Results Based Management Training Narrative Report-Acccra Ghana(August 2011)

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