She learned about the pilot
project through her religious organization. This pilot pmject was conducted at a
Community Centre in the central part ofthe island. When asked about the fint pilot
project, she repiied that she did not know about it.
Sandra's business was Iocated in the basement of h a home in an east resîdential area
of the i s l d I anivecl at h a garment fllctory at 4:00 p.m and her two employas
were busily produchg gaments on consignment. Although ody two industrial
sewing machines were in opention, the tiny room in which shs produced guments
was very noisy. She inviteci me to interview her in the quiet environment of her
home, instead of the basement work ma. 1 declined because 1 wanted to witness the
operation of her business. Sandra subcontracts production fiom a main garment
manufrtcnuer She only constnicts the garments while the main manufacturer cuts the
items before sending them to her factory. Sandra started her micro-business afler
working for ten years as an employee at a givment factory.
Sondra is of East Indian decent, married for 18 y m and has four children. The
children milled around as 1 interviewed her. The youngest is seven and the oldest is
ffieen. Sandra bas a secondary school education, got m d at the age of eighteen
and had her first child at nineteen. I wuid see that Sandra combined her micro-
business operations wit h her household anâ fmily responsibilities. She seemed
quite confident as she spoke about h a micro-business. She was clear about where
she started and where she wants to go with h a business. Sanâra did not want to
expand the business for it to a e c t her home and f d y relationships.
1 next intewiewed Moly who attended the second pilot project. She does not have a
micro-business because ofthe unanilability of thding. Despite this, she wants to
start a grow-box mia~business and rmke Indian gannents. She is an active
wmmunity leader in the ceatm1 region ofthe islaad. 1 met MoUy an hour before she
participateci in a wotkshop on community volunteering. It wu at the reception rwm
ofthe Comunity Voluntar Trwiing Centn. She was instrumental in getting an
invitation for me to attend a workshop on Raisino the Issues: Facingthe Changes:
Technid Worksho~ for Women Ahead. However, it was postponed. Although the
Ministry of Cultun and ûender Anars initiated the programme, it was sponsored in
collaboration with a dweloped country's Gender Equity Fund. Uafortunately the
developed country did not provide the Auids. The workshop did not talce place while
1 was doing rny research.
Molly completed secondary school aAer hanng two children. As she believes in
continuous leaniing, she went back to schwl a e r the birth of her children. She is
married and of East Indian ethnicity. Molly's husband is self-«nployed. As she
apoke with me, she beamed with s e l f - ~ ~ ~ d e n c e and eathusiasm about being
intenieweû. She found that our interview was too short and wanted to meet me
again, to tak mon about her community participation. Her adivism takes her to
meet other women. Self described as a community leader, Molly is involved with
issues of violence against women.
1 next met Debn, a womaa of Afiican haitage. 1 met her in a l a s than ideal place
for an intemiew. It was at a busy down tom restaurant, and we were interrupted on a
féw occasions by the background noise of the patrons. She was involved in the first
pilot pmject with women fiom Morvant Laventille. She his a smal1 entrepreneurid
business in caring for the aged and the catering of f d . Debn is also i volunteec
tacher in adult litemcy. She is an active grassroots community person, whose
philosophy is to help women and youths. Her pMicipation within her community
was very strong, as sbe noted:
" . . . this is the language I talk to my children, and the
language 1 talk to other people with. Besides this, 1 am
a community person. 1 try to assist in wherever possible,
to bring young people to a sense of consciousness."
Debra would like to expand ber micro-business but believes that the time is not right
to do so. When asked about funding for her business project, she was very optimistic
about it, as she saw finances to be easily accessible.
Debra, a single mother of four children is 53 y m old. Her children are either
ernployed or attending a post-secondary institution. She boasts how she made it as a
single parent. She believes that her philosophy of life-long leaming had a tremendous
part to play in who she was today. She attaided high school, secretariaî school, a
technical institute and a labour college. She aiso took several academic courses
whenever possible. In a jovial manna she remarkeâ, "in other words, if1 was in
anothet country, perbrips by now 1 wouid have a Pm., fkom dl the credits I would
have gahed fkom seminus and courses." Our i n t e ~ e w emphasized who Debra was
today and how she got to k this person. In the interview she paid homage to the
knowledge and expsiences she gained h m her mother. She often r e f d to her
words as clichés of her motber's.
P m was the next participant 1 interviewai. She participateci in the second pilot
project. Gcsting to her home was not âiflicult. She lived in the same community in
wbich 1 resided to do my research. On my arrivai at Pm's home, 1 met her son, who
was at home, since he was not feeling well. He did not attend school that day. Parn is
a 48 year old housede of Indian decent. She has four children. Ha eldest daughter
attends a post-secondary institution in England, another daughter is m d e d and the
last two children attend high school.
She did not have an established micro-business, but plans to open a Puja shop.' This
business catenr to the Hindus of the community. In the meantirne Pam operates a
small real-estate business. She insisted that she does not put a lot of effort into it.
P m lives in the north West of the island and finds difticulty in operating her business
î?om home. She thinks the location is unsuitable for business.
Besides her proposed Puja shop and the real-estate business, Parn is involved in
community and social work for ber religious organization. At the time of the
inte~ew, her husband was away fiom home on a specisl training course.
My next participant-intsrviewee was Carol* S b wu, involved in the Brst pilot
pmject. We decided to meet at a d é in the capltai city. It was vay no@ during the
interview. In spite of this, 1 had a successfiil interview. Carol is a 32 year old wornan
of Aûican decent. She lives alone. She has a secondary educati~n~ Carol spoke a lot
about her fiimily who lives apart hom her. She was vezy interesteci in financially
assisting ber motha and thra brodiers. She did not have a business but is the leader
of a OÛI Guide Pack, at a primary schwl in her community. Her fùtwe business plan
is to open a pub in her hometown. She wants to sel1 beer and wine to the tourists on
the beach. It is a popular village where tourists visit. Because of the lack of fbnding
she had to postpone starhg imrnediately. Up until the last fifteen minutes of the
interview, Carol seemed nervous. Mer the in te~ew, we continuai speaking
infonnally without the use of the tape recorder. 1 think this had made her nenous, as
she spoke undisturbed after 1 put the tape recorder away. When asked about what she
does presentiy, she spoke of jus complethg a job contract as a secretary with the
Muustry of Legal AfE'is.
1 cornpleted three interviews on this day. At my final interview, 1 met with Anna
around 4 o'clock in the aftemoon at h a home. She attended the second pilot project.
She is a fmd cstaer and partner in a smail wine manufa*unng industry. Anna's
home business is very diversified. She dao rents plants in ha micro-business. She is
a retired schoolteacher, and so is ha busband, who is the other partner in her
business. Both wock together rt home L thek micro-business. She has a post-
scconduy education and hm wmpleted courses at a Tccbnicai Institute.
41
Anna is of M c a n decent with men c b i l h They are either employed or at pst-
secondary institutions. In Anai's micfo-busiwss, she cltas meais and deliven them
to h a clients. When uked about the type of m d s that she caten, Anna says, "any
kind of meal her clients quest, 1 un provide.* She d e s these meals from ha
home. Anna's busband assists ber in al1 the projects of the business. M g our
interview, she oAen referred to him as ber partner in business. She is also actively
involved in community wotk through teaching in adult literacy programmes.
In summary, I interviewecl six women who participated in the WLEIT&T pilot
projects. Three women wae of Mcan decent, while the other three were of Indian
decent. Three operated home-based micro-businesses, while thne intended to go into
business, Their families and businesses were interconnecteci.
FINDINGS AND MAJOR TEEMES
Introduction
In this chapter I use the h e w o r k of the Women's Ledership and Enhancement
Institute of Trinidad and Tobago (WLEIT&T) given in chapter 3 to interpret and
evaluate how the parîicipants are empowered to become leaders in micm-businesses.
The collected data suggested that the WLEITikT empowers women to become
leaders in micro-businesses, as well as leaders in the communities. This was
recopnUed through the themes of self-empowement, addt leaming, transfonnative
leadership and recognizing the relationships of farnily, home and micro-business.
Although the themes were separately discussed, their boundaries were very fluid and
interconnected.
The study identified that the participants of the WLEITBT were engageci in using
transfomative leadership skills to become leaders in micro-businesses. The
leadership skills that the women leamed were not the skills of hierarcbicol leadership,
typical of the male mode1 of dominance. Rather, bey were the skilis purported by
Awrobus (1998, 1999); Sebro (1 9%); Levy (1988); Astin and Leland (1 99 1) tbat
reiterate clearly what n d s changing whiie leadi.ng. Theu leadership w u bssed on
are, not &interest or gmd. The women showed that they were a m when a
change was n d e d while in positions of decision-making. T h y demonstrateci this
through speabg of the type of leadership rLills that they haâ l m e d in the pilot
projects. The following comments by the women show evidence ofthe leaâership
skiils they hd learned:
"In leadership skills, we Ieamed not only to lead
but also when to follow. . . . Sometimes we have
to know when to adjust and know when to follow.
As a leader 1 have to know when to take advice fkom others.
1 would not know what is happening d l the tirne."
"To lead, you have to foilow, rro hence participation is
important for whoevex. Dont care how the opinion is,
you should take it, look at it, if you have leadership skills.
For while thpt simple suggestion, opinion, whatever, then
might be a lesson you may leam."
The transfomative leadership skills tbat the women aquird were that of nurr~rers
and sustainers of lives, which bad b a n tbeorued by Bunch (1991). As nurturers, the
women were able ta perceive the impoltance oftheir involvement not only in micro-
businesses, but also for community social sustaiaability. The communities that the
women participated in were not only limited to the local tenitory wlkinson, 1989).
The communities more o h included nligious orguhtions.
The women accessed decision-making positions within theu communities because
they gained selfksteem and d c a i , conscious methods ofthinking h m the pilot
projects. These slcills were gained through the aduit education learning perspective
advocated by Knowles (1980) and Frein (1970). The womenls trainhg supported
them as visionary and flexible thinken, for they had the interest of al1 people.
Additionally, Antrobus (1985) theorued thit women should be at the centre of
developing plans as it ensures women's initiatives and seKesteem. The pilot pmjects
supported these perspectives in order to make the women fiil1 participants in the
community. This is how the women spoke about their participation in the
wmmunity.
"1 am hvolved in community work, social work for
Our religious oqanization. "
"As a community leader in my community, 1 thought
tbit I should attend. 1 can benefit fiom it m I T & T ]
a d also the Community when 1 retum."
"1 leamed so much fkom it [the WLEIT&T]
and 1 would like to see other women leam Aom it."
"that entails to p to different branches [religious organhttion]
to train the other treasurers. And 1 fi- yes 1 can handle it now."
"To leaâ, you have to follow, so bence participation
is important for whomr. Sa therefore it is part ofyou.
You have to corn up with innovative and mative
ways to get dong. And 1 say innovative and aeative
ways not illegally but legally. And therefore it became
part of me and therefore 1 extend that to any other
woman in the community."
SdCEmpowttnnent
Self-empowerment helped the women to become leaders in both their micro-
businesses and communities. Five of the participants interviewed started with
describing theu experiences of having low self-esieem before attending the pilot
project. Theu attendance at the pilot project initiated the change ofself-
empowennent. Debra was the only participant-interviewa who believed that she did
not have low seKesteem at the begiming of the pilot project. Despite this, she
realized that the pilot project built self-esteem in the othet women. As for her, she
believeâ that the pilot pmject enhand ber activism in the community. The evidence
that follows shows the low sewesteem that the participants felt at the beginning of the
pilot project of the WLEIT&T.
"1 was always a coward ponon 1 aiways had the
urge to stand up in âont a cmwd to talc, because
in the temple you bave to do that a lot, but 1 am
alwiys s d and 1 am ahid of orowdr"
"When 1 got involved in the temple, well, 1 did a lot
ofthat, but 1 would stay in an enclosed am, in the
sense, aot up front. 1 always use to stay back, in the
back-seat doing what 1 muid do, and whatever, never
corne publicly and do anything or up fiont." [before
her participation at the WLEITBtT she never made
henelf visible by speaking up in the temple].
"1 really wanted to do this kind of business although 1
was timid before. But having done the course
[at the WLEIT&T] hss done a lot for me."
"To begin with, 1 had low self-confidence, 1 wss afiaid
of taking inte~ews, my palms wouM sweat."
"Yes, as 1 want to believe that 1 d e r e d from a port
of low seEesteem."
According to Antrobus (1989), educatïon contributes to pasonal empowerment. It is
done h u g h resistance and one's ability to gain penonai power. Empowerment is
also f i i l of penonai ri& It is speaking up fat women After the women attended the
piîot pmject ofthe WLEFT&T, bey took the ri&, gained seEesteem and
demonstrated a shift to personal and politicai empowamcnt. The ri& towards
empowerment pmved successiùl for the women. Antrobus (1989; 1998) d l s the dsk
taken by the women, a demoastration of feminism through the consciousness of
oppression. The women bewne aware of gender biases that preveated theu input
and contributions for social, political and economic development.
We are aiso informed by Antrobus (1985) that development-training projects,
combineci with participatory methodologies, build women's self-esteem, confidence
and dignity. They encourage empowement for decision-making. The following
statements expresseci the women's empowement through selflestem, confidence and
decision-making:
"Mer the seminar, 1 have the courage to do so because
I told myself, no, no way. And then from the seminar they
told yoy how being a woman, men and other people like
to dominate you and mike you feel as if you are not important.
Your place is in the home and whatever. So 1 have the
courage and bcavecy to stand up and defend myself bnlliantiy
and 1 am d y shocked."
"1 am not ahid again."
"Actually, 1 lcuaed togethemess, to be confident.
The way to go ..... ifyou have a goai ..... p at it.
Se tgds ad..."
"1 believe if1 didn't do what I did, people would have gone
away thinLing il1 things about me, but because 1 could have
stood up and defended myself, 1 gained respect, 1 demmded
respect from the same branch [religious organization] that we
were involved ir 1 dernanded respect. Before 1 wouldn't
have done it . . . .I stood up and defended myself and
everybody was proud of me, because they told me that."
One woman commented on how havîng gained self-esteem she is now able to deal
with fmily problems:
"They [facilitators of the WLEIT&TI talked about
other thingq fomily life itself. 1 w u able to d d
with some of the problems in my fomily life. What
they taiked about helped me in tbat sense. 1 knew
how to get on with my lie."
Two -men d i z e d the value of seIf-confidence a d self-motivation for job
interviews:
"But rfta the W n g , 1 gained a bit of confidence.
1 hacl an intmkw atterwarûr and dthough 1 did not
amver al1 the questions to my full ability, 1 felt good
coming out of it. L even told the interviewers how 1 felt."
"1 am more motivated to go out for a job."
Although Debra believed that she did not lack selfwesteem, she experienced growth
through reinforcement at the WLEITdéT:
"At the seminar, at the Leadership Xnstitute, things were
reinforced to me, but 1 h e w a number of people benefited
tiom this."
Adult Leaming
The participants in this study recognized the importance of adult leaming at the
WLEIT&T. They became coascious that adult learning was part of the life-long
leiniing that they had dways pncticed. They felt empowered as their experiences
were vdidated and accepteci thmugh shared leaming. The women dm felt they had a
aafe place at the WLElT&T to meet and share their knowledge.
The fàcilitaton at the WLEITBtT p d c e d the non-formai adult education that
Antrobus (1985) theorid. It is idally suitabIe for a people-centcred development
plan. The adult education reflected a Trinidrd and Tobago woman's perspective
tbrough c w w 0 o n and sharing of expericnces. The women's history was taken into
account. They dso learned through a critical l d n g perspective, and twk away
oniy wbat they neeâed to lmow for seifdeveIopment. Freire (1968); Lester (1994)
and Knowles (1980) purpocted that the leamer discowrs things only when reacfy. The
diswvery cornes about at a time of personal development and enhancement. This is
how women expressed their critical learning perspective and how the WLEIT&T
treated them as adult leamers:
"It was an adult perspective. Chilâren nonnally have to be
taught 1+1=2, but what they did, most of the facilitators asked
us to use our own experiences. And they made reference
to them!'
"1 take oniy what I want to know from the course."
"The information she gave w u to the whole group,
but schily in that state Fving a problem in my family],
like it was fiilhg a little on my side. In thit sense 1 was
able to pick up and idenMy with what she said."
"1 take oniy w b t 1 want to know h m the coune."
*Weil it was sort of interactive, you hnd that we used our
experiences. It was participatory. We brought in our own
ôeliefs and experiencea We actudy went to businesses
whae we heard h m entrepreneurs who talked about their
acpcriences. "
"they gave us and we were able to g i n back to them.
We spoke about our personal experiences. They had
a lot to share with us and we were allowed to tell them."
"moa ofit came Born me, from our own experiences
and whatever. It came fiom our experiences in the past.. .
you Ieam more fiom your experience, nom your mistakes."
Part of the experience of leamhg at the WLEIT&T was to share knowledge and
leaming with al1 the participants. The women talked about their experiences to
benefit others. ffiowles (1980) theorizes that d t educaton should create situations
for leamers to discover what is needed to how. The facilitators of the WLEIT&T
used a type of pedrgogy that facilitateci the leamers' experiences. This peâagogy
theorîzeâ by Knowles ais0 hcilitated the mutual interest of the adult learner as well
as the adult educator.
The womn realized the value of l&long leaming as they dl spoke of their
experiences other than that at the WUTï&T. Th& interest in lifolong leaniing
inspimi them to attend the pilot project. They believed bat attending the WLEIT&T
was 8110th- step in a joumey of learning where they can always leam something aew
to improve themselves. Knowles (1980) and Ellsworth (1992) believe that peoples'
life situations an improved through self&ected leming. The participant-
interviewees genedly spoke of how they were life-long leamers. The nsponses
included:
"while I was home, 1 had two children, . . . I never
went to school or anything [that is secondary school].
1 stayed at home, but I know that I have a very good,
[she laughs] good knowledge of English in my head
md 1 went and wrote English 0'leve12 but 1 made a D.
I did not pursue."
"1 have this catificate, and took a course in Bee Management.
1 took that course in f i d u Philosophy and whatever
1 took training I have a d i c a t e for thrt and 1 have
many other little certificates and m.. . So, you know 1
aiways wntinued doing something for myself,"
"1 ittended secondary schooi, but did not finish my
flliil exnm. I went bock to school at the age of 21
years e e r having two chiidren."
*I did my ACP' and LCP'. It is equivalent to a first de-.
1 did o k courses, home economics. I went to John D.
[The shortend fom for John Doddson Institute for
Technology] I did vegetation courses. 1 did other
courses fiom elsewhere."
"1 did continuation classes at Malick Seaior Comprehensive.
And even after the course at the Women's Institute,
1 went on to do a amputer course and that helped me
to get into the Ministry of Legal Anairs Company section."
"1 did otha educational development courses on my own
like going to John Donaldson and Cipriani Labour College."
Although the WLEIT&T recognked the need to address both women and men in
development initiatives, the stntegies used in both pilot projects adhssed the needs
ofwomen. Despite thiq the women enjoyed k i n g a space for themselves while
they shared knowledge and learneâ from eoch 0 t h through participation Antrobus
(1985) speaks widely of the need for non- fod and participatocy approach
methodologies for the training of women. The WLEIT&T contniuted to the .
development of the women through a people-centred approach methodology. The
inte~ewee-participants spoke enthusiasticaily about having a space for only women:
"1 guess our objectives wen more or less the m e , because
we were aU women and we gained more."
"It was a seminu for only women and a lot of the
women are older women who dont have much education
or whatever, but they are involved in women's groups."
"It was gwd. 1 really enjoyed being with the ladies down
there, the diffennt personalities. It was a nice t h e for me.
Now that 1 have leamed the diffennt types of penonalities,
1 have started to accept people for w h t they are."
"We dont want to leave them [men] out but they must be
there to work 6 t h us. Just as we are able to work under
the men, they too should be able to work under us."
Tnoaforutive Lcrdtnhip
Again and again, the participant-inte~ewas were reflective about their strengths
and theu contributions in the dmlopment of their micro-business, as well as the
community. The women demonstrated what Mües (19%) cails shareci concenu
through alliances at the local level with individuals and organizations.
The women demonstrated leaming transfomative leadership skills after attending the
pilot projects of the WLEITBtT. The skills were aquùed when they leamed how to
manage their micro-businesses. They were encouraged to lead with collaborative and
sharing skills. As they leamed about Ieaâership, they were encouraged to allow
others also to lead. They leamed that leadership is best done through the sharing of
power. These leamed skills were tramferrd to leadership positions in their
communities. This is the same leadership that Antrobus (1998) envisions. It is
grounded in a passion for social justice for al1 as it brings about a more quitable
world. The women's leaming also encouraged conscious critical thinking (Freue,
1970). They demonstrate critical conscious thinking and &ormative leaâership
qualities by the followhg statements:
"Of course, for too long women have been laid back,
sittlng at home, a&id of their male wunterpart, we
n d to get out there and do something, show them
that we can led, and lead even kna. We don'twant
to leave hem out, but they must be there to work with us."
"With the other women, it gave me a sense of pupose
to encourage and support women, and 1 say women because
it is rny first priocity so fm"
"After the days left, they gave us an assessrnent fom.
And when 1 looked at the questions that we had to
answer, 1 figure that 1 am a very good leader."
"1 think 1 had that sort of thing within me already,
but this really enhanced it."
"As a matta of fact from ofter the fist day of the seminar,
I carne home here and 1 made over twenty cails to my niends
asking them to go."
The participant-inte~ewees oftea spoke in the plural form about leading their micro-
businesses. This typifies transformative leadership. Sebro (1996) Moms us that
transformative leadership focuses on consensus-building, shared power and
collaboration. The women of the WLEIT&T who owned businesses ofken spoke of
including their workers and f d l y members in decision-rnaking. The following
respows legitimate diis claim:
". ..wbat 1 wül say in the des, our pduction yes and no.
Some ciay will be g d and other days may not be good.
Some days we get a fUta pcoduction."
"Right now we have a lot of work and we are working
overtime. We start Êrom 8 to 4 anâ go later ifwe have
extra w0T)G1'
"if1 say my husband and I, our wmpany, we gave it a name"
[this participant used the fimt two lettes of ber name and her
husband's, to neme theu micro-business]."
"Most of them in this place hem, they will help me a lot
w k n 1 need socnethhg done, dght. They Say let us do it
this way, and get it done fastar. I may not think of it to be
doue that way."
"This is it, we sit and share, we compromise and
wme up with answers, this is what we do.
What we waat to do . . . How we get tùnding.
Everything we do, we do together."
The women spdn about the importance for planning their business start-up, as
pnpmtion was importaut for the success of the business. For the wamen to be both
leaders in micro-businesses and the community, they had to be pmvided wïth
applicable management and programme planning skills. Accordhg to Antrobus
(1985), women need these tools because they infotm them of avaiiable resowces for
dmlopment projects. The WLEIT&T fiicilitaton pmvided these instruments to the
women in the pilot projects. The participant-intaviewees anxiously related the
business learning skills and expenences they had aquued. Their responses were:
"The uistitute also taught me something, thet iq getting
to know about this business, lilce how to manage it. You
may find that at the end of the w a k you an not getting
the quota you are suppose to be getting as a garment
manufacturer. "
"A lot of the formal things about business were taught
about in the project. Where to go, what to do, even
how to write project proposais to open smail businesses."
"1 learned a lot. First of ail as a person who is trying to
go into business, I l e d how to do the planning. 1
must plan first, what I must do. 1 learned how to c ~ n y
myself. how to cmmunicate, taking panonal care and
deportment."
"fkom the semjll(v we gathertht ifyou want to open
a business, Bnt you_hrve to think about the khd of business,
where you are opening the business, the cornpetition"
"1 dways had the idea in my head about openhg
a Puja store. . . . When 1 say Puja store and
they m I T & T ] anaIyzed the eituation
. . . they said, girl you go for it, you know
that is a reaî, real smart idea you have there."
Despite the leaming of business skills for entreprendal development, two women
complained of the difficulty in acquuing funding for their business ideas. The other
four participants that 1 inte~ewed were either not ready for fbnding or found no
difficulty when they approached d i t agencies. These were the responses nom the
hwo participants who encountered probkms in aquiring fbnding:
'@ ... what happen, I remember going into the
[fuading agency] to get a loan. I find that it
was disappointing. You have to achially have
mony to get rnoney out of them."
"But you are teliing me tbat you want me to go
out thae and do this, and help myself Yet ai,
the problem is hance, we stili dont have Gnonce."
"1 cpnmt do a lot, 1 have no acass to fùnding."
" . . . for the sewing 1 must have a percenta~e of
the Io an... You have to seaire 20% by yourselt"
"And you know they are al1 bias, gender bias. If1 nad
a loan, my husband has to sign, although he does mt work.
I dont have to sign when he goes to the badc for a loan."
The Rditionship of Famiiy, Home and Micro-business
An interesthg pattern emerged fkom the responses of the women involving the
relationship of fmily, home and micro-business. Al1 the participant-interviewees
spoke of the connection of family, home and micro-business. Tbey prefemed to
conduct their micro-businesses fkom theu home, where they could also attend to
family responsibilities. Sebro (1996) upholds this important strategy held by women
in economic development. It calls for their creative abilities to support the survival of
the family, home and micro-business. These are the geaerated responses fiom the
participant-inte~ewees:
"1 have hl1 cooperation with my husband. He cornes
and help upstairs. And 1 have my daughter Who d l .
like XI get tied up on a monllag, she would help. 1
couid go out there ri the gument fictory] rnd she
wodd help. "
"The size of the children made me decide on going
into my own business . . . 1 do not hwe any little
ones to be ruiinihg around. Although he i s seven yean
old and cornes and says mummy 1 want this or that."
"Well 1 dont want my business tw large to
upset my family life."
"No, not for the time being, this is why I am focusing
on the r d estate because 1 can stay home and do what
1 have to do and money is coming in there."
"Because of the patient at my home, hence the reason
1 am not into fbll-time ccitering."
"As 1 toid you 1 operate h m home ... ... We are looking
for a place in St. Peter We caiuiot get a location.
A small cubicle., . . a thousand dollars a month, when
you an finished, it's oniy for m. You can oaiy pay nnt?
As 1 think of Sebro's (1996) suggestions on cnrtive and productive strategies, I also
have to brhg my own perspective into the discussion. 1 similuly developed
strategies in the creation of my part-time dnss design micro-business. I had to think
of ways to run my part-time d m design business, work full-time as a teacher and
attend to my home with rny f d y . For every participant-intendewee who had an
existing business, each was a home-based micro-business.
The family, the home and the micro-business wen intarco~ected physically, socially
and economically. The participant-inte~ewees who owned micro-businesses found
it economical to operate theu businesses Grom the home. As leaders in micro-
businesses, it was important that the family sudved.
In summary, the WLEIT&T set out to empower women leaders in micro-businesses,
but these women also became leaders in theu communities and religious
organizations. Once women achieve transfonnative leadership skills, they can also
transfer these lemed skills into other areas of leadership. It was therefore easy for
the women of the pilot pmjects to demonstrate msformative leader skills in their
wrnmunities and gain immediate results. The data showed that the participants of the
pilot project gained tramfocmative leadership skills for empowement in micro-
businesses as well as in their communities. As leaders, it was important to the
wornen that the fimily, home and community ZEUIVive.
CHAPTER 7
SIlMlMGRY OF PMDINGS, CONCLUSION AND RECOMMENDA'MONS
C d t mua be ghen u w â i to the mir d pdcîprtisg w-, who rangclrom bucly lkmfe to ptot-rl; wbo aaw the n#d for côrabr, rnd were wiüing to M p dekt it; but m m dptihntty, who wcre ready to support and r#irt each otber in tbe proccrr Tbrt ir wbrt dtvtlopaient ir rll about (Seùro, 1996, p26).
introduction
In this chapter, 1 summarize my findings and conclude the evaiuation on how the
Women's Leadership and Enhancement Institute of Trinidad and Tobago
(WLEIT&T) empowers women to become leaders in micro-businesses. Mer, 1 shall
make recommendations that 1 believe are necessvy to improve the d c e s of the
WLEITBtT. The study reveals that the women participants of the WLEIT&T are
empowered with transfonnative leadership skills. These skills are not only used for
their micro-businesses. The women also use them to lead in communities and
religious organizstions.
Summa y of Findings and Coiidusion
The WLEITâT addressed practical, strategic and specüic nads of women in the
developing country of Trinidad and Tobago. This was done through two pilot
projects. The projects main objectives were to help low-inwme and disadvantaged
women in personal improvement and leadership skills in micro-businesses. The
interventions sought to enhance woments ineome generating capacities in businesses
they operaiecl, or intended to operate. Six women who psrticipated in the two pilot
projects were interviewed.
The findings show that the women were between the age of32 and 63 y e m old. Five
had cbildnn while one hd none. Al1 the women were hvolved in other leadership
positions in community development or religious organhatiom. They were not only
involved in their entrepreneurid businesses. Theu businesses were within theù
homes. Four of the women operateci or intended to opaste gender specific businesses
(e.g. garment factors food catering). Two women were interesteci in non-gender
businesses (e.g. grow box, a pub). Three of the women participants were of Indian
decent, whiie thne were of Africui decent. All six women had primacy education.
Five had secondary education and two hed post-eecondary education.
The study reveais that the women participants were empowered with self-esteem,
adult leamhg methods, transformative leadership skills and an awareness of the
relationship of fmily, home and business ofter the pilot project. This empowennent
was used both in the women's micro-businesses and in cornmunity organizations. The
women lemeci about the leadership that is not brwd on self-interest or greed but the
leadership that is baseci on care and shring of power (Antmbus, 1998). It is
transfomitive women's leadership. This type of leadership learned fiom the
WLEITBtT pilot projects brought positive changes to the women. It Unpacteci on the
women's contribution to their commuojties.
Although the women became leadas in micro-businesses, the wmmunities and
religious organizations, two wmen encountcted pmblems in fûnâing for the start up
of theu micro-businesses. The hâiigs show that women find dBiculty in aquiriiig
loans br theu businesses. They find difiiculties in accesshg loans b m financial
agencies due to gmder biases within hding agencies. The issues of gender biases in
private and public financial institutions prevent women fiom starting or acpanding
theù businesses. However, the gender biases at the funding agencies did not prevent
the two women to be successful community leaders
Once the WLEIT&T develops more innovative ways to educate its women
participants on the issue ofgender biases within funding agencies, it should be able to
support its participants better. To do ais, the WLEIT&T should look to improve its
participants' negotiating skills of acquiring funding for theu micro-businesses. The
WLElT&T must emphasize gender biases in relatioaship to the larger society,
especially where the financial organizations are situated. Finally, after the
WLEIT&T completes a specid programme on negotiating skilis for aquiring
hinding at pnvate and public agencies, a study could be done on the women who
approach funding agencies for financial assistance.
Rtcommendations
The study has shown that the Women's Leadership and Enhancement ï n s t i ~ e of
Trinidad and Tobago (WLEIT&T) empowers women with t-formative leadership
skills to be leaders in micro-businesses, communities and religious orguiizations.
The study also malces the following recommendations in order that the WLEIT&T
continue to achieve its mandate ofpasonal and selfkîevelopment of women.
1. The WLEïT&T should be a permanent institution to &éct social
change thou@ women's leadership. The participants c m becorne
long term activists within the hstitute for a mon gender and socially
just society within Trinidad and Tobago.
2. The WLEIT&T should foliow up the leaden' trajectory in businesses
and communities. The feedback information should be helptùl to the
WLEIT&T, for it will provide appropriate support to individual
leaders on a regdu basis.
3. Girls and young women should be encouraged to participate in the
WLEITBT, in order to empower them with selfwnfidence, self-
esteem, self-efflcacy and decision-making roks. The WLEIT&T
should support, prepare and promote girls and young women for their
roles as future leaders.
4. The WLEIT&T should emphasize negotiating skills for fiinding with
its women participants. This would assist the women participants to
overcome gender biases at funding agencies.
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GENDER AFFAIRS DMSlON
Our Mission Staternent
thts means that thue is no discrimination on groilnûs ot a persun's ~x in the altocation of tt- sou- or kriefits, or in the aacss to suvices. Gcndct equality may bc measured ln terms of ~hcthcr thtn is equalw of 00portltnity, or equality of rcsub. (Note : The Convention for the 8imina- Um of All Forms of ûîsctlmfnation Against Women, defines justitc for mirnen In tems of gender cquality).
An aBpraach using gendcr quity îs d i M to- wards ensuring tbt dcvdopmcnt polkks and In- tuvtntfons lave w o m no wofse off uonomi- cally or ln tvms of W a l rights and responsibilities than b d h the interucntian. Thls apgrosdi bics to nulce quit), W k by using Indkators whfch re- veal the human cost ot many scClvtttcs : provision d hicl, water etc* This approach tries to ensure thst wameil have a tait share of the bencfits, as wdl as thc ~ b i l i t i c s of the sodety, qua1 bcaûnent M r e the h, mual acccsç ta sacial provtslons; cducatiori; and qua1 pay far wdt of the sôme vatue,
Current Programmes and Projects
4 Comprehwishrt and integrated response to domesbtc vfolence through the work of our National Domcstfc Woience Unit Activiües of the unit indude :
9 24 hour, toit-he National Domtstlc Vloknce Hdline (800-SAVE);
3 Community-based Drog-in/lnformaUon centres
3 Building linkages with4he Commudty Policlnp Unit, Shelters, and Service Providas ;
3 Male Awarencn/Support Programme
Womm's Leiadetship and Enhancemmt tnstitute. - Training am! Sensitization in Gendu and D e uelopmerit, targcting gwmmental, non- govwlmtntaf, attd cornmunity-bascd organlza- tions, In addftion to the wider soclety,
Inter-Amcrican Devcloprnent Bank funded Re- glonal Programme of non-baditioiial training br uromcn,
Ocvdoprnent of an Mccthn National Gender Policy*
' Utturai lmmecs:cr," Proqramm targeting childm at risk (wîth a special ernphasb on young mak, ages 12-15)
Devdopment of gender-sensitive statisbla and tndlcators, wlth a cumnt faeus on "Counblng Unmuneratecl W M
kddcessing aitical guider-spedfic &US oirough reguhr conferenccs, consultations and semf nan.
The National Women9s Machinery a
(A national muhaniun respoiirlbk for the Advancement of Women)
An Organogram of the National
Women's Machinery
APPENDIX II
TRAINING SCHEDULE
Womea's Leadership & Enbancement lnstitutt Februamy 22-26,1999
Opening/Ccoder rad Devdopment
Gcndtr and Devdopmeat
Gender and Devdopment
Deportment and Communication
Deportment and Communicrrtion
Field Viit
APPENDIX III
INITIAL CONTACT LETTER
May 7,1999
Attention:
e: Reaucrt to Researcb the Women's Lcidtnhio and Enhancement te o f Triaidad and T o b m
1 am a Master of Arts student attending the Ontario Institute for Studies in Education at the University of Toronto, Canada. 1 appredated the information you sent to me via ****"**, on your govemment's project on the Women's Leadership and Enhancement Institute. The information has left me so impressed about gender development in Trinidad and Tobago that 1 decided to develop my Master of Arts thesis research on the area. 1 am also vecy intetested in genda development in developing countries.
This letter is to request M e r infonnation on the 1998 and 1999 projects that you successfully wmpleted with women. I intend to visit Trinidad in the coming fume and an i n t e ~ e w with you, the staff and women entrepreneurs ofthe project would be greatly appreciated. 1 cannot state a specülc date as yet for my visit to Trinidad, as 1 am still in the planning stages with my advisor at the University. 1 ody know that it should be in the coming su- or fàil montbs of this year. When a definite date is reached with my advisor on my schedule trip to Trinidad, you would be infonned well in advance of my amival.
1 look forward in meeting you, the s t sand the women of the Women's Leadership and Enhancement Institute of Tnnidad and Tobago. 1 also thank you for the opportunity to reserirch a gender development project in Truiidd and Tobago.
Sincerely,
Consent Forn, to Ptwticbate in Research
This is to state that 1 a g m to participate in a MA thesis research being conducted by Md&n P.bica Y& of the Adult Education, Community helopment and Couaselling Psychology Department of the Ontario hstitute for Saidies in Education o f t b University of Toronto.
1 have b e n informed that the purpose of the research ia to evaluate how the Women's Leadership and Enhancement Institute of Trinidad and Tobago empowen women to becorne leaders in micro-businesses.
2. Conditions of Participation
- 1 understand the purpose of this mdy and know that there is no hidden motive of which 1 have not been informed.
- 1 understand that 1 am fne to withdraw my consent and discontinue my participation at any time without negative wnsequences.
- 1 understaad that the matecial from this study may be published.
I HAVE CAREFULLY STUDIED THE ABOVE AND UNDERSTAND THIS AGREEMENT. I FREELY CONSENT AND AGREE TO PARTICIPATE IN THIS STUDY.
NAME (please print) DATE / /1999
SIGNATURE
WITNESS SIGNATURE
TELEPHONE NUMBER(S): HOME WORK
ADDRESS
APPENDIX V
THANK YOU LETTER
Project Execution Officer
Attention:
1 sincerely thank you for accommodating my request to i n t e ~ e w you and participants o f the Women's Leadership and Enhancement Idtute. 1 am in the process of transcribing the collected data and hope to Grther contact you offer complethg an analysis ofthe data.
Through meeting with you and the participants, 1 have leamed a lot about the assistance given to women in Trinidad and Tobago to become leaders and economicdly selfœmcient .
1 sent the information that you requested through the mail. Feel fm to contact me if you need M e r information. Once again, thank you for the courtesy that you extended to me.
Sincerel y,
MARILYN YEARWOOD Community, Intemationil and Tramformative Leaming (candidate)
Department of Adult Education, Community Development and CoumeLing Psycbology Ontario Institute for Studies in Education of the University of Toronto