SelasTürkiye Social Mobilization Training Report by Arbab Nasibullah

8/8/2019 SelasTrkiye Social Mobilization Training Report by Arbab Nasibullah

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BALOCHISTAN RURAL SUPPORT PROGRAMME (BRSP)

BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)3. Miss Nazia Khan, APO Admin, BRSP-BIHD

4. Miss Mahjabeen, APO Trainings, BRSP-BIHD

5. Miss Nasreen Ashraf, APO Trainings, BRSP-BIHD

BRSP-BIHD, 5-A, Gulshan-e-Janan, Sariab Road, Quetta

Telephone: 081-2471437-8, Fax: 081-2442153, e-mail: [email protected]

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BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)

Training of Trainers (TOT) in Social Mobilization (SM)

SSPECIALPECIAL IINSTRUCTIONSNSTRUCTIONSFORFOR TOT PTOT PARTICIPANTSARTICIPANTS

1. We would appreciate your punctuality in class sessions so that latecomers do not create any

disturbance.

2. Group discussions are part of your class sessions. So please ensure that you attend them

punctually since this will affect your assessment as Master Trainers. Also it is important that you,

a. Listen to understand

b. Reflect and think through what you hear

c. Check your understanding by asking questions

d. Volunteer to share your views and experience

e. Let others have a chance to speak

f. Respect the views of others

g. Challenge the ideas, never the speakers

h. Disagree agreeably, if you must disagree

i. Ask yourselfhow the new knowledge can be usedBRSP-BIHD, 5-A, Gulshan-e-Janan, Sariab Road, Quetta


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BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)3. If you face any problems with logistical arrangement or food, kindly contact your Facilitator.

4. Respect the non-smoking rules within the conference hall building.

5. Do not eat or drinkin the conference hall.

6. Switch off cell-phones during class.

7. Respect Training & hotel rules as you seem to be development sector personnel.



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Participants Detail

S.No Name Fathers' Name Designation Placement

1 Dr. Muneer Ahmed Umrani Mohammad Umar DVM Kalat

2 Dr. Mohammad Asif Noorzai Mohammad Yaseen DVM Kalat

3 Dr. Haseeb-ur-Rehman Mukhtar Ahmed Tariq DVM Kalat

4 Ms. Fehmeeda Noor Noorullah WSO Kalat

5 Ms. Fariya Yaseen Mohammad Yaseen WSO Kalat

6 Ms. Khatima Bungulzai Sher Muhammad WSO Pishin

7 Ms. Fehmeeda Ikhlas Muhammad Ikhlas WSO Pishin

8 Ms. Fozia Kasi Atta Mohammad WSO Pishin

9 Shahzadi Aman Amanullah WSO KSF

10 Abdul Khair Rozi Khan SO KSF

11 Dr. Ramzan Shah Syed Mehboob Shah DVM ZhobBRSP-BIHD, 5-A, Gulshan-e-Janan, Sariab Road, Quetta


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12 Dr. Abdul Khaliq Juma Gul DVM Zhob

13 Shahzada Baseer AhmedBabar

Baseer Ahmed Babar SO Zhob

14 Rasheeda Khanam Abdul Qadoos WSO Zhob

15 Almas Jabeen Hafiz Saadullah Khan WSO Zhob

16 Asmatullah Mohammad Rahim JSO Zhob

17 Maqbool Ahmed Baloch Ghulam Nabi RPO Bolan

18 Jamil Ahmed Abdul Baqi SO Noshki

19 Babrak Kasi Shah Mohammad Kasi Coordinator HO

20 Farzana Baloch Umaruddin Baloch PO (Nutrition) HO

21 Ahmedullah PO (Protection) HO

22 Zaheer Ahmed Zafar Hussain PO MER HO



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23 Daulat Khan Shah Mehmood SO KSF

24 Abdul Wali Jan Abdul Salam SO KSF

25 Faisal Shareef Khan Shardar Noorullah Khan PO Micro Credit KSF

26 Najeebullah Kakar SO Mastung

27 Mehraj Kakar WSO KSF

28 Nagina Ayub Intern Pishin

29 Mohammad Hashim Haji Ameer Jan PO Communication &HRD

HO

30 Ms Nazia Khan APO HRD HO



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Training of Trainer in STraining of Trainer in Social Mobilizationocial Mobilization

Introduction:

Social Mobilization is deemed as corner stone of the concept and practice of social development basic

input needed for achieving sustainable development. Social Mobilization is the process of organizing the

people to come forward to determine and examine their felt needs and problems and suggest remedies

and resolve problems through mobilizing their own resources. BRSP facilitates the process of social

mobilization via forming community organizations of the local people so that they may become well aware

of the importance of common attitude and will towards the common and collective problems and needs of

the locality.

Social mobilization like other human activities has got some prerequisites for its success and

materialization. The most central of the prerequisites is the willingness on the part of the community to

come forward and take decision of changing from the existing condition of turmoil and uproar to the

condition they perceive to be ideal and practicable in their best collective interest. The presence of jewels

and diamonds committed and resolute activists in the community is one another prerequisite required

for the success and sustainability of the process of social development. Last but not the least is the

prerequisite with regard to the capacity building of the identified committed and resolute activists amongst

the members of community.

Basically the process of social mobilization is in reality a different way of thinking, a distinct school of

thought, a poles apart philosophy and approach to the technical and complex phenomenon of social

development. Participation of the local community in the day to day affairs of the locality has been gaining

momentum day by day amongst the common people and that of the development circles. BRSP

establishes partnership with the local communities on the basis of the sole principle of willingness for

sacrifice in the process of development which is the active participation and partnership on the part of the

community right from elementary assessment to planning, implementation, monitoring and evaluation of

the programs.



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Methodology of Social Mobilization:

Social Mobilization process begins with the identification of the target vicinity where the interaction withthe community takes place. The identification of area is followed by the social appraisal which deals with

the socio-economic, political and cultural information of the area. After conducting the social appraisal

phase the BRSP team conducts introductory workshops with the community aiming to introduce the

programs and establish a professional rapport with the community so as to advance the remaining parts of

the program.

Introductory workshops are followed by the series of dialogues with the community aiming to exchangeinformation and ideas and to reach a mutual decision leading to the development of the community. Then

comes the very important phase of CO formation which is the stage leading to make available the platform

at the gross root level to the community to plan, execute and monitor the development schemes.

What is Training



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BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)Training is a systematic process through which an organizations human resources gain knowledge anddevelop skills by instruction and practical activities that result in improved performance and decreaseslosses.

The process of sharing and teaching new skills and knowledge, refreshing previously learned skills andinformation that will enable employees to do their job better.

Remember, training is not what is ultimately important performance is.

o Training is short term, task oriented and targeted on achieving a change of attitude, skills and

knowledge in a specific area. It is usually job related.

o Education is a lifetime investment. It tends to be initiated by a person in the area of his/her interest

o Development is a long term investment in human resources.



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BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)Why Training

Increases employee productivity and satisfaction

Decreases employee frustration

Saves: money, time, staff and customers

Success depends on sustained, coordinated and focused effort

Requires a change in learners behaviour to occur

ASK Concept

If we follow the GAP concept, training is simply a means to use activities to fill the gaps of performancebetween the actual results and the expected results.

This GAP can be separated into 3 main themes

A=Attitude. S=Skills, K=Knowledge

Systematic Approach to Training

Key Concepts in Preparing a Training PlanBRSP-BIHD, 5-A, Gulshan-e-Janan, Sariab Road, Quetta


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BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)Before you train and develop people identify what:

They must know - before they can perform job

They should know - to improve performance

Would be nice for them to know but not necessary to perform duties.

Training of Trainers

A training specifically designed for the trainers to impart , knowledge, skill, brings behavioral change andenable them to arrange TNA, design training, deliver training, review and evaluate training.

Training Methods

A wide variety of methods are available for conducting training:

o Classroom training

o Training videos

o Role-plays

o Case studies

o Computer-based training



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BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)o Learning games

o On job Training

o Experiential programs



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Model of Training Process

Training Cycle



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Designing the Training

1. Training Objectives

2. Training Contents

3. Training Methods

4. Training Duration/Schedule

5. Nature of trainees

6. Support resources materials, OHP, classroom, etc

7. Training location & environment

8. Criteria & methods for assessing participant learning and achievement

9. Criteria & methods for evaluating the program

Trainers



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BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)Design of Training (DOT)

Title of Training

Nature of training event (workshop, seminar etc.)

Duration

Objectives of the training

Expected Outcome

Skeleton of the contents

Contents of training

Schedule

Session Plan

Admin & logistics

Task Responsibility Framework (TRF)

Training Announcement

Selection of Venue

Letter for Acquisition of Venue

Joining Instructions for Participants



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BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD) List of Participants

Registration Forms

Attendance Sheet

Schedule of Training

Allocation of Resource Persons

Letters to Resource Persons

Transport arrangement (Letters)

Training Hall Arrangements (Seating etc)

Banner for training hall

Training Folder

Accommodation and food arrangements (letters)

Request for Stationery (with detailed description of items)

List and availability of Training Equipment (board, charts etc)

Acquisition of A/V Aids

First aid/Medical Aid for Participants

Letter of Cancellation to all concerned



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BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD) How do our employees learn?

How can we get this information and training to our employees?

Are there any corporate needs that are not being met?

Does our staff have the skills they need to do their jobs effectively?

2. Evaluate the Training in Place: Even if your company doesn't have a formal training department, you will

may already have some employee training materials. These can include manuals, new hire orientation

materials, CBTs, online references, and so forth. These materials can and should become an integral part of

any new training solution. Review the procedures you already have in place, and be prepared to adapt

them to your new training needs.

3. Identify Gaps: Your own company, of course, is the best source of information on your current business

practices and change initiatives. However, you may not have the internal resources to prepare and deliver

training, or to perform other tasks involved in the training initiative. Identify what your company can and

cannot provide so that you know what you need when looking for assistance.

4. Assess Your Options: Once you know what you need, assess your options. There are hundreds of

companies and individual consultants waiting to tend to your training needs, and it's likely that several willfit your budget. Consider the following questions:

Does this company or individual have a proven track record of satisfied customers?

Will they work well with your business culture?

Will they be able to fill in all the gaps you have identified?

Can they provide you with multiple training options?



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5. Choose Your Solution(s): Choose the consultant or company that can best meet your needs. Keep in

mind, however, that the company or consultant you choose may identify issues, gaps, or existing solutionsyou could not see it's often best to perform a preliminary needs assessment, then allow an experienced

training professional to review your analysis and offer helpful additions or suggestions. After all, training is

what they do best, and their suggestions can help your company better prepare for change and growth.

Plan for the Future

You can conduct a training needs analysis for a single project, a class of employees, or even your entire

company. In our case studies section, we show how a 3,000 employee state agency conducted web-based

surveys of its managers and supervisors to create a comprehensive training needs assessment.

TRAINING NEEDS ANALYSIS

Before designing the training, worksite hazards and possible work and training related problems must be

analyzed. Results of these analyses will underscore the special needs of your training which in turn will

determine your training objectives and contents. A careful identification of your needs and their analyses,

therefore, is critical to designing your training plan. This also gives each PI the opportunity for custom

designing the training to his/her operation's specific needs.

There are six broad areas of analysis which are generally applicable to a wide range of training situations,

including lab employees training, and, therefore, must be analyzed. There may be others which are

applicable in your particular situation (e.g., a disabled employee) and should, therefore, be included for

analysis. A brief introduction to these six is followed by some further analysis of each.

Identifying the Training Needs

Before creating and writing down your training plan you should carefully analyze the various aspects of

safety and personnel needs in your lab. This analysis will help in underscoring the special needs of yourBRSP-BIHD, 5-A, Gulshan-e-Janan, Sariab Road, Quetta


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training, which in turn will determine your training contents and match it more closely to your training

objectives. A careful identification and analysis of your needs, therefore, is crucial to your success in

developing reliable training objectives and contents.

Needs Analysis

Six general areas of needs analysis are applicable to a wide range of situations (there may be others which

apply in your case). Their listing below is followed by a more detailed look at each.

1. Job Assignments and hazards: What different duties/tasks are performed in the lab by employees,BRSP-BIHD, 5-A, Gulshan-e-Janan, Sariab Road, Quetta


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which of these involve hazards and will need special training?

2. Trainee Background: What is the educational, technical and experience level of the trainees? Couldlanguage be a factor in communication and training?

3. Work Environment: Aside from the intrinsic hazards of the job, are there extrinsic or environmentalrisks which will need to be addressed in the training?

4. Training Conditions: Has occupational health and safety training been received by the trainees before?Are the trainees sensitized and receptive to the training?

5. Informational and Training Aids: What materials, printed or otherwise, will be of value in job trainingand in job performance?

6. Training Needs: Why is the training necessary or what is it aimed to accomplish?



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Needs Analysis: The Who, What, When and Where of Training

Needs analysis is the systematic basis for decisions about how to influence performance. This is where it all

begins -- establishing relationships, exploring strategies, and defining solutions. The key is to seek the gap

between the current situation and the desired situation and then to focus resources where they're most

needed. The analysis must determine root causes. For example, a question about why something doesn't or

won't work is just as critical as what people do and do not know.

Needs assessment then is a study conducted to determine the exact nature of an organizational problem

and how it can be resolved. That needs assessment become the basis for wise recommendations about

instruction and supporting organizational strategies, and for enlisting support throughout the organization.

Managers are often in too much of a hurry. They implement a solution which is sometimes, but not always,

the correct intervention. This can prove to be an expensive error. The largest expense for human resources

programs, by far, is attributable to the time spent by the participants in training programs, career

development, and organization development activities. In training, costs due to lost production and travel

time can be as much as 90-95% of the total program costs.

There are two ways to learn of training needs. The first method takes the proactive approach. An

instructional designer goes into the system and searches for problems or potential problems. The goal is to

make the system more efficient and prevent future problems from occurring. The second method is when a

supervisor or manager comes to the training department to fix a problem. These problems are usually

caused by new hires, promotions, transfers, appraisals, or the introduction of new technologies.

Training departments must act rapidly when problems arise that might require a training solution. They

must first, investigate the problem. A training need exists when an employee lacks the knowledge or skill to

perform an assigned task satisfactorily. It also arises when there is a variation between what the employee

is expected to do on the job and the employees actual job performance.

Implementing a training needs analysis is a major organizational task. The process often requires input fromBRSP-BIHD, 5-A, Gulshan-e-Janan, Sariab Road, Quetta


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job holders, managers and training personnel and therefore needs to be carefully structured and directed.

The analysis of results gathered is also an involved task and demands a good level of skill and

understanding.

A needs analysis answers the questions who, what, when, and where but not how, that is, the target

audience (who needs to be trained), the task or content (what needs to be taught) and the context or

training environment (where and when the training needs to be conducted)

Resource Person lists five essential components of a needs assessment: Actual, Optimal, Feelings, Causes

and Solutions. The purpose of an assessment is to acquire information on each of these components in

order to verify a need and identify possible solutions. Actual, in this model, refers to the current status, the

way things are now. The optimal are how the situation should be, not according to perceived needs orwants. If there is a difference between the actual and optimal, then a gap exists. This gap is where the need

is identified. The feelings component calls for the designer to collect additional and more in-depth data as

to how users affected by the problem feel. Causes are simply translated into why. It could be due to lack of

training, the workplace environment, a lack of incentive or a lack of motivation. The final component is

solutions based on the information collected.

To begin the process, there are three typical situations that initiate a needs assessment: performance

problems, new technologies or approaches introduced into the workplace, and mandates such as required

annual training.

The first step in a needs analysis is to perform a gap analysis. To do this, an instructional designer checks

the actual performance of the organization against existing standards or current situation: This includes the

current state of skills, knowledge, and abilities of the current and/or future employees. Next, the designer

looks at the desired or necessary situation identifying the desired or necessary conditions for organizational

and personal success. Remember that actual needs are not always the same as perceived needs, or

"wants". Training programs have failed in the past and will continue to fail because the instructional

designer did not understand the needs or wants of the company. The designer must look for what the

organization and people really need. They may not know what they need, but may have strong opinionsBRSP-BIHD, 5-A, Gulshan-e-Janan, Sariab Road, Quetta


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about what they want. This phase also allows the company to understand the training activity and its

purpose.

The instructional designer next needs to identify data sources. The issues to consider are not just who has

the data, but where is it located and any constraints there may be in obtaining the data. Companies often

view instructional designers as meddlers who interrupt their daily flow of work. Once the sources are

identified, the data needs to be collected by means of interviews, observation of employee performance,

examination of records, group facilitation, surveys, questionnaires, consultation with persons in key

positions with specific knowledge, review of relevant literature, interviews, focus groups, tests, records and

report studies, work samples. Multiple means of collection should be used. Resource Person warns not to

conduct one survey and think the needs assessment process is complete. Using multiple methods allows

the designer to get a complete picture from many sources and viewpoints.

If you dont know where you are going, any road will take you there

Now comes the analysis phase. This phase is the building block of a training program. It is the basis for who

must be trained, what must be trained, when training will occur, and where the training will take place. The

product of this phase is the foundation for all subsequent development activities. The designer must

identify if there is indeed a gap and precisely what is that gap.

The final step in the needs assessment process is to use the findings in order to make sound decisionsregarding the next steps in the design process. The information collected is only as good as what we do

with it. The designer needs to draw out the implications for training and make recommendations and

provide input to the implementation plan. If people are doing their jobs effectively, perhaps its best leave

well enough alone. ("If it ain't broke, don't fix it.") However, some training or other interventions might be

called for if sufficient importance is attached to moving workers and their performance into new directions.

But if workers are not doing their jobs effectively, training may be the solutions but only if there is a

knowledge problem.

To decide if training is the answer, one basic question needs to be asked, "Does the employee know how toBRSP-BIHD, 5-A, Gulshan-e-Janan, Sariab Road, Quetta


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meet the required performance standards for an accountable task?" If the answer is "No," then training is

needed. If the answer is "Yes," then another actions, besides training, are needed. Some of the most

commonly used alternative interventions to training are organizational development and job aids.

If the designer determines that there is a lack of skill or knowledge on the part of the employee, this can be

corrected through education and training products and services, job aids, coaching, or mentoring. If there is

not a lack of knowledge and if the designer finds an improper environment or tools, this can be corrected

through workplace redesign, job redesign, organizational redesign, or technology innovations. If the

designer determines that there are improper incentives at the root of the problem, this situation can be

improved through new policies, pay for performance, recognition programs, job redesign, quality and

involvement programs, vertical and horizontal career opportunities, management development, or

development opportunities. The designer may identify a lack of motivation. This can be alleviated throughcoaching programs, information about applications, education/training to boost skill and confidence,

opportunities to question and discern worthiness, and roles in selecting direction and content. When making

decisions, the designer should always use the collected data to make key points. This avoids confronting

management since the conclusions will follow from the needs assessment activities.

In conclusion, needs analysis allows the designer to take a fresh and data-driven look at the work, the

worker, and workplace, to base training recommendations on opinions, practices and work products not on

habit, whim or arbitrary decrees.



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BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)Determining Training Needs

Training Needs Assessment by Activity

Training Needs Assessment by Job Title or Function

Training Needs Assessment by CMST Office Organizational Role

The Training Needs Assessment is a web-based tool used by MIT to identify individuals engaged inregulated activities; assess the types and levels of CMST risks they may encounter and regulations thatapply to their activities; and create and track a customized training program for each individual. The

assessment creates and tracks individual training programs based on different criteria such asdepartmental or CMST activity or job title.

Training Needs Assessment by Activity

7. A trainee is initially informed about CMST requirements, and the need to complete them beforebeginning work with hazardous materials by his or her Principal Investigator (PI) / Supervisor.

8. A trainee is then instructed to register through the CMST and complete the Training NeedsAssessment to determine his or her CMST Requirements. The trainee is prompted through a series ofquestions that identify the specific activities that he or she will be engaged in. By identifying specific

regulated activities, the Training Needs Assessment is able to identify required training courses forindividual trainees.

9. A trainee must complete the CMST Requirements before beginning work.

10.A trainee must update his or her Training Needs Assessment if the trainee's regulated activitieschange or he or she moves to a new activity.



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BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)Training Needs Assessment by Job Title or Function

The training system also supports the creation of a customized CMST training program based on an

individual's job title or function. This approach is most appropriate for non-research employees, wheretraining requirements are the same for all those with the same job title or function. This same group may

also have limited computer access, so this approach ensures that all people, regardless of their access to

computers, are captured in the Training Needs Assessment.

Training Needs Assessment by CMST Office Organizational Role

An employee with a designated role within the CMST must receive training appropriate to that role. For

example, HRD Office Lead Contacts must complete the training program designed to give the Lead

Contacts the tools necessary to carry out that function.

Designing Training Methods

Listing of Typical Activities Involved in Designing Training

During the design phase (which is usually closely integrated with the development phase), trainers work

from learning goals to Design a training system that learners and trainers can implement to meet the

learning goals. This phase also typically includes identifying learning objectives (which culminate in

reaching the learning goals), needed facilities, necessary funding, course content, lessons and the

sequence of lessons. The various training media are selected, e.g., instructor-led, computer-based, WorldWide Web-based, self-directed, interactive and computer-based, or multi-media. Course content is often

piloted during the development phase, or initially tested, to ensure the content is understandable.

Therefore, this design phase can also include identifying evaluation criteria to evaluate if course content is

understandable by learners.

Some considerations when during this phase are:

a. How complex is the training that is needed?



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BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)b. How much time do learners have to learn the new knowledge and skills?

c. How much money is available to pay for the training, whether in-house or using a consultant?

d. How capable are learners to undertake the training?

e. What are learner's learning preferences and styles?

Various Ideas for Ways to Learn

The following list of methods is really a mix of modes, types and learning aids from which the learner might

draw many ideas for learning.

NEEDS ASSESSEMENT

The users of the curriculum are strongly advised to carry out an assessment of the needs of those

professionals who will be taking the course. This will help ensure that the audiences expectations are met

by the course when it is finally organized. It will also help the teacher to select appropriate training

objectives and to design an appropriate course evaluation which fits these objectives.

Your target audience will need to be selected on a number of different factors - the setting in which youand work, the training priorities established in your region/country, and finally the specific requests youreceive from professional groups. Obviously, the needs will be different depending on whose needs you areaddressing ie. the needs o child psychiatrists, gynecologists, general practitioner, or more broadly, ofmedical students, nurses, psychologists, social workers or teachers. Some teachers prefer to selectparticipants with similar practices in order to provide a highly focused, whilst others may prefer to broadenthe scope of their intervention and mix professionals with various backgrounds, so as to bring together asmany different points of view as possible. Both approaches have their own advantages and disadvantages.

An evaluation of the needs of the target audience is a prerequisite for fulfilling your own teachingBRSP-BIHD, 5-A, Gulshan-e-Janan, Sariab Road, Quetta


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BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)objectives as well as ensuring your audiences satisfaction. Ideally, this assessment should be performedprior to the organization of the course, so that you will be able to select the appropriate modules, placethem in a suitable order within the course and choose the appropriate training strategies and tools. It is

however not always possible to conduct such a survey (see annex) before the course is set-up. A moreexpeditious way to solve this problem is to circulate a short form outlining the main issues to be includedin the course and their relative importance to the participants, once they have registered. Finally, analternative is to begin the session with a quick discussion during which every participant introduceshimself and explains his expectations.

General concept of the needs assessment



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You should first have an idea of the professional background of the audience:

11.Socio-demographic characteristics (gender, age, married, children, etc.)

12.Type of training, year of graduation, specialization, etc.

13.Current activities (setting, clinical/research/prevention, etc)

14.Involvement with adolescents (percent of their total time spent with adolescents)

15.Orientation, network, multidisciplinary approach, etc.

16.Type of supervision

Second, you should set about targeting the needs they identify in their current practice

areas in which area they feel that have difficulties and thus want to improve their performance

whether they feel they wish to emphasize learning about knowledge, attitudes or skills

Finally it is a good idea if you can also assess their availability to attend the course and theirpreferred mode of intervention i.e.:

over several short sessions

over less numerous but longer sessions

Organization

first identify your target population and how you going to attempt to reach itFix your objectives and your time scheduleSelect an appropriate mode of communication with your target audience (email, letter etc)

Design your questionnaireBRSP-BIHD, 5-A, Gulshan-e-Janan, Sariab Road, Quetta


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BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)Collect the dataAnalyze the data, disseminate the content

You will then be able to:

1. Plan your session

2. Plan your evaluation



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Planning your session

The experience gained by the working group suggests that a few basic ingredients are the key to thesuccess of any course.

50% of interaction such as role play, video, interviews of young people, group discussion

a clear presentation of a training objectives at the beginning of each session

an evaluation of the course by the trainees

a bottom up participative teaching style (using the participant's resources and building on their

experience)

a minimum of three hours for each module

This part of the curriculum provides some basic knowledge and recommendation in teaching methodology

and how to use the BRSP curriculum. Those professionals who use the curriculum for the first time are

strongly encouraged to go through the teaching methodologies guide before using any module.

Those not familiar with adolescent medicine can also refer to a short description of key concepts used

throughout the curriculum.

The documents should be considered as a series of quick tips to help you improve your teaching

techniques. It is not designed as an exhaustive textbook as these will be found under further reading at

the end.

Training Needs Analysis Services

A Training Needs Analysis (TNA) identifies the on-the-job performance gaps between what needs to be

done and what is currently being done, and sets forth the best way to address those gaps.



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BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)When training is requiredthat is, when people do not have the necessary knowledge and/or skills to do

the joba needs analysis sets forth the:

performance gaps ranked in order of importance and urgency

training objectives in task-oriented, observable, and measurable terms

knowledge and skills required to perform the task to the required standards

recommended training and performance support strategies

Benefits

A well-crafted Training Needs Analysis benefits an organization in several important ways.

The analysis reduces losses by:

Identifying miss-alignment of tasks and business goals that contribute to higher operating costs

Identifying issues and gaps that adversely affect performance and results

Distinguishing between training and non-training solutions, thus maximizing the effect of eachtraining dollar

Focusing training efforts on high-need or mission-critical areas for maximum effect.

The analysis also benefits the organization by acting as a document of record for future training plans. Theanalysis reports can be used as a blueprint for in-house training development or handed off to an outsidetraining development company.



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When to use

Organizations should consider completing a TNA whenever there is a gap between expected and actual

employee performance, including instances of:

customer dissatisfaction with the quality of goods and/or services

lower-than-expected production levels

inconsistent task performance

high staff turnover

safety infractions

Not all performance gaps require training. Some are best addressed by a job aid or Human Performance

Support System. A good TNA will distinguish between training and non-training needs, and will propose

solutions accordingly.

As a brief review of terms, training involves an expert working with learners to transfer to them certain

areas of knowledge or skills to improve in their current jobs. Development is a broad, ongoing multi-

faceted set of activities (training activities among them) to bring someone or an organization up to another

threshold of performance, often to perform some job or new role in the future.

Typical Reasons for Employee Training and Development

Training and development can be initiated for a variety of reasons for an employee or group of employees,

e.g.:

a) When a performance appraisal indicates performance improvement is needed



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BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)b) To "benchmark" the status of improvement so far in a performance improvement effort

c) As part of an overall professional development program

d) As part of succession planning to help an employee be eligible for a planned change in role in the

organization

e) To "pilot", or test, the operation of a new performance management system

f) To train about a specific topic

Typical Topics of Employee Training

1. Communications: The increasing diversity of today's workforce brings a wide variety oflanguages and customs.

2. Computer skills: Computer skills are becoming a necessity for conducting administrative and

office tasks.

3. Customer service: Increased competition in today's global marketplace makes it critical that

employees understand and meet the needs of customers.

4. Diversity: Diversity training usually includes explanation about how people have differentperspectives and views, and includes techniques to value diversity

5. Ethics: Today's society has increasing expectations about corporate social responsibility. Also,

today's diverse workforce brings a wide variety of values and morals to the workplace.

6. Human relations: The increased stresses of today's workplace can include misunderstandings

and conflict. Training can people to get along in the workplace.

7. Quality initiatives: Initiatives such as Total Quality Management, Quality Circles, benchmarking,

etc., require basic training about quality concepts, guidelines and standards for quality, etc.BRSP-BIHD, 5-A, Gulshan-e-Janan, Sariab Road, Quetta


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BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)8. Safety: Safety training is critical where working with heavy equipment , hazardous chemicals,

repetitive activities, etc., but can also be useful with practical advice for avoiding assaults, etc.

9. Sexual harassment: Sexual harassment training usually includes careful description of theorganization's policies about sexual harassment, especially about what are inappropriate

behaviors.



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Some Contemporary Principles of Adult Learning

The process of action learning, founded by Reginald Revans about 50 years ago in England, is based oncontemporary views of adult learning. Action learning asserts that adults learn best when:

1. Working to address a current, real-world problem

2. They are highly vest in solving the current problem

3. They actually apply new materials and information and

4. Exchange ongoing feedback around their experiences

In addition, adults often learn best from experience, rather than from extensive note taking and

memorization.

Basic Requirements of Learners in Training and Development

To Learn, You Must Be Willing to Grow, to Experience

Learning often involves new skills, developing new behaviors. After many years of classroom education, it's

easy for us to take a course where all we must do is attend each meeting, take notes and pass tests -- and

call this learning. One can complete a TOT, but unless they're willing to actually applynew information,

they'll most likely end up with an office full of unreferenced textbooks and a head full of data, but little

knowledge and wisdom. For the learning process to succeed, the individual must be willing to take risks.

Stick you neck out, including by telling the instructor when you're confused or disappointed in the course.

Don't wait until the course is over when nothing can be done about it.

Growth Involves the Entire Learner



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BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)a strong (free) sense about management. Glance at topics in the Personal Development topic, including,

for example:

Include Learners in Training and Development Planning

The learner will get the most out of the plan is he or she feels strong ownership in the plan. Ownership

comes from taking part in developing the plan. Also, professional development rarely includes only gaining

knowledge and skills about a job role. Professional development often includes self-development, as well,

e.g., admitting one's limits and capabilities. Learners are often the best experts at realizing their own

needs for self-development. Therefore, learners should be involved in as much as possible in developing

the plan.

If Available, Have Human Resources Representative Play Major Role

A trained human resources professional can be a major benefit in employee development. The

representative usually has a good understanding of the dynamics of training and development. The

representative often has strong working knowledge of the relevant policies and procedures related to

training and development. In addition, the representative can an be an impartial confidant for the learner.

Provide Ongoing Feedback and Support

Even if things seem to be going fine, be sure to stop in and visit the learner on a regular basis. Some

learners may not feel comfortable asking for help. Supervisors should provide any feedback, that is, timely

and useful information for the learner. Provide ongoing affirmation and support.

When Assessing Results of Employee's Learning, Maximize Feedback about Performance

Consider getting feedback from the learner's peers and subordinates about the learner's needs and

progress to meet those needs. A 360-degree performance review is a powerful practice when carried out

with clarity and discretion. When first carried out, it may be wise to get the help of an outside professional.

Budget Necessary Funds for Resources Learner Will NeedBRSP-BIHD, 5-A, Gulshan-e-Janan, Sariab Road, Quetta


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BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)Funds may be required, e.g., for course tuition and materials, self-study materials, videos, training fees,

labor to attend courses, etc.

Supervisor and Learner Should Set Aside Regular Times for Meetings

Scheduling meetings beforehand makes it much more likely that regular, ongoing feedback will occur

between the supervisor and learner.

Planning - Some Considerations When Developing the Plan

Be Sure to Document a Training and Development Plan (Goals, Methods and Evaluation)

Carefully consider using some form of a training and development plan, even if thinking about informal

means of training and development. Sketching out a plan with goals, intended methods and evaluation,will at least give you a sense of what you want and how you'll recognize if you've gotten it or not. Don't

expect perfection in the plan or the learner. Start simple, but start. Then update the plan as you go along.

Don't Worry about Whether Your Plan is Perfect or Not -- the Plan is Guide, Not Law

The key is to get started. Start simple, but start. Do the best that you can for now. There is no perfect plan.

You're doing the plan according to your nature and needs.

Also, it's not important to stick to the plan for the sake of the plan. Deviations from the plan are to beexpected. It's important that deviations are recognized and explained.

Remember that Development is a Process Often, the ongoing reflection and discussions between

supervisor and learner are far more important than results produced by learners during the training and

development process. Appreciate this interaction as much as reaching any objectives in the plan.

Goals - Selecting Training and Development Goals



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BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)Select 2-4 Goals to Get StartedEach of these goals will be associated with, e.g., 2-4, learning objectives

that when reached by the learner will result in the learner reaching the overall training goal. (More about

learning objectives later in a basic framework for developing a training and development plan.)

Determine the Goals Yourself -- Don't Adopt Them from Another Program, Writer, etc.

It's very tempting to get a copy of a formal training program's goals and make them your own. It's very

tempting to read a writer's suggestions about what a leader should be and adopt those suggestions as

requirements in your program. Almost everyone wants to have more character, be charismatic, be more

visionary, work well with groups, be more communicative, support followers, etc.

But you may very well have already have met those goals! Because writer's suggestions sound very

virtuous, e.g., to have more character, does not mean that you don't already have a great deal ofcharacter that already incorporates the values needed for strong and effective leadership in your

organization.

Therefore, give careful thought to your training and development goals. Ultimately, you and your

supervisor are the best judges of what you should aim to learn.

Set Realistic Expectations As explained in previous information about Training Analysis, learning goals

should be established based on needed areas of knowledge and skills. These needs are established by

referencing relevant strategic goals, competencies lists, job descriptions, job analysis, tasks analysis, etc.Be sure these goals are realistic.

There is a vast amount of management literature today, much of it asserting the need for continued

change among organizations and employees. Often, we're expected to achieve total quality and total

integrity. We're encouraged to transform ourselves and our organizations. These expectations can serve as

powerful visions to provide direction and purpose. However, as these expectations become strong

requirements in the workplace, they must be carefully considered and planned. Otherwise, they can spawn

a great deal of despair and cynicism.. Consequently, be realistic about training and development plans.

Particularly regarding development efforts such as leadership development, it can be very seductive toBRSP-BIHD, 5-A, Gulshan-e-Janan, Sariab Road, Quetta


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BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)have goals such as "total integrity". If you want "total integrity" as a goal, know what behaviors will depict

total integrity and then identify those behaviors in your training and development plan.

Don't Forget the Most Important Sources of Suggestions Supervisors and Subordinates When selectingtraining and development goals, ask your supervisor for feedback. For example, if you're planning a

leadership development program for yourself, ask your supervisor for suggestions about how you could

improve. He or she may be the best person to give you ideas for goals and methods. He or she has had to

develop leadership skills and also has watched you over the years. Also, don't forget to ask your

subordinates for suggestions. They often have impressions about you that you'll never find out about,

unless you ask for them.

Integrate Results Expected from the Learner with Goals in the Performance Plan Include the training and

development goals in the performance review planning and discussions. This affords ongoing tracking anddiscussion to ensure that training and development results are actually carried over into the results in the

workplace. If the supervisor and employee have been conducting the employee performance management

process and perceived a "performance gap", then the performance review process already includes the

goals needed by the training and development plan. "Growth gap" and "opportunity gap" training goals

should also be included in the performance review process as career development goals to ensure ongoing

tracking and discussion. However, be very careful about evaluating the employee on whether they

achieved career goals or not. Many variables can occur which hamper the employee from achieving career

goals. Instead, focus performance evaluations on achievement of performance standards.

Methods - Remember Basic Principles about Adult Learning

Adults Learn Best by Applying Information to Current, Real-World Needs Therefore, select training and

development methods that include the learner's actually applying new information and methods in the

workplace to a real-life problem. It's often difficult for learners to translate discussion about simulated

situations (e.g., case studies) back to the workplace. On-the-job training can be very powerful when

complemented with new information and methods, and time for reflection.



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BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)Adults Learn Best by Exchanging Feedback About Experiences Learners benefit a great deal from ongoing

feedback around their experiences when applying new information and materials. Ideally, training and

development experiences afford learners the opportunity to describe the results of applying new

information and methods, what they thought would happen, what actually happened and why, and whatthe learner gained from the experience.

Methods - Some Basic Mistakes to Avoid When

Particularly after 12 to 16 years of classroom education, we tend to fall pray to several common myths

about training and development. The following advice is geared to help learners avoid those myths.

1. Don't mistake data and information for knowledge and wisdom: Too often, when we want to learn

something, we take a course, carefully analyze the material and consider ourselves as having learned theinformation. Yet how much of the material from our courses have we really practiced? Paulo Freire, who is

probably responsible for educating more human beings than anyone in history, asserts that without

practice, there is no knowledge.

2. Don't mistake entertainment for enlightenment: Go to your library, look at the hundreds, maybe

thousands of books there. How many did you really need? How much of the authors' advice did you

actually follow? How many books met the strong promise you felt when you first read the title?

3. Don't mistake analysis for learning: Assignments over the years ask us to analyze the content and then

write a paper. Yet, Eastern philosophies that have existed thousands of years before ours, remind us of

the role of intuition, and of the role of reflection on our experiences (on our practices). Use more than your

brain, use your intuition and your heart.

4. Don't mistake education to occur only in classrooms: Yet research indicates that adults learn best when

they apply information to meet current, real needs in their lives, that is, when they ground their theories in

practice. And they learn best when exchanging ongoing feedback around these practices.

General Suggestions to Build More Learning into the Plan



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BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)1. For every learning method, answers How will this learning affect the real world?Have your supervisor

or best friend hold you accountable to answer that question. It may be the most important question in your

plan and its answer may leave you feeling the most fulfilled when the plan has been implemented.

2. Include learning activities that go well beyond the safety of reading and writing papers:Take some risks.

Have your spouse or close friends suggest what you most need to learn and how. Ultimately, ensure that

youre not engaged in extended arguments about How many angels will fit on the head of a pin -- come

the New Millennium?

3. Take advantage of real-life learning opportunities in the workplace: Your life and job afford you

numerous opportunities from which to learn. For example, if you're designing a plan to develop leadership

skills, then select learning methods that involve leading efforts in your community. Volunteer to a local

nonprofit or professional organization.

4. Practice principles of unconventional educators, such as Paulo Freire and Myles Horton: Freire and

Horton taught people to read, not just for the sake of learning, but to meet real and current needs in the

lives of their learners. Horton, who didnt write any scholarly papers in his life, started the Highlander Folk

School. The school had no classrooms, no expert lecturers. Yet, Martin Luther King said that Highlander

probably had more to do with addressing desegregation than he did. In another case, after leaving

Highlander, a young black learner refused to go to the back of the bus -- Rosa Parks.

General Considerations to Build More Learning into Our Lives

Many of us give far more attention to the learning we glean from our classrooms than we do from the rest

of our lives. Many of us come to realize this situation only after weve graduated. Again, some suggestions:

1. Write Down Ten Most Important Things You've Learned -- How Did You Learn Them?

Its ironic that, considering the thousands of exercises weve been assigned in our lives, this exercise is

never among them! Yet its probably one of the most important. Next to each thing you learned, note what

you did to learn it. Do you know? Did it occur in a classroom? What theory spawned that learning?



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BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)2. Once a Week, Write Down a Key Learning Experience -- What Did You Learn? You will learn far more from

your real-world experiences (or practices), including from your intimate relationships with others, than you

will from all of the classrooms and all of the books in the world!

3. Involve Yourself in Community Service -- Great "Classroom" in Life! These services are powerful

practices that soon spawn rich, deep learning in our lives!

4. For One Minute, Stare At Yourself in the Mirror: Ask "How Do I Feel About Myself?" Update your training

and development plan to address any concerns you have about the person staring back at you in the

mirror. As with any successful therapy or managing or teaching, you must first start with yourself.



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Monitoring, Evaluation and Research

Monitoring & Evaluation lectures main objective was to:

To understand the concepts of Participatory Monitoring and Evaluation in the context of community

Development Projects/Programs.

To understand and realize the importance of PM&E in the Project Cycle Management.

To get familiar with PM&E tools for data gathering, analysis and interpretation specially LFA.

To be familiar with the project cycle and its phases

CO Maturity Index: This CO maturity index should be filled in after each 6 monthsby CO members to undertake self assessment and by the NGO staff to keep track ofthe CO maturity & growth over the anticipated period of time

Name of CO:_____________________________________Date of establishment of CO:Name of Region:

1Participation of CO Members: Total Points PointsObtained

1.1

Total # of members in the at least 3 CO meetings wasgreater than 75 % 3

1.2 CO Meetings are held at least once a month 3



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1.3

Members participating in debate/vote during the meetingis more than 80% 3

1.4

A member chosen randomly can explain the role andfunctions of the CO. 3

1.5

All members of the CO are well informed about thecriteria and methodology of membership 3

1.6

Besides office bearers, other community activists are alsoactive CO Members 3

1.7

CO members practice the participatory approach forappraising and approving loans from the revolving fundand other savings. 3

21 0

2 Bylaws:

2.1 The CO has an approved set of by laws and constitution. 3

2.2

The CO members apply and respect the By-laws/Constitution (Example). 3

2. The CO reviews its By-laws six monthly or Annually 3



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3 (Minutes).

2.4

The CO members can recite the articles from By-laws(each of 5 members chosen randomly can recite onearticle of the by-laws).

3

2.5

The community is satisfied with their village CO and itsperformance 3

15 0

3 Capacity of CO Management Committee:

3.1

The EB members clearly understand their roles &responsibilities and are familier with the concept of self-help and self-management.

3

3.

2

The Executive Body members fulfils their responsibilities

to the satisfaction of the general members. 3

3.3

The EB members fulfill their roles & responsibilities to thesatisfaction of the General Body. 3

3.4

The Secretary fulfils his/her role (keep registers ofpresence, absence of members at meetings, keepsminutes of all meetings, records all resolutions of the CO).

3



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3.5

The treasurer fulfils his/her role (control the flow of moneyin the CO and the saving accounts. 3

3.6

The management committee keeps track of the totalamount of the money in the bank account, the savingsaccount and petty cash).

3

3.7

At least two members from each CO committee areliterate. 3

21 0

4 Linkages and Networking:

4.1

CO is implementing programmes with government linedepartments (minutes/MoU) 3

4.2

CO has close collaboration with NGOs/Private Sector(Minutes/MoU, other doc.) 3

4.3

CO has strong linkages with other COs at the regionallevel (minutes, resolutions) 3

4.4

CO mngt. committee is being regularly invited to GOs,NGOs, PS meetings (minutes, invitation letters etc.)

3



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4.5

General community members are satisfied by thelinkages of their CO (random quarries from communitymembers).

3

15 0

5 Finance/Accounst and Assets:

5.1

There is a ledger kept up to date for the savings accountsof members. 3

5.2

There is a ledger kept up to date for the revolving loanfund at bank 3

5.3 There is correlation between passbook and saving book. 3

5.4

The account system.(single or double entry) istransparent and clear to all members

3

5.5 The CO is maintaining an inventory register for its assets 3

5.6 The CO earn their income from more than 3 sources. 3

5. Not less than 2 persons are signing the cheques. 3



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7

21 0

6 Savings and Distribution of Profit:

6.1 CO members are saving for the last 1 year (record), 3

6.

2

The total saved by the members is at least 25% of the

amount of revolving fund in the bank. 3

6.3

Members know the rate of interest earned on theirsavings 3

6.4

Members set up enterprises after receiving training orcredit from the CO.

3

12 0

7 Other Documentation:

7.1 The CO has a properly maintained filing system 3



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7.2

The CO is regularly maintaining its minutes and otherregisters 3

6 0

Total Points/Points Obtained: 111 0

Percent (%) Points: 0

Interpretation of the % points obtained/Scored:

More than 80 %: CO is deemed mature to handle itsorganizational issues without co-signature and technicalsupport of the NGO.

50% to 80%: CO is deemed almost mature but still needfurther HID in areas of weaknesses. Continuation of TechnicalSupport for partner organization need to continue.

Below 50%: The CO is not mature and needs exposure andtraining in basic skills.



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Importance of Improved Monitoring, Evaluation and Reporting

BRSP believes that it can add value, maintain the standards of its support quality and remain relevant to

the needs, potentials and opportunities of the beneficiaries only by constantly improving its monitoring,

evaluation and Reporting (MER) capacities.

Monitoring

Monitoring is a regular observation/continuous process of recording and checking on going activities to see

weather the activities are on track and progressing as they were planed. Monitoring is done through

supervision to look at input, process and output level. Monitoring reports enable for decision making in

order to achieve the targets/objectives more efficiently and effectively. It also provides data for evaluation.

There are two types of monitoring.

Process Monitoring:

In this type of monitoring we go through the process that how some activity is carried out weather that

process is easy to access or hard to access.

Progress Monitoring:

In this type of monitoring we only go through the output or results that what was the target and what isachieved. We dont pay attention towards that how it is achieved.

Monitoring provides information that will be useful in:

Analyzing the situation in the community and its projects;

Determining whether the inputs in the project are well utilized;

Identifying problems facing the community or project and finding solution;



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BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD) Ensuring all activities are carried out properly by the right people and in time;

Using lessons from one project experience on the another; and

Determining whether the way the project was planned is the most appropriate way of solving theproblems at hand

Note: Monitoring is an integral part of every project, from start to finish



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Techniques for collecting data/information

Documents review

Surveys

Discussions with individuals, specific group and the community as a whole

Interviews

Observations

Listening to people

Brainstorming

Informal conversations

Village social, resources, services and opportunities

Transect walks, maps, problems trees.

Evaluation

Evaluation is the overview of a project to see what has been achieved did the program achieved its

purpose, weather the achievements are relevant, efficient and effective. Look at output, outcome and

impact level. It provides data for decision makers and recommendations for future planning.

Evaluation: Drawing lessons from the project implementation experience and using the lessons in re-

planning of projects in that community and elsewhere.

Purpose of Evaluation:



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BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)There are different reasons for evaluating a project.

To find out if project has achieved its objectives

look at how the objectives are achieved

To find out if the project has made any impact

To find out if the project was efficient

To find out the strengths and weaknesses

To find out if the project can be replicated

To feed back to our donors

To plane for the future especially looking at sustainability

How to evaluate:

There are different methods for evaluating a project

Interview with the key people

Questioner comparing with the base line

Use focused group discussion in subjective view

Look at cost effectiveness

look at sustainability, appropriateness, participation and connectedness



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Reporting

Reporting refers to preparing of documents related to overall programme and individual projects. These

documents capture and present in a concise manner the progress being achieved against targets and

objectives. With enhanced reporting capacity should:

Lead to production of regular documents about the overall programme as well as individual projects

Create greater awareness about programme/projects amongst various stakeholders

Highlight and share successes, lessons learnt and failure analysis with stakeholders

Lead to a depository of Programme and project documents and reports for future reference

Meet donor requirements as well as Programmes own requirements

Create greater unity within the projects to reflect the overall Programme goals, objectives and results

Participatory Monitoring and Evaluation

Participation means involvement of the stakeholders this usually means the beneficiaries but it should

also include the project staff who often get forgotten.

Why should beneficiaries participate?

It is their programme

They know best what has happened and why

By participating they are empowered to have more control over the project and the way it is beingrun



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BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD) It may be easier to accept poor results if you discover them for yourselves

Why should they not participate?

They know the programme too well

It may be difficult to be objective, especially if things are not going well

They may be motivated by hopes for personal gain

There may be power struggles and results may not be shared

Beneficiaries may lack the skills and knowledge to carry out monitoring

Donors want figures and beneficiaries may not be able to collect them

Participatory monitoring takes time

In an emergency people are often too traumatised or busy coping to involve them in monitoring

How can beneficiaries collect data?

Using simple tally sheets with pictures if they are illiterate

Pocket voting

Keeping records of births and deaths, cases of certain diseases, people who go to the clinic, hospitaladmissions

Seasonal calendars

Mapping

Observation



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Narrative Summary Objectively Verifiable Indicators Means of Verification Assumptions

Goal

Reduce prevalence of TB in

Sind & Baluchistan

60% of population coveragewith 80% case detection &

conversion rate with June 05 to

June 08 In 5 districts of Sind &

in 9 districts of Baluchistan

Base line survey &records from NTP PTP &

other Govt: Facilities

Govt: Participation &security has been

ensured

Purpose

In 60 diagnostic centers we

will strengthen TB case

detection & treatment

through Public Private

partnership by using

community participation

for effective

implementation of TB

DOTS. ( 8 months

treatment short course )

60 health facilities will be

functional along with 65 trained

lab technicians on TB DOTS &all Health facilities having

microscopy practices for

diagnosing TB

we will have 5 project

monitors having a

record of all trainingsalong with (pre-post

tests of trainings) and

project

record/checklist, etc.

commitment from

public health sectors.

Climate conditions donot present people

specially women from

seeking diagnoses and

treatment.

Output

60 functioning laboratories

for Diagnostic Centers

5 TB Coordinators, 25

Doctors, 60 Paramedics, 65

Financial Record

Physical Observation

Results prepared

Five Project Monitors

Field visits for Record

assurance

Record of Pre and Post

Test Training

Commitment from

public health Sector

Climate Condition do

not prevent people

especially women, from

seeking diagnosis and



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Lab Technicians and 1000

CHWs

14 Functioning NGO/Govt

SelasTürkiye Social Mobilization Training Report by Arbab Nasibullah

Documents

Transcript of SelasTürkiye Social Mobilization Training Report by Arbab Nasibullah