results based management training narrative report-acccra ghana(august 2011)
TRANSCRIPT
2011
Aicha Araba Etrew
8/26/2011
Results-Based Management Training Workshop
for Civil Society Organisations in West Africa-
Workshop Report
RESULTS-BASED MANAGEMENT TRAINING WORKSHOP FOR CIVIL SOCIETY
ORGANISATIONS IN WEST AFRICA
Introduction
WACSI is a spin-off of the Open Society Initiative for West Africa and the George Soros
Foundation. WACSI is engaged in training, research, documentation, and policy dialogue for
civil society organisations (CSOs) in West Africa. The focus of the Institute is to create strategic
opportunities for dialogue and to strengthen the operational structures of CSOs. The Institute’s
activities provide a forum for exchanging ideas, sharing experiences and bridging differences
between policy makers and CSOs.
WACSI in its bid to strengthen the operational structures and managerial capacities of CSOs
organized a three day training workshop on Results-Based Management for Civil Society
Organization in West Africa. The training workshop which took place from the 24-26 August,
2011 attracted both programme officers and directors from CSOs across the sub-region.
The workshop was structured into five sessions. Each session was meant to satisfy a particular
objective and meet the expectations of the participants’. The training workshop focused on
enhancing the capacity of CSOs to define strategic goals which provides a focus for action;
specify expected results which contributes to these goals and align programmes, processes and
resources behind them; monitor and assess performance, integrate lessons learnt into future
planning; and improve accountability, based on continuous feedback to improve performance.
RBM Methodology, Monitoring and Evaluating for Results, Results Based Management for
Managers/Understanding SMART Results, and Communicating Results were the major topics
discussed at the workshop. The delivery was participatory and activity centered.
This reports documents the proceedings at the workshop.
Opening
Charles Vandyck, Training & Capacity Building Officer, WACSI
Charles Vandyck, the Training and Capacity Building Officer of WACSI, opened the workshop
with a brief introduction and update on the work undertaken by WACSI since its establishment
and coming into force in 2007. The Institute was established to bridge the institutional and
operational gaps uncovered at the end of the needs assessment carried out by WACSI among
CSOs in the sub-region. To this end, the Institute has designed specialized training programmes
tailored at reinforcing the capacities of CSOs in the sub-region.
Charles reiterated the objective of the workshop which is strengthening the capacities and
enhancing knowledge of the participants’ in results-based management. Louis Kuukpen, a
Consultant for the United Nations Development Programme was introduced to the participants’
as the facilitator for the three day training workshop by Charles.
Louis Kuukpen, Facilitator
Louis Kuukpen welcomed the participants. Louis highlighted on the participants’ expectations
for the workshop which they outlined on their application forms, stating that, he hopes to meet
their expectations at the end of the workshop. Louis indicated that the expectations would be
catalogued and posted on the wall to serve as a point of reference.
The facilitator briefed the participants’ on the workshop agenda, stating that the mode of learning
would be basically through interaction and experience sharing, group work and presentation.
Louis also gave the participants’ the opportunity to get to know each other, network and address
each person by their preferred names. Thus the participants’ took turns to introduce themselves
and gave a brief profile of their organizations.
The facilitator handed out five different coloured cards to the participants’, giving them a range
of 1-100% he asked them to assess themselves using the following benchmarks:
Knowledge, skills and experience in project management
Knowledge, skills and experience in planning
Knowledge, skills and experience with performance management system.
Knowledge, skills and experience in monitoring and evaluations
Knowledge, skills and experience in RBM
The results of the self assessment are presented in the diagram below:
Diagram 1.0: Self Assessment
This table illustrates the results of the self assessment undertaken by the participants’ using the
aforementioned skills as benchmarks. The various colours represent a particular skill and from a
range of 0-100 the participant chose the specific number that best suited their level of experience.
The colours yellow, pink, orange, green and peach represented skills in project management,
planning, performance management system, monitoring and evaluation, and RBM respectively.
Session One: Workshop Expectations/Objectives/Ground rules
Workshop Objective
The workshop sought to provide the participants with knowledge and skills to establish and
apply monitoring and evaluation systems to ensure achievement of project's goals and
objectives.
Methodology
The facilitator adopted an open discussion, case study, role play, brainstorm, group work, and
presentations techniques in delivering the workshop.
Participants’ Expectations
To build capacity in project administration and management;
To enhance knowledge in effective project management and also be in a position to assist
my organization to monitor programme implementation processes well;
To gain knowledge and skills on managing M&E systems, looking at it from a more
holistic perspective to inform programme planning;
To learn, upgrade my skills and knowledge on Results Based Management;
As the Programme Coordinator, I have interest in getting the programme staff to work on
the concept of results-based management/monitoring. I would therefore like to have an
in-depth understanding of the concept myself;
To enhance my management skill for successful project implementation and produce
better result;
To learn new approaches and methods;
To build new partnerships;
To be a member of WACSI/OSIWA network;
Upgrading my knowledge and skills to impact on the performance of my job;
To learn new things to effectively manage the administrative affairs of the organization;
and
To keep pace with the latest information, technological research and discoveries in
reproductive health and HIV/AIDS profession that will enhance international exposure,
professional fulfillment.
Ground Rules:
The participants’ agreed on a number of rules to follow in order to ensure a successful delivery
of the workshop. This includes the following:
Mobile phones should be on silence or switched off;
Laptops should be used during break hours only;
One person talks at a time; and
Being Punctual.
Session Two: RBM Methodology
Objective:
Understand project management cycle;
Understand the historical background of RBM;
Understand the benefits of RBM;
Understand the driving forces of RBM; and
Understand the logical results framework.
What is a project?
A Project is a temporary endeavor undertaken to create a unique product or service. A project is
a sequence of unique, complex, and connected activities having one goal or purpose and that
must be completed by a specific time, within budget, and according to specifications. Endeavors
of any size may be a project. Large and small projects demand different handling. Temporary
Distinguishes projects from operations, whereas Unique means it is not the same old thing. On
the other hand, emergency response to operations problems such as callouts- repairs and
troubleshooting, and routine operations support- maintenance of equipment, minor modifications
and tuning of equipment do not qualify as projects.
Why is Project Management Important?
Organize your approach;
Generate a credible schedule;
Track progress and control your project;
Identify where to focus your efforts;
Identify problems early – before they are crises; and
Saves you TIME….MONEY.
Project Management Cycle
Project identification
Project formation
Appraisal
Implementation
Monitoring
Plan revision
Evaluation
Feedback
Below is a pictorial presentation of the project management cycle. Being a cycle the facilitator
indicated that it has no order of importance, thus every step is necessary for an effective and
successful management of a cycle.
Diagram 1.1: Project Management Cycle (PCM)
Evaluation Plan
Implementation
Eight steps for Project Design Matrix in PCM
Stakeholder Analysis
SWOT Analysis
Problem Analysis
PDM
Objective Analysis
Project Selection
Project Design Matrix (PDM)
Workplan
Monitoring and Evaluation
What is RBM- Basics of RBM?
RBM is a management philosophy and approach emphasizing development results in planning,
implementation, learning and reporting. It seeks to focus an organization’s efforts and resources
on the achievement of results. It is a primary performance measurement tool used by both private
and public sector institutions.
Briefing the participants on the historical background of RBM, the facilitator stated that the
concept began with Peter Drucker and MBO in 60s and evolved into the Logical Framework for
the Public Sector in 70s. It was then adopted vigorously by UK and New Zealand in 80s and
USA and OECD countries in 90s and formally became one aspect of New Public Management in
90s. RBM is now being adopted to direct and justify increased development aid.
RBM is necessary because it- focuses on tangible results to be delivered; clarifies clients and
mandate of organizations; promotes benchmarking and performance analysis; emphasizes value-
for-money; the public want better services; ensures a more effective resource allocation; and
CSOs wants to perform more efficiently and effectively.
In addition, RBM ensures credibility and accountability; effectiveness and efficiency; a culture
of rigorous PM; and sustainability of development results. Furthermore, the facilitator noted that,
RBM is not simply about doing the same things a little better; but rethinking many of the things
we do.
Table 1.0:
Drivers of RBM Principles of RBM Areas of Application of
RBM
The Building Blocks of
RBM
Resources are shrinking
Increasing needs to
improve efficiency and
accountability for results
It is a global trend
“Aid fatigue syndrome”
Need to improve statistical
support for monitoring
Partnership
Accountability
Transparency Simplicity
Learning by doing
Broad application
Project Management
Programmes
Management
Policy implementation
M&E system
Leadership
resources
capacity
Transparency &
accountability
HRs: Integrity, honesty
and professionalism
The Power of Results
If you do not measure results, you cannot tell success from failure. In the same way if you cannot
see success, you cannot reward it. Thus if you cannot reward success, you are probably
rewarding failure, which implies that, if you cannot see success, you can not learn from it and if
you cannot recognize failure, you cannot correct it.
Simplifying the terminology to the understanding of the participants at the training workshop, the
facilitator explained RBM to mean an approach aimed at achieving important changes in the way
that organizations operate, with improving performance in terms of results as the central
orientation. It provides the management frameworks and tools for strategic planning, risk
management, performance monitoring, and evaluation. Its main purposes are to improve
organizational learning and to fulfill accountability obligations through performance reporting.
He then defined results as a measurable or demonstrable change derived from a cause and effect
relationship, symbolized by Let Change/Results =(R), T2=Time 2, T1=Time 1, R= (T2-T1), if
R=0 then T2=T1.
The facilitator emphasized on the need to focus on results and indicated that to focus on results
implies- bringing results to the center of planning and decision making, and continue to provoke
implementation with questions like “So”, “Then” and “What”
Table 1.1: Two Major Elements of Results
Change Causality
Measurable transformation
In individuals
In groups
In organization
In a society
In a country
Cause and effect
relationship between the
action and the results
achieved
Table 1.2: The RBM System
Elements
Formulating objectives Identifying in clear, measurable terms the results being
sought and developing a conceptual framework for
how the results will be achieved
Identifying indicators For each objective, specifying exactly what is to be
measured along a scale or dimension
Setting targets For each indicator, specifying the expected or planned
levels of result to be achieved by specific dates, which
will be used to judge performance.
Monitoring results Developing performance monitoring systems to
regularly collect data on actual results achieved.
Reviewing and reporting
results
Comparing actual results vis-à-vis the targets (or other
criteria for making judgements about performance).
Integrating evaluations Conducting evaluations to provide complementary
information on performance not readily available from
performance monitoring systems.
Using performance
information
Using information from performance monitoring and
evaluation
Session Three: The Result Chain
A result chain is a logically linked set of results, some immediate, others more distant. Results at
each level aggregate to produce the results at the next higher level. Below is a pictorial
presentation of the Results Chain.
Diagram 1.2: The Result Chain
How? What do we want? Why?
Resources Results
`
From the diagram above the facilitator explained that inputs are the financial, human, material,
technological and information resources used for the development intervention. Examples of
inputs include: Expertise, Equipment, Facilities, Supplies, and Services (i.e. travel, phone and
accommodation). Activities are the actions taken or work performed through which inputs, such
as funds, technical assistance and other types of resources are mobilized to produce specific
outputs. Outputs are the products and services which result from the completion of activities
within a development intervention. A change that is observable as you complete activity.
Outcomes are the intended or achieved short-term and medium-term effects of an intervention’s
outputs, usually requiring the collective effort of partners. Outcomes represent changes in
development conditions which occur between the completion of outputs and the achievement of
Inputs Activities
Funds, HR,
Equipments,
etc.
Activity
Output
Outputs Outcomes Impacts
Operational
Change
Behavioural/I
nstitutional
Change
Quality of
Life
Measurable Change
impact. Impacts are the positive and negative long-term effects on identifiable population groups
produced by a development intervention, directly or indirectly, intended or unintended. These
effects can be economic, socio-cultural, institutional, environmental, technological or of other
types.
Furthermore, the facilitator introduced the participants’ to a typology of results and logic. This is
a diagrammatical representation of a results-based planning.
Diagram 1.3: A Typology of Results and Logic
Characteristics of Results
Results Like Focus Timeframe
Impacts Improved basic
living
conditions in
rural areas
Human 5-10 years
Outcome Five effective
functional
regional
authorities
Institutional/
Bahavioural
5 years
Outcome More effective
fiscal
decentralization
policies
Institutional/
Behavioural 5 years
Output Skills of 150
staff
upgraded
Operational/
Skills,
Abilities,
Products and
Services
5 years
Activity Set up system,
Train 150,
Revise Policy,
Dialogue
1 year
Then
Then
Then
If
If
If
Collective
Accountability
More
Less
Results according to the facilitator must be SMART and CREAM. By SMART it means the
results must be Specific, Measurable, Achievable, Relevant, and Time bound. Whereas CREAM
on the other hand means- Clear, Relevant, Economic, Adequate and Monitorable. In addition, the
facilitator mentioned that words such as reduced, improved, enhanced and strengthened are
common terms expressed in reporting results. For example Reduced open dumping of solid
waste in all cities in West Africa or Increased expertise in urban environmental planning and
management in West African countries.
Group Exercise: The groups were tasked to undertake the exercise below for 15 minutes after
which they discussed their answers.
What is a result?
Draw the results chain in a logical manner.
How many levels of results do we have, which of them can you take attribution for?
List four principles of RBM.
Outcome and Impact results are always positive long term effect. True/false
After completion of the exercise, the class resumed for the continuation of the session. The
groups reported and discussed their answers. In addition the facilitator elaborated on the
presentations and provided clarifications were necessary. It is worth stating that, the groups
exhibited confidence and understanding of the subject. They also availed themselves for critiques
and contributions from either of the groups.
The facilitator drew the participants’ attention to the theory of change which he noted was a
strategy for change, stating that, the theory explains all the major things that need to be in place
in order for development change to occur. Thus it is not about what the Agency must do, but
what all partners and non-partners must do to make real change happen neither is it about
projects, but all the different types of interventions necessary for change to happen.
For instance, development work is about creating change in the conditions of people and
countries. Hence before programme or project is developed, organizations must understand their
strengths and weaknesses and what they can contribute. Also, the organization must have a clear
idea on how change is created. The Facilitator emphasized that, creating change is more than
talking about inputs, outputs and outcomes or creating a simple log-frame.
In a question about the main challenges preventing CSO programmes from achieving better
results, the following were identified as the key challenges:
Inadequate stakeholder involvement & ownership;
Inadequate staff time and/or capacity for policy and analytical work;
Low amounts of financial resources;
Project rather than result and impact focused;
Weak partnership strategies;
Poor communication of results; and
Inadequate monitoring and evaluation.
Focusing on what is Important
At this stage the facilitator highlighted on the relevant things that CSOs needed to focus on to
achieve results. The facilitator stated that CSOs need to structure and align their organization in a
way that the staff works effectively together to achieve the results that matter; and put in place
systems and incentives to ensure that the team stays focused on what is important.
Again using relevant examples the facilitator showed the participants the language used in
communicating results and change that is: the results language (action language) and the change
language. The former according to the facilitator expresses results from the provider’s
perspective, can be interpreted in many ways and focuses on completion of activities. The latter
on the other hand, describes changes in the conditions of people, sets precise criteria for success
and focuses on results, leaving options on how to achieve them. The table below illustrates
examples of a change languages are presented.
Table 1.4: Illustration of Change and Action Language
Action Language Change Language
Goal: to decrease the number of children dying
of AIDS and AIDS related causes
Objective: to promote the use of long lasting
insecticidal nets (LLINs)
Activity: train 1000 teachers in participatory
learning techniques
Indicators: number of TV and radio jingles
providing malaria education; number of
LLINs distributed
Impact Result: Child mortality from AIDS and
related causes decreased from 100% to 40% by
2010
Outcome Result: at least 80% of people in
endemic areas sleep under a long lasting
Insecticidal net
Output Result: 2 teachers in 500 schools are
trained in how to teach other teachers in
participatory learning
Indicator: % of people who know that sleeping
under an ITN reduces the risk of malaria; % of
people who sleep under a long lasting
insecticidal net
Causality Analysis:
The facilitator drew the participants’ attention to the need to understand the causes of the
problems in the society before taking the appropriate action to resolve them; this implies clearly
defining the problem. Causality analysis is important because it helps to identify the:
Negative outcomes, manifestations of problems, unfulfilled rights;
Immediate causes affecting individuals and households;
Underlying causes and capacity issues such as- policies, laws, budgets, systems for
service delivery, behavior and practices etc.; and
Root causes such as: beliefs, attitudes, culture, traditions, natural resources, natural
disasters, political and economic systems, ideologies, conflicts etc.
The Problem and Objective Tree Approach
The Problem Tree: the purpose is to identify the major problems and their main causal
relationships. The following steps serve as a guide in undertaking the problem tree:
Identify the major problems that the project will address. State problems in negative
manner;
Group problems by similarity of concerns; and
Develop the problem tree, that is, choose a focal problem from the list and relate other
problems to the focal problem; if the problem is a cause of the focal problem it is placed
below the focal problem; and if the problem is an effect of the focal problem is goes
above.
The Objective Tree: This transforms the problem tree into an objective tree by restating the
problems as objectives. Here, the problem statement is converted into positive statements; on top
of the tree is the end that is desired; and the lower levels represent the means to achieving the
end.
The Concept of Risks and Assumptions
Inferring from the UNDP handbook on RBM, the facilitator defined risks as assumptions that are
necessary and positive conditions that allow for a successful cause-and-effect relationship
between different levels of results. He indicated that when assumptions fail to hold then results
may be compromised.
Risks are factors that could negatively affect the results of potential events or occurrences
beyond the control of the programme that could adversely affect the achievement of results.
Risks should be assessed based on probability and impact.
In an exercise the participants’ were tasked to identify one major problem for analysis; conduct a
cause-effect analysis for that problem; review problem tree, restate main problem as a positive
result and construct chain of results leading up to and from the main positive result. This exercise
was carried out in groups of four and the presentations can be found in appendix I.
Key Performance Measurement
The participants’ were introduced to performance measurement as a guide in managing or
reducing risks. They include: indicator, baseline and target. An indicator is an observable or
measurable characteristic that shows, or tells the extent to which an intended result is being
achieved. Thus a performance indicator answers the question, “How will we know achievement
when we see it?” In addition, indicators make it easy to recognize success; clarify results;
provides an outcome basis for monitoring and evaluation and ensures legitimacy and
accountability.
There are two distinct types of indicators- Quantitative indicators measures of quantity, for
example: Number of, % of, frequency of etc. and Qualitative indicators involve people’s
perceptions about a subject, for examples: quality of, extent of, degree of etc.
Furthermore, the facilitator highlighted the steps that organizations need to consider when
selecting indicators. Below is a diagram that illustrates the steps involved.
Diagram 1.4: Steps in Selecting an Indicator
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
Baselines on the other hand establish a foundation from which to measure change. Without
baseline data, it is very difficult to measure change over time or to monitor and evaluate, the
facilitator stated. The following are some of the factors to consider when setting baselines: What
Brainstorm possible
indicators
Does the indicator really
measure the result?
Discard indicator or
keep in reserve
Can we get reliable data for this
indicator, now and in the future?
Does this indicator permit us to
measure the result over time?
Does it provide information
upon which decisions can be
based?
Can we afford to use this
indicator?
Does this indicator make it easy
to communicate the status of the
result?
Is this indicator gender-
sensitive?
Valid
Reliable
Sensitive to
change
Useful
Affordable
Simple
Gender
Sensitive
Confirmed
are the sources of data; What are the data collection period; Who will collect the data; How often
will the data be collected; What is the cost and difficulty to collect the data; Who will analyze the
data; Who will report the data; and Who will use the data?
The facilitator defined target as a specified objective that indicates the number, timing and
location of that which is to be realized. He stated that in setting targets, the following should be
considered: Available baselines; Funding and resource levels; Timing (short term, medium term
& long term); Political games and consideration; Flexibility; Setting firm targets for new
indicators; and Realistic.
For each measurement, the facilitator indicated that it was appropriate to have at least one target.
Targets should stretch the organization to higher levels of performance. In addition incremental
improvements over current performance can be used to establish your targets. Targets put focus
on your strategy, thus when targets are reached, then the strategy has been executed successfully.
Session Four: Monitoring and Evaluating for Results
In this session the facilitator introduced the participants to the act of monitoring and evaluating
programmes/projects/activities for results. The facilitator defined monitoring to mean, the
process of collecting information or data, for example on the progress of a project or activity, in
order to determine whether it is being carried out as planned and within the rules and regulations.
Monitoring occurs in an ongoing way throughout the life of a project. According to him,
evaluation refers to the systematic and objective assessment of an ongoing or completed project,
program, or policy, including its design, implementation, and results - (with focus on fulfillment
of development objectives, development efficiency, effectiveness, impact and sustainability).
Again the facilitator introduced the participants’ to the Monitoring and Evaluation matrix, this is
illustrated below:
Table 1.5 Monitoring and Evaluation Matrix
Expected
Results
(Outcomes
& Outputs)
Indicators
(with
Baselines &
Indicative
Targets) and
Other Key
Areas to
Monitor
M&E
Event with
Data
Collection
Methods
Time or
Schedule and
Frequency
Responsib
ilities
Means of
Verification:
Data Source
and Type
Resource
s Risks
Obtained
from CPAP
results
framework.
From results
framework.
Indicators
should also
capture key
priorities such
as capacity
development
and gender.
In addition,
other key areas
How is data
to be
obtained?
Example:
through a
survey, a
review or
stakeholder
meeting,
etc.
Level of
detail that can
be included
would depend
on the
practical
needs.
In UNDP this
information
can also be
captured in
Who is
responsible
for
organizing
the data
collection
and
verifying
data
quality and
source?
Systematic
source and
location where
you would find
the identified
and necessary
data such as a
national
institute, or
Development
Information.
Estimate
of
resources
required
and
committe
d for
carrying
out
planned
monitorin
What are the
risks and
assumptions
for carrying
out the
planned
monitoring
activities?
How may
these affect the
planned
needs to be
monitored
such as the
risks identified
in the planning
stage as well
as other key
management
needs.
the Project
Monitoring
Schedule Plan
from Atlas.
g
activities.
monitoring
events and
quality of
data?
Complementary Roles of Monitoring and Evaluation
Briefing the participants’ on the relationship between monitoring and evaluation the facilitator
outlined the following as the complementary roles of monitoring and evaluation.
Table 1.6
Monitoring
Evaluation
Clarifies program objectives.
Links activities and their resources to the
objectives.
Translates objectives into performance
indicators and set targets.
Routinely collects data on these indicators,
compares actual results with targets.
Reports progress to managers and alerts them
to problems
Analyzes why intended results were or were
not achieved.
Assesses specific causal contributions of
activities to results
Examines implementation process
Explores unintended results
Provides lessons, highlights significant
accomplishment or program potential, and
offers recommendations for improvement
The Evaluation Plan
Elements of the Evaluation plan
The following elements were outlined by the facilitator as key constituents of the evaluation
plan. They include:
Strategic: Clear logic and linkage to the results chain (outcomes and objectives)
Alignment with national and donor/partner M&E and other evaluative work (reviews and rapid
assessments);
Coverage adequate: Covers key issues to generate information for decision making and
accountability, and Includes all mandatory evaluations;
Realistic: Resources are available (human and financial) and the number of evaluations
manageable and allows for highly quality;
Relevant: Periodic review and update of the plan.
Session Five: Communicating Results In this session the facilitator took the participants’ through the reasons why it is relevant for
CSOs to develop communication plan in order to communicate effectively the outcomes of
projects.
The facilitator stated that a communication plan will ensure that development interventions
incorporate political, social and cultural diagnosis in their design and implementation. He added
that communication becomes a pillar of development that supports- better development
outcomes, real political participation in decision making, the information base for policy design
options, and an instrument for creating awareness of development priorities.
Furthermore, the facilitator indicated that to effectively communicate for results the communiqué
must be accurate and verifiable; coherent and clear; relevance and valuable; and remember the
audience/targeted groups. In addition, he emphasized that the process demands- listening, public
awareness, understanding, consensus, partnership and social ownership. More also, the
communication paradigm should be in the following format- Dialogue, Participation (at different
degrees), Two-way model (in addition to one-way) and Process-based (and analytical) rather
than product-focused. To further get the participants’ to understand the contents of the
communication plan and the formats, the facilitator used relevant examples to illustrate the
aforementioned formats. He also noted that, there are different communication types to serve
different purposes, amongst them are: Internal Communication (Creating a common platform for
messages and programs.), Institutional/ Corporate Communication (Communicating what we do
and how we do it; building trust in the institution and support for development.), Advocacy
Communication (Issue campaigns to accelerate action on key global public goods – including at
the country level.), and Development Communication (Integrating communication and assessing
political and development risks for more effective strategy and design leading to better
outcomes.).
Following from the communication types, the facilitator stated that, some organization chooses
to use logos peculiar to them, other uses stars or icons recognized nationwide or worldwide and
or cartoon characters to communicate messages.
The next stage of the session was the introduction of the concept of development communication
which the facilitator explained as “a process that builds consensus and facilitates the sharing of
knowledge to achieve positive change in development initiatives. It is not only about effective
dissemination of information but about using empirical research, two way communications and
dialogue among stakeholders. It is also a key management tool that helps assess socio-political
risks and opportunities. By using communication to bridge differences and take action towards
change, development communication can lead to successful and more sustainable results”.
Development Communication Helps Overcome Obstacles to Change and Reform through: Two-
way (cyclic) communication- informing and listening; Building consensus and active
constituencies; Building local capacity to communicate development issues; and Creating social
ownership.
In his explanation of the development communication the facilitator referred to a diagram
illustrating the methodological process for a development communication. The diagram is
presented below:
Diagram 1.5
Communication-Based Analysis, CBA
This is a research method probing empirical evidence and stakeholders’ perceptions in order to
assess the socio-political situation, cultural dynamics, identify opportunities, and risks.
Main Features of CBA
Identifies roadblocks for a project;
Assess the socio-political and cultural environment around the project;
Segments audiences based on their positions;
Communicati
on Based
Assessment
Communica
tion
Strategy
Design
Impleme
ntation
Evaluation
Indicators
Identify/analyse
/define:
Audiences/
Stakeholders
Risks
Opportunities
Needs
Solutions
Media/channels
ME indicators
Objectives
Select and design:
Comm.
Approaches
Messages
Learning systems
Carry out:
Media Production
Training activities
Message
Dissemination
Objectives Work Plan M& E Indicators
Assesses communication capacity of government, media, and others involved;
Identifies partners and local communication professionals;
Develops strategic guidelines for future communication plan.
Key Points to Consider
Remember you have a multi-annual programme (and presence) so don’t shy away from
telling a multi-annual story and including results that have ‘matured’ over the past year.
Tell a compelling story where possible and utilize the link to the new Success Stories
Remember the centrality of capacity development and touching lives to your donors.
Don’t omit this dimension in your reporting.
Don’t be inhibited by issues of attribution.
Remember you have a multi-annual programme (and presence) so don’t shy away from
telling a multi-annual story and including results that have ‘matured’ over the past year.
Tell a compelling story where possible and utilize the link to the new Success Stories
Remember the centrality of capacity development and touching lives to your donors.
Don’t omit this dimension in your reporting.
Don’t be inhibited by issues of attribution.
Do try to write in a way that will be intelligent to non-stakeholders of the intervention
Know you publics/readership or users of your reports
Focus on the demonstrable, transformational change that has occurred
Focus on high level results Try to involve entire organization
Let report be succinct
It is worth noting that in discussing the development communication, the participants’ discussed
the communication strategies adopted by their organizations and outlined some challenges.
Peculiar to the challenges is in relation to communication with the media. The participants’ noted
that many at times they organizations or officers have been misquoted in media reportage and
efforts to rectify this has been futile because the media houses refuse to send in reports for
confirmation before publishing.
Realizing that, it was a common trait within the media industry, the participants’ suggested that
WACSI organizes a Development Communication workshop for journalist to build their
capacities in that regard. The facilitator also emphasized on the need to establish stronger media
relations and set up an effective communication team that would produce clear communiqué.
Closing
The end of the session on development communication brought the three day workshop on
results-based management to an end. The participants’ were given 15 minutes to complete an
assessment form for the Institute. The training and capacity building officer of WACSI thanked
the facilitator for delivering a productive workshop and expressed his appreciation to the
participants’ for taking time to be a part of the workshop and contributing to the success of the
workshop. The facilitator also expressed his appreciation to the WACSI team for the assistance
and opportunity to facilitate the workshop, and to the participants for availing themselves and the
willingness to share ideas and experience.
On behalf of the participants’, Mr Iddrisu Idi a participant gave the vote of thanks. The
participants were each presented with a certificate of participation, training materials and a
WACSI T-shirt. A group picture was taken and the training workshop was brought to a close.
Appendix I: Group Exercise
Problem and Objective Tree
High
Mortality rate
Increased
school drop out
rate
Increase in
OVC/Child-
headed
Household
Burden on
Govt. Scarce
Resources
Less Skilled
labour
Problem Tree
High Incidences of HIV & AIDS Among Youths
Risky Sexual
Behaviour
Negative
Cultural
Practices
Gender
Inequality
Multiple Sexual
Partners
Permitted for
Males
Low Educational
Opportunities for
Girls
Better Job
Opportunity for
Boys
Low Negotiation
Skills for Girls
FGM & Male
Circumcision
Age-
grade/Initiation
Low
Knowledge of
contraceptive
Non-
availability of
condoms
Non-
availability
youth friendly
services
Substance
abuse
An HIV free youth population in G-Accra Region with:
Low Mortality
Rate
Students
Retention/Comp
letion of School
Reduction in
OVC
Burden on
Govt. Scarce
Resources
High Turn-out
of Skilled
Manpower
Appendix II: Workshop Agenda
DAY 1 WED 24/08/11
TIME
ACTIVITY OFFICER
RESPONSIBLE
8:30 – 9:00 Arrival, Registration WACSI
9:00-9:30 Opening of Training:
Welcome remarks/Announcements/House Keeping Matters
WACSI
9:30-10:00 Session 1
Introduction/workshop Expectations/Objectives Ground rules
Louis Kuukpen
10:00-10:30 TEA BREAK
10:30- 1:30
Session 2: RBM Methodology Definition of RBM and its importance to achieving
results Explanation of the RBM cycle: planning, monitoring and
evaluation and the concept of planning with the end in mind
Introduction to three key principles and challenges in results management
Making strategic choices Selecting level of results to focus on Maintaining organizational focus on results/evidence-
based decision-making
LK
1:30-2:30 LUNCH BREA
Objective Tree By 2012, Prevalence of HIV & AIDS among Young People
aged 15-35 reduced by 5% in G-Accra Region
Healthy Sexual
Lifestyle
Good Cultural Practices
Promoted
Gender Mainstreaming
Sensitization &
Promotion of
Healthy Cultural
Practices
Increased
Contraceptive
Condom
Messaging/Pro
motion Establishment of
Youth-
Friendly/ART
Services
Life Skills
Training
Preference for
Girl-Child
Education
Value
Clarification
Advocacy for
policy review
Access to
Equal Job
Opportunities
2:30-5:30
Session 3: Results Based Management for Managers/Understanding SMART Results
The Results Chain (programme logic) and the Results Strategy Map
Creating Results Strategy Maps for Programme Outcomes – discussion and practical examples
Identifying and managing risks and assumptions What are outcomes, outputs, activities, inputs? What
makes them SMART? – examples from actual results frameworks
LK
5:30- Tea Break
END OF DAY 1
DAY 2 THURS 25/08/11
TIME ACTIVITY OFFICER RESPONSIBLE
8:30-9:00 Recap of Key conclusions of Day One/ Questions,
Clarifications etc. LK
9:00-10:00 Session 4: Monitoring and Evaluating for Results Introduction to monitoring
LK
10:00-10:30 TEA BREAK
10:00-11:30
Session 4: Monitoring and Evaluating for Results (Cont.) Strengthening national capacity to monitor
(discussion and good practices) Monitoring at programme, outcome, and output
levels
LK
11:30-1:00 Session 4: Monitoring and Evaluating for Results (Cont.) Creating and financing the monitoring plans
LK
1:00-2:00 LUNCH BREAK
2:00-3:00 Group Exercise LK
3:00-4:30
Session 4: Monitoring and Evaluating for Results (Cont.) The Balanced Scorecard as a strategy
implementation and monitoring tool
LK
4:30-5:30 Group Exercise LK
5:30- Tea Break
END OF DAY 2
DAY 3 FRI 26/08/11
TIME ACTIVITY OFFICER
RESPONSIBLE
8:30-9:00 Recap of Day Two/ Questions, Clarifications etc.
LK
9:00-10:00 Session 5: Communicating Results Communicating results to internal and external
stakeholders LK
10:00-10:30 TEA BREAK
10:30-1:00 Session 5: Communicating Results (Contd.) Review of good practices and examples
LK
1:00-2:00 LUNCH BREAK
2:00-4:00
Session 5: Communicating Results (Contd.) Reporting - Strengthening ROARs (intro, to be
dealt with more in session 13)
LK
4:00-4:30 Closing Ceremony Closing address by WACSI and Presentation of
certificates WACSI
END OF WORKSHOP
Appendix III: List of Participants’: Results-Based Management Training Workshop for
CSOs in West Africa
No. Applicants’ Name Organisation Position Country E-mail/Contact 1. Umar Nuhu
Afram Plains Development Organisation (APDO)
Programme Director Ghana [email protected] 0209004441/0266550826
2. David Nkrumah-Boateng Campaign For Female Education (Camfed)
M & E Manager Ghana [email protected]/ 054 960 7873
3. John Nedjoh Care International M&E Officer Ghana 4. Gabriel Gbiel Benarkuu
Mission of Hope (MIHOSO) International
Executive Director Ghana [email protected], [email protected]/ 0208 500 975
5. Iddrisu Iddi
School for Life (SfL) M&E Coordinator Ghana [email protected]/ 0244 130 348
6. Osman Abdel-Rahman
Ghana Developing Communities Association (GDCA)
Executive Secretary Ghana [email protected]/ [email protected]/ +233 244 722 308
7. Rosemond Kumah
Ghana Developing Communities Association (GDCA)
Programmes Advocacy/ Communications Officer
Ghana [email protected]/ 233 244 710 538
8. John Obuaba Drama Network Project Officer Ghana [email protected]/ +233 244 047 692
9. Emmanuel Morna CARE INTERNATIONAL
M&E Advisor for the Agric and Food Security Programme in Northern Ghana
Ghana [email protected]/ 024 / 026 448 3107
10. Albert Assogba Hope for Future Generation Project Coordinator Ghana [email protected]/ +233 244 099 734
11. James Ayando Habitat for Humanity- Ghana Construction Quality Manager
Ghana [email protected]/ 0244 992 422
12. Adesunloro Gbenga Michael
Kids & Teens Resource Centre Program Coordinator Nigeria [email protected]/[email protected]/ +2348063041951
13. Katherine Adarkwa West Africa Civil Society Institute Administrator Ghana [email protected] 14. Aicha Araba Etrew West Africa Civil Society Institute Intern/ Rapporteur Ghana [email protected] 15. Louis Kuukpen UNDP Facilitator Ghana