module: introduction topic: getting started course …...course overview audio: welcome to managing...

Managing a Value Chain Project USAID Office of Microenterprise Development

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Module: Introduction Topic: Getting Started

Course Overview

Audio: Welcome to Managing a Value Chain Project. Developed by USAID's Microenterprise Development team, this is the third of four courses in USAID's Value Chain Approach, on-line series. Although this course is useful for any international development professional whose work might include or intersect with value chain programming, the series has been developed primarily to provide USAID staff with an online learning experience and practical tools that enhance Agency-wide understanding of how to design and manage value chain projects. Thus, the series presents a primer on USAID's value chain approach to economic growth and poverty reduction. Thus, whether you are in a technical, program or management position in Washington or in a Mission, this course is designed to help you in designing, monitoring and/or managing a value chain project. To succeed in this role, it is critical to understand the principles of good implementation practice, as well as the range of approaches to value chain implementation that exist, and the strengths and weaknesses of each. This course provides an understanding of how the principles outlined in the Value Chain Basics course can be applied throughout project implementation, ensuring that USAID works with implementers to achieve the best results possible. For USAID's partners, this course can provide insight into USAID's approach and expectations that can inform various aspects of project implementation.

Video: (Montage of images relating to the narration, including photos representative of USAID's work around the world)

Course Description

Audio: Before you begin, let's discuss what you can expect from this course. The course is structured as a series of modules, each focused on an important aspect of managing a value chain project. The course can be completed either in a guided, linear fashion or in a self-guided manner. For those of you who are familiar with the content and wish to skip ahead, the course table of contents can help you navigate to particular topics of interest, just click on the title to get there. Clicking on Help will walk you through a brief tutorial for the course and learning interface. The Resources link provides access to helpful reference materials and web sites. A Glossary is available for checking terms and references highlighted in the course. Throughout the course, to reinforce and test your knowledge, you will be presented with periodic Think About It and Knowledge Check Questions. Both types of questions are designed as an interactive "self check" to ensure you understand the most critical concepts. And the course will keep track of your scores on the Knowledge Check questions throughout, for your reference only. You can check your score at any time in the My Score panel at the top right of the screen.


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The Think About It questions are simply an opportunity for you to consider a key aspect of the training. As such, they are not graded and will not appear in the My Score panel. There is also a quiz at the end of the course to check your understanding and as a final review of what you have learned. Your score on this, too, will be available for your reference only. This course will take you approximately 45 minutes to complete. If you need to leave the course at any point, your progress will be retained and you can return to complete it later. Now, click the Help button to familiarize yourself with our course features and functions or simply click Next to continue.

Screen Text and Images: Screen Text 1: This course features:

A series of modules Image 1.1: (Screen shot highlighting navigational menu at left of main course screen, showing modular structure)

Screen Text 2: This course features:

A series of modules

Guided or self-guided course options


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Image 2.1: (Screen shot highlighting navigational menu, from which individual modules and topics may be selected)


A series of modules


Online help


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Image 3.1: (Screen shot highlighting selectable Help button at top/right of course window)


A series of modules


Online help

Glossary and Resources


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Image 4.1: (Screen shot highlighting Glossary and Resources, selectable at lower left in menu area)


A series of modules


Online help


Opportunities to reinforce and test your knowledge


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Image 5.1: (Screen shot of self-check quiz item)


A series of modules


Online help


Opportunities to reinforce and test your knowledge

Flexible timing


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Image 6.1: (Image reflecting "24/7" course access)

Course Objectives

Audio: This course is designed to provide you with guidelines for the effective management and implementation of value chain development projects. At the completion of this course, you will be able to:

Describe how the four key principles of the value chain approach apply to the implementation of value chain projects.

List the key principles and benefits of the facilitation approach for managing projects.

Explain the benefits of continuous monitoring, evaluation and learning throughout the project cycle.

Bullets: Bullet Text 1: This course will enable you to: Bullet Text 2:

Describe how the four key principles of the value chain approach apply to the implementation of value chain projects.


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Bullet Text 3:

List the key principles and benefits of the facilitation approach for managing projects.

Bullet Text 4:

Explain the benefits of continuous monitoring, evaluation and learning throughout the project cycle.

Topic: The Project Cycle Project Cycle Overview

Audio: Let's review. The value chain project cycle is a step-by-step process for designing and implementing programs that incorporate principles of value chain development, an approach that promotes economic growth by sustainably linking large numbers of micro- and small enterprises, or MSEs, into competitive industries. The steps in this process are: Value Chain Selection, Value Chain Analysis, Competitiveness Strategy, Design and Implementation, Monitoring and Evaluation. Click Next to learn more about the implementation aspects of step four, the focus of this course.

Bullets: Bullet Text 1: The steps in the value chain project cycle are: Bullet Text 2:

1. Value Chain Selection Bullet Text 3:

2. Value Chain Analysis Bullet Text 4:

3. Competitiveness Strategy Bullet Text 5:

4. Design and Implementation Bullet Text 6:

5. Monitoring and Evaluation

Screen Text and Images: Image 1: (Diagram shows a five-step Value Chain Project Cycle as a flowchart. The five steps in the cycle are Value


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Chain Selection; Value Chain Analysis; Competitiveness Strategy; Design & Implementation; Monitoring & Evaluation.)

Design and Implementation

Audio: Project implementation should follow the strategy defined in the project proposal and the solicitation to which the proposal responded. However, because value chain projects work in dynamic contexts, implementers will also need to exercise some flexibility as they respond to new opportunities and constraints. The design should be revisited and adapted throughout implementation. Thus, while the first two modules of this course highlight good practice in implementation and principles of facilitation, later in this course, we will take a deeper look at how projects can use knowledge management systems to adjust their activities, based on continuous learning during implementation.

Video: (Animated version of the diagram showing a five-step Value Chain Project Cycle as a flowchart, as introduced previously. The five steps in the cycle are Value Chain Selection; Value Chain Analysis; Competitiveness Strategy; Design & Implementation; Monitoring & Evaluation. In this video, different steps of the project cycle are highlighted in time with the narration.)


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Module: Good Practice in Implementation Topic: Introduction Implementation and the Value Chain Approach

Audio: There are many good practices for implementing value chain projects. While this course will not cover all of them, it will focus on those that are essential to the value chain approach and that may differ from other approaches. As we saw in the Learning Value Chain Basics course, there are four key principles of the value chain approach: Take a market system perspective; Look to end markets to define opportunities and risks; Address underlying constraints, not symptoms; and Facilitate ongoing improvements. This course will help you understand in greater depth how these principles apply to the implementation phase of value chain development projects.

Bullets: Bullet Text 1: Key principles of the value chain approach:

Definition: Value Chain Approach A method of achieving economic growth and reducing poverty that focuses on linking micro and small enterprises (MSEs)—including small-scale farmers—into local, regional and/or global value chains, while ensuring an enabling environment and access to the resources needed to take advantage of and benefit from these market opportunities. By transforming MSEs' relationships with buyers up the chain and input suppliers down the chain, as well as with financial and business development service providers, the approach ensures that the poor are included in economic growth strategies.

Bullet Text 2: Take a market system perspective.

Definition: Market System A market system consists of a value chain, its service providers, and the enabling environment in which value chain actors and service providers operate. It is a system because all actors are interconnected and mutually dependent, as they interact within an enabling environment.

Bullet Text 3:

Look to end markets to define opportunities and risks. Definition: End Markets The final consumers of a product that determine the characteristics—including price, quality, quantity, and timing—of a successful product or service. An end market is where the end-user is located, meaning the individual or organization for whom the product or service has been


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created, and who is not expected to resell that product or service. For example, creating a consumer product may entail many transactions between various value chain actors, but the end market is where the product becomes available for purchase by the consumer. For a business-related product or service, the end market is where the sale occurs to the organization that will use the product or service in its own operations. The terms destination market, target market and final market are often used interchangeably with end market.

Bullet Text 4:

Address underlying constraints, not symptoms of those constraints.

Bullet Text 5:

Facilitate ongoing improvements.

Topic: Sustainability

Achieving Sustainable Change

Audio: The four principles we just reviewed contribute to the overarching objective of the value chain approach, namely, to achieve sustainable change within the value chain or market system. To achieve this objective, projects must address systemic constraints and their underlying causes by strengthening relationships between actors and understanding and aligning the incentives that drive behavior. Click Next to learn more about each of these principles.

Bullets: Bullet Text 1: To achieve sustainable change projects must: Bullet Text 2:

Address systemic constraints

Bullet Text 3:

Strengthen relationships

Bullet Text 4:

Understand/align incentives


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Screen Text and Images: Image 1 Description:

Addressing Systemic Constraints

Audio: The underlying causes of constraints faced by individual actors are often systemic constraints—that is, they affect the way the whole system functions, rather than just one actor or group of actors. As outlined in the Learning Value Chain Basics course, effective project implementation addresses these systemic constraints and their underlying causes, and thus leads to more sustainable impact.

Bullets: Bullet Text 1: The underlying causes of constraints faced by individual actors are often systemic. Bullet Text 2: Systemic constraints affect the way the whole system functions. Bullet Text 3: Effective project implementation addresses systemic constraints and their underlying causes.


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Strengthening Relationships

Audio: Systemic constraints affect multiple groups of actors in the system, and the solutions to these constraints involve strengthening relationships among these actors. What do we mean by strengthen? The project should leave actors internal to the market system and related systems better able to engage in effective relationships. Relationships are effective when actors cooperate in ways that improve the functioning of the value chain. Projects can foster more effective relationships by lowering the risk of engaging in new relationships, while ensuring that the actors see one another as their most important partners, rather than the project. For example, rather than a project contracting with a service provider to provide services to small-scale farmers, it can work with both the farmers and the service providers to help them negotiate contracts. This will allow them to experience doing business with one another and demonstrate the benefits of working together. Projects can foster improvements in both horizontal and vertical relationships.

Bullets: Bullet Text 1: Effective projects help strengthen relationships by: Bullet Text 2:

Encouraging cooperation among actors

Bullet Text 3:

Lowering the risk of engaging in new relationships

Bullet Text 4:

Ensuring actors see one another as their most important partners

Bullet Text 5:

Fostering improvements in horizontal/vertical relationships Definition: horizontal/vertical relationships Firms in value chains can be linked vertically or horizontally, and they all must cooperate to get a product from inception to the final consumer. Buying and selling relationships link firms vertically, and through these links firms engage in market and non-market interactions while performing different functions (i.e., operating at different levels) in the value chain. In a value chain, horizontal linkages are longer-term cooperative arrangements among firms that involve interdependence, trust, and resource pooling in order to jointly accomplish common goals.


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Screen Text and Images: Image 1:

Understanding and Aligning Incentives

Audio: Sustaining the impacts of value chain development projects is also more likely when projects base interventions on an understanding of actors' incentives—what motivates their behavior and how could they be encouraged to change their current mode of operating. If a project wants to stimulate lasting change, it must alter the attitudes and behaviors of various value chain actors. For example, projects often attempt to encourage adoption of a particular technology or production technique. However, simply training farmers to use a different tool is not likely to be sufficient to change the way they farm in the long run. Adoption after the project ends requires shifting mindsets and patterns of behavior. Therefore, understanding what motivates value chain actors in current and future behavior is essential. Factors that drive behavior include end market demands and requirements--which may lead to price premiums--government policies, local business culture, and social norms. The relationships and incentives critical to achieving sustainability are formed by and impact upon actors within the market system. This is why taking a systemic perspective is the first key element of the value chain approach. Projects must consider the actors and their contexts, as well as the other systems that affect the particular value chain, such as the natural resource management system or the support service systems discussed in the Learning Value Chain Basics course.


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Bullets: Bullet Text 1: Sustained impact occurs when interventions are based on understanding actors' incentives. Bullet Text 2: Lasting change requires altering the attitudes and behaviors of value chain actors. Bullet Text 3: Adoption after the project ends requires shifting mindsets and patterns of behavior. Bullet Text 4: Factors that drive behavior include end market demands and requirements. Bullet Text 5: Relationships and incentives are formed by and impact actors within the market system. Bullet Text 6: Projects must consider the actors, contexts and other systems that affect the value chain.

Topic: Case Study – Part 1 Case Study Introduction

Audio: Now you will begin the first of a multi-part case study, designed to illustrate key course concepts. Though this case is fictional, it is based on experience from the field, and will provide you with concrete examples of the principles covered in this course. Knowledge Check questions follow each section of the case study to reinforce learning. The first part of the case study follows.

Bullets: Bullet Text 1: The multi-part case study: Bullet Text 2:

Illustrates key course concepts

Bullet Text 3:

Provides concrete examples of important principles

Bullet Text 4:

Reinforces learning with knowledge check questions


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Screen Text and Images: Image 1:

Overview: Rice Case

Audio: At the morning coffee break on Day 1 of a workshop on value chain development in Africa, you find yourself eavesdropping on a conversation between two colleagues about their work in the rice value chain. You are familiar with local trends and know that local mills are not operating at capacity because they have trouble sourcing enough local paddy of the right quality for milling, so importers are stepping in to meet the demand; some millers have made investments in smallholder outgrower schemes, but with limited engagement with farmers around pricing, quality and farming practices; governments claim to be pro-business but the rules and regulations tend to be unclear and change continually, including input handouts around election times and unpredictable import and export policies. Click Next to listen to your two colleagues discuss their work in the rice value chain.

Bullets: Bullet Text 1: Trends in the rice value chain: Bullet Text 2:

Local mills are not operating at capacity due to trouble sourcing enough local paddy.


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Bullet Text 3:

Some millers have made investments in smallholder outgrower schemes, but with limited engagement with farmers around pricing, quality and farming practices.

Bullet Text 4:

Governments claim to be pro-business but the rules and regulations are unclear and always changing.

Rice Case - Part 1

Audio: (Narrator): Here is how your colleagues describe the challenges in the rice market. Listen carefully and try to identify the underlying constraint. (American Woman 1): Supply can't keep pace with demand. (African Man 2): Yes, prices are skyrocketing with additional pressure to lift import tariffs. (American Woman 1): Tell me about it. Importers are already moving in to pick up excess demand that the local millers can't handle. Local paddy farmers are going to need to get smart about quality and productivity if they're going to compete with imported rice. And the seeds they get from the local traders aren't good enough either—the rice they grow always breaks when it's milled. (Narrator): Both colleagues agree that local solutions can be found to restore their respective countries' rice sectors through small farms. (American Woman 1): Smallholders need to use better seed varietals to boost production and increase supply to local millers. The seed is available, but it costs more and the farmers are not willing to pay, especially since they don't trust that millers will really pay more for the rice it would produce. (African Man 2): Absolutely, rice farmers want to make money. But to make the investment in better seeds, they need an assured buyer for their improved product. With better seeds and better relationships with the millers, their production will increase to meet local demand. Greater productivity lowers costs and increases commercial returns to everyone else in the chain: traders, millers, retailers, and their anxiously waiting customers.

Video: (Montage of images showing the two colleagues talking over coffee)

Knowledge Check

Audio: To make sustainable change in the rice value chain, the projects need to understand the relationships, incentives, and underlying constraints of the current situation. Think about what you just heard about the rice value chain and select the answer that best explains the current problem that should be addressed.


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Quiz: Question: Why don't farmers produce the quality and quantity of rice that can supply the demand gap for millers (think about relationships, incentives, and underlying constraints)? Answer A: There is no price incentive to produce better rice. Answer B: Farmers do not trust millers well enough to believe their investments in upgrading will be worthwhile. Answer C: There are no available seeds in the variety they need. Correct Result: (Correct answer is B) Correct! Trust and communication seem to be at the heart of the disconnect between actors in this value chain. The conversation implies that there would in fact be a price incentive for farmers to use improved varietals. We know that prices are rising and that millers are seeking more rice, so it is likely that if millers would pay more if they could get the variety of rice they need. In addition, seeds are available, but farmers aren't willing to invest in their higher cost. Why not?


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Module: Principles of Facilitation Topic: Overview

What is Facilitation?

Audio: We know that in order to achieve sustainability, we must address underlying constraints; ensuring that incentives are aligned to support change, and that relationships are in place to enable change. How do implementers do this? Good implementers align incentives and encourage the formation of relationships through facilitation—another key element of the value chain approach and the topic of this next section. Let's define the term; facilitation involves intervening in a way that stimulates changes in value chains or market systems, while avoiding taking a direct role in the system, such as supplying inputs or aggregating products. While taking a direct role in the system is generally not conducive to sustainable change, direct provision of services or goods or at least subsidizing their delivery may sometimes be necessary. For example, subsidy might be used to test whether a new technology—such as a seed variety or farming implement—is viable for use by smallholders. Or temporary subsidy in the form of a guarantee might be provided to lower the risk of a buyer to begin sourcing from smallholders. A good litmus test for whether something can be considered a direct role in the system is to determine whether it will be needed repeatedly over the long term. If the answer to this question is yes, the project should find another actor who can perform this function sustainably—whether that be an NGO, government office, or private firm.

Screen Text and Images: Screen Text 1: Address Underlying Constraints:

- Align incentives to support change - Ensure relationships are in place to enable change

Good Implementers: - Align incentives - Encourage relationship formation through facilitation


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Image 1.1:

Image 1.2:

Screen Text 2: Facilitation: Method of intervention in which the implementer attempts to stimulate changes in market systems without taking a direct role in the system.


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Image 2.1: (Animated version of basic Value Chain block diagram. Diagram shows blocks representing key elements of a value chain. In the Local/National Business Enabling Environment (BEE), the left side of the diagram shows three blocks that are key elements of the value chain -- Sector-specific Providers, Cross-cutting Providers, and Financial service providers (also cross-cutting). The right side of the diagram shows blocks representing the chain of people and businesses through which a given product moves on its way from its point of origin to the hands of the consumer. At the Local/National level, the blocks include Input Suppliers, Producers, Processors/Traders, Wholesalers, National Retailers, and Exporters. In the Global Business Enabling Environment, an additional element is shown at the top of the value chain -- Global Retailers. Additional animated elements illustrate the concept that good implementers align incentives and encourage the formation of relationships across elements of the value chain, through facilitation.)

Screen Text 3: Direct provision may be necessary in order to:

Test the viability of a new technology or business model

Demonstrate the benefits of a change

Lower risk temporarily, to encourage value chain actors to engage in new relationships or new ways of doing business


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Image 3.1:

Screen Text 4: Litmus test for direct role:

Determine whether it will be needed repeatedly over the long term. If yes, the project should find another actor who can perform this function sustainably—whether that be an NGO, government office, or private firm.

Image 4.1: (Decision-making block diagram. The first block shows the question: "Will this product be needed over the long term?" Where the answer is "Yes," the appropriate decision/action is "Project should find an actor within the system to provide long-term support." Where the answer is "No," the appropriate decision/action is "Project may provide support in the short term.")


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Basic Principles of Facilitation

Audio: Projects that use a facilitation approach follow three basic principles: first, apply appropriate intensity; second, foster local ownership; and third, improve relationships. Click each plus sign to learn more.

Bullets: Bullet Text 1: 1. Apply Appropriate Intensity Additional Text for Bullet 1: Apply the right resources to stimulate change. Minimize the direct role of the project in the system (as a provider or broker). Bullet Audio for Bullet 1: Applying appropriate intensity involves engaging the minimum resources needed to stimulate change, maintaining a "light touch" to intervening in the market system whenever possible. For example, if a project is attempting to encourage a buyer to invest in improving the production practices of its suppliers, the project should determine the minimum level of support the buyer will need to make this investment for the first time and provide no more than that. If a project's support to value chain actors is too intensive, it risks distorting the market, resulting in actors abandoning new behaviors as soon as project support is removed.


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Image 1:

Bullet Text 2: 2. Foster Local Ownership Additional Text for Bullet 2: Ensure that actors within the system are committed to the changes taking place. Bullet Audio for Bullet 2: USAID fosters local ownership by making sure that actors are committed to driving the changes the project is promoting. This involves understanding whether their incentives are aligned with the changes for the long-term, or only while the project is supporting them. For example, if a project is supporting on-farm upgrades in quality, it should find ways to make sure farmers are committed to these improvements. One way to do this is by offering project support only to those beneficiaries who take some sort of first step toward the investment themselves. It can also investigate why other farmers are not willing to take the first step to see whether the reason indicates either a flawed project strategy or a deeper underlying cause for the lack of upgrading.


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Image 2:

Bullet Text 3: 3. Improve Relationships Additional Text for Bullet 3: Lower risks of engagement in new relationships and foster transparency and trust. Take steps to ensure that the system actors, rather than the project, are seen as the most important partners in the relationship. Bullet Audio for Bullet 3: Like the first two principles, improving relationships among value chain actors ensures sustainability of improvements in the system's ability to respond and adapt to market demand. Effective relationships between actors are generally characterized by transparency and trust. Improving relationships also involves taking steps to ensure that the system actors, rather than the project, are seen as the most important partners in the relationship. When the project exits, it is the actors who will work together to continually upgrade.


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Image 3:

Topic: Case Study – Part 2 Rice Case - Project A

Audio: (Narrator): Your two USAID colleagues now begin to discuss their respective projects in the rice value chain. One draws her approach on a napkin, explaining how the model works. As you listen, consider whether the projects presented are following the principles of facilitation. (American Woman): We're funding our implementer to provide support to two actors in the value chain—a miller and some smallholder farmers. The implementer is providing better-variety seeds at a discount to the farmers, as well as training them in production techniques and post-harvest handling. This should raise their quality to a level that suits the miller; then the implementer will organize shipments from different smallholders to the miller and that will solve their supply problem.

Video: (Shows a block diagram view of the project discussed in the audio. The block diagram is labeled "Project A." Starting on the left, the first block is labeled "Donor." Connecting arrow runs from the first to the second block, which is labeled "Project Implementer." Two connecting arrows run from the second block to two additional blocks labeled "Miller" and "Farmers." The four solutions for farmers implemented by the Project Implementer are also identified: Improved seed provision at a discount; Free production and post-harvest handling training; Organize large shipments to miller; Provide information on current production to miller.)


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Image: (The "Project A" block diagram described above)

Knowledge Check Audio: Let's check your understanding of the Rice Case, Project A. Is this project addressing the underlying constraint identified earlier? Select the best response.

Quiz: Question: Is this project addressing the underlying constraint identified earlier (lack of trust between millers and farmers)? Answer A: Yes Answer B: No Scenario Title: Rice Case - Project A Scenario Description: Review the Project A chart below. Based on the information contained in the chart, is this project addressing the underlying constraint identified earlier (lack of trust between millers and farmers)? Image 1: (Block diagram for Project A, as introduced and described previously.)


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Correct Result: (Answer B is correct) The answer is no. While the project may be providing a solution to the seed access issue for farmers, it is primarily addressing the symptom, low supply of quality rice to millers. It is not addressing the underlying constraint, which is poor communication and relationships between millers and farmers.

Think About It

Audio: Now, let's pause to apply what you've learned so far. With regard to applying appropriate intensity, is the project following the principles of facilitation? Jot down your thoughts in the area provided and then click Submit to view a value chain advisor's response.

Quiz: Question: Is the project applying appropriate intensity? Feedback: The project might be applying an appropriate amount of resources, but the role the project is taking on is very direct and therefore might include a level of intensity that is too high. Project staff should consider who in the long term will take on the brokering role it is currently playing, and whether its subsidy is likely to cause market distortion.


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Think About It

Audio: With regard to fostering local ownership, is the project following the principles of facilitation?

Quiz: Question: Is the project fostering local ownership? Feedback: The project is fostering ownership of changes among the rice farmers, but since the project is delivering the services for free or at a discounted rate, the level of commitment to these upgrades among the farmers is not clear. For now, quality and supply will improve, but when the project ends, there will not be ownership of these risks among farmers and millers.

Think About It

Audio: With regard to improving relationships, is the project following the principles of facilitation?

Quiz: Question: Is the project improving relationships between value chain actors? Feedback: The project is missing an opportunity to build relationships between millers and the farmers by inserting itself directly into the value chain functions and relationships, rather than focusing on developing and/or strengthening mutually beneficial relationships among actors.

Topic: Case Study – Part 3 Rice Case - Project B

Audio: Now the other colleague draws his program model. Listen to the differences and think about whether the project is following the principles of facilitation. (African Man):

Our implementer first screens millers to make sure they are committed to the rice business and that they are financially solvent. Then the implementer works to build the millers' awareness of the business opportunity of sourcing from smallholders through outgrower schemes. The project trains farmers on new production techniques, and then links willing millers with smallholder farmers and negotiates contracts between them. The project also pays 75% of the cost for millers to provide


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improved seed on credit to farmers for the first year, and makes sure the millers understand the time limits of the subsidies. While the project facilitates strengthened relationships between the farmers and millers, these value chain actors take increasing leadership in establishing outgrower schemes, transferring quality requirements, and agreeing up front on how prices will be determined for rice that meets these requirements. As part of this agreement, the millers give bonuses for farmers who consistently meet quality requirements. We believe that as the farmers are increasingly able to deliver better-quality paddy and repay the credit offered through the project, the millers will see the potential of this model and continue providing these services without project support. As the farmers receive higher payments for higher quality and begin to trust the millers more, they will see the value in changing their seed varieties and production techniques to reliably supply the millers with paddy that meets market requirements.

Video: (Shows a block diagram view of the project discussed in the audio. The block diagram is labeled "Project B." Starting on the left, first block is labeled "Donor." Connecting arrow runs from the first to the second block, which is labeled "Project Implementer." Dashed-line connecting arrows—indicating an indirect connection—run from the "Project Implementer" block to two additional blocks labeled "Miller" and "Smallholder Farmers." A solid-line connecting arrow runs between the Miller and Smallholder Farmers blocks, indicating a direct connection/interchange between the two. Solutions implemented by the Project Implementer under Project B are also identified. Solutions for farmers include: Screens millers; Builds awareness of business opportunity; Links and negotiates contracts between millers and smallholders; Cost-shares improved seed on credit for farmers for first year at 75%. Solutions for millers include: Establish outgrower schemes; transfer information about quality requirements; Agree upfront on how prices will be determined for rice that meets these requirements; Bonus for farmers who consistently take on better practices.)


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Image: (The Project B block diagram described above)

Knowledge Check

Audio: Let's check your understanding of Rice Case, Project B. Select the best response and click Submit.

Quiz: Question: Is this project addressing the systemic constraint identified earlier (lack of trust between millers and farmers)? Answer A: Yes Answer B: No Scenario Title: Rice Case - Project B Scenario Description: Review the Project B chart below. Based on the information contained in the chart, is this project addressing the underlying constraint identified earlier (lack of trust between millers and farmers)?


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Image 1: (Block diagram for Project B, as introduced and described previously.)

Correct Result: (Correct answer is A) The answer is yes. In addition to addressing the issue of access to seed for farmers, the project is attempting to bring together the millers and the farmers in a way that incentivizes upgrading.

Think About It

Audio: Now, let's pause to apply what you've learned so far. With regard to applying appropriate intensity, is the project following the principles of facilitation? Jot down your thoughts in the area provided and then click Submit to view a value chain advisor's response.

Quiz: Question: Is the project applying appropriate intensity? Scenario Title: Rice Case - Project B Review the Project B chart below. With regard to applying appropriate intensity, is the project following the principles of facilitation? Jot down your thoughts in the area provided and then click Submit to view a value chain advisor's response.


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Image 1: (Block diagram for Project B, as introduced and described previously.)

Feedback: Note that the diagram places the implementer and donor outside the system, which reflects that the project is using a more indirect, or "lighter-touch" approach. The level of intensity is appropriate to address the gap for the time being; however as the relationships between farmers and millers grow stronger and using these arrangements becomes the norm, the project's involvement should decrease. The project is also training farmers, which is a function that may be needed in the long-term. The project should seek a way to reduce the intensity of that activity as well, such as by working through local extension or training services to provide this function. Clearly articulating a plan for gradually reducing this intensity is an important part of this strategy.

Think About It

Audio: With regard to fostering local ownership, is the project following the principles of facilitation?

Quiz: Question: Is the project fostering local ownership? Feedback: If we assume that part of the project's screening of the millers is testing their level of commitment to sourcing from smallholders, then it is fostering local ownership among millers to a high degree. It subsidizes costs for farmers and risks for millers, but only for the first year. This approach will lower risks


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temporarily to demonstrate benefits, without distorting the market (especially if the limits of the subsidy are explicitly communicated). For additional farmers to adopt these changes, they must invest their own resources, which will foster ownership of the changes among them. The project can also draw down this 75% cost share gradually within the life of the project and monitor behavior when there is zero subsidy.

Think About It

Audio: With regard to improving relationships is the project following the principles of facilitation?

Quiz: Question: Is the project improving relationships among value chain actors? Feedback: The project is linking farmers and millers, but is playing a brokering and negotiating role, which could cause the millers and farmers to view the project as their main partner in the deal. The project should build the millers' understanding of their supply chain and seek ways to enable the farmers to negotiate their own terms.

Topic: Facilitator Roles and Skills

Getting Results

Audio: We have learned that facilitation works with and through local actors, minimizing direct support from projects. However, results from projects using a facilitation approach may be different from other projects or approaches, and there may be some tradeoffs. Consider the following: Project actions may be less immediately visible to USAID staff. It is more difficult to map out expected results and the results tend to be less predictable because the approach relies on businesses and actors within the system, and projects cannot always direct or control their behavior. Attributing results to the project is more difficult because actors within the system should be driving the changes with project support. Progress indicators may also be different since value chain development projects rely on evidence of shifts in attitudes and behaviors to measure intervention progress, rather than on purely objective outcomes. In addition, numerical results, while very important, may accumulate more slowly because not all actors have an immediate incentive to join the activity. Innovators and early adopters among the target population may try out new ways of doing business first, and then be followed by others if they demonstrate good results.


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While they may be less predictable and slower to accumulate initially, results from facilitation are generally more sustainable because actors are taking true ownership of the shifts in the system.

Bullets: Bullet Text 1: Consider these differences: Bullet Text 2:

Project actions may not be immediately visible to USAID staff

Bullet Text 3:

Results are more difficult to map out and less predictable

Bullet Text 4:

Attributing results to the project can be challenging

Bullet Text 5:

Progress indicators may be different

Bullet Text 6:

Numerical results can accumulate more slowly

Bullet Text 7:

Results are likely to be more sustainable

Facilitation vs. Direct Delivery

Audio: This simple graph illustrates some of the tradeoffs between a facilitation approach and a direct delivery approach. The red line indicates the end of a project. The solid line shows that using direct delivery, results will be very high at the end of the projects, and then decline sharply in the time after the project ends. The dotted line shows that while results may not initially be as high using a facilitation approach, they will continue to grow after the project ends. This is because the process of change begun by the project is carried forward by actors within the system. In the next set of exercises, you will be asked to think through the tradeoffs in results of the two projects presented in this module.

Video: (Shows a chart contrasting the results of the facilitation and direct delivery approaches. Project "Results" are graphed along the y-axis; the passage of "Time" is charted along the y-axis. A vertical red line marking the end of project activities is shown at roughly the halfway point on the timeline. A line charting project results based on the direct delivery approach begins at a low level (early in the project) and spikes upward to peak at the point where project activities end. Results then taper downward in a sharp decline. Another line charting project results based on the facilitation approach trends upward less steeply from the start to the end of the project, but then continues on its upward trend after the


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project has concluded. This is because the process of change begun by the project under the facilitation approach is continued by actors within the system, even after the project has ended.)

Facilitator Roles

Audio: Now, let's take a look at some specific examples of facilitator roles. In the Rice Case Project A example, the implementer was distributing inputs to solve the value chain's main constraint, while in Rice Case Project B, the project was working to strengthen relationships. The roles played by field staff in these two projects are quite distinct. Indeed, implementing value chain development projects requires field staff to play a wide range of roles as they interact with actors in the system. These roles vary during the project depending on the points of intervention in the value chain and what the project is trying to accomplish through the intervention. Staff roles also shift over the course of a project, as changes in the system introduced as a result of project interventions or other, outside forces require a change in approach. Let's learn more about each of these roles.

Video: (Montage of images representing rice producers/farmers in Africa and USAID field staff interacting with these and other actors in the value chain.) Five Facilitator Roles

Audio: Facilitator roles can be loosely grouped into five categories: communicator, relationship builder, systems analyst, coach, and innovator. Certain foundational attitudes and capacities underlie each of these roles. From time to time implementers using a facilitation approach may use direct delivery of services or goods as part of their strategy to catalyze change. However, as a program manager or technical resource, you should expect to see project teams carry out activities that are more in line with the roles listed here than with a direct provider role. In other words, project teams should be working to influence, affect, catalyze and transform, from outside the system, in order to create sustainable change. Identifying and approving key personnel with the skills to carry out these roles may supersede even technical experience in a given sector, industry or country context. Hiring managers should seek candidates with these skills, while also working to build and strengthen these skills among existing staff over the course of the project. Click each hot spot to learn more about these roles. Image: (Above a block caption that reads "Foundational Attitudes and Capacities," five additional blocks are shown. Each is labeled to identify one of the five types of facilitator roles being discussed -- Communicator, Relationship Builder, Systems Analyst, Coach and Innovator. Each block, including the


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"Foundational Attitudes" caption, has a "hotspot" on it that can be clicked to reveal additional information.)

Hot Spots and Additional Information: Hot Spot 1: Communicator Description: Facilitators must be good communicators to allow the free flow of information and ideas within the project. In addition, since market actors often seek them out to share ideas and air grievances, they must be adept listeners and consolidators of large amounts of information. Image for Hotspot 1 (Conceptual graphic indicating that facilitators must be good speakers and listeners.)


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Hot Spot 2: Coach Description: Because value chain development should be driven by the actors internal to the system, facilitators often take on the role of a coach, guiding and supporting market actors to adopt new behaviors and investments. Image for Hotspot 2: (Conceptual graphic suggests facilitators as coaches who help actors achieve positive results.)


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Hot Spot 3: Systems Analyst Description: Facilitators need to continuously analyze complex systems and identify strategic interventions, so they often need to be systems analysts. Image for Hotspot 3: (Conceptual image, facilitators analyzing complex systems)


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Hot Spot 4: Relationship Builder Description: As we have seen, fostering strong relationships in value chains is extremely important and facilitators often play the role of relationship builder between two or more value chain actors. Image for Hotspot 4: (Conceptual image suggesting facilitators as relationship builders)

Hot Spot 5: Innovator Description: Facilitators must be innovators both in their own work and as they provide new ideas to market actors. This involves a continuous process of learning and close collaboration with other market facilitators. Image for Hotspot 5: (Conceptual image suggesting facilitators as innovators)


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Hot Spot 6: Foundational Attitudes and Capacities Description: These are crosscutting attitudes and capacities that the market facilitator must have to perform well in any of the roles. They relate to a market facilitator's general work ethic, specifically their ability to think (such as ability to perform data analysis, manage complexity, and think strategically) and do (such as the ability to be well organized, efficient, and independent). Image for Hotspot 6: (Conceptual image suggesting foundational tools)


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Topic: Case Study – Part 4 Rice Case - Project Comparison

Audio: Your two colleagues agree that both of their approaches have merit; they then go on to discuss the results of each, after one year and after three years. This table compares the results of the two projects in the rice value chain after one year and three years. Review the table and think about the tradeoffs between the two projects.

Screen Text and Images: Image 1.1: ***[SENT Q. ABOUT THIS TO YOU ON 2/7; TO MAKE TRULY 508 COMPLIANT BUT STIILL SOMETHING LEARNER CAN FOLLOW, WOULD HAVE TO REMAKE AS NON-GRAPHIC 508-COMPLIANT TABLE – NOT A NARRATIVE DESCRIPTION]***


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Screen Text 1: Your two colleagues agree that both of their approaches have merit; they then go on to discuss the results of each, after one year and after three years.

Think About It

Audio: Now, let's pause to consider which project had better results in terms of outcomes, outreach and sustainability after one year and after three years. Jot down your thoughts in the area provided and then click Submit to view a value chain advisor's response.

Quiz: Question: Which project had better results in terms of outcomes, outreach, and sustainability after one year and after three years? What other tradeoffs might be involved in using this approach? Scenario Title: Rice Case - Project Comparison Scenario Description: Review the comparison chart below. Consider which project had better results in terms of outcomes, outreach, and sustainability after one year and after three years. Image 1 Description: ***[SAME TABLE AS ABOVE; WOULD HAVE TO REMAKE AS 508-COMPLIANT TABLE. SENT Q. ON 2/7]***


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Feedback: Project B applied a more facilitative approach, which resulted in less immediate outreach, but a higher

likelihood of long-term sustainability. Investment by value chain actors, better information flows, and

improvements in business relationships are good indicators of more sustainable impact. After three

years, the gap in outcomes between the two projects is closing, and the project using a facilitative

approach has surpassed the other project in terms of outreach, and the likelihood of sustainability is still

much greater. Although the facilitative approach has better chances of sustainable impact, there may be

times when a donor or project needs to achieve more immediate outreach and more tangible

outcomes—in these cases, a more direct approach may be more appropriate.


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Module: Learning as You Go Topic: Continuous M&E Monitoring Value Chain Projects

Audio: As you have learned, the results of facilitation, while having the potential for deeper, more sustainable impact, can also be unpredictable and difficult to measure. Even the best-designed value chain projects will not have an exhaustive, unchanging work plan at the outset. In your technical, program and/or management role with USAID you should expect to see some elements of value chain projects and activities adjusted along the way through a process of continuous learning. Facilitators and the USAID teams responsible for the projects they implement need explicit monitoring strategies that can inform adjustments to project activities. Dynamic factors such as changes in market demand or changes in the business-enabling environment can also affect project activities. To respond to these changes, project staff must be prepared to obtain, share, and analyze information as a team. You will learn more about monitoring tools that can help projects do this in Course 4: Monitoring and Evaluating a Value Chain Project. Value chain projects must also be flexible and able to learn as they go since innovative interventions and business models may not always yield expected results immediately. USAID can encourage its implementing partners to use continuous learning to evaluate value chain actors' response to interventions in terms of shifts in attitudes and behaviors, and then adjust based on these findings. This approach reduces the risk of testing these new models. For example, the staff of project B in the rice value chain notice that rice farmers do not show a strong response to the bonuses offered by the millers for loyal suppliers. Upon investigating, they find that a different type of reward—such as advance payment—would be a stronger incentive. Although seemingly minor, adjustments such as this one can spell the difference between success and failure of an intervention within a value chain project.

Screen Text and Images: Screen Text 1: The results of facilitation can sometimes be unpredictable and difficult to measure. Even the best-designed value chain projects will not have an exhaustive, unchanging work plan at the outset.


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Image 1.1:

Screen Text 2: You can expect to see some elements of value chain projects adjusted through a process of continuous learning. Facilitators and USAID implementation teams need a strong, explicit, and adaptive monitoring strategy to continuously learn what works and what doesn't in that project's particular context.


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Image 2.1:

Screen Text 3: Dynamic factors such as changes in market demand or in the business enabling environment can also affect project activities. To respond to these changes, project staff must obtain, share, and analyze information as a team. You will learn more about monitoring tools in Course 4: Monitoring and Evaluating a Value Chain Project.

Definition: Business Enabling Environment The business enabling environment (BEE) includes customs, laws, regulations, international trade agreements and public infrastructure and services that either facilitate or hinder the movement of a product or service along its value chain. At one end of the spectrum, conventions, treaties, agreements, and market standards shape the global business enabling environment. The BEE at the national and local level encompasses policies, administrative procedures, enacted regulations and the state of public infrastructure and availability of public services. In addition to these more formal factors, social norms, business culture, and local expectations can be powerful aspects of the BEE.


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Image 3.1:

Image 3.2:


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Screen Text 4: Projects must be flexible since innovative interventions and business models may not always yield results immediately. USAID can encourage its implementing partners to:

Use continuous learning to evaluate value chain actors' response to interventions

Adjust based on these findings

Image 4.1:

Image 4.2:


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Screen Text 5: Staff of Project B in the rice value chain notice that rice farmers do not show a strong response to the bonuses offered by the millers for loyal suppliers. Upon investigating, they find that a different type of reward would be a stronger incentive. Adjustments such as this one can spell the difference between success and failure of an intervention. Image 5.1:

Screen: 0401010 How Does KM Fit In?

Audio: An effective knowledge management system complements a value chain project's traditional monitoring tools, such as indicators in a performance monitoring plan. Knowledge management is the process of how the data collected and evaluated by ME is understood and adopted. Good ME is not effective without a set of managerial practices in place that creates a supportive, organizational culture of information sharing, learning and performance-driven decision making which are provided by an effective knowledge management system. Knowledge management also requires high quality, broad-based flows of data and information that provide contextualized evidence for decisions.

Bullets: Bullet 1: Complements a value chain project's traditional monitoring tools Bullet 2: Understands and adopts the data collected and evaluated by ME


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Bullet 3: Requires a set of managerial practices that create a supportive organizational culture Bullet 4: Relies on high quality, broad-based flows of data and information

Screen Text and Images: Image 1: (Conceptual image showing that there is a point of intersection between KM and ME.)

Elements of Knowledge Management

Audio: The essential elements of a good knowledge management system are information, capture, analysis, communication, and management. Together with a strong ME system for tracking progress along predefined indicators, a knowledge management system that clearly outlines a plan for each of these elements helps project staff share, analyze and respond to the data they gather. Projects effectively using such a system demonstrate the ways in which they used their observations to adapt project activities based on observations and feedback in the field. Check the Resources link for more detailed information on knowledge management systems.

Bullets: Bullet Text 1: The elements of a knowledge management system can be described as:


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Bullet Text 2: Information: What do you need to know? Bullet Text 3: Capture: How do you gather this information? Bullet Text 4: Analysis: What does this information tell you? Bullet Text 5: Communication: What knowledge do you share, and how? Bullet Text 6: Management: How do you manage the flow of knowledge?

Knowledge Check

Audio: Based on what you just learned, which of the following would indicate that your implementing partners are using a good knowledge management system to complement their ME system?

Quiz: Question: Which of the following would indicate that your implementing partners are using a good knowledge management system to complement their ME system? Answer A: The project is able to report on all of its quarterly targets. Answer B: The project uses sophisticated data analysis software to produce graphs and charts for the quarterly report. Answer C: The quarterly reports show evidence of adaptations to planned activities based on learning from the field. Correct Result: (Correct answer is C) Yes! Reporting on your targets is important, but tells you more about the ME system than the knowledge management system. Charts and graphs can be a good way to illustrate trends in data gathered by an ME system, but on their own do not indicate how the project is using or responding to this information. However, projects effectively using knowledge management will be able to demonstrate how they share, analyze, and respond to information gathered in a variety of ways over the course of day-to-day implementation of activities.


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Module: Wrap-up Topic: Self Assessment Quiz Intro

Audio: That completes the content for Managing a Value Chain Project. To help check your learning and reinforce these concepts, you now have the option to take a self-assessment quiz. This will cover topics throughout the course, similar to the knowledge checks you have completed to this point. Also, like the Knowledge Checks, your score on the self-assessment quiz will be recorded and available to you for reference at the end.

Screen Text and Images: Screen Text: That completes the content for Managing a Value Chain Project. To help check your learning and reinforce these concepts, you now have the option to take a self-assessment quiz. This will cover topics throughout the course, similar to the knowledge checks you have completed to this point. Like the Knowledge Checks, your score on the self-assessment quiz will be recorded and available to you for reference at the end. Image 1 Description:


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Question 1 of 6

Quiz: Question: When implementing a value chain project which of the following are good practices: Answer A: Strengthen relationships between value chain actors. Answer B: Make sure the value chain actors see the project as their most important partner. Answer C: Ensure that training is incorporated into your project. Answer D: Ensure that adequate incentives exist within the system for adoption of new practices sought by the project. Correct Result: (Correct answers are A and D)

Question 2 of 6

Quiz: Question: Which of the following statements about facilitation are true? Answer A: Facilitation tries to stimulate changes in a market system. Answer B: When using facilitation, you should never directly intervene. Answer C: When using facilitation, direct intervention may be necessary at times, but projects should try to minimize their direct role in the system. Correct Result: (Correct answers are A and C)

Question 3 of 6

Quiz: Question: Which are the three principles of facilitation? Answer A: Apply appropriate intensity Answer B: Select at least three lead firms Answer C: Improve relationships among value chain actors Answer D: Never provide 100% subsidies Answer E: Ensure local ownership of changes Correct Result: (Correct answers are A, C, and E)


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Question 4 of 6

Quiz: Question: True or False: the results of facilitation are likely to be less predictable, but more sustainable, than the results of direct intervention. Answer: True Answer: False Correct Result: (Correct answer is True)

Question 5 of 6

Quiz: Question: True or False: ME and knowledge management systems should not be used together. Answer: True Answer: False Correct Result: (Correct answer is False)

Question 6 of 6

Quiz: Question: What should be the primary uses of value chain project monitoring systems? Answer A: Evaluating the final impact of a project. Answer B: Periodic measurement of results to report on. Answer C: Continuous learning to adjust project activities. Correct Result: (Correct answers are B and C)

Think About It Summary

Audio: This screen lists each Think About It question presented in this course and if applicable, your corresponding response. If you like, you can print this for future reference.

Is the project applying appropriate intensity?

Is the project fostering local ownership?

Is the project improving relationships between value chain actors?


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Which project had better results in terms of outcomes, outreach, and sustainability after one year and after three years? What other tradeoffs might be involved in using this approach?

Need a Review?

Audio: You may review your scores throughout the course (both Knowledge Check and Self-Assessment by clicking the My Score button at the top of the screen. If you have visited all modules of the course, the Course Progress at the top of the screen will be complete, and all menu items will be checked. If any items are not checked, you can now choose to review those topics by clicking on the topic title. In addition, if the self-checks highlighted areas you would like to review again, or you skipped modules you would like to now complete, you can go directly to any module or topic in the course by clicking on that title in the left-hand sidebar Table of Contents.

Screen Text and Images: Screen Text: Need a Review? You may review your scores throughout the course (both Knowledge Check and Self-Assessment) by clicking the My Score button at the top of the screen. If you have visited all modules of the course, the Course Progress at the top of the screen will be complete, and all menu items will be checked. If any items are not checked, you can now choose to review those topics by clicking on the topic title. In addition, if the self-checks highlighted areas you would like to review again, or you skipped modules you would like to now complete, you can go directly to any module or topic in the course by clicking on that title in the left-hand sidebar Table of Contents.


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Image 1:

Additional Resources

Audio: Click the links for more information on the topics outlined in this course, as well as recommended tools, guides and other resources for USAID staff and partners designing, managing, monitoring, and evaluating value chain projects. Explore these resources.

Screen Text and Images: Screen Text: For More Information To learn more about USAID's value chain approach, we recommend the following key resources: The Value Chain Development Wiki pages on Implementation Facilitator Roles and Capacities Guide by EWB Behavior Change Observation Toolkit by SDCAsia Facilitating Value Chain Development Training Curriculum The VC Wiki page on KM Systems Understanding and Improving Knowledge Management Systems in Development Assessing Knowledge Management and ME Systems in Development Network Mapping in Market Systems These resources can also be accessed from the Resources link.

http://microlinks.kdid.org/good-practice-center/value-chain-wiki/d-design-and-implementation#book-anchor-4

http://microlinks.kdid.org/library/being-market-facilitator-guide-staff-roles-and-capacities

http://microlinks.kdid.org/sites/microlinks/files/resource/files/Behavior_Change_toolkit.pdf

http://microlinks.kdid.org/groups/speakers-corner/facilitating-value-chain-development-training-curriculum/facilitating-value-c

http://microlinks.kdid.org/good-practice-center/value-chain-wiki/knowledge-management-system

http://microlinks.kdid.org/sites/microlinks/files/resource/files/Improving_Knowledge_Management_0.pdf

http://microlinks.kdid.org/sites/microlinks/files/resource/files/Assessing_Knowledge_Management.pdf

http://microlinks.kdid.org/sites/microlinks/files/resource/files/Guidelines_for_Network_Mapping.pdf


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Image 1:

Feedback

Audio: This course has been designed and offered by USAID's Microenterprise Development team. We would like your feedback! The course sponsor, Jeanne Downing, Senior Enterprise Development Advisor, can be reached at the email address listed here. Please let us know if this course met your needs and how we can improve it. In addition, the Microenterprise Development team is available to support USAID Missions throughout the value chain project cycle. We offer direct support on specific project design, capacity-building activities that can be tailored to your needs, as well as resources and good practices on the Microlinks website. Please contact us if we can be of assistance!

Screen Text and Images: Screen Text: The course sponsor welcomes your feedback!

Jeanne Downing Senior Enterprise Development Advisor [email protected]

In addition, the Microenterprise Development team is available for:

Support to USAID Missions and Washington teams throughout the value chain project cycle

mailto:[email protected]


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Direct support on specific project design, capacity-building activities that can be tailored to your needs

Resources and good practices on the Microlinks website

Please let us know if this course met your needs and how we can improve it. In addition, the Microenterprise Development team is available for support to USAID Missions and USAID/W teams throughout the value chain project cycle. Contact us if we can be of assistance!

Definition: Project Cycle The dynamic and iterative process by which effective value chain development programs are designed and carried out. The cycle comprises five phases: selection, analysis, competitiveness strategy, design and implementation, and monitoring and evaluation. Phases of the project cycle feed into one another and overlap, but are not necessarily step-wise or uni-directional. Some steps may be repeated as dynamic forces come into play, such as market shocks, policy changes or the rise of new competitors.

Image 1:

Congratulations

Audio: CONGRATULATIONS! You have completed Course 3: Managing a Value Chain Project. The other courses of the value chain series, also produced by the Microenterprise Development team are designed to complement the content of this course and further support your learning. Although designed to be completed in the order they appear, the courses focused on Designing, Managing, and Monitoring and Evaluating Value Chain Projects -- courses 2, 3 and 4 -- can be completed in the order that best suits your learning needs. However, for most USAID staff and partners, Course 1 serves as a foundational course and should be completed prior to the other, more advanced topics.

http://microlinks.kdid.org/


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We appreciate your feedback on this elearning course. To help us improve future online training, please take a moment to complete an online survey. Click the link on the right side of the screen to access the survey.

Screen Text and Images: Screen Text 1: CONGRATULATIONS! You have completed Course 3: Managing a Value Chain Project. We invite you to complete the other courses in the value chain series:

Course 1: Learning Value Chain Basics

Course 2: Designing a Value Chain Project

Course 4: Monitoring and Evaluating a Value Chain Project

Image 1.1 Description:

Screen Text 2: We appreciate your feedback on this elearning module. To help us improve future online training, please take a moment to complete an online survey here.

http://www.surveygizmo.com/s3/855779/Managing-a-Value-Chain-Project


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Image 2.1 Description:

module: introduction topic: getting started course …...course overview audio: welcome to managing...

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