BUILDING ON YOUR EXPERIENCE All of you have implemented many - - PowerPoint PPT Presentation

BUILDING ON YOUR EXPERIENCE

All of you have implemented many projects - Why have you done this? How do you know if your project is going in the right direction? What have you been doing to ensure that desired results are being achieved?

WHAT IS RBM?

 RBM is a management

approach aimed to improve management effectiveness and accountability in achieving results.

 RBM is focused on chain

results: output, outcomes, and impact.

LETS BEGIN BY LOOKING AT THE PROJECT CYCLE

What are the components of a Project Cycle?

Result

Situational Assessment Planning Implementation & Monitoring Evaluation

RESULT In any Project, what is a result?

A result is a measurable change Change – intended and unintended

WHAT IS A RESULT ?

When you

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result th thin ink of

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• nly on
• ne wor
• rd –

CHANGE CHANGE.

At At tim time of

• f pl

planning: CHANGE IS S FOR OR IMPROVEMENT : : 10 10 DPOs giv given pig pigle lets fo for IGP At At tim time of

• f moni
• nitoring:

Cha hange may y not not be so so po positi tive – it it may y eve ven be neg negati tive: 05 05 DPOs kill killed pig pigs fo for ow

• wn use

use/ 05 05 DPOs so sold ld pig pigle lets for for Rs.

• s. 25

25,0 ,000 It t ha has to to be MEASURABLE CHANGE (E (Exa xample: 05 05 DPOs go got t in increased in income/ 50% 50% DPOs go got t incr increased inco income)

WHAT IS A RESULT ?

Example 1: Do not speak of the “Empowerment” of PWDs, speak of accessibility to:  knowledge (includes skills) (MIND)  resources (money/ property/ accessibility to buildings/ education) (MATERIAL)  decision making. Example 2: See Annexure 1: Story of Hardy and Smarty

LEARNING :

Smarty took time :

 To plan  To monitor  To prepare  To think of the Result.

THR HREE EE LEVELS LS OF A F A RESUL ULT T ?

Output: Immediate change that happens when we do our activities: “What was the lesson learnt from “Hardy and Smarty”? 10 participants have understood the concepts spoken of in the session. Outcome: Foreseen change that would occur by/ at the end of the Project: At least 200 women do animal rearing and improve their income by a minimum of Rs. 5000 per month. Impact: Change that is sustained by the end of the partnership/ beyond the period of partnership as a result of various initiatives in that area, the CBR programme being

• nly one of them – these include other initiatives by the same NGO/ other NGOs/ other

funding agencies/ Government etc: 200 women have greater control over their resources – make independent decisions on the investment and utilization of the money.

GOLDEN RULE :

SUMMARY: LEVELS OF A RESULT IMPACT Long Term Fifth year/ Beyond the Project OUTCOME Intermediate/ Medium Term By/ At the end of the Project/ Phase OUTPUT Immediate/ Short Term During the Project

START ART THINK HINKING NG FROM ROM IMPAC MPACT T DOWN WNWAR ARDS DS AND D NOT OT FROM ROM ACTIV CTIVIT ITIE IES S UPW PWAR ARDS DS.

How do you as an NGO arrive at Outputs, Outcomes and Impact statements in your current work?

In RBM we start with Situational Analysis with the help of two tools:

• 1. Problem Tree Analysis
• 2. Solution Tree Analysis

PROBLEM TREE ANALYSIS

PROBLEM TREE ANALYSIS IS AN ANALYTICAL PROCESS AND TOOL THAT CAN BE USED TO ASCERTAIN THE ROOT CAUSES OF A GIVEN PROBLEM, AND ALSO ITS EFFECTS.

BENEFITS FROM PTA

 Helps in clearly understanding the causes and

effects of the problem

 Helps in finding a comprehensive solution and

effectively planning the project.

 Helps in selection of the most viable strategy.  Helps in ascertaining the project objective/Outcome

and also the outputs.

HOW TO DO PTA

1.

Decide a problem statement

2.

Identify all possible causes for given problem

3.

Identify direct, immediate (I level) causes of the problem from the listed out causes and place them below the problem.

4.

If there is more than one cause, place them both below the problem, but parallel to each other.

5.

Explore the further direct causes of each of the I level cause identified and place them below.

6.

Carry on exploring till you reach the root of the problem.

When to stop the analysis

 You may stop if you are entering altogether a new

• sector. For e.g.:- you are exploring the causes of

poor maternal health and you reach low literacy rate as one of the sub causes.  You may also stop if you reach aspects of human

• nature. For e.g.:- lack of desire/willingness on part
• f the people to do something.

 You may stop when start blaming the government

GROUP WORK

Five groups: Group 1: Education Group 2: Health Group 3: Social. Group 4: Livelihood Group 5: Empowerment Task: Select 1 Problem Statement pertaining to your area and prepare: 1. Problem Tree Analysis 2. Solution Tree Analysis

THREE LEVELS OF GROWTH OF NGO ACTION:

Achieving is the result of doing : results in changes in

• lives. :OUTPUTS/

OUTCOMES/ IMPACTS Being includes meeting, minutes, record keeping, attendance, discussing, etc. Doing includes engaging, dharnas, meeting with govt.

• fficers, self help action, rights

action, etc.

WORDING IMPACTS AND OUTCOMES :

Form 5 groups (1) and discuss the following questions:

 Expected outcomes: Changes expected to be achieved by the end of the

next two years

 Expected impacts: changes to be achieved during / beyond partnership

period. The above queries are to be discussed with reference to the area allocated to your group using the following format:

Areas(2) Expected outcomes by the end of the next two years Expected Impacts during / beyond partnership

• 1. Education

1.1 1.2 1

• 2. Health

2.1 2

• 3. Livelihood

3.1 3

• 4. Social

4.1 4

• 5. Empowerment 5.1

5

• 1. EACH GROUP TO TAKE UP ONE AREA ONLY : DO A PROBLEM AND SOLUTION ANALYSIS
• 2. MAINSTREAMING AND ADVOCACY IS TO BE PART OF EACH OF THE AREAS LISTED

 Examples of Impacts and Outcomes (3)

After 30 minutes, each group will make a presentatio n.

• 3. EXAMPLES OF IMPACTS AND OUTCOMES (ANNEXURE 02) – TO BE GIVEN AFTER THE EXERCISE

WHO DO YOU WORK WITH? WHAT DO YOU DO WITH THEM? (Activities) To achieve an OUTPUT: = STRATEGY

WHA HAT IS THE HE STRATE TEGY Y ?

STRATE TEGY THE MODE E OF DOING ING ACTIV IVIT ITIES IES IS THE E STRATEGY. TEGY. STR STRATEG ATEGY INFL INFLUENC UENCES ES YOUR YOUR ACTI CTIVIT ITIES IES AND AND OUTPU PUTS TS.

WORDING STRATEGIES AND PROCESS TO REALIZE THE OUTCOMES :

STRATE ATEGY Y & PROC OCESS SS 1.

• 1. The mode

e of achiev eving ing the outcomes es is the e STRATE ATEGY Two questi tion

• ns that

at would point t to the e strategy ategy are: e:

Who do we have

e to work k with?

What

at do we do with them? 2.

• 2. The sequence

ce of steps will l then n have e to be worked ked out: : This is the PROCESS.

Activity 1

Activity 2

Activity 3 WHO DO YOU WORK WITH? WHAT DO YOU DO WITH THEM? (Activities) OUTPUTS OUTCOM ES IMPAC T PROCES S To achieve an OUTPUT: = STRATEGY

WHAT IS THE PROCESS LEADING TO THE RESULT ?

PROCESS CESS THINK NK OF THIS IS AS A LOGICAL GICAL SEQUENC UENCE – A RES ESULT ULT ORIENT IENTED ED PROCES OCESS: : A COMBINA BINATI TION ON OF ACTIVIT ITIES IES LEAD ADING ING TO OUTPUT PUTS.

EXAMPLES: OUTPUTS AND ACTIVITIES:

Output: 250 women become aware about benefits of rearing animals in a scientific way. Activity: Orientation program on animal rearing on a scientific basis. Output: Men agree to the idea of women taking up independent enterprise and providing support rather than obstruction. Activity: Meetings with men / husbands of potential women participants. Output: 250 women gather the knowledge and skills to rear animals. Activity: 4 Trainings on animal rearing (theoretical and practical). Activity: 10 Visits to an animal farm and progressive animal rearers (batches

• f 25).

EXAMPLES: OUTPUTS AND ACTIVITIES:

Output: 225 women mobilize loans and purchase animals. Activity: Facilitate linkage with the banks and the market for purchase of animals. Output: 225 women construct sheds and take proper care of animals. Activity: Facilitate and supervise the construction of sheds. Activity: Make follow up visits and provide technical guidance on the farm (at least one visit to each beneficiary each month). Activity: Follow up training (4 programs for 100 beneficiaries) to address the issues. Activity: Facilitate visit of animal rearers to identified better practitioners (4 local farm days).

EXAMPLES: OUTPUTS AND ACTIVITIES:

Output: At least 215 women begin to sell their products in their respective local markets. Activity: Facilitate linkage with the market for sale of animals. Activity: Training on marketing (4 training programs – each batch to have approx 25 trainees).

STRATEGIES AND PROCESS TO REALIZE THE OUTCOMES :

Please break up into the same five groups once again:

Group 1: Education Group 2: Health Group 3: Livelihood Group 4: Social Group 5: Empowerment

Work out the strategy and process for any one of the outcomes in the area allocated to your group. After 30 minutes, each group will make a presentation.

Examples: Annexure 03: Livelihood (X)

Activity 1

Activity 2

Activity 3 WHO DO YOU WORK WITH? WHAT DO YOU DO WITH THEM? (Activities) OUTPUTS OUTCOM ES IMPAC T PROCES S To achieve an OUTPUT: = STRATEGY

TWO TYPES PES OF F CHA HANG NGES ES :

Quantit Quantitativ tive: e: Changes nges t hat can an b be measu sured red in n quanti tity. Qualit Qualitativ tive: e: Changes nges that at cannot nnot be meas asure red in quantity. tity. Person son who is respo spond nding ng will ll res espo pond nd based sed on who is asking.

• king. This is why qualitative

ative survey ey requires res skills ls.

DET ETER ERMINING MINING WHETHER ETHER QUANT NTIT ITATIVE IVE OR R QUALIT LITATIVE IVE :

When you look at a result statement, underline the change .

Ask: can I measure this in terms of quantity? If the answer is yes, it is a quantitative result. If the answer is no, it is a qualitative result.

The words somewhat, very little, very high, very low, participation,

inclusion are qualitative and not quantitative.

No result can be both qualitative and quantitative. If the answer to change is Yes or No it is a quantitative change. If parameters included are those of respect, concern, discrimination it is

a qualitative change

DETE TERM RMININ INING G WHET HETHE HER QU QUANTIT NTITATIVE IVE OR OR QU QUALIT LITATIVE IVE :

Example: 50% CWDs are enrolled in school

• Underline the change
• Do not look at the target: 50%
• If change can be measured objectively -

It is a quantitative result. 50% of PWDs have improved level of decision making in their family This is a qualitative result. Here 50% is a target and not a quantitative result. enrolled in school

IND NDICA CATORS ORS :

Indicators are used to monitor the progress made.

PROCESS FOR FORMULATING QUANTITATIVE INDICATORS :

Step 1: Choose the Result Statement: 50% PWDs have income of Rs. 2,000 per month. Step 2: Highlight change/ decide if quantitative or qualitative 50% PWDs have income of Rs. 2,000 per month. Step 3: Write the indicator as a Question: What % of PWDs have income of Rs. 2,000 per month. Step 4: Remove the “What” from the above query and edit to read as: % of PWDs who have income of Rs. 2,000 per month.

MATCHING THE INDICATOR TO THE RESULT STATEMENT

Example: Result statement: 50% of PWDs have income of Rs. 2,000 per month

Three indicators:

% of PWDs who have income of Rs. 2,000 per month

 % of PWDs who started IGA  % of PWDs who have stopped migrating due to increased income.

3 months 12 months 36 months Lower result Appropriate result Higher result

MATCHING THE INDICATOR TO THE RESULT STATEMENT

A lower level result will not be an indicator of a higher level result:

% of PWDs who started IGA

Higher level result will not be an indicator of lower level result:

% of PWDs who have stopped migrating due to increased income.

When writing indicators do not go beyond what is written in the Result

(Output/outcome/impact). % of PWDs who have income of Rs. 2,000 per month

Measuring quantitative is easier but qualitative information is more

important.

PROCESS FOR FORMULATING QUALITATIVE INDICATORS :

Result Statement: 50% DPOs will be functioning effectively. Identify the change in the result statement and qualify whether it is quantitative

• r qualitative.

In case there are qualitative results like above, define the change: break down the change into smaller components as follows:

% % of

• f DPOs

DPOs whic hich h ar are: e:

Component Type Organizing regular meetings Quantitative Maintaining proper records Qualitative Establishing linkages with banks and other institution Qualitative Identifying issues Qualitative Making decisions Qualitative Taking up issues and following up on them Qualitative Making decisions in a participatory manner Qualitative

SEPARA ARATIN TING G QUANTIT ANTITATIVE TIVE AND ND QUAL ALIT ITATIVE TIVE OUTCOMES COMES AND ND IDENT NTIFYI IFYING NG IND NDICA CATORS ORS :

We will now break up into the following groups, once again: Group 1: Education Group 2: Health Group 3: Social. Group 4: Livelihood Group 5: Empowerment The task to be done is as follows:

Recap : Quantitative and Qualitative Results / indicators Separate Quantitative and Qualitative Results Identify Indicators for any one Qualitative Result.

After the group work, each group will have to make a presentation in the plenary.

EXAMPLES OF INDICATORS FOR QUALITATIVE RESULTS See Annexure 04 Social (X)

PLAN OF ACTION :

Break up into NGO groups in view of drawing up a POA detailing the steps, the time frame and the type of support required, if any. See sample below for format (See Annexure 05)