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SLIDE 1

T h e A C A D A M o d e l

• f

C o m m u n ic a t io n f o r D e v e lo p m e n t :

A M o r p h o lo g ic a l

P r e s e n t a t io n

By

N N A N Y E L U G O O K O R O

A b s t r a c tdcbaZYXWVUTSRQPONMLKJIHGFEDCBA D e v e lo p m e n t a n d b e h a v io u r c h a n g e a re a c h ie v a b le w h e n th e rig h t c o m m u n ic a tio n p ro c e ssmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA

is a p p lie d .

A trie d a n d tru ste d c o m m u n ic a tio n p la n n in g a n d im p le m e n ta tio n m o d e l lik e th e

• n e

d e sig n e d b y U N IC E F - A sse ssm e n t, C o m m u n ic a tio n A n a ly sts:- D e sig n a n d A c tio n (A C A D A ) -- th ro w s in to re lie f th e v ita l ste p s/ p ro c e d u re s th a tfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA m ust b e fo llo w e d in o rd e r to a c h ie v e se t g o a ls/ ta rg e ts in a c le a re r, sc ie n tific m a n n e r. T h is p re se n ta tio n e x p la in s th e ste p s in v o lv e d in th e A C A D A m o d e l a n d c o n c lu d e s-th a t c ritic a l to th e su c c e ss

• f

th e m o d e l a re to ta l q u a lity m a n a g e m e n t (T Q M ) a n d c o n tin u o u s q u a lity im p ro v e m e n t (C Q I).

I n t r o d u c t io n

Current thoughts

• n

communication for development are in search

• f

a surefire recipe that would utilize communication as a

m o te u r

for social development. These "new thoughts" are predicated

• n

the realization in development circles that communication is a central issue in the development process. Harping

• n this

perspective as far back as 1968, Erskine Childers noted

in te r a lia :

No innovation, however brilliantly designed and set down in a project plan

• f
• perations,

becomes development until it has been communicated. No input

• r

construction

• f

material resources for development can be successful unless and until the innovations

• the

new techniques and surrounding changed attitudes whichZYXWVUTSRQPONMLKJIHGFEDCBA

IIItI'T III/t;o /la l J o u rn a l o f C o m m u n lca tio n N o .2 J a n u a ry 2 0 0 5

people will need to use those resources have been communicated to them.

Today, the emphasis among communication scholars, researchers and advocates is no longer

• n

the relevance

• f

communication to development, but on how best to apply communication to the developmental process to achieve set development goals and objectives. It is this emphasis that has led to the development

• f the

ACADA model

• f

communication for development. THE ACADAMODEL The ACADA model is a UNICEF- developed communication planning and implementation model for development that is aimed

• at

developing and perfecting the most functional strategies for the design and

SLIDE 2

THE ACADA

• MODEL. OFZYXWVUTSRQPONMLKJIHGFEDCBA

C O M M U N IC A T IO N mlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA

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communication

• f

messages to the target audiences. Its prime focus is to promote "interaction around the messages for target audiences to understand them better, accept them and practise the healthy behaviours proposed, not once but long enough to reap the benefits that such behaviours bring" (seedcbaZYXWVUTSRQPONMLKJIHGFEDCBA

C o m m u n ic a tio n H a n d b o o k fo r P o lio E ra d ica tio n . a n d R o u tin e E P l).

The idea is to effect a behaviour change by "bringing about and sustaining the desired healthy behaviour". The acronym "ACADA" stands for Assessment, Communication Analysis, Design and

• Action. Before periscoping

this model, it is crucial that we understand the key terms that are at the . heart

• f

the subject matter

• f

discourse, namely: communication, development, and communication for development.

" C o m m u n ic a t io n

Communication, according to Emery et al, is "the art

• f

transmitting information, ideas and attitudes from

• ne person

to another" (Emery et 'aI,fedcbaZYXWVUTSRQPONMLKJIHGFEDCBA

1968:3).

Communication, in this context.v'is not the mechanical transfer

• f facts and figures," but a "humanized,

democratic-interactive" phenomenon which "stresses genuine dialogue, free and proportioned

• pportunity

to exert mutual influences," and lays emphasis

• n "how people use communication
• r

messages" (Moemeka,

1991: 18).

It places premium

• n

the promotion

• f

"dialogue, reflection, participatory situation analysis, conse-n-sus-building, decision-making, and planning

• f

actions for change and development." It is the process

• f mobilizing people

and communities, and helping them to gain the insights and confidence needed to tackle their problems" (Frazer and Restrepo-Estrada,

1998:62-63),

In essence, therefore, communication is the art, science and "technology of routing a message to the target audience in

• rder

to evoke a discriminating" response from the audience and" compel desired action. Central to this process is the issue

• f

feedback which enables the communicator, that is, the encoder. to ascertain the fidelity

• f

given communication

• fferings.

D e v e lo p m e n t

The term "development" is interpreted from various perspectives. While some perspectives focus

• n

individual and personality variables such as" self- reliance and achievement motivation,

• thers

concentrate

• n

capacity development to effect a changeahd become adaptive to changing situations (Mohd et aI, 1991), In the words of Rogers

(1996),

development is "a widely participatory process

• f social change

in a society intended to bring about social and material advancement (including greater equality, freedom

and

• ther

valued qualities) for the majority of the people through their gaining greater control

• ver their

environments." The implication of this participatory process is that "governments and agencies cannot develop the people and that

• nly

the people can develop themselves, if they are given the right information and skills as well as the resources they need to translate their dreams into reality" (Ajibade, 2003). In this context, the ultimate goal

• f

development "is not a matter

• f

~

• r

gross national product (GNP), but the 'acquirement

• f

new knowledge and skills, the growth of a new consciousness [and] the expansion

• f the

human confidence" (Kleinjans,

1975), It is also in this context that the

United Nations, in its Agenda for Development, defined development as "a multidimensional undertaking to

..1 1 1 ln terd iscip lin a rv

Jo u rn n l

• fC o m m u n irtttio n

S tu d ies

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!V N A iV Y E L U G O

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achieve a high quality of life for all the people" (see Ajana, 2001). In this presentation,

• ur

focus is

• n

the capacity-development view which sees development as "a positive change [for the better] from conditions [social, economic, political, cultural and human) that are no longer considered good enough for the goals and aspirations

• f a

society to those that are most likely to meet those goals and aspirations" (Moemeka, 1989).PONMLKJIHGFEDCBA

C o m m u n ic a t io n f o r D e v e lo p m e n t

Communication for development has been comprehensively defined by Frazer and Restrepo-Estrada (1998) as "the use

• f communication

processes, techniques and media to help people towards consensus, to help people plan actions for change and sustainable development, to help people acquire the knowledge and skills they need to improve their condition and that

• f

society, and to improve the effectiveness of institutions." Using the concept

• f

social marketing, which is defined as "identifying a socio-economic need and helping people to satisfy it, for their 'own profit," communication for development aims at applying' communication in the very practical terms

• f getting

people to adopt new way's

• f

self-improvement, to bring about societal development. The power- point

• f

communication for development is behaviour change communication (BCC), Communication for development is a planned process

• f

social transformation which operates at the levels

• f

advocacy to provide resources and socio-political leadership commitment and support for development goals/ objectives. Through social mobilization ~nd programme communication, it brings about wider public participation and

• wnership
• f

development projects, and effects changes in knowledge, attitudes and practices (KAP) among specific programme participants (see

C o m m u n ic a tio n H a n d b o o k fo r P o lio E ra d ic a tio n a n d R o u tin e E P J , supra).

Communication for development

IS

diagrammatically illustrated as follows:

P r o g r a m m e c o m m u n ic a t io n ZYXWVUTSRQPONMLKJIHGFEDCBA

S e rv ic e d e /w e ry S e rv ic e d e liv e ry T a rg eted ca m m u n ica tio n /tra in in g fo r b eh a vio u ra l.ch a n g efedcbaZYXWVUTSRQPONMLKJIHGFEDCBA Source:

C o n n n u n ic a tio n H a n d b o o kfo r P o lio E ra d ic a tio n a n d R o u tin « E t'

L n tern u tio n u l

J o u rn a t

• f C o m m u n ica tio n

N il, 1 }{II/U //T J '

1 0 0 5

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A C 4 D A M O D E L O F C O .1 J iilU .fI,'IC A T lO N

2 1 2

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E v a lu a tio n .

'-" o m m m r l6 a tio n

i;:~ :'~ :

• '

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Anmysis

.,

• ,:.,
• ::~~::::~::~I:~na"sis/Stakll1

nt .......... ".."".'" .., ''' Purucipation l'hanndsil\'1cdia

C om m urucauun O bjcctivc-, lndicator«

The ultimate am)

• f communication

for development is to bring about and sustain the desired behaviour, that is, behaviour change. All communication

• fferings

are therefore geared towards the realization

• f

this ultimate aim which forms the litmus test

• f

the effectiveness

• f

any given communication effort in this direction.

I

\\

• Develop

Marcri'lb

• \
• Pretc-r

and

RCVlSe

• Develop

Dissemination \ I'lan

\'"'''''~'''

~MONITORING

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......

.

. ....................•.•.......................

A c t i o n

F O Im \T IV E R E S E A R C H

PERISCOPING THE ACADA PLANNING MODEL The ACADA communication planning model is an integrated communication plan which portrays the cyclical nature

• f planning

in a reiterative dimension. The beauty

• f

this model is that it throws into relief the vital steps/procedures that must be followed in

• rder'

to achieve set goals / targets

In

a clearer, scientific manner .

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esagn

S Il~A IT(jY 1'1 ..\"

• Rok or Partners
• Sc:kct Channels

c

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r vpproac]:

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• P ersu a d in g

Progralllll1t:

• E d u c a tin q

»

E n te rta in in q

c

Comnuuucauon

• B m p o u .ertn

q /

• Message Development

J /

l:'lllO /1 I1 /1 0 /

R a tio n a l

• D irc c t In d ire c t

P o stu v .: S ~ g (l"n !

• O n « T w o -S id e d

l h n n o ro u s S e rio u s l 'o ltective In d ivu lu a l

S o u rc e . P I!(!r .tu th o ritv

Diagnlnl

• f the ACADA

communication planning model ".llIr.:.::

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I ta n d b o o l:

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.-1 1 1 ln terd iscip lin a rv

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• fC o n u n u n ic u tio u

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The ACADA model is characterized bv the following stages:PONMLKJIHGFEDCBA A s s e s s m e n t The first stage in the model is an

• bjective

assessment

• f

the situation

• n

the ground. This enables the communicator to examine the vital issues at stake and com; up with a strong case statement' hat would eventually inform the behaviour to promote Through a proper assessment

• f the

situation,

• ne

is able to gain an insight int o the remote

8.S

well as immediate problems in respect

• f

the subject matter

• f investigation.

According to Ajie. (2003), situation assessment, in broad terms, includes the following:

• Review
• f programme

status in terms

• f

successes, failures/ weaknesses, issues and problerr;s,. as well as the identification

• f

those problems/interferences that can be

• vercome

through the application

• f

communication interventions.

• Review
• f

existing communication interventions through the compilation

• f

communication, training and learning materials; listing

• f the
• bjectives
• f

the information, education and communication (lEC) materials and analyzing the implications

• f

pre-test reports and evaluation studies; definition

• f

intended beneficiaries / participants with regards to location, language, group, age, sex and socio- economic status (SES).

• Review
• f

existing behavioural/focus group data, attitudinal studies and monitoring/ evaluation reports with regards to prevalentdcbaZYXWVUTSRQPONMLKJIHGFEDCBA

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practices/habits, economic systems, socio-political relationships. cultural values and religious belief systems; gender relationships and the status

• f children/the

elderly.

• Identification
• f

missing information such as: Which practices/ behaviours need to be discouraged? Which

• f

them need to be modified? Which

• f

them need to be changed totally? Which practices/behaviours are close to the ideal behaviour? How can w~ encourage such practices/behaviours? By examining, in detail, the vanous facets

• f

the situation, it becomes easier to have a well-informed view of the problem

• n hand.

C o m m u n ic a t io n A n a ly s is After the assessment

• f

the situation, the next step

1S

communication analysis. Here, the take-off point is to analyze the problem

• n

hand by seeking answers to questions like: What are people doing

• r

not doing which constitutes a problem? Where and when does such action

• r inaction

take place? Who does such action

• r

inaction affect? What are the effects

• f

the problem? What are the possible causes

• f

the problem? (See Ajia, 2003.) By providing candid answers to these questions, it becomes

eas

to state the problem in a clearer perspective. Other sub-steps

• f

communication analvsis are: behaviour analysis, participant analysis, channels/ media analysis, communication

• bjectives,

and monitoring and evaluation indicators (see

C o m m u n ic a tio n H a n d b o o k fo r P o lio E ra d ic a tio n a n d R o u tin e E P J ).

Behaviour analysis brings to the fore three categories

• f behaviour,

namely: ideal behaviours, current

SLIDE 6

THEACADA MODELZYXWVUTSRQPONMLKJIHGFEDCBA

O F C O J l1 M U N l~ A T J O /V

214mlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA behaviours, and priority behaviours. Ideal behaviours refer to all behaviours that are capable

• f

ameliorating a particular aspect

• f

the problem. Curren t practices / behaviours refer to the most prevalent behaviours / practices that are related to the problem,

while

priority behaviours designate feasible behaviours which are bound to have major

• r

significant impact

• n

the problemfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA

(A jia, 2003 supra).

In behaviour analysis, we are concerned with questions such as the following:

What behaviours related to the problem are participants presently performing? Which

• nes

are similar to the ideal behaviours? Which

• nes

compete with the desired behaviours? What are the barriers to desired behaviours? Is the absence

• f

desired behaviours due to a skills deficit (lack

• f

skills necessary

to

perform the behaviour)

• r to a

performance deficit (e.g. existing" conditions and resources do not su pport learned behaviour)?

[Ajia, ibid]

These questions are aimed at, identifying the prime factors that are critical to the central issue

• f

behaviour change, One critical element

• f

communication analysis

IS participant

analysis. The thrust

• f investigation

at this point is the identification and analysis

• f

stake holders, partners, allies and organizations that should be involved in the communication

• ffering.

Participant analysis is carried

• ut

to identify individuals, groups and institutions that will provide the needed support for behaviour change at the levels

• f

programme

/

communication, social mobilization and advocacy. Another critical element

• f

communication analysis is channels/media analysis. This \is conducted to ascertain (a) the available channels/media

• f communication

tl:i'a~/ will be useful in reaching the target audiences, (b) the strengths, weaknesses,

• pportunities

and threats (SWOT)

• f

each channel, (c) the effectiveness and appropriateness

• f

selected channels in relation to the message we intend to deliver to the target audience, and (d) the available sources of information for the people in a given community. After conducting the necessary analyses, we are now in an informed position to set communication

• bjectives, that

is, a concise statement

• f

the desired'

• r

planned

• utcome,

upon which to base

• ur interventions,

Such communication

• bjectives; must

be SMART --PONMLKJIHGFEDCBA

s p e c if ic ,

which 'means that

• bjectives

must state, in clear terms, the desired

• utcome;

.measurabte, which means that there should be criteria

• n how outputs

will be measured;

a p p r o p r ia t e ,

which means that

• bjectives

must be "culturally and locally acceptable";

r e a lis t ic ,

which means that

• bjectives

must be achievable; and

t im e - b o u n d ,

which means that

• bjectives

must be achieved within a specific time-frame. A very crucial aspect

• f

communication analysis is monitoring and evaluation, This is aimed at tracking performance and ascertaining the impact

• f a given communication

programme, The strategy is to draw' monitoring and evaluation indicators from programme

• bjectives

and activities and classify such indicators into process, impact and

• utcome

categories, Focusing

• n

short-term achievements,

• f a

given programme, process indicators are concerned withdcbaZYXWVUTSRQPONMLKJIHGFEDCBA

A n In terd iscip lin a ry Jo u rn a l

• f C o m m u n icu tio n

S tilt/it's

SLIDE 7

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OKOROmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA such questions as: Were the activities carried

• ut

as planned? Were the activities carried

• ut

efficiently? How functional were administrative/logistic . support? Impact indicators concentrate

• n

the medium-term effects

• f a

given programme. They provide information

• n

the extent to which a given programme

• bjective

has been achieved. Outcome indicators dwell

• n

the long-term effects

• f

a given _ programme intervention. They provide information

• n

the

• utcome
• f a given

in terven tiori.PONMLKJIHGFEDCBA D e s ig n Having analyzed the situation

• n

the ground and the communication component,

• we. are

now in a position to design an effective message that will compel desired action. This starts with message development which involves (a) the determination

• f

message concepts that will give rise to the desired behaviour change (b) choice

• f

communication approach and (c) / selection

• f the

message appeal

• r tone

(seedcbaZYXWVUTSRQPONMLKJIHGFEDCBA

C o m m u n ic a tio n H a n d b o o k fo r P o lio E ra d ic a tio n a n d R o u tin e E P I).

Messages must address,fedcbaZYXWVUTSRQPONMLKJIHGFEDCBA

111

unambiguous terms, behaviours to promote and highlight the benefits

• f

the behaviours being promoted. . In selecting a communication approach, emphasis must be laid

• n

the informative, educative, ernpowermg, entertaining and persuasive planks to encourage compliance. The choice

• f a specific

message appeal

• r tone

(e.g. positive

• r negative,

rational

• r

emotional, serious

• r

humorous) must be informed by the nature

• f

the behaviours being promoted.

ln tern a tio n u l

J O II","/

• f C o n u n u n ica tio n

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The design component brings to the fore the issue

• f

message dissemination and training plans. It strategizes

• n

the integrated communication strategy-planning matrix which aims at adroitly applying. specific messages and intelligence at advocacy, social mobilization and programme communication dimensions to promote and sustain desired behaviours. It is vital to stress that, in message design, emphasis should be

• n

the effectiveness

• f message

format and content so that what is said is what is meant and what is meant is what is understood and what is understood is what is done and what is done is the desired action (Agba and Okoro, 1995). A c t io n After designing the message, the next stage that, incidentally, represents the last letter in the ACADA model is action (implementation plan). Here, communication plan is developed in line with communication

• bjectives.

Communication plan gives direction

• n

how to implement communication activities, taking cognizance

• f
• ur

target audiences (participants). For an effective implementation

• f

a given communication plan, it is important that we develop an integrated communication strategy' that would address the relevant approaches in

• ur

communication continuum, at the levels

• f

advocacy, social mobilization and programme communication. Our task

111

this regard is made easier when we follow a step-by-step process as shown in an integrated communication strategy- planning matrix (below).

SLIDE 8

T H E A C A D A ,H O D E L O F C 0 1 /M U ('IC A T lO SfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA

216mlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA

e

i

~I

.0

C >

Cl')

I

& )dcbaZYXWVUTSRQPONMLKJIHGFEDCBA

en 0Q

v

.a

& )

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• ~

1ii

• s:

J

b :e

~

Cl.)

<

~

acy

i

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i

!

!

• I

1

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I

iza:tion

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mme

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unication

I I

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Source:

C o m n u u n ca tio n

j la n d b o o k

fo r P o lio E ra d ica tio n a n ti

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Following the matrix, it becomes easier to develop. specific communication activities that would address given communication problems in a scientific manner.PONMLKJIHGFEDCBA

C o n c lu s io n

The ACADA model of communication is better understood and utilized when it

IS

viewed as a cyclical strategy commencing from an assessment

• f the

situation to communication analysis, to deign, to action and then back to assessment for communication/programme improvement and/ or modification m

• rder

to achieve set

communicationy

progamme

• bjectives.

As we have seen, each stage

• f the

model is marked with a lot of research, resulting in a communication plan that would address the felt needs

• f the

participants. Critical to the success

• f the

ACADA model are two innovative management principles, namely: Total Quality Management (TQM), and Continuous Quality Improvement (CQI). These principles underscore the fact that modern communication management processes must focus

• n

integrating "-,e ideal philosophy

• f

participant-de en benefits and continuous irr.provement

• f

product quality and service delivery. These principles issue from the fact that comrnunicatic.n for development seeks not only to transfer messages, but also to promote interaction around the messages

S8

that participants

w o u ld

practise (ne desired behaviours proposed in such messages. The task

• f communication

in this regard is to change behaviour. that is, to bring about and sustain the desired behaviour. In the context

• f

behaviour change cornmurrication (BCC), communication .s no longer interpreted within the hypodermic needle perspective

• r

what

r Michael

R eddy (19'"79)

calls the conduit metaphor, showing

COr:1!l'. urtication

as the action

• f one person.

Rather, communication is seen as an interactive, transactional phenomenon, resulting m a comrnonality

• f interest

and a circle of

A n l n terd iscip lin n rv Jo u rn u !

• f

COIIlI1JJllliC(lfi(}Jl

Studies

SLIDE 9

217dcbaZYXWVUTSRQPONMLKJIHGFEDCBA vv.cvveu .co

OKOROmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA

concern which are products

• f

humanized. democratic communication model (Moemeka, 1991). This "new communication" perspective is justified

by

the fact that development communication "takes as its starting point both the 'felt needs' at community

• r

local level, and the 'action needs' as identified by planners" (Moemeka, supra). As a highly participatory process, the ACADA model

• f

communication for development is a key factor for successfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA

(KeS)

in behaviour change communication (BCC). Its target is to produce communication that works.PONMLKJIHGFEDCBA

R e f e r e n c e s Agba. P C. and

F u n d a m e n ta lsZYXWVUTSRQPONMLKJIHGFEDCBA

C O lfll!lU lllC 'n tio n .

Pu blishers. Okoro, N .

• f

Enugu: (1995) G ra p h ic Acena A jana, D . (2001), E n in ro n m e rita l C o m p a n io n : S u sia in a b le

L iu e lih o o d : E n u iro n ru e n ta l

a n d

D e v e lo p m e n t M a u a q e m e n t

Issues

111

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