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Social and Behavior Change Communication Organizational Sustainability Tool (SBCC-OST)

2015

Introduction to the Social and Behavior Change Communication

Organizational Sustainability Tool (SBCC-OST)

The SBCC-OST is a process for improving an organization’s capacity to design, implement and evaluate social and behavior change communication programs. This tool also helps organizations to understand fundamental organizational requirements, management systems and structures to ensure long term sustainability of the organization. This section of the guide explains what the tool is, how it differs from other capacity and management assessment processes, how organizations can benefit from using the tool, how the assessment instrument is organized, and how the process works.

A high quality SBCC organization delivers programs that respond to its clients’ needs and is able to adapt within an ever-changing financial and technical environment, identifying trends and anticipating new gaps while remaining committed to its mission and purpose. When an SBCC organization is positioned to navigate a complex system and deliver effective social and behavior change interventions to meet desired outcomes, we view the organization as having programmatic sustainability.

In addition to focusing on programmatic sustainability, the SBCC-OST helps organizations focus on their management practices to improve services and make the organization institutionally and financially sustainable.

Using this tool, an organization can assess its programmatic sustainability in Social and Behavior Change Communication, as well as its institutional and financial sustainability, and develop a concrete plan for making improvements.

The SBCC-OST allows an organization’s leadership—the director and senior managers—to put in motion a change process that involves staff from all the major divisions of the organization, as well as other key stakeholders who could contribute to an assessment. Working together they will:

• Assess the current status of 10 components of SBCC programmatic and organizational management;• Identify feasible changes that can make the organization more effective;• Develop specific plans to implement these changes;• Generate the staff buy-in needed to support the management improvements;• Monitor the results over time.

Unlike other assessments, where a consultant checks off boxes on an assessment instrument and then makes recommendations to the organization, this tool is a structured, participatory process that allows organizations to assess their own performance, select priorities based on their own goals and experiences, develop a concrete action plan for improvement, and carry out their plan. Because members at all levels of the organization are engaged, there is a richer picture of the current situation and more likelihood that the recommendations made by members within the organization itself will be carried out.

Who Should Use it?

This tool is designed for SBCC organizations. It can be modified for the unique circumstances of each organization. It is encouraged that organizations engage in both the SBCC programmatic sustainability workshop and the organizational sustainability workshop tool in order to gain a full picture of where the organization is today and how the organization can move towards sustainability.

There are two fundamental values that the organization must have in order for the process to be effective:

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• They are committed to listening to various points of view during the self-assessment and to use a consensusbased process for agreeing on the current state.

• They are willing to revise current plans in order to make improvements based on the learnings from the self-assessment and suggested priority actions.

• They believe that the organization can take action to improve its management, even though there may be someconstraints beyond its control.

Why Conduct the SBCC-OST?

The SBCC-OST may be conducted for a variety of reasons, including to identify priorities for capacity building, and measure change in organizational capacity over time (e.g. before and after capacity building interventions). This tool uses a participatory process to identify organizational strengths and weaknesses, and stimulate discussion amongst staff about the organization. Analyzing an organization’s abilities and needs can help determine priorities for support to improve SBCC programs, operations and performance. It is important to view this as an analysis of the current situation and an opportunity for learning and development, rather than an evaluation.

Analysis of data collected, at baseline and periodically thereafter, will provide:

1. Baseline data on the capacity of organizations.2. Data that can be utilized to develop a Capacity Building Action Plan for the organization. This will be done in

consultation with the organization’s management and staff.3. Data on future capacity levels of organizations, which can be compared with the baseline data.4. Evidence of demonstrable changes in the capacity of the organization resulting from HC3’s (and other)

interventions.5. Regular monitoring data on the capacity of organizations, which can be utilized by HC3 and its stakeholders in

making decisions. For example, to adjust the technical assistance provided to ensure that it is appropriate, andcontinues to address the needs of specific organizations.

Introducing the Tool

The tool gathers data on the capacity of an organization along a broad range of performance parameters. It comprises 5 SBCC programmatic components and 5 organizational management components. The components are:

SBCC Programmatic Components Organizational Management Components

Social and Behavior Change Communication Mission, Vision and Values Mobile Technology Strategies Social and User Generated Media Structure and Roles Advocacy Management Systems Monitoring and Evaluation Knowledge Management, Coordination and

Communication

The sub-components drill down into various aspects of the components. Gender is integrated appropriately throughout the tool. Each sub-component has a description and there are four possible stages at which the organization can be relating to this. The facilitators and participants should select the stage for which they feel the tool accurately reflects where the organization is, at the time of the workshop.

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SBCC-OST and the Change Process

Principles of Change

The change process comes from within the organization, as the result of an open exchange of views and a successful struggle to reach consensus. The SBCC-OST embodies four principles of managing organizational change, collected from literature on the subject:

The change process must meet a real organizational challenge. Change for its own sake is likely to be strongly resisted. Staff will generally support change when they perceive it as essential for resolving issues that affect their organization’s ability to live up to its mission. The process applies this principle by using the organization’s own staff, rather than outsiders, to identify the areas for change. The SBCC-OST also requires the organization’s director, along with a change leader and change team, to clarify the priority management issues, the rationale for changes, and the details of implementation that result from the process.

The change process must be “owned” and guided by key stakeholders. Stakeholders include those who are responsible for making decisions about changes and those who will carry out those decisions. To become supporters and effective implementers of the change process, stakeholders must accept the proposed changes fully and see themselves as integral to the success of the process. In the SBCC-OST process, this group is likely to begin with staff who have management responsibilities and take part in the workshop. These staff members “own” the change process fully, as it is they who conduct the management assessment, identify the changes to be made, and develop the plans, with the full support of the director. After the workshop, they will help mobilize their colleagues at all levels of the organization to understand, support, and implement the changes.

Short-term results can be milestones on the way to broader, more substantive changes. Sometimes organizations set goals or objectives for change that are so ambitious that the staff think they are unreachable. It is useful to break large goals or objectives into smaller segments and measure progress step by step along the way. The SBCC-OST is designed to foster smaller, feasible changes that will move an organization toward a higher stage of development.

The change process must be supported by staff with clear roles and accountability. An organization cannot make and sustain significant changes with casual, ad-hoc oversight. To keep the change process on track and monitor progress, it must be the long-term responsibility of one or more people who have been assigned this new role and whose performance will be judged, in part, by how successfully they carry out the assignment. The SBCC-OST action plan is overseen and monitored by a change leader and change team, whose authority comes from the director.

Principles of change underlie the entire process. A successful experience will bring about changes that begin during the workshop itself and continue long afterward.

Phases of the SBCC-OST Process PHASES KEY ACTIVITIES

Engagement During the engagement phase:

The organization’s Director and Leadership Team:

• reviews the SBCC-OST process to determine if the tool is appropriate for theorganization at this time;

• negotiates an agreement with the facilitators for all phases of the process;• determines whether the full SBCC-OST will be used or just one of the

sections (i.e. either the SBCC programmatic sustainability analysis or thefinancial/institutional sustainability analysis);

• modifies the tool as needed with the facilitators;• identifies a change leader: a staff member who will champion the changes that

emerge from the workshop(s).

The Facilitators:

• become familiar with the organizational and cultural environment todetermine if the SBCC-OST is appropriate;

• collect background documents

Preparation To prepare for the workshop(s):

• The Director identifies the workshop participants.• The facilitators adapt the SBCC-OST instrument as needed.

Launch Meeting

• The Director and Leadership Team call a staff meeting to introduce the topicand why SBCC programmatic sustainability as well as institutional andfinancial sustainability is important.

• The facilitators introduce themselves and explain the purpose of the SBCC-OST.

• Participants have the opportunity to ask questions, express any doubts orconcerns before the workshops begins.

SBCC-OST Workshop

The five-day SBCC-OST workshop serves to:

• Assess programmatic status: Where are we now?• Set priorities: Where are we headed?• Develop an action plan: How will we reach our objectives?• Initiate change: How will we manage the needed changes?

PHASES KEY ACTIVITIES

Follow-Up To follow up after the workshop:

• The facilitators submit a written report of the workshop.• The director and facilitators negotiate an agreement for any additional

follow-up activities.• The director and the change team hold a debrief meeting to inform the entire

staff and engage them in the plan for change.• The director and staff integrate the SBCC-OST action plan into annual

operational plans.• The change leader and the change team guide the implementation of the

action plan.• The change leader and change team monitor the implementation of the plan

and revise it as needed.• The organization holds a follow-up review and planning session at an

identified time (usually six months or one year later).

Pre-Workshop Preparation

The organization should be requested to prepare the following documents (if they exist), which

should be reviewed by the facilitator before and during the assessment, as pieces of evidence, to

verify the findings from the group discussion:

REQUIRED DOCUMENTS

Social and Behavior Change Communication

Documents required before Documents required the TOOL during

2-3 examples of a Communication Strategy

linked to current interventions and/or

activities

the workshop

Information on staff structure, education and

skills relevant to SBCC

2-3 examples of a creative brief Information on SBCC theories and

application to current programming

Social Media and/or ICT Strategy linked to

current programming, if applicable

Information on how a program or

intervention is designed

Advocacy Strategy or approach linked to

current programming, if applicable

Information or documentation on application

of an SBCC framework or model to current

programming

Knowledge Management Strategy for

organization, if applicable

Information on the current process used for

materials development and design

2-3 examples of a literature reviews Information on the processes used in

community mobilization and/or training

Example of a Monitoring and Evaluation

plan linked to a current intervention and/or

activity

2-3 current programmatic examples

2-3 examples of program budgets linked to a

current intervention and/or activity

Information on how SBCC theory is applied

to ICT use in programs, if applicable

Examples of ICT use in programming, if

applicable

Examples of social and participatory media

used in programming, if applicable

Information on the advocacy process, if

applicable

Information or documentation on application

of an advocacy framework or model to

programming

2-3 examples of press releases used in

advocacy efforts

Examples of policy briefs, case studies or

other documents that capture advocacy

efforts

Financial/Institutional Sustainability

Documents required before Documents required the TOOL during

Vision and Mission Statements

the workshop

Example personnel file including job

description, performance appraisal and staff

development plan

Strategic Plan Information about Board composition and

minutes of Board meetings

Annual work plans and reports Organizational policies and procedures

(various)

Audited financial statements Financial reports

Evaluation and assessment reports Resource mobilization strategy

Organogram

M&E plans and M&E framework

Note: For the both the SBCC and organizational list, required documents will be dependent on which components the organization chooses to take part in. Not all documents may be required.

Anticipated Outcomes of the Workshops

By the end of each workshop, participants will have come to agreement on how well the

organization is functioning and will have planned activities for making improvements. The specific

outcomes for each workshop include:

• Consensus on the current stage of development of the 10 components;

• A prioritized list of the sub-components to be improved within a specified time period;

• An action plan for improving the selected sub-components, identifying the broad activities,

timing, resources, and people responsible for completing the activities, as well as data that

provide evidence of success;

• Identification of a change leader and change team who will lead the implementation of the

action plan and monitor progress;

• Agreement on post-workshop assistance from the facilitators (by phone or e-mail).

1 | O r g a n i z a t i o n a l M a n a g e m e n t T o o l

Organizational Management Tool

1.0 Mission, Vision and Values

OD Component Stages of Development and their Characteristics Current

stage Evidence

Stage 1 Stage 2 Stage 3 Stage 4 1.1

Mission

We don’t have a mission statement.

Some managers and staff can state what the organization’s mission is, but we haven’t all agreed on them.

We have a written mission statement, but it is too broad for guidance in decision making about resource allocation or the pursuit of opportunities.

Our mission is not widely known by staff at all levels and may only be communicated externally in specific contexts (e.g. proposals to donors when specifically requested).

We have a written mission statement.

Managers and staff can explain how the organization’s activities are related to the mission. programme Proposals to donors, website, and both internal and external communications include the mission statement.

The mission is used in making decisions about resource allocation and which opportunities to pursue.

1.2

Vision

We don’t have a vision.

Some managers and staff have a vision for the organization, but we don’t have a formally agreed upon organisational vision.

We have a vision statement but it is not widely known by staff at all levels.

We use it primarily in external communications (e.g. proposals, website, newsletters).

We have a vision statement that most staff can cite at least partially.

We review it periodically as part of our strategic plan monitoring process.

Managers and staff refer to our vision and can explain how the work of each staff member aligns with the broader vision.

Our external and internal



stage Evidence

Stage 1 Stage 2 Stage 3 Stage 4 communications prominently display our vision.

1.3

Values

We have never defined our organization’s values and ethical principles.

We have defined our values and ethical principles but they are not generally known or followed – there are no consequences to violations of values and principles

We developed our values and ethical principles in a collaborative fashion so everyone has bought in to them.

Managers up and down the organizations frequently remind staff to live up to them.

Our leadership models the values and ethical principles and hold each other and staff accountable

1.4

Gender Awareness

There is no concept of gender awareness in the organization.

Organization provides a one-time or basic training to some of its employees to raise awareness about gender in the workplace and in the activities undertaken but there is no follow up and violations go undetected or unreported.

Organization provides periodic but optional training and refreshers to enable employees to understand their own gender values, as well as how to incorporate a gender lens to their work.

Organization provides ongoing gender awareness training and is applying this to workplace policies and procedures as well as to external work.

Violations are reported and dealt with.


2.0 Strategies


stage Evidence Stage 1 Stage 2 Stage 3 Stage 4

2.1

Strategic Directions for

the Organization

We don’t have any long term strategic directions for the organization.

Our top leadership has set the long term strategic directions for the organization.

These may be followed or abandoned in response to demands or opportunities created by external actors.

We have long term strategic directions for the organization that were created with input from key stakeholders.

We use these strategic directions to make decisions about resource allocation and opportunities to pursue.

We have long term strategic directions that were created with input from key stakeholders and a thorough exploration of our strengths, weaknesses as well as trends, opportunities, threats in the external environment


3.0 Structure and Roles


stage Evidence Stage 1 Stage 2 Stage 3 Stage 4

3.1

Structure: Lines of

Authority and

Accountability

We operate informally, without specified lines of authority and accountability. Most staff report directly to the chief executive.

We have an organisational chart with lines of authority and accountability but on a day to day basis these are either irrelevant or ignored.

We have a current organisational chart that specifies lines of authority and accountability.

Temporary project structures or practices of bypassing supervisors may create confusion, duplication or gaps that are difficult to address.

We have an organisational chart or similar document (found in the organization’s manual of policies and procedures).

We revisit it when our organization expands or retracts or when authority and accountability is challenged.

3.2

Decision-Making

Our most senior staff make all significant decisions without involvement of those affected by them.

Our most senior staff make all significant decisions after listening to the views of affected staff members.

Our mid-level staff members are encouraged to make and carry out significant decisions regarding their own work and the work of their teams.

Most decisions affecting the work of the organization are made at the level where these decisions are executed.

3.3

Leadership

Leadership is the exclusive domain of our founder or executive director. The expectation is that this person knows how to lead.

Leadership is expected of the founder or executive director and his or her direct reports who are expected to have these skills.

Leadership is expected at both senior and mid-levels.

Opportunities to develop or strengthen leadership skills are available to staff in these positions.

Leadership is expected at all levels of the organization.

Staff at all levels are encouraged and supported to develop their leadership skills.

3.4

Governance: Board of

Directors (BOD)

We don’t have a Board of Directors

Our BOD is comprised of the founder and/or persons chosen by the founder.

We don’t have a formal

Our BOD is made up of representatives from key stakeholder groups and/or constituted based on skill and influence characteristics that will

Stage 3 characteristics plus:

The Board approves and monitors our strategic plan and is engaged in


terms of reference for our Board members.

Board meetings are irregular and informal.

help us advance our mission.

There are terms of reference for the Board members.

The Board holds regular meetings with agendas sent ahead of time and minutes taken and approved.

assuring sufficient financial resources to fulfill our mission and move towards our vision.

The BOD holds the Executive Director and senior leadership team accountable for the quality of our work and the management of our resources.

3.5

Roles and

Responsibilities

Our staff don’t have job descriptions or clear roles and responsibilities.

Work is assigned on an ad-hoc basis, according to the perceived needs of the moment.

Some of our staff have job descriptions but for most staff roles and responsibilities are fluid.

All staff have job descriptions and roles and responsibilities are defined in a policy and procedures manual.

We periodically review job descriptions and ensure that roles and responsibilities are clear.

Job descriptions are linked to our organization’s strategic directions.


4.0 Management Systems


stage Evidence


Operational (or work)

Planning

Most of our organisational activities are unplanned and/or without predetermined budgets.

We develop annual operational plans and budgets only for projects that are externally funded.

We have an annual plan and budget for how to spend our organization’s resources.

We go through an annual planning and budgeting cycle that is fully aligned with our strategic directions of our current strategic plan and closely monitored.

4.2

Personnel

Administration: Policies

and Procedures

We don’t have policies or procedures on job classification, salaries, hiring, promotion, grievances, or work hours. We are not systematically collecting and tracking employee data.

We have basic personnel administration policies and procedures (on some of the topics mentioned under stage 1) but they are not fullyoperational.

We track some employee data.

We have policies and procedures for managing Human Resources related to most of the topics listed under stage 1.

We have a simple system for collecting and tracking employee data.

We have an HR policies and procedures manual that is followed.

We have a secure employee data system.


4.3

Recruitment and

Diversity

Our hiring practices are not transparent.

There is a tendency to hire members of privileged and/or dominant groups over minorities.

We have some recruitment policies and procedures in place to make our recruitment more transparent but these aren’t necessarily followed or enforced.

Lip service is paid to staff diversity with only token representatives from minority groups.

We have written policies about transparent recruitment practices, including equal opportunity. We try to adhere to those.

However, our overall staff make-up still represents the dominant majority of the region or country, though minority presentation is beyond the ‘token’ level.

Our organization has written policies and procedures for recruitment and hiring that include an equality opportunity policy.

All staff are aware of the policy and all hiring managers have received training in their application and compliance is enforced consistently without concern for rank and status.

Where possible and relevant (in light of our mission) we strive to hire members of our target group as staff.

4.4

Staff Performance

We don’t systematically review staff performance, nor are we dealing transparently with underperforming staff or distributing rewards (bonuses, benefit, salary increases and/or privileges).

We evaluate some staff informally and irregularly against broad areas of accountability.

Reasons for rewards and sanctions are not communicated or transparent.

We have a process for evaluating staff performance but it doesn’t apply equally nor consistently to all staff.

There appear to be no consequences for ignoring tis process.

Staff development, salary increases and bonuses (if any) are not linked to performance evaluations.

We have a formal staff performance evaluation system for all staff which is strictly enforced.

Salary increases and bonuses (if any) are directly linked in transparent ways to performance evaluations.


4.5

Monitoring and

Evaluation

We don’t routinely monitor and evaluate our programmes and projects.

We recognize the importance of monitoring and evaluating our work but it is not a habit, nor do we have the systems or staff capabilities to do so.

We only monitor and evaluate those projects where external funders require it.

We have limited staff capability and systems to do so.

We monitor and evaluate all our work, including our strategic plan and use the results to learn and improve our performance.

4.6

Information

Management: External

Reporting

We have no capacity for the collection, storage, management and retrieval of data needed to produce timely and quality reports to external stakeholders.

We have basic data storage, management and retrieval systems in place to produce required reports to external stakeholders but lack staff capacity to write quality reports in time.

We have basic data storage, management and retrieval systems in place to produce required reports to external stakeholders and staff capacity to write reports but we often miss deadlines and quality of reporting is uneven.

We have data storage, management and retrieval systems in place to produce required reports to external stakeholders, as well as staff capacity to submit accurate and timely reports.

4.7

Information

Management: Internal

use of Information

We do not use reports for management and programmatic decisions.

Those who submit required reports usually don’t receive feedback from their managers. Some managers use the information in the reports to make decisions.

All managers are expected to give regular feedback to staff who submit required reports, and to use the information in the reports as a basis for decisions.

Staff members who submit reports consistently get prompt feedback. With their managers, they analyze the information and use their findings to analyze trends, improve management and performance, and achieve outcomes.


4.8

Financial Management

Budgets are developed without input from programme managers. The finance system does not accurately track expenditures, revenues, and cash flow.

Budgets are usually developed with input from programme managers. The finance system tracks expenditures, revenues, and cash flow by line item (e.g., salaries, utilities, materials), without links to programme outputs or services.

Financial staff develop budgets in conjunction with programme managers. The finance system tracks expenditures, revenues, and cash flow by line item, with some links to programme outputs and services.

Programme managers work with financial staff to develop budgets that support programmatic decisions. The finance system presents an accurate, complete picture of expenditures, revenue, and cash flow in relation to programme outputs and services. Managers make decisions based on actual cost of operations.

4.9

Revenue Generation

We have one single source of revenue, usually one large funder, whose mandate shapes our strategic directions.

We recognize the need to diversify our funding in order to pursue our strategic directions but have not been successful yet.

We receive 80% of our funding from one source and 20% combined from several other sources.

We are successfully pursuing a business model that includes various ways of generating revenue to meet current and future needs as indicated in our strategic plan.

4.10

Supply Management

We have no system in place to procure, track, or regulate the supplies we need to do our work (clinical, pharmaceutical, or office).

We have a basic system in place to track the flow and use of supplies.

Only one or two people know how to operate it.

We have a supply system in place that allows us to forecast and procure supplies in relation to their demand and use.

Some staff have been trained to use the system.

We have trained staff who consistently use the supply system to forecast future requirements, reduce gaps, and prevent stockouts.


5.0 Knowledge Management, Coordination and Communication


stage Evidence


Knowledge Exchange

We do not have a mechanism for knowledge exchange, nor is it a priority at this time.

We consider knowledge sharing and managing important. However it is mostly done informally and interpersonally rather than systematic.

We have some structured, formal mechanisms for internal knowledge exchange (After Action Reviews, training, workshops, presentations, meetings, mentoring etc) used by some staff.

However many staff do not take advantages of these mechanisms and tools.

We use structured, formal mechanisms for internal and external knowledge exchange (After Action Reviews, training, workshops, seminars, presentations, meetings, mentoring, website, online learning etc). Knowledge exchange mechanisms are utilized by staff and time is set aside to share and learn.

5.2

Knowledge

Management (KM)

We do not have a knowledge management system.

We recognize the importance of a KM system but we don’t have consistent approaches across the various parts of our organization.

We have a formal knowledge management repository and system that is used to capture and document knowledge gained from programme implementation and learning.

However, the KM system is not widely known about or well utilized.

We have a formal knowledge management repository and system that is used to capture, document and disseminate knowledge gained from programme implementation and learning.

The KM system is widely known about and often used to inform programme design and for organisational learning. Knowledge gained benefits the organization.


5.3

Coordination: Internal

There is poor internal coordination – separate projects and technical programmes function in parallel without consultation.

There is some internal coordination between various parts of our organization through periodic meetings but this depends mostly on personal relationships and individual initiative.

We strongly encourage internal coordination between various parts of the organization through staff meetings, electronic media and or newsletters. We have reduced overlap, misunderstandings and duplications as a result.

We are well coordinated internally through a variety of means.

We are aligned around our strategic plan, using common frameworks and speaking with one voice to external stakeholders.

5.4

Coordination: External

We work pretty much on our own. We don’t know who else is doing similar, complementary or overlapping work in our geographical area(s).

We are aware of other organizations doing similar, complementary or overlapping work in our geographical area(s).

We occasionally meet with some of them to discuss collaboration of some kind.

We are quite familiar with other organizations that are doing similar, complementary or overlapping work in our geographical area(s).

We consult with each other to learn and serve our clients better.

We consult frequently with other organizations that are doing similar, complementary or overlapping work in our geographical area(s) in order to look for synergies, fill gaps and avoid duplication.

We are a member of one or more NGO networks.

5.5

External Communication

and Public Relations

We have no organisational strategy regarding external communications or public relations.

Our communications with external audiences are ad hoc, triggered by events and often unplanned or poorly planned. There is no formal strategy that key staff and Board have agreed on.

We have a communication and/or public relations strategy which has been formalized/ documented but is not comprehensive or widely known by staff members.

Some efforts have been made to identify and communicate key messages however there are often deviations from these.

Organization has an external communication and/or public relations strategy which has been formalized/ documented and is comprehensive and known by most staff.

The organization has performed a stakeholder analysis and identified priority stakeholders at local levels and identified key messages which are consistently communicated.

1 | S B C C T o o l

Social and Behavior Change Communication Tool

1.0 Social and Behavior Change NOTE: The use of the word intervention can refer to campaigns, programs and/or projects.

SBCC Component Key Steps or Elements Stages of Development Current

Stage Evidence

Stage 1 Stage 2 Stage 3 Stage 4

1.1

Situation Analysis

When conducting a situation analysis, which steps does your organization use?

1. Conduct a baseline and/orformative research toestablish knowledge, attitudesand practices of targetaudience.

2. Conduct a review of relevantstudies.

3. Assess existing policies andprograms.

4. Learn about active andavailable communicationchannels.

5. Identify partners and allies.6. Assess organizational

capacities.7. Be sensitive to possible

gender differences and makesure all viewpoints arerepresented

8. Summarize the understandingof the problem into a problemstatement.

We do not use any of the key steps.

We use 2-4 of the key steps but cannot clearly articulate them.

We use 4-6 of the key steps and can clearly articulate them.


List the number associated with the key steps:

1.2

SBCC Theory

When designing an SBCC intervention, how does your organization apply a behavior change model/theory and theoretical framework?

N/A

We do not use theory to guide our interventions.

We use a theory to guide our intervention design but it is not a behavior change theory.

We use a few theoretical constructs from behavior change theories to guide our intervention design.

We use a behavior change theory or theories to guide our intervention design.

List the SBCC theory(s):

2 | S B C C T o o l

1.3

SBCC Strategy

Design

When designing an SBCC strategy, which key elements does your organization include?

1. Communication objectives2. Audience segmentation3. Program approaches and

positioning4. Communication channels 5. Structural and communication

interventions6. Implementation plan and

timeline7. Monitoring and evaluation

plan8. Dissemination plan

We do not use any of the key elements.

We use 2-4 of the key elements but cannot clearly articulate them.

We use 5-6 of the key elements and can clearly articulate them.


List the number associated with the key elements:

1.4

Design Process

What process does your organization use when designing an SBCC strategy?

N/A

We do not have a formal SBCC Strategy document.

The SBCC Strategy is designed based on internal/institutional understanding of local priorities.

The SBCC Strategy is designed with some of the key stakeholders based on informal conversations and meetings.

The SBCC Strategy is designed together with a group of program partners, decision-makers, audience members, and technical experts. The entire team comes together at crucial points in the planning and implementation process.

1.5

Gender and

Planning

When designing an SBCC Strategy, how does your organization include gender?

N/A

We do not include gender in the SBCC Strategy.

We agree that gender should be included but most people are not clear what that means.

We include gender in the SBCC Strategy but it does not, in reality, guide activities.

We include gender the SBCC Strategy design. Gender equity is the underlying approach and is reflected throughout the communication plan.

3 | S B C C T o o l

1.6

Communication

Channels by

Audience

When designing an intervention, how does your organization identify communication channels?

N/A

We do not identify channels by audience.

We identify channels for one audience based on what we think the audience would utilize.

We identify channels per target audience based on what we think the audiences would utilize.

We identify appropriate channels per target audience based on media habits as validated by data.

1.7

Communication

Channels and

Coordination

When designing an intervention, how does your organization use multiple channels?

N/A

We do not use more than one channel for communication.

We use more than one channel - mass media, community mobilization, ICT or interpersonal communication- but they work individually and are not coordinated.

We use more than one channel - mass media, community mobilization, ICT or interpersonal communication- in order to support an intervention but they are not always coordinated.

We achieve scale through coordination of channels by using mass media tied to community mobilization, ICT and interpersonal communication among multiple audiences.

List the channels:

1.8

Program or

Campaign Budget

When designing an intervention, how does your organization develop a budget?

N/A

We do not develop a budget.

We do not develop a budget prior to the start of the intervention but keep track of costs as goes along.

We develop a budget based on assumed costs but do not always keep track of costs along the way.

We develop a realistic budget based on previous experience and periodically adjust it based on actual costs.

4 | S B C C T o o l

1.9

Product Design

When designing communication products/ materials, which key steps does your organization use?

OR

When revising existing communication products/ materials, which key steps does your organization use?

1. Conduct inventory of existingmaterials.

2. Host a participatory processthat facilitates agreement ondesign or revisions.

3. Develop creative briefs.4. Create draft concepts and

materials for audiencepretesting.

5. Test concepts and materialswith intended audience andkey decision-makers.

6. Share results of pretest withthe creative team andstakeholders.

7. Revise materials based onfeedback.

8. Re-test materials to make surerevisions resolve key issues.


We use 2-4 of the key steps but cannot clearly articulate them




1.10

Product/ Material

Design and Gender

When designing SBCC interventions and products/ materials, how does your organization include gender?

N/A

We do not include or consider the impact the interventions and products/ materials may have on gender issues.

We include or consider one gender when developing interventions and products/ materials so not to reinforce gender stereotypes.

We include or consider the different needs of men and women when developing interventions and products/ materials, and design them accordingly.

We include or consider the different needs of men and women when developing interventions and products/ materials in order to change harmful gender norms specific to country context.

1.11

Intervention

Planning and

Implementation

How are SBCC interventions planned and implemented within your organization?

N/A

We do not have an implementation plan.

Most organizational activities are decided on short

We develop a rough implementation plan for some intervention areas.

The plans are developed to meet funders’ requirements.

We develop an implementation plan for each intervention area.

The individual plans do not always link to the SBCC Strategy.

We develop an implementation plan for all intervention areas.

The plan is reviewed and adjusted on a routine basis.

5 | S B C C T o o l

notice or reactive to external demands.

The individual plans link to a larger strategic communication plan and opportunities are identified to link.

1.12

Partner

Mobilization and

Coordination

When implementing your interventions, which steps does your organization follow when working with partner organizations?

1. Make sure each partner understands their role.

2. Identify a program lead whoseresponsibility is to facilitatethe process.

3. Identify partner needs andconduct training as necessary.

4. Keep partners updated. 5. Share credit for good work.6. Monitor activities.7. Prepare for further evaluation

activities.


We use 2-4 of the key steps but cannot clearly articulate them.


We use 5-67of the key steps and can clearly articulate them.


1.13

Training Needs

When designing an SBCC Strategy, how does your organization identify necessary training needs of self and partners? N/A

We assume our staff and partners are prepared and able to implement the plan.

We identify what the training needs are to implement the communication plan but do not provide a clear plan for how these needs will be met.

We identify what the training needs will be to implement the plan and develop a plan on how these needs will be met.

We identify what the training needs will be to implement the plan and develop a plan on how these needs will be met.

We follow-up to make sure the necessary training takes place and staff and partners have the capacity to implement the strategy.

6 | S B C C T o o l

1.14

Training

If your organization trains others, which key elements does your organization use?

1. Establish training sessionobjectives that are SMART.

2. Include relevant stakeholders. 3. Use a participatory process.4. Use adult learning

methodologies. 5. Evaluate the training (for

example, using Kirpatrick’sfour levels of evaluation- reaction, learning, behaviorand results).

We do not use any of the key elements

We use 2-3 of the key elements but cannot clearly articulate them




7 | S B C C T o o l

2.0 Mobile Technology NOTE: The use of the word intervention can refer to campaigns, programs and/or projects.

SBCC Component Key Elements or Stages Stages of Development Current

Stage Evidence

Stage 1 Stage 2 Stage 3 Stage 4

2.1

Mobile Voice and

Text Messaging

How does your organization use/plan to use mobile voice technology or text messaging in your interventions?

Mobile voice

technology may

include: Phone calls,

Automated voice

messages, Integrated

voice response

Mobile text messaging

includes One-way

push messaging,

Interactive messaging

N/A

We do not use or do not plan to use any mobile voice technology or text messaging.

We plan to use mobile voice technology or text messaging but are not currently using it.

We are currently using at least one form of mobile voice technology or text messaging.

We use multiple mobile voice technology and text messaging through an integrated approach with existing intervention activities.

List voice technology and text

messaging:

If your organization does not use or plan to use mobile voice or text messaging, skip to Question 3.1

2.2

Situation Analysis

and Mobile

Technology

When conducting audience segmentation for mBCC, which key steps does your organization use?

1. Conduct a baseline and/ orformative research toestablish knowledge,attitudes and practices oftarget audience.

2. Conduct a review ofdemographic,epidemiological, sociological,economic and other relevantstudies.

3. Identify the health problemthat is trying to be solved.

4. Identify the desired behavior.

We do not use key elements

We use 2-6 key elements but cannot clearly articulate them

We use 6-10 key elements and can clearly articulate them.


8 | S B C C T o o l

5. Assess potential barriers tothe program.

6. Assess existing policies andprograms.

7. Identify partners and allies atthe national and local levels.

8. Assess organizationalcapacities.

9. Explore cost of use. 10. Determine if mobile phones

are appropriate for theprogram.

11. Identify the added value toexisting and plannedprogramming.


2.3

External

Assessment and

Mobile Technology

When assessing the external environment for mBCC, which key elements does your organization use?

1. Identify telecommunicationpolices that are relevant tothe program.

2. Establish data ownershippolicies in relationship toprivacy and confidentiality.

3. Identify donor's who have avested interest.Identifyimplementing and privatesector partners.

4. Explore the role ofgovernment agencies in-country.

5. Assess personal privacyissues.

6. Explore anonymity.7. Develop a strategy for user

enrollment.

We do not use the key elements.

We use 2-4 key elements but cannot clearly articulate them.




2.4

Internal Assessment

and Mobile

Technology

When assessing the internal environment for mBCC, which key elements does your

1. Determine security needs andissues.

2. Follow guidelines or policieson government orinstitutional review arounduser protection.

3. Agree upon partner controlsand sharing of information.

4. Consider cost and scale of theprogram in relationship to





List the number associated with

9 | S B C C T o o l

organization use? budget. 5. Determine organizational

capacity including, technical, infrastructure and human resources for the program.

the key elements:

2.5

Audience

Segmentation and

Mobile Technology

When conducting audience segmentation for mBCC, which key elements does your organization use?

1. Identify and prioritize primaryand secondary audiences.

2. Identify audience access and ownership to mobile phones.

3. Explore literacy levels. 4. Explore mobile literacy levels.5. Determine common

characteristics.6. Identify current practices.7. Consider potential privacy

issues. 8. Determine the cost/ benefit

for the user. 9. Examine user perceptions of

mobile phones.






2.6

Behavior Change

Objectives and

Mobile Technology

When developing communication objectives for mBCC, which key elements does your organization use?

1. Develop objectives that areSMART

2. State the behavior changethat will meet the audience'shealth needs.

3. Be realistic about how mobilephones can support behaviorchange.

4. Determine the time frame forchange.

5. Identify indicators that track changes and meet programobjectives.






2.7

Mobile Technology

Message

Development

When developing messages for mBCC, which key elements does your

1. Identify or conduct relevantformative research.

2. Develop a creative brief toinform message development.

3. Engage a creative agency tocraft and produce messages.

4. Pretest messages withintended audiences.

5. Consider channel in length of

We do not use any key elements.




10 | S B C C T o o l

organization use? message. 6. Maintain consistency with

larger communication program.

7. Ensure accuracy of messages. 8. Ensure credibility of

messages. 9. Include local languages and

language options wherepossible.


2.8

Mobible

Technology Tools

When identifying technology and tools for mBCC, which key elements does your organization use?

1. Identify which type ofinformation flow is mostrelevant.

2. Determine which format isbest for the program.

3. Consider the capacity of theformat.

4. Consider the implications ofthe format.

5. Identify which approach ismost appropriate.

6. Determine the "effectivefrequency" needed to reachthe program goal.

7. Employ multiple channels ofcommunication.

8. Determine which platformand application will be mostuseful.

9. Understand the organizationalcapacity in relationship to thetools and technology.






2.9

Monitoring and

Mobile Technology

When implementing mBCC interventions, how does your organization monitor the intervention.

N/A

We do not monitor mBCC interventions.

We establish indicators and check them at the end of the intervention.

We establish indicators and check them at mid-term and end of intervention.

We routinely monitor that ICTs are functioning properly, indicators reflect program objectives, and program is adjusted throughout to


make sure objectives are met.

2.10

Privacy and Mobile

Technology

How does your organization protect health or personal identifiable information you may be collecting?

Protection

mechanisms may

include:

• Exploringownership vs.access

• Password-protectingcomputers

• Password-protectingdatabases and/orapplications

• Encrypting datastored in thedatabase

• Encrypting dataduringtransmission to orfrom a device.

• Training to knowwhat data issensitive and howto ensure securityis maintained

• Limiting access todata

N/A

We do not have protection mechanisms in place.

We know the importance of implementing privacy mechanisms, but are not currently using them.

We know the importance of implementing privacy mechanisms, including ownership vs. access, and are currently using one mechanism to protect important and personal information.

We know the importance of implementing privacy mechanisms, including ownership vs. access, and know the information to be protected. We use multiple mechanisms or layers to protect important and personal information.

List the mechanisms used:

2.11

Gender and Mobile N/A

We do not include issues around

We assume we understand the

We collect data regarding cultural

We collect data regarding cultural


Technology

How does your organization consider social and cultural norms, and gender in order to prevent gender based violence and stigmatization?

social and cultural norms,.

cultural norms, issues of privacy, or confidentiality, but do not gather data from target audience.

norms, issues of privacy, and confidentiality from target audience but do not always use it to inform intervention design.

norms, issues of privacy, and confidentiality, from target audience and use that data to inform intervention design.


3.0 Social and User-Generated Media NOTE: The use of the word intervention can refer to campaigns, programs and/or projects.

SBCC Component Key Elements or Steps Stages of Development Current

Stage Evidence


Multimedia, Web

and Social Media

How does your organization integrate the use of consumer multimedia, Web or social media for use in your interventions?

Multimedia electronics

may include:

1. Digital cameras

2. Voice recorders

3. Smart phones

Web tools may

include:

4. Website

5. Online databases

6. eLearning

Social media tools may

include:

7. Facebook

8. Twitter

9. LinkedIn

10. Google +

11. Pinterest

12. Youtube/ Vimeo/

DailyMotion/

MetaCafe (Video-

on-demand)

13. Yammer

14. Flikr/ Picasa/

N/A

We do not use nor do not plan to use multimedia tools.

We plan to use multimedia tools but are not currently using them.

We are currently using at least one multimedia tool but they are not linked to the overall strategic communication plan.

We use one or more multimedia tools through an integrated approach with the overall strategic communication plan.


Instagram/ Vine

(photo and micro-

video hosting and

sharing)

15. Wikipedia/ Quora

(Knowledge

sharing)

16. Slideshare/ Prezi

(online

presentation

sharing)

17. Soundcloud

(online audio

sharing)

18. Non-US Based

Social Media

Network

19. Others

List the number associated with the multimedia tools:

If your organization does not use or plan to use mobile voice or text messaging, skip to Question 4.1

3.2

Social and User

Generated Strategy

Design

How does your organization use a strategy to guide social and user generated media?

N/A

We use social and user-generated media, but we do not have a strategy.

We use social and user-generated media and are in the process of creating a social and user-generated media strategy.

We have a social and user-generated media strategy but it is not well integrated into current intervention areas.

We have an integrated social and user-generated media strategy that is integrated into interventions goals as well as their communication strategy. The strategy is revisited on a continuous basis to ensure the social and user-generated media is working.


3.3

Situation Analysis

for Social Media

When conducting audience segmentation for social and user generated media, which key elements does your organization use?

1. Conduct a baseline and/ orformative research.

2. Conduct a review ofdemographic,epidemiological, sociological,economic and other relevantstudies.

3. Identify the health problemthat the organization is tryingto solve.

4. Identify the desired behavior.5. Assess potential barriers to

the program. 6. Assess existing policies and

programs. 7. Identify partners and allies at

the national and local levels.8. Assess organizational

capacities.9. Explore cost of use. 10. Determine if social and user-

generated media isappropriate for the program.

11. Identify the added value toexisting and plannedprogramming.

We do not use any of the key elements.

We use 2-6 of the key elements but cannot clearly articulate them.




3.4

External

Assessment for

Social Media

When assessing the external environment for social and user generated media, which key elements does your organization use?

1. Identify social and user-generated polices that arerelevant to the program.

2. Identify donor's who have avested interest.

3. Identify implementing andprivate sector partners.

4. Explore the role ofgovernment agencies in-country.


We use 1 key element but cannot clearly articulate them.




3.5

Internal Assessment

for Social Media

When assessing the

1. Follow guidelines or policieson government orinstitutional review arounduser protection.


We use 1 key element but cannot clearly articulate them.




internal environment for social and user generated media, which key elements does your organization use?

2. Agree upon partner controlsand sharing of information.

3. Consider cost and scale of theprogram in relationship tobudget.

4. Determine organizationalcapacity including, technical,infrastructure and humanresources for the program.


3.6

Audience

Segmentation for

Social Media

When conducting audience segmentation for social and user generated media, which key elements does your organization use?

1. Identify and prioritize primaryand secondary audiences.

2. Identify audience access andownership to mobile devicesand computers.

3. Explore literacy levels. 4. Explore mobile and computer

literacy levels. 5. Determine common

characteristics.6. Identify current practices.7. Consider potential privacy

issues. 8. Determine the cost/ benefit

for the user. 9. Examine user perceptions of

mobile devices andcomputers.






3.7

Objectives and

Social Media

When developing communication objectives for social and user generated media, which key elements does your organization use?

1. Develop objectives that areSMART

2. State the behavior changethat will meet the audience'shealth needs.

3. Be realistic about how socialand user-generated mediacan support behavior change.

4. Determine the time frame forchange.

5. Identify indicators that trackchanges and meet programobjectives.







3.8

Social and User

Generated Message

Development

When developing messages for social and user generated media, which key elements does your organization use?

1. Identify or conduct relevantformative research.

2. Develop a creative brief toinform message development.

3. Engage a creative agency tocraft and produce messages.

4. Pretest messages withintended audiences.

5. Consider channel in length ofmessage.

6. Maintain consistency withlarger communicationprogram.

7. Ensure accuracy of messages. 8. Ensure credibility of

messages. 9. Include local languages and

language options wherepossible.

10. Identify a facilitator ofcontent.

We do not use key elements.





3.9

Social and User

Generated Media

Tools

When identifying technology and tools for social and user generated media, which key elements does your organization use?

1. Identify which type ofinformation flow is mostrelevant.

2. Determine which format isbest for the program.

3. Consider the capacity of theformat.

4. Consider the implications ofthe format.

5. Identify which approach ismost appropriate.

6. Determine the "effectivefrequency" needed to reachthe program goal.

7. Employ multiple channels ofcommunication.

8. Determine which platformand application will be mostuseful.

9. Understand the organizationalcapacity in relationship to thetools and technology.







3.10

Participant

Engagement and

Social Media

How does your organization engage audiences on social and user generated media?

N/A

We do not engage audiences on social media rather we just push information out.

We push information both from internal and other social media sources (re-tweet, social share, etc.).

We both respond to relevant topic areas in the social media world as well as push out information from internal and other social media sources (re-tweet, social share, etc.).

We structure our content to respond to the trends and popular content on social media as well as push out content from both internal and other social media sources (re-tweet, social share, etc.) that is engaging to target audiences.

3.11

Monitoring and

evaluation and

social and user

generated media

How does your organization monitor and evaluate its social and user generated media presence?

N/A

We do not use analytics or other measurement tools to monitor its social media presence.

We use free or low cost analytic tools and analyze further in spreadsheets (i.e. Google Analytics, Hootsuite, Facebook Insights).

We use professional social media management/ metrics tools to collect data (i.e. Radian 6).

We use professional social media management/metrics tools to collect data and train staff on how to use and/or bring in expert consultants to assist.


4.0 Advocacy NOTE: The use of the word intervention can refer to campaigns, programs and/or projects.


Stage Evidence


Advocacy

How does your organization use or plan to use advocacy in your interventions?

N/A

We do not use or do not plan to use advocacy as part of our interventions.

We plan to use advocacy as part of our interventions but are not currently using it.

We are currently using advocacy in our interventions but it does not follow a strategic approach.

We are currently using advocacy in our interventions. Our advocacy efforts follow a strategic approach that works to change norms and links to a larger SBCC effort.

If your organization does not do advocacy, skip to question 6.1.

4.2

Advocacy Models

How does your organization use models when designing an advocacy strategy?

N/A

We do not use a model when designing an advocacy strategy.

We follow a loosely defined process when designing an advocacy strategy but it does not include a model.

We follow a loosely defined process that includes an advocacy model to guide our advocacy strategy.

We follow a process that includes an advocacy model. The model includes the key constructs the intervention needs to address.

4.3

Advocacy Agenda

When engaging in advocacy efforts, how does your organization set the advocacy agenda?

N/A

We set our advocacy agenda based on donor demands or project mandates.

We set our advocacy agenda based on internal/own institutional understanding of local priorities

We set our advocacy agenda based consensus with counterparts.

We set our advocacy agenda based on evidence and a thorough understanding of health communication policies, the current health status of the population and geographical variations. We have broad buy-in


from counterparts and colleagues.

4.4

Advocacy Strategy

Design

When engaging in advocacy efforts, how does your organization develop an advocacy strategy?

N/A

We do not have an advocacy strategy.

We develop a rough advocacy approach for some intervention areas but most advocacy activities are decided on short notice or reactive to external demands.

We develop a formal strategy or approach for intervention area but they are inconsistent in defining the elements of an advocacy strategy and not always linked to the larger advocacy plan.

We develop a formal strategy or approach for each intervention area. The individual plans link to a larger strategic advocacy plan and opportunities are identified to link.

The formal advocacy strategy is shared with stakeholders as part of the coalition process and the plan is reviewed and adjusted on a routine basis.

4.5

Program Decisions

When engaging in advocacy efforts, which key elements does your organization use when making decisions?

1. Establishes a broad goal thatidentifies what theorganization wants to achieveover the long term.

2. Identifies measurable stepsthat can be accomplishedwithin 12 months.

3. Establishes objectives that areSMART.

4. Identifies decision-makerswho can take specific actiontowards objectives.

5. Identifies and builds thecapacity of champions.







4.7

Advocacy Tools

When implementing an advocacy approach or strategy, how does your organization use or develop policy briefs, case studies, or other documents?

N/A

We do not use or develop policy briefs, case studies, or other documents.

We develop policy briefs, case studies, or other documents using data on hand.

We conduct a search for the best evidence to inform development of policy briefs, case studies, or other documents.

We develop evidence based policy briefs, case studies, or other documents and has a dissemination strategy for advocacy materials.

4.8

Strategic Choices

When designing an advocacy approach or strategy, which key elements does your organization use to identify the audience and develop messages?

1. Identifies the intendedaudience(s).

2. Explores the audience'sreadiness on the issue.

3. Identifies the audience's coreconcerns.

4. Illustrates the theme that willguide messaging.

5. Identifies key points to makewith each identified audience.

6. Identifies messengers whowill best connect with theaudience.






4.9

Communication

Activities

When designing an advocacy strategy, which key elements does your organization use for implementing advocacy activities?

1. Develop a detailed activityplan with outputs andoutcomes to monitorprogress.

2. Develop a line item budget. 3. Develop, share, and follow a

management plan thatincludes partner roles andresponsibilities that makesure all involved are aware ofwhat is expected of them.

4. Prepare print or electronicmaterials highlighting keyfacts and information.

5. Brief champions ormessengers (and film orrecord if appropriate).

6. Identify proper channels and






prepare tactics, such as events, media appearances, campaign, trainings, field visits, etc.

7. Mobilize press and preparepress releases.

8. Conduct follow-up with keystakeholders.


4.10

Measurement of

Success

When engaging in advocacy efforts, how does your organization measure and record outputs and outcomes of advocacy activities.

N/A

We do not record outputs and outcomes of advocacy activities.

We record outputs of advocacy activities.

We record both outputs and outcomes of advocacy activities but do not link them back to advocacy objectives.

We record both outputs and outcomes of advocacy activities and use them to adjust advocacy efforts based on set objectives.

Successes and lessons learned are shared.


5.0 Monitoring and Evaluation NOTE: The use of the word intervention can refer to campaigns, programs and/or projects.


Stage Evidence


Program Data

Review and

Programmatic

Decisions

How does your organization make decisions about ongoing interventions?

N/A

We do not review intervention data.

We review intervention data when asked or if something goes wrong.

We have a system in place to review intervention data regularly at set times but do not use it to adjust the interventions.

We review intervention data regularly at set times for monitoring purposes and make programmatic decisions in response.

If your organization does not monitor data in your programming, skip to question 6.5.

5.2

Monitoring and

Evaluation Plan

How does your organization monitor and evaluate interventions?

N/A

We do not have a monitoring and evaluation plan.

We have some indicators but no clear monitoring and evaluation plan to determine the success of interventions.

We develop a monitoring and evaluation plan for each intervention during strategy design.

Indicators are developed based on what the funder wants to know.

Once developed, we do not review or adjust the plan.

We develop an implementation plan for all interventions during strategy design.

Indicators are developed and clear and the plan is reviewed and adjusted on a routine basis.

We use the lessons learned from the monitoring activities to make mid-course adjustments.

5.3

Quality control N/A

We count the numbers but

We acknowledge the importance of

We have undertaken

We have an established system


When implementing interventions, how does the organization maintain quality?

have no system to monitor the quality of services.

high quality services. We are considering activities that will help staff regularly assess and improve quality.

activities to assess and improve the quality of services. A few interested staff members have taken responsibility for conducting these activities.

for assessing and improving the quality of services. All staff are trained to regularly use this system.

5.4

Program Evaluation

How does your organization use or plan to use quantitative and qualitative analysis?

N/A

We only evaluate programs or campaigns for which we receive donor funding and that require evaluation.

We collect data to establish a baseline and then periodically compare results to this baseline but are unable to translate this to illustrate results.

We collect data to establish a baseline and then periodically compare results to this baseline to determine progress towards desired result.

We collect data to establish a baseline and then periodically compare results to this baseline to determine progress towards desired result.

Information and lessons learned are disseminated and used to influence future programming both internally and with other stakeholders.

If your organization does not have the capacity to conduct evaluation, skip question 6.8.

5.5

Qualitative Data

Analysis Skills

When conducting qualitative data analysis, what skills does your organization's staff have?

N/A

We do not have staff who are skilled in qualitative data analysis.

We have staff who can pull out the main themes.

We have staff who can systematically develop a set of codes to use in their analysis of identifying themes.

We have staff who can systematically develop a set of codes to use in their analysis of identifying themes, analytic approach when comparing themes across groups.


5.6

Data Analysis

Software

When conducting quantitative or qualitative data analysis, what software does your organization have access to?

N/A

We do not have software available for data analysis.

We use excel to track record and track data.

We have SPSS or other drop-down menu software for statistical analysis, data management, and data documentation.

We have staff that can write custom programming code for data analysis in Stata or SAS.

5.7

Gender analysis

When analyzing data during evaluation, how does your organization include gender?

N/A

We do not consider a gender lens when analyzing data.

We disaggregate data by gender.

We conduct detailed analysis based on gender.

We conduct a detailed analysis based on gender and re-examine programs to make changes.

If your organization has a higher level of capacity to conduct evaluation (stage 3 and 4), complete the following questions.

5.8

IRB

When preparing for an evaluation or research study, does your organization have staff who can prepare an IRB submission package?

N/A

We are not able to determine when IRB submission is necessary or where to send documents for approval.

We have difficulty preparing documents for IRB submission.

We have staff who can prepare IRB documents but have trouble seeing the pieces through comments and amendments.

We have staff who can prepare IRB documents and see them through to approval and submit amendments.

5.9

Publication and

Conference

participation

Does your organization write up the results of evaluations and submit for

N/A

We do not write up results for publication or presentation.

We have staff that would like to publish and participate in conferences but do not have capacity or resources.

We have some capacity to publish and participate in conferences but rarely do so.

We frequently publish evaluation data and attend conferences to present results.


publication or conference presentations?

6.10

Collaboration on

Research and

Evaluation

Does your staff collaborate with other organizations or academic institutions to do evaluation studies?

N/A

We do not collaborate with other groups on research and evaluation.

We rarely collaborate with other groups or academic institutions on research and evaluation.

We sometimes collaborate with other groups on research and evaluation.

We frequently collaborate with other organizations and academic institutions on research and evaluation.