Training manual for the development of a communication strategy by ACDC Kenya

ASAL â&#x20AC;˘ Training Manual for the Development of a Communication Strategy

TRAINING MODULE FOR THE DEVELOPMENT OF A COMMUNICATION STRATEGY ARID LANDS RESOURCE MANAGEMENT PROJECT II

ASAL • Training Manual for the Development of a Communication Strategy

Copyright ÂŠ 2007 All rights reserved Arid Lands Resource Management Project II, Office of the President, P. O. Box 53547 - 00200, City Square, Nairobi, Kenya. Without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored or introduced into a retrieval system, or transmitted, in any form or by any means (electronic, mechanical, photocopying, recording or otherwise), without the prior permission of the publisher of this book. ISBN: 978-9966-7253-0-X

Prepared by: Valour Communication for Development Consultants Illustrations by: Ben Nyangoma Revise-editing and design by: IEC Strategy Ltd.

ASAL â&#x20AC;˘ Training Manual for the Development of a Communication Strategy

ACKNOWLEDGEMENT We would like to acknowledge all the contributions made towards development of this training module. The content was adapted from several publications - manuals and modules - developed by individuals and organizations. These publications are listed in the bibliography section. We at Valour Communication for Development would also like to deeply thank the various people who, during the last 7 months, provided us with useful assistance. First, we appreciate the ALRMP communication staff at headquarter for their patience in responding to the many enquiries for documents and information on ALRMP, and their coordination of the field surveys and workshops. Our appreciation too goes to the data collection officers and others who attended the two workshops, providing feedback for the development of this module. Secondly, we acknowledge the team of consultants who spent many hours expending their skills and energies towards accomplishment of this goal. These include Stella Kihara, Suji Omeno, Julia Kagunda, Professor Faith Nguru, Rufus Eshuchi, Ben Gathigi and Moncef Bouhafa. Without Godâ&#x20AC;&#x2122;s help and wisdom though, this project could not have seen the light of day, our gratitude goes to Him.

ASAL â&#x20AC;˘ Training Manual for the Development of a Communication Strategy

TABLE OF CONTENTS

Session Duration

Opening

What is Communication

How to Plan and Conduct Participatory Rural Communication

Appraisal (PRCA) and Baseline Study

1 hour

Communication Problem Analysis

2 hours

Understanding and using the Tools of Participation

2 hours

Setting Behavior Change Communication (BCC)

Objectives

2 hours

Defining Audience

2 hours

Channels and Tools

2 hours

How to Develop a Media Strategy

2 hours

Developing Effective Messages

16 hours

Pretest of Messages

2 hours

Monitoring and Evaluation

2 hours

2 hours 2 hours

Appendix

Workshop Checklist

Training Methodology

Bibliography

ASAL â&#x20AC;˘ Training Manual for the Development of a Communication Strategy

INTRODUCTION This Manual on Communication Strategy Development using the Participatory Rural Communication Appraisal (PRCA) process has been prepared as a training guide for Arid Lands Resource Management Program (ALRMP) field staff for developing, implementing and managing communication for development strategies for field projects. It outlines ways of involving people in the decision-making processes for effective communication planning and action. The manual guides users through the principles and processes of PRCA, communication planning, message design, materials development, development of media strategies, monitoring and evaluation. It is primarily a training and reference guide to be used during workshops for developing communication strategies at all levels (national, district) as well as message design and materials development workshops. The communication strategy design and materials development process described in the manual has been tried and tested in two training workshops with participants drawn from several ASAL districts in Kenya. The process can be applied with success to various development projects dealing with agriculture, health, education, income generation, gender, water and sanitation, animal husbandry, poverty alleviation, among others. During training, facilitators are encouraged to use visuals such as PowerPoint, overhead projector/transparencies or flipcharts.

ASAL â&#x20AC;˘ Training Manual for the Development of a Communication Strategy

AIDS

Acquired Immuno Deficiency Syndrome

ASAL

Arid and Semi-Arid Lands

BCC

Behavior Change Communication

BCI

Behavior Change Intervention

CBC

Community-Based Channels

CBO

Community-Based Organisation

CSR

Corporate Social Responsibility

FGM

Female Genital Mutilation

GoK

Government of Kenya

HIV

Human Immune Virus

IEC

Information Education and Communication

IPC

Inter-personal Communication

KAP

Knowledge Attitude and Practice

MMC

Mass Media Channels

M&E

ABBREVIATIONS

Monitoring and Evaluation

NGO

Non-Governmental Organisation

NOPS

Needs, Opportunities, Problems and Solutions

PRCA

Participatory Rural Communication Appraisal

PRO

Public Relations Officer

Q & A

Question and Answer

SMART

Specific, Measurable, Attainable, Realistic, Timely

Television

UNAIDS

United Nations Joint Agency on Aids

USP

Unique Selling Points

ZIHP

Zambia Integrated Health Program

ZIHPCOMM

Zambia Integrated Health Program on Communication

ASAL â&#x20AC;˘ Training Manual for the Development of a Communication Strategy

TRAINING MODULE FOR THE DEVELOPMENT OF A COMMUNICATION STRATEGY ARID LANDS RESOURCE MANAGEMENT PROJECT II

ASAL • Training Manual for the Development of a Communication Strategy

SESSION 1 OPENING Time: 2 hours Materials: Flip charts, felt pens, projector Methods: Discussions, presentations

Session objectives By the end of the session the participants should: i.

Know each other well.

ii.

Get the training started off well by gathering all the necessary information about the course.

iii. Clearly know the objectives of the course.

Preparation • Copy and collate all participant packets and supplies. • Finalize and copy agenda. • If possible, prepare name tags in advance. If not, have participants prepare their name tags as they enter. • Write “Let Us Get to Know You Questions” (TELL US ONE THING THAT NO ONE IN THIS ROOM KNOWS ABOUT YOU) on flipchart paper and post in front of the room. This question can be varied depending on the group you are dealing with, to include details such as names and profession. • Write Workshop Objectives on flipchart and post in front of the room. • Check all equipment and trainer supplies. • Other opening formalities should be concluded such as:

•

Expectations

•

Ground rules

•

Logistics

•

Responsibilities

ASAL • Training Manual for the Development of a Communication Strategy

SESSION 2 WHAT IS COMMUNICATION Time: 2 hours Materials: Cards, flip charts, felt pens Methods: Discussions, presentations

Session Objectives By the end of the session the participants should: i.

Be able to define communication

ii.

Be able to explain different types of communication

iii. Be able to explain basic principles of communication iv. Be able to define a communication strategy What does the term Communication mean? The root word “Communis” defines the process of human beings responding to the symbolic behavior of other persons. • NOT “acts” of communication in isolation but an ongoing continuous process with a past, present and future. • Symbols, like words, represent things, processes, ideas or events. They are arbitrarily governed by rules and customs.

Types of Communication i. Intra personal - communication with oneself. ii. Dyadic / interpersonal communication - interaction between two persons. iii. Small group communication. iv. Public communication. v. Mass communication. Communication meets various needs: • Physical - satisfying personal relationships. • Identity - who we are to ourselves and to others. • Social - human need to belong. • Practical - give and receive instructions, to learn.

General Roles of Change Agents • Create and share information in order to reach a mutual understanding of the development process. • Seek to secure the adoption of new ideas, also attempt to prevent adoption of certain innovations with undesirable effects.

ASAL • Training Manual for the Development of a Communication Strategy

Session 2 What is Communication? • Provide a communication link between certain resource systems and the client. • Learn to deal with problems of information overload and social marginality. Specific roles of Change Agent: • To develop a need for change. • To establish an information exchange relationship. • To diagnose problems • To create an intent in the client to change. • To translate an intent to action. • To stabilize adoption and prevent discontinuation of projects. Success of the process is characterized by: • Your effort in contacting clients. • Client orientation rather than your orientation. • Degree to which the program (idea) is compatible with the client’s needs. • Your level of empathy with clients. • Your oneness (homophily with clients). • Credibility in the client’s eyes. • Extent to which you work through opinion leaders. • Increasing client’s ability to evaluate innovations.

Some Relevant Communication Principles Know Fundamentals • Communication is involvement • Communication is a process. • Communication is what is heard not what is said. Know the message • Mastery of content is the necessary foundation for effective communication. • Clarification of goals increases the possibility of effective communication. Know yourself • The communicator’s personality and experiences modify the form of the message. Know the audience • The communicator’s image of the audience and understanding of the context are primary factors in shaping the form of the message. A communicator almost always communicates with multiple audiences. • Perceived and actual feedback shape the form of the message. • Communication increases commitment.

ASAL • Training Manual for the Development of a Communication Strategy

Session 2 What is Communication?

Know the tools • All human communication occurs through the use of the twelve signal systems. Usage of the signal systems is a function of culture, thus they are used differently in different cultures. • Mass media extend the range of the message but inevitably change the message. • The effectiveness of a medium is largely determined by factors other than the medium itself. • Effectiveness usually decreases with the increase of audience size. Know the context • The cultural patterns and beliefs of a society fundamentally influence the form of effective communication. • Perception precedes comprehension, interpretation and effect of a message. All are directly related to experience and needs. • There are three simultaneous dimensions in the communication process and effect: • Rational, • Emotional, • Spiritual. Know the change • People respond to communications as members of social groups. • Messages are mediated. • A decision to change results from the combined effects of public (mass media) and interpersonal networks.

ASAL • Training Manual for the Development of a Communication Strategy

Session 2 What is Communication? In summary, for effective communication: • Know fundamentals, • Know the message, • Know yourself, • Know the audience, • Know the tools, • Know the context, • Know change.

What is a Communication Strategy? A strategy can be defined as a systematic, well-planned series of actions, combining different methods, techniques and tools, to achieve an intended change or objective utilizing the available resources within a specific time frame. A communication strategy therefore is a well-planned series of actions aimed at achieving certain objectives through the use of communication methods, techniques and approaches. Why a communication strategy? The purpose of designing a communication strategy is to address and solve problems at the grassroots level utilizing Participatory Rural Communication Approach (PRCA) findings, and appropriate communication methods, techniques and media. This should be done with the people, not just for the people.

ASAL • Training Manual for the Development of a Communication Strategy

Session 2 What is Communication?

The Wheel of Communication Within a map, there are always details. These details of a communication strategy are reflected in the wheel of communication. The wheel defines all the elements and processes of developing a communication strategy. These steps will be defined and illustrated with examples in subsequent sessions.

Health Communication Wheel

10.Feedback

1. Review Background Information

9. Assess Effects

8. Implement Communication Strategies

7. Develop Promotion Plan

Outcome Evaluation Process Evaluation

6. Create Messages/ Materials and Pretest

2. Set Communication Objectives

Consumer

3. Analyze and Segment Target Audiences

4. Identify Message Concepts and Pretest 5. Select Communication Channels

Source: Centers for Disease Control Atlanta, Georgia, USA

ASAL â&#x20AC;˘ Training Manual for the Development of a Communication Strategy

SESSION 3 HOW TO PLAN AND CONDUCT PARTICIPATORY RURAL COMMUNICATION APPRAISAL (PRCA) AND BASELINE STUDY Time: 1 hour Materials: Cards, flip charts, felt pens Methods: Discussions, presentations By the end of the session the participants should be able to: i.

Plan a PRCA and baseline study process

ii.

Conduct PRCA and baseline study process

Session Objective To expose participants to crucial steps in conducting PRCA and Baseline Studies for the development of an effective Communication Strategy.

Session Introduction It is essential to fully understand the communication research process. Examining existing research and conducting additional research, if necessary, is the first step in this process. It is only possible to fully understand your audience, if you talk directly to them. While it is not possible to include every detail of the process of research in such a handbook, below are some critical steps in conducting Knowledge, Attitude and Practice (KAP) and PRCA. Note that practice is also called behavior.

Steps Step 1: Identify and define the crucial issues such as: Livelihoods, cultural beliefs and practices and poverty levels. Step 2: Prepare and Plan for the Field by: i.

Conducting preliminary assessment of the situation – what is the communication problem? Is there a problem at all?

ii.

Defining preliminary research purpose or goal – what would you want to achieve by undertaking the research?

iii. Selecting communities to work with in the study. iv. Assessing community situations including through secondary data review. v.

Preparing a methodological guide – who will be sampled, what will you do first, what section of the community will you visit?

ASAL • Training Manual for the Development of a Communication Strategy

Session 3 How to Plan and Conduct Participatory Rural Communication vi. Designing practical baseline study plan. vii. Preparing research proposal. viii. Preparing the field â&#x20AC;&#x201C; inform the respondents, get their consent to visit at the time planned, agree on venue for the PRCA.

Step 3: Data Collection in the Field i.

Build trust and rapport.

ii.

Hold fruitful PRCA session with the community using tools discussed below.

iii. Discover essential information and knowledge with the community. iv. Analyze and synthesize PRCA findings with the community.

Step 4: Prepare and Conduct Baseline Study i.

Select respondents.

ii.

Prepare and translate a refined questionnaire for the study.

iii. Pre-test questionnaire. iv. Administer questionnaire.

ASAL â&#x20AC;˘ Training Manual for the Development of a Communication Strategy

SESSION 4

COMMUNICATION PROBLEM ANALYSIS Time: 2 hours Materials: Cards, flip charts, felt pens Methods: Discussions, presentations

Session Objectives By the end of the session the participants should be able to: i.

Explain and define Communication Problem Analysis (CPA)

ii.

Explain when CPA is done

iii. Explain why CPA is necessary iv. Explain where CPA is done v.

Explain how CPA is done

What is Communication Problem Analysis? Communication Problem Analysis is the process of establishing the root communication problem, and the causes and effects of the same. Sometimes the problems affecting the success of a project are a result of the differences of perception between project staff and the community. It is therefore important to identify and define precisely the causes underlying this main problem and to separate those that can be tackled by communication and those that cannot be tackled by communication (some problems are communicationrelated while others are structural). Communication problems are those that deal with issues regarding peopleâ&#x20AC;&#x2122;s participation, perceptions, adoption of innovations and change of behavior. When is it done? Ideally, problem analysis is done after you have established the Needs, Opportunities, Problems and Solutions (NOPS) of the community. This process takes place before, during and after the KAP and PRCA surveys. Why is it necessary? Community NOPS, baseline survey results and problem analysis results will help in determining the root-problems or focal problems causing the negative situation. Where is it done? Communication Problem Analysis is best done in a workshop situation where all the data from the field (KAP and PRCA) is made available and analyzed for all participants to appreciate the magnitude of the problem and piece together the causes and effects.

ASAL â&#x20AC;˘ Training Manual for the Development of a Communication Strategy

Session 4 Communication Problem Analysis

How is it done? One way of conducting the process is described below. The facilitator can adopt other ways depending on the realities in the community. For example if one is dealing with a participant group that is primarily illiterate then it may be necessary to adjust the process and use participatory tools that do not involve writing.

Methodology: Plenary Discussion – Q&A i. Present the findings of the KAP and PRCA processes focusing on communication issues to help the participants appreciate the situation. ii. Distribute 5 x 3inches cards and marker pens to each participant and ask them to write down what they perceive to be communication problems in the project based on what has been presented. iii. Each participant can list as many as 3 problems. iv. Arrange the different cards to create a convergence around two or three problems (if you are discussing the same project, this should not be hard to do). v. Arrange and order the list so that causes and consequences are easily identifiable through probing by asking “WHY?” (Causes) and “SO WHAT?” (Consequences) – forming a problem statement tree. vi. Discussion Questions to Guide the process include: What do you see as problems that hinder effective communication in the project? Why is it a problem? (Causes) What is likely to result if these are not addressed? (Consequences)? vii. Narrow to 2 or 3 core problem statements. viii. Write out the Communication Problem Statements. ix. Summarize and conclude discussion stating that as far as we understand now, the identified issues make up the core communication problems. x. Underscore the importance of consensus on these statements as they form the foundation of the strategy development process.

ASAL • Training Manual for the Development of a Communication Strategy

SESSION 5

UNDERSTANDING AND USING THE TOOLS OF PARTICIPATION Time: 2 hours Materials: Cards, flip charts, felt pens Methods: Discussions, presentations

Session Objectives By the end of the session the participants should be: i.

Exposed to a range of PRCA tools.

ii.

Able to discuss PRCA tools.

What is Participatory Rural Communication Appraisal (PRCA)? PRCA is a process. It is a quick multidisciplinary and participatory way to conduct communication research. It actively involves the people concerned in the research to ensure that the communication for development programme is effective and relevant to them. Since it was originally developed in 1994 and 1995, Participatory Rural Communication Appraisal has been tested in development projects dealing with areas such as agriculture, animal husbandry, soil conservation, poverty alleviation, food security, natural resource management, adult education and health.

Who is PRCA for? For the grassroots people, PRCA gives them the skills to articulate their opinions, to identify and prioritize their problems and provide for their needs with or without outside intervention. Thus PRCA is a way of sharpening the decision-making processes in the community and empowering the people to face up to any outsiders who may want to impose their wishes on them. PRCA is also capable of breaking through the conspiracy (spiral) of silence and diplomacy often associated with rural people. For the development worker and extension staff, PRCA reveals that there is knowledge at the grassroots although of a different form and nature from what they are accustomed to. With PRCA, this community knowledge can be identified and integrated in any joint development effort to improve the peopleâ&#x20AC;&#x2122;s livelihood. PRCA uses certain tools to achieve the above.

ASAL â&#x20AC;˘ Training Manual for the Development of a Communication Strategy

Session 5 Understanding and Using the Tools of Participation

PRCA Tools and How to Use Them 1. Participatory Mapping Mapping exercises are used in a PRCA activity not only to provide the evaluator with information on physical characteristics of the community, but also to reveal their socio-economic conditions and how the participants perceive their community. The map is usually drawn by a group of villagers either on the ground using chalk or on a large sheet of paper. The exercise often generates attention and useful debate among the map makers and the onlookers. The final map is recorded by the PRCA team to use in subsequent discussions.

Exercise If there is more than one project concern from the same location, sit together and draw a nutrition map, a food security map and a livestock health map of the area. Include your perceptions and understanding of the area and include as many related physical and natural features as possible.

Purpose • To identify locations and key features of an area according to the topic under discussion. • To provide a quick and simple understanding of a local situation or geographical area. • To provide initial material to work on. • To reveal geographic knowledge of participants, and to break the ice. There are a wide range of different types of maps including resource maps, social maps, health maps, impact monitoring maps, problem maps, and opportunities for improvement maps.

Example of how Participatory Mapping has been used In India, participatory mapping has shown that villagers’ mental maps are more detailed and accurate than those of urban dwellers in the North who have provided much of the evidence on mental maps. If the rapport and materials are right, maps can be diagrammed on the ground or drawn on paper in a matter of minutes to show all the houses or huts in a small village (say 10 to 15 minutes for 50 households), while larger villages take longer. For diagramming on the ground, literacy appears to be irrelevant. Maps can be drawn on the ground with a stick, or colored with powders, and stones, seeds and other markers can be used to add detail. Some of the best maps have been made using colored chalks on flat cement or stone surfaces. Participatory maps can lead rapidly into the presentation of social information. Villagers in India often mark in the castes of households using color codes. Recently, seeds have been used to present rapid censuses of villages. One villager on the outskirts of Hyderabad recently made a chalk map of some 20 households in his Hamlet. He did this on his own, with no outsider present. He then took only about 5 minutes to place on it the numbers of men, women and children in each household, using three different types of seed, while others who were watching cross-checked and confirmed.

ASAL • Training Manual for the Development of a Communication Strategy

Session 5 Understanding and Using the Tools of Participation 2. Diagramming a) Chapati Diagrams These diagrams (also known as pie charts) are social data-gathering tools that can be used to illustrate proportions. They consist of a circle that is divided into different sized slices, depending on the importance of the different elements being discussed. Chapati diagrams can be used to examine a community’s demographics, explore people’s perceptions of issues and identify constraints or problems. Examples of how pie diagrams have been used in PRCA • Ethnic composition of villages. • Use of health care facilities. • Land use or allocation. • Educational level of literacy. • Proportion of people involved in different occupations. • Distribution of household expenses. b) Venn Diagrams Venn diagrams are also social data gathering tools that use circles to illustrate how different components of the institution or community are linked. They are especially useful for showing relationships within an institution or community, which would be important to know when discussing solutions or sources of help for problems. Larger circles represent larger or more important components and smaller circles represent smaller or less important organizations. The distance among the circles represents the level of interaction among the organizations. The circles are drawn to overlap each other in areas where the different components of the institutions collaborate or participate in joint decision-making. A small circle can be drawn within a larger circle to illustrate that one component is part of another (e.g. a clinic can be drawn inside of a health district). Instructions for Trainer Because the concepts behind a Venn diagram can be difficult to grasp, it is better to use the tool after you have established a rapport with the community and they have been able to build their confidence through other activities. It can be particularly useful to do this exercise after the community’s problems and solutions have been identified, since it can help to identify the organizations that would be involved in implementing the community action plan. Venn diagrams can be created by cutting out paper circles of varying sizes. The circles can be labeled with words or symbols to represent different organizations (with the larger circles representing organizations that play a more important role in the community). The papers can also be different colors to signify different types of organizations (e.g. non-governmental, governmental). Community members arrange the circles on the

ASAL • Training Manual for the Development of a Communication Strategy

Session 5 Understanding and Using the Tools of Participation ground, with the circle in the middle representing the community. Other circles are placed around the community circle, with the distances among the circles representing the level of contact among (and NOT geographical distances between) various organizations. To create the diagrams on the ground, community members can draw symbols to represent each organization on a piece of paper. The diagrams have been used in different projects to generate the following types of discussions: • Level of communication among organizations. • The role of project bodies. • The improvement of missing links between organizations. • The potential of working through existing organizations. • The roles and significance of various institutions to community members. • The potential roles for new organizations. • The roles and significance of various institutions to a specific organization. Can you think of any additional discussions that can be generated by Venn diagrams? c) Flow Diagrams Flow diagrams are graphical representations of processes or chains of events. They help communities to analyze the impact of different problems and solutions and they help to illustrate linkages between different events. They can be used to: • Identify problems. • Explore the feasibility of proposed solutions • Highlight gaps in understanding or identifying potential connections • Evaluate activities Flow diagrams can be used to examine the causes of problems that have been identified through other activities in order to come up with potential solutions. They can be used to look at the potential impact of solutions that have been proposed. Examples of Flow Diagrams • Causes and effects of disease. • Reasons for non-use of health facilities. • Effects of unhealthy behavior (e.g. drinking alcohol). • Differences in life cycles of girls and boys. • Effects of harmful traditional Practices (like FGM). • Resources flow (income/expenditure). • Reasons for school drop out. • Functioning of credit systems.

• Functioning of agricultural systems. • Impact of drought and pollution. Name other ways in the context of your programme where flow diagrams can be used to show trends.

ASAL • Training Manual for the Development of a Communication Strategy

Session 5 Understanding and Using the Tools of Participation d) Radar Diagrams These are appropriate for longitudinal study in change of use or behavior. One way they can be used is to compare and discuss the changes in different indicators over a period of time. For example, one may desire to establish what the community thought about a certain intervention in 2003 – at the beginning of a project, and what they think about it now – at the end of the project. Several of these comparisons can be plotted across various respondents and analyzed to give a trend of the change in thinking or effect of the intervention. This method also elicits a lot of discussions across the interventions and is a good way of gathering other qualitative comments about interventions. 3. Historical Profiles or Timelines Introductory Exercise Issue six cards to each participant. Ask them to write the dates of six important events in their life in chronological order. Ask for volunteers to share and get their permission to ask them questions and discuss. Ask the group what lessons have been learned through the process. Timelines are time-related data gathering tools that link date with historical events. A timeline is usually divided into many sections, with the date written on one side and the event written on the other. Timelines can cover any time period, but they are most commonly used to examine a sequence of events over many years. They can be used to describe a community’s history, personal histories, or project histories. In addition to presenting a significant event, timelines identify changes over time. Timelines reveal: • What a person or community believes to be important in their history. • The background to present situations and links between key events, highlighting their importance. • How people and groups have dealt with issues before. • Changes in attitude through time. • Changes in use of resources (could be money, medicine, natural resources). • Development of the community, person or event. • Political events. • Major disease outbreaks. • Periods of crisis or emergency. • Development of educational systems. • Changes in natural resources. • Cultural changes (e.g. changes in social values). • Development of project histories. • Development of infrastructure. • Introduction of modern technology. • Changes in industry or agriculture.

• Personal histories of selected community members.

ASAL • Training Manual for the Development of a Communication Strategy

Session 5 Understanding and Using the Tools of Participation Suggested Approach in Using Timelines i.

Work through formal and informal leaders in the community to arrange for a meeting with community members.

ii. Explain the reason for the meeting and for using a timeline. iii. Ask participants for a well-known event as a reference date and build around it. iv. Allow the people to talk freely and do not worry too much about the accuracy of the dates. v. (Use questions to get more detail and raise issues e.g. What important events have happened in the community? What major disasters occur in the community? When did these happen?) vi. Make copies for future reference. vii. Validate the timeline by asking other community members. 4. Social Audit Social Audit is used to understand the local social organizations, their activities and linkages to external agencies 5. Ranking Exercises There are three main types of ranking techniques commonly used in participatory evaluation. These are: problem ranking, preference ranking and wealth ranking. a) Problem Ranking Several different techniques can be used to elicit local people’s perceptions of the most intricate problems they face. One simple method is to ask participants to list the six or so main problems in a particular project or area then ask them to rank these problems in order of importance to them. A more systematic technique uses cards to represent the different problems. The facilitator then shows the problem cards two at a time each time asking “which is the bigger problem” and the participants make the comparison, the results are recorded in a matrix. The final result is tabulated by counting the number of times that each problem “won” over the others and arranging them in appropriate order. b) Preference Ranking This is similar to problem ranking. Preference ranking involves participants assessing different items and options using criteria that they themselves identify. A common form of preference ranking uses items/options along the horizontal axis and the elicited criteria along the vertical axis. This works well as an introductory exercise in a group discussion as it can reveal interesting discrepancies and preferences among group members. The discrepancies can then be explored later during discussions and interviews with individuals. Gender differences are particularly worth exploring as men and women have quite different preferences and criteria for those preferences.

ASAL • Training Manual for the Development of a Communication Strategy

Session 5 Understanding and Using the Tools of Participation Using Matrix Ranking and Scoring Matrix ranking and scoring is a method for assessing entities in a class, such as fodder trees, varieties of a crop, types of firewood, domestic animals, or even political parties and political leaders. The entities are selected, their good and bad qualities listed to elicit criteria, and then ranked or scored for each criterion. The method can be taught as a routine, and generates insight into other people’s criteria and preferences. Rural women, for example, readily indicate their preferences for different fuel woods according to such factors as availability, ease of collection, and quality of smoke in the kitchen. Matrix ranking and scoring has not been used directly in health and nutrition, but there are potential applications such as for assessing different foods, methods of cooking, fuel types, treatment of diseases, and sources of treatment for diseases. c) Wealth Ranking Wealth ranking or well-being ranking involves community members identifying and analyzing different wealth groups in a community. It enables evaluators to learn about the socio-economic stratification of project beneficiaries, local people’s definitions and indicators of wealth. How to do Ranking The most common version of this technique involves a series of individuals, a focus group of community members ranking their entire community (or a particular section of the community). The PRCA facilitators introduce the technique using local terms for wealth to encourage participants to first discuss how they define these terms and how they would classify a household as rich or poor (that is their criteria for assessing a household’s relative wealth). The actual ranking is done using card sorting. If possible, the ranking should be repeated with different groups of participants and results compared, looking for any large discrepancies or differences in wealth criteria, for example between men and women. The results of the ranking can be used in various ways. The facilitators can use the stratification as a basis of classifying households for subsequent interviews. The results can also help in assessing particular groups such as the very poorest households. The results should however be cross-checked with secondary data and by follow up interviews with key informants. An alternative method, if cards are not available or if participants prefer, is to use stones to represent different households. As the participant does the ranking, he or she places the stone in the pile and tells the facilitator which household the stone represents. The facilitator then notes the household in each pile and recites the lists back to the participant for a final check. An even simpler and more approximate method is to begin with a pile of stones, seeds, beans, maize whatever is available to represent all the households in the community. Participants can then pile them into a series of smaller piles of different sizes representing the portion of households according to wealth group. As before, the facilitator can then ask for names of households in each group.

ASAL • Training Manual for the Development of a Communication Strategy

Session 5 Understanding and Using the Tools of Participation Caution: Wealth ranking has sometimes proved problematic in urban areas, where people tend to be more distant with their neighbors than in rural settings. Furthermore in some communities, relative wealth ranking is a very sensitive topic, and this technique may need to be conducted in a private setting for participants to talk freely. In some communities, the technique may have to be avoided altogether. 6. Trend Analysis Some of the visual-based techniques used to conduct community trend analysis are seasonal calendars and daily activity charts. a) Seasonal Calendar Used to explore seasonal patterns and constraints, for example rainfall, disasters, labor, credit, food consumption, illness, prices, migration, pests and fuel. Seasonal calendars drawn by the local people are very useful means of generating information about seasonal trends within the community and identifying periods of particular stress. They are best undertaken in the context of a group discussion. To help verify the information obtained the calendars are often drawn on the ground with the relative trends depicted using stones. In other instances, simple line graphs can be drawn to show seasonal increases and decreases. A whole series of seasonal variables can be included in one calendar overview of the situation throughout the year. These variables can include rainfall, crop seasons, demand and availability of paid employment, out-migration, and incidences of human diseases and so on. Important periods such as festivals can also be shown. In general the trends need only be shown as rough, qualitative ones. Quantification (e.g. amount of each crop or man-hours of labor) is rarely necessary for the purposes of the PRCA. The seasonal calendars can be useful as a way of indicating, for example, whether project-related activities will impede alternative sources of income or food when they are needed the most.

Example on the use of Seasonal Analysis Villagers in India have shown ability to estimate and rank conditions that vary seasonally. Festivals, major seasons, months, or kartiks (fortnightly periods distinguished and named especially during the monsoon) are used to define times of year and intervals. Most commonly, months have been used, represented by 12 stones. Villagers then use seeds or other counters, or sticks they break to required lengths, to estimate and rank such conditions as numbers of days of rain, amount of rain, soil moisture, numbers of days (or proportion out of 10) of agricultural labor in each month, income, expenditure, debts taken, food availability, and so on. When presented as a histogram, this information points clearly to the months of greatest difficulty and vulnerability. The prevalence of diseases by season has been one of the conditions indicated. In one case near Madurai (personal communication John Devavaram), villagers indicated by month the number of cases of different diseases during the previous year.

ASAL â&#x20AC;˘ Training Manual for the Development of a Communication Strategy

Session 5 Understanding and Using the Tools of Participation b) Activity Profiles These are used to explore daily patterns of activity. Daily activity charts are useful as a way for community members to show graphically how they spend their day. The diagrams also make it easy to compare the daily activities of different groups such as women versus men, employed versus unemployed, married women versus widows or single mothers. In the same way as the seasonal calendar shows the busiest times of the year, a daily activity chart shows the busiest time of the day and can therefore be useful in monitoring changes in availability of project beneficiaries and whether these vary by gender. 7. Transect Walk To observe and hear details about the area of interest – this is best conducted as a systematic walk with key informants. Transect walks are walks which the PRCA teams take around the community in order to observe the people, surroundings and resources. They are spatial data gathering tools. When should transect walks be done? Transect walks should be conducted early in the PRCA process after the mapping exercise. Transect walks provide the PRCA team with an overall view of the community and help it to identify issues that might merit further exploration. They can take as little as an hour or as long as a day depending on the size of the community and the amount of time available. Transect walks are planned by drawing “a transect line” through a map of the community (such as the map that has been developed as part of the PRCA process). The line goes through or “transects” all zones of the community in order to provide a representative view. Using Transect Walk Accompanied by several community members, the PRCA team follows the line on the map in order to observe conditions, people, problems and opportunities in each of the zones. The team talks to the local people they meet along the way in order to obtain additional information. Examples of things to observe include: • Housing conditions, • Presence of “street children”, • Informal street commerce and prostitution, • Availability of transportation, • Types of NGOs or churches in the community, • Types of stores in the community, • Interactions between men and women, • Food sold in the markets and possible prices, • Presence of health facilities, • Health conditions of animals, and • Nutrition of children (observable signs of malnutrition).

ASAL • Training Manual for the Development of a Communication Strategy

Session 5 Understanding and Using the Tools of Participation Information gathered during transect walks is presented in a diagram showing the different zones of the community along the top of the page, with columns descending from each zone. In the left hand column, different categories are written (e.g. social conditions, hygiene conditions, types of stones, vegetation and crops, opportunities).

Conclusion How successful a participatory exercise will turn out and how much information one is able to gather using them is highly dependent on the attitude that the facilitator brings to the exercise. The facilitator must be open to learn from the community, make some mistakes, laugh at them and learn from them.

ASAL â&#x20AC;˘ Training Manual for the Development of a Communication Strategy

SESSION 6

SETTING BEHAVIOR CHANGE COMMUNICATION (BCC) OBJECTIVES Time:

2 hours

Materials: Cards, flip charts, felt pens and power point presentation on overhead

Methods:

projector Discussions, Presentations

Session Objectives By the end of the session the participants should be able to have a clear understanding of BCC objectives.

Introduction This session aims at introducing participants to the techniques of designing BCC objectives. Participants are given an overview of BCC and emphasis is on the difference between BCC objectives and project/program objectives.

Process Step 1: Give the presentation on the development of BCC objectives as they relate to program goals. Follow this with a discussion. Ask: What is Behavior?

Behavior is anything that a person does. •

It is a motivated action.

•

It is deliberate, goal oriented.

•

It is a conscious choice.

•

It can be changed by choice.

• Emphasize that individuals are motivated to change if they see personal benefits in the change.

Difference Between Information Education and Communication (IEC) and Behavior Change Communication (BCC?) • IEC is a process primarily focused on disseminating messages and raising community awareness. • BCC is a process through which we strive to alter or influence people’s attitudes (beliefs, feelings, actions) and sustain the desired positive change.

ASAL • Training Manual for the Development of a Communication Strategy

Session 6 Setting Behavior Change Communication (BCC) Objectives • Explain that Behavior Change Intervention (BCI) is therefore an approach that is used to support an individual’s ability to adopt and maintain new behaviors. BCI operate through Communication, Community Mobilization and Advocacy. • Emphasize that behavior change is a process and individuals go through the up and down motions as illustrated in the diagram below. 8. Sustained Behavior Change 7. Trial Behavior Change 6. Knowledgeable a. Self confidence b. Skills 5. Motivated to Change 4. Affected 3. Concerned Personally 2. Aware 1. Unaware

• Divide participants in 3 - 5 groups (of at least 5 participants each). Based on the problems identified through PRCA, let each group write up BCC objectives for the desired behaviors outlined. • Remind them that BCC objectives are different from program objectives. BCC objectives are aimed at motivating individuals to adopt a new behavior. • The objectives must be SMART - vague objectives do not provide you with a clear indication about what you are supposed to exactly achieve. Example To raise the awareness of proper feeding practices in the district among 70% of all women between the age of 16 and 40 within one year. Having SMART objectives makes it easier to clearly define what you are supposed to achieve, hence facilitating the monitoring and evaluation process. This also provides further support in the definition of the expected outputs. • Let participants make their presentations in plenary. Help them to reach consensus on their objectives.

ASAL • Training Manual for the Development of a Communication Strategy

Session 6 Setting Behavior Change Communication (BCC) Objectives

Conclusion The facilitator recaps the session by selecting BCC objectives that are SMART. Communication objectives directly address issues such as awareness, knowledge, attitude, practice, behavior and participation. Each of these represent a communication level, which needs to be dealt with separately. If for instance your objective is to induce change in behavior concerning personal hygiene practices, first you need to make the people concerned aware that there is a problem with the previous behavior. You then make sure that the knowledge and the attitude necessary for the change to take place are present. It is only when all these prerequisites are met that you can hope to achieve your communication objectives.

ASAL â&#x20AC;˘ Training Manual for the Development of a Communication Strategy

SESSION 7 DEFINING AUDIENCE Time: 2 hours Materials: Cards, flip charts, felt pens Methods: Discussions, presentations

Session Objectives By the end of the session the participants should be able to identify and segment the community in groups for targeted messages.

Introduction There is no such thing as general audiences. To be effective, communication efforts and activities should be tailored to specific needs and well defined, well researched audience groups. After reaching a consensus on which overall problems and goals are amenable to communication solutions, the various target audiences affecting or affected by these problems need to be identified. Types of Audiences: 1. Primary Audience: This includes those whose behavior a program seeks to influence. For example in a development program to promote better livestock marketing, the primary target audience will consist of livestock traders. 2. Secondary Audiences: Individuals or groups of individuals that have influence over the primary target audience such as: • Opinion leaders. • Those who have a power relationship. • Those who have a policy relationship. In other words, in selecting audiences, the communication plan is not limited to the end users of services or to program beneficiaries (e.g. farmers or pastoralists). Audiences also include the whole array of allies and partners – policy makers, program administrators, service providers, community and religious leaders. In short, all those intermediaries who can relay messages to service users or beneficiaries in a convincing manner, and by so doing make substantial contributions to the attitude and behavior changes.

ASAL • Training Manual for the Development of a Communication Strategy

Session 7 Defining Audience Target audience may even include influential opponents of the program. This could include interest groups opposed to your message. The program would aim to enlist their support and to change their perceptions and attitudes by correcting misunderstandings and rumors (or by highlighting benefits they might reap by publicly supporting the program). 3. Partners and Resources: You will need allies and partners, either institutional or individuals, to reach the target audience or key policy makers. The challenge is to identify them and decide what role they will play. The partners may play an advocacy role or be social mobilisers. After the introduction, ask participants to give examples of primary and secondary audiences, partners and resources for the following groups and list them on a flip chart: • For a HIV/AIDS prevention program among youth. • Modern livestock marketing practices. • For FGM prevention in ASAL.

Audience Segmentation Ask: Can we effectively reach all the audience: • With the same set of channels? • With the same set of messages? • With the available resources? In most cases, the audience will benefit from being segmented, and your communication activities will be more effective. Indeed, to most effectively promote behavior change, you will need to segment the audience and design several different customized messages, appeals, or calls to action. Step 1: Identify Potential Audience Based on situation analysis, identify potential audiences for your communication effort. For each audience identify possible segmentation (subgroups with same traits that make them significantly different from others in the larger group). Primary audiences for example, can be subdivided to find clusters with the same characteristics such as those who live in the same vicinity under same socio-economic conditions, have same needs, attend same church/mosque, educated or able to read, those who are aware of the issue but attitude not yet affecte d, those who are not aware at all, those who are already adopters, same geographical location, and demographic details.

ASAL • Training Manual for the Development of a Communication Strategy

Session 7 Defining Audience Fill in these different segments in chart 1 below: Chart 1. Audience selection Potential Audience

Possible segments by stage of behaviour change x

Possible segment by geographic difference xx

Possible segment by social cultural characteristics xxx

Possible segment by demographic xxxx

Possible segment by livelihood xxxxx

x Knowledge, approval, intention, practice, advocacy xx Region, city, rural?/urban xxx Language, culture, religion, ethnicity, social class xxxx Age, gender, marital status, no. of children, education, occupation xxxxx Agricultural, livestock traders, pastoralists

ASAL â&#x20AC;˘ Training Manual for the Development of a Communication Strategy

Session 7 Defining Audience Step 2: Prioritize Ask: Which audience segments should receive attention first? Answer: A phased approach to audience helps build momentum for the communication effort. Moreover, a segment can be used later to influence and motivate others to change e.g. early adopters help laggards. Chart 2: Prioritize Audience Segments Instructions: Review your work in step 1, and identify potential audience segments. Segments should be audiences with common characteristics. Write the names of potential audiences in column 1. Then answer the questions to help you decide which audience segments to focus on. Potential Audience Segment

x xx xxx xxxx

Estimate how many people are in this audience. x

Does this group require specially prepared communication messages and materials? x x

How important is it to achieving the program goals that this group changes its behavior? x x x

How likely is it that they will change in the time f rame of the communication program? x x x x

Does the program have the resources for a behavior change communication program ? group?

Estimate the number of people in the group. Say “Yes” if we will not be able to promote the desired behavior change using the same approach and messages as for another group with whom we are planning to communicate. Very important, somewhat important, less important, unimportant. Very likely, somewhat likely, somewhat unlikely, very unlikely.

Step 3: Identifying Influencing Audiences: Divide them deliberately for the roles you want them to play: i. Advocacy partners – who are influential for program acceptance in this community? ii. Who are other influential people or groups – e.g. community members in the diaspora? iii. Social mobilization partners – which agency or individuals are interested in or working in the community? iv. What facilities do they have (networks in the community, personnel, experience, training, facilities, funds, transport? v. What influence do they have with primary and secondary target groups?

ASAL • Training Manual for the Development of a Communication Strategy

Session 7 Defining Audience

Chart 3: Identify Influencing Audiences Instructions: In column 1, write the names of the audiences you selected in step 2. Then answer the questions. Primary Audience

Whom does the primary audience talk to about development?

Who influences decisions?

Who provides the primary audience with the development information, products, and services that they need?

Chart 4: Summary of Audience Segmentation Decisions Instructions: In the first column of the summary worksheet, list the key audiences that you will communicate with and the rationale for each. Then describe each audience segment. In the third column, note the phasing strategy if this is applicable. Lastly, describe the key influencers who will be reached and rationale for each group.

Key Audience/ Rationale

Audience Description Phasing/sequence Strategy, if Appropriate

Influencers/Rationale

Conclusion/Summary For effectiveness in communication, audiences have to be targeted and segmented. This calls for deliberate identification of potential audiences, prioritizing, if necessary, and identifying influencing audiences. This allows for a systematic approach that reaches audiences in some sequence. In some cases, the program may begin with the tertiary audience for support such as policy or financing.

ASAL â&#x20AC;˘ Training Manual for the Development of a Communication Strategy

SESSION 8 CHANNELS AND TOOLS Time:

2 hours

Materials: Cards, flip charts, felt pens

Methods: Discussions, presentations

Session Objectives By the end of the session the participants should be able to: i.

Identify the available communication channels and tools at their disposal.

ii.

Understand how to use the channels and tools to communicate to different audiences.

Introduction This session will help you select the communication channels and tools that are most likely to move the strategic approach forward in the most cost-efficient manner. You will be able to match audience profiles with the channels of communication.

What are Channels? Communicators and development practitioners have defined communication channels as means by which a message is sent. Examples of Channels a. Interpersonal Channels, which include one-to-one communication, such as provider to client, spouse to spouse, or peer to peer. b. Community-Based Channels, which reach a community (a group of people within a distinct geographic area, such as a village or neighborhood, or a group based on common interests or characteristics such as ethnicity or occupational status). Forms of community communication are: • Community-based

media,

such

local

newspapers, local radio stations, bulletin boards and posters. • Community-based activities, such as trade fairs, folk media, concerts, rallies and parades. • Community mobilization, a participatory process of communities • Identifying and taking action on shared concerns.

ASAL • Training Manual for the Development of a Communication Strategy

Session 8 Channels and Tools c. Mass Media Channels, which reach a large audience in a short period of time and include: • Television • Radio • Newspapers • Magazines • Outdoor/Transit Advertising • Direct Mail • The Internet

How to Decide on the Right Channel for a Specific Audience To start developing a channel strategy, write down opportunities (or openings) for sending your message during a typical day in the life of your audience. Use table A, to fill in the various opportunities for exposure. Pick on one of the audiences you are targeting.

Table A: Typical day in the life of the intended audience Time of Day

Location, Activities

Communication channels

Early morning Midmorning

Early afternoon

Late afternoon

Early evening

Dinner

Late evening Special evening (list day week and month) Seasonal opportunity e.g. harvest time, holiday season

Evaluating Each Communication Channel In evaluating the type of channel, consider: the audience you intend to reach, the reach of the channel, the estimated cost, and the channel’s credibility. Check the channels that offer both efficiency and credibility.

ASAL • Training Manual for the Development of a Communication Strategy

Session 8 Channels and Tools The Multi-channel Approach Research has demonstrated that: • a multi-channel approach has a better chance of changing behavior than a single channel approach • In addition, a multi-channel approach, especially an approach that uses mass media, can achieve objectives more quickly. • Using several channels enables you to reach more people and to reach people in different environments with more frequency. • The combination of multiple channels also offers a synergy to the campaign and gives it more impact. It is important for the primary audience as well as for other secondary and influencing audiences, who will most likely be exposed to these same messages. This exposure will, in turn, help to reinforce in them the necessity of supporting the campaign. • Messages delivered through these channels must be consistent and reinforce each other. This means, for example, that messages on television are consistent with messages delivered at events or print. In picking channels determine: • Which channel will reach the largest proportion of the intended audience? • Which channel will fit the message brief most appropriately? • Which channel will achieve the greatest impact? Select a lead channel and supporting channels, with a rationale for each You must determine which channel will be the lead channel and which ones will serve as supporting channels. Just as a locomotive pulls the other cars on a train, the lead channel will be the “engine” that pulls the other channels with it. Example Table B: Picking a channel targeting local tourists to visit a district in the ASAL

My Lead Channel

Because

Television

Reaches a vast majority of audience segments and has dynamics of sight, sound and motion. It enables each story to come alive.

Other Channels

Because

Bill boards

Reminds audience of characters/places portrayed on T.V. and reinforces taglines.

Interpersonal Communication (IPC)

Can reach those specifically interested in touring/ or promoting tourism in the region.

Can reinforce IPC e.g. brochures and magazines with same message.

ASAL • Training Manual for the Development of a Communication Strategy

Session 8 Channels and Tools Exercise Pick an objective and specific audience and fill in information as above explaining your lead channel and supporting channels and the reason for your choice My Lead Channel

Because

Other Channels

Because

Determine the Tools Suppose you want to visit your relatives in Mombasa. You have many ways of getting to the town. You can go by rail and take the train, or by express train if it is available. You can go by road and take a taxi, take a bus, or drive your own car, you can go by air and take a plane or helicopter. The river, rail, air and road serve as the route to get you from one place to the otherâ&#x20AC;&#x201D; they serve as the channel or means. The matatu, camel, train(s), taxi, bus, car, or aeroplane serves as the tool that you will take to access the channel. It is the same with communication channels and tools. For example, television, radio, the internet and newspapers are mass media channels, while advertising, letters to the editor and publicity are tools. Channels enable you to reach the audience, while tools are what you use on those channels. What are Tools? Tools are the tactics used to send messages through the channels and include advertising, publicity, entertainment education, advocacy, community participation, provider training, events management, and private partnership development. A communication strategy team has a bag of tools or a toolkit to choose from. The challenge is to choose the best combination of tools to follow the strategic approach and achieve the objectives. Your team needs to understand how the tools work, what tools will work best to achieve objectives, and when to use them. Criterion for tool selection: Criterion 1: Use locally available tools Whenever possible, rely on the communication tools already being used by targeted audience for exchanging information and points of view or the ones they are most comfortable with. Remember that we are not working anymore with a view to disseminate information and knowledge from a resource person (researcher or expert) to community members, but to facilitate the realization of the set of actions they decided to implement or experiment with when we carried out the PRCA.

ASAL â&#x20AC;˘ Training Manual for the Development of a Communication Strategy

Session 8 Channels and Tools Criterion 2: Cost Consider the cost of producing and using the tools, the time needed to prepare the materials and the technical environment in which they are to be used (such as availability of electricity, technical skill, appropriate premises, and accessibility to participants). Use the table below to discuss: Table C: Advantages, disadvantages and appropriate use of different tools Tools

Definition

Advantages

Disadvantages

Appropriate uses

Advocacy

To create a shift in public opinion and mobilize necessary resources and forces to support an issue, policy, or constituency.

Builds support among policymakers.

Requires very specific skills.

Can build coalitions at grassroots level.

Requires a knowledge of system and contacts.

To create or change legislation or policy in support of a program

Creates a positive environment. Counters opposition.

Advertising

To inform and motivate in a controlled setting

Ability to control message, content, media placement, timing and length of message.

Can take a long time to see change. Initially expensive although cost effective in long run. Need to use an advertising agency. Limited space.

To change the legal, social or political environment related to an issue e.g. in ALRMP Used in national communication program when message control is necessary. When audience have access to mass media.

Less credible. Promotion

IPC

Provides added incentives to encourage the audience to think favorably about a desired behavior or to take some intermediate action toward practice of the desired behavior (such as coupons, free samples, contests, and sweepstakes).

High response rate.

Enhances personal interaction between individuals. Includes discussions and enhancing the place where the communication takes place.

Reaches the audience at the individual level.

Could include home visits, tours and exchange visits, marketplace discussions.

Builds provider - client relationships.

Activates audience. Produces action.

Action is immediate but usually shorttemp

When encouraging the use of new behavior.

Can be expensive to produce and distribute

Introducing new product or service product or service. To stimulate use.

Two-way communication. Reinforces behavior at provider setting.

If any change agent does not deliver on his promise, audience may not make return visit.

Any program where service provision exists.

Materials may have to be understandable, attractive and accessible.

Lends itself to effective feedback process.

ASAL â&#x20AC;˘ Training Manual for the Development of a Communication Strategy

Session 8 Channels and Tools Entertainment

T.V, radio program, folk drama, songs, games that provide entertainment interspersed with educational messages.

Audience are receptive. Program content can be engaging.

Costly to produce. Requires careful design.

Ties in with national advertising campaigns. Can be strong focal point for national strategy.

Messages are persuasive.

Can mix different messages. Publicity

Community participation

Use of non-paid media. It can help build audience awareness & positively affect attitudes toward the desired practices.

To assist a community participate and actively support and facilitate the adoption of a desired behavior.

Provides an objective more credible source . Generates awareness quickly. Inexpensive â&#x20AC;&#x201C; enhances advertising campaign. Involves and engages the community as a whole. Supports collective and individual behavior .

Lack of control of message and media placement. Can take time to foster media relations.

Time intensive. Takes time to scale up.

Introduces a new product/service when there is something newsworthy about the subject.

To develop sustained participation from the community as a whole.

Community may not always be homogenous.

Helps change community norms .

Relationship Between Channels and Tools This table shows the relationship between channels and tools and some of the materials used for each category. For example, mass media as a channel is a way to transmit messages. However, messages can be conveyed through designing fully produced programs, paid advertising spots, or news items as a result of a publicity campaign. All of these tools are using the same channels of communication but require different skills and/or organizations (advertising agencies, PR firms, production companies) to help you implement them.

Table D: Discuss the relationship between channels and tools below Channels

Tools Used on the Channels

Materials/Activities

Interpersonal Communication (IPC)

Peer-to-peer

Training, support materials

Face-to-face meeting with change agent

Training, support materials

Enhancement at market place, home/or other community meeting place

Posters, pamphlets, videos used by client without personal interaction with change agent

ASAL â&#x20AC;˘ Training Manual for the Development of a Communication Strategy

Session 8 Channels and Tools Community Channels

Community Participation

Group meetings, guides, rallies, advocacy activities, speaker kits, press kits, workshops

Community Media

Community newspapers, local radio, display board, criers, milking

Community Activities

Folk drama, road shows, health fairs

Mass Media TV, Radio, Newspapers, Magazines, Billboards, Transit

Advertising

Print advertisements, TV spots, radio spots, outdoor posters, transit cards

Mass Media TV, Radio, Newspapers, Magazines, Billboards, Transit

Publicity

Press releases, video releases, articles, radio press releases, press conferences, public service announcements, journalist training

Media, Community, Interpersonal

Advocacy

Kits containing pertinent facts and compelling stories to garner support for a policy, issue, or constituency; meetings; mailings

Media, Community, Interpersonal

Promotion

Coupons, free samples, contests, sweepstakes, either through media or at community and store level

Media, Community

Event Creation and Sponsorship

News conferences, celebrity appearances, grand openings, parades, concerts, award ceremonies, research presentation, sporting events

Media, Community

Entertainment Education Vehicles

TV programs, radio programs, folk dramas, songs, games

ASAL â&#x20AC;˘ Training Manual for the Development of a Communication Strategy

Session 8 Channels and Tools Picking a tool targeting local tourism in a district in the ASAL I choose the following tool

Because

Promotion

e.g. vouchers, complimentaries for those who visit any lodge in the area. Encourage participation from locals and tour agents.

Advertising campaign

To reach individuals through TV, radio and outdoor billboards to showcase attraction sites in ASAL.

Events

Exhibitions, workshops etc that convince groups to invest resources in this tourism destinations.

Entertainment

To stimulate discussion about potential of ASAL as a tourist destination.

Pick an objective and specific audience and fill in information as above explaining your lead channel and supporting channels and the reason for your choice My Lead Tool

Because

What about ICT? If the project wants to make city dwellers or central authorities aware of the reality of ASAL area, we may think of using television (but more often, there are important costs involved). Similarly, the internet could be useful if ALRMP wants to reach certain groups beyond the local setting, provided they are “connected”. This is particularly true for NGOs, international organizations and bilateral cooperation programs, which could be approached to seek support for the development initiative. Again, in both cases, we must think of an adequate strategy to facilitate interactivity and two-way communication, and not just the dissemination of information. The internet, especially through the use of e-mail, can link together different community initiatives. This type of communication can motivate the actors in the development initiative, and enable them to get support or relevant information or to exchange ideas. In some cases, it is feasible to produce a web page for an initiative. Again, for the actors involved in the development initiative, it contributes to breaking the sense of isolation and nurtures the motivation to act, knowing that progress on what they are doing can be known around the world.

ASAL • Training Manual for the Development of a Communication Strategy

Session 8 Channels and Tools Again, this information can also be used in the context of a similar development initiative carried out elsewhere, to show what other people have been doing in a similar context.

Conclusion/Summary It is in the area of tactics that creativity shines. The tactics used should be audience centered taking into consideration the lifestyles and needs of the target audience. To be effective, a multi-media approach will achieve desired effects faster than using one tool or channel. Remember communication is persuasion and itâ&#x20AC;&#x2122;s achieved best in collective, never individual processes. We therefore need peers to inspire us, lead, support and motivate us to be our best. Group activities combined with celebrity endorsers are important in creating this collectiveness, therefore, take advantage of these factors as you design message and choose tactic.

ASAL â&#x20AC;˘ Training Manual for the Development of a Communication Strategy

SESSION 9 HOW TO DEVELOP A MEDIA STRATEGY Time: 2 hours Materials: Cards, flip charts, felt pens Methods: Discussions, presentations

Session Objectives By the end of the session the participants should be able to: i.

Explain how to develop a media strategy

ii.

Explain the challenges they may face in using the media options in ASAL

iii. Demonstrate the importance of good media relations iv. Develop a media campaign for ALRMP

Session Introduction Mass media is a powerful channel of communication, which reaches a number of diverse audiences at a go. Being the gatekeepers and agenda setters, mass media is a powerful instrument of communication. However, a mass media strategy must be developed for the media to be proactively involved in topical and current issues. Without that engagement, the media will only cover disasters like disease outbreaks, floods, drought, tribal clashes among others, which create a negative impression (the media being the public agenda setters) that nothing positive can occur in this area, such as business opportunities. It becomes critical then, to know how to engage the media in order to receive balanced reporting about the arid lands.

Discuss: What Challenges may be Encountered when Reporting about the ASAL Area using the Mass Media? The following points should be discussed: • Poor infrastructure causing news delay, which (news) are perishable products. • Hard to maintain press bureaus or correspondents because ASAL is considered dry as a source of information. • The circulation of dailies is poor in ASAL… it takes about 3 days to get a newspaper to Mandera and finally the paper may cost Kshs.100. For commercial media houses like Daily Nation, it is difficult to give high coverage to such areas because there is a correlation between sales and familiarity of information. • Many people do not have a culture of reading in this region. • ALRMP lacks one central effective communication point where communication flows from.

• Government ministries, like cooperates, must become proactive and release information through news releases/conferences and other channels. ASAL • Training Manual for the Development of a Communication Strategy

Session 9 How to Develop a Media Strategy

Why Media Relations? Why would an Organization Care about Developing a Media Strategy? • Improving company or brand image. • Changing the attitudes of target audiences. • Improving relationships with the community. • Influencing government policy at local, national or international level. • Improving communication with investors and their advisors.

How to Develop a Media Strategy Step 1: Know the pulse on the coverage of ASAL in the media - problem analysis on media survey i. Content Analysis • The arid lands receive higher coverage when there are disasters like tribal clashes, diseases, drought and famine. Example, in the month of April 2006 the Standard covered 155 ‘negative’ articles and only 45 positive (development projects, business opportunities etc) and 42 were neutral. • In The Daily Nation (June 2006) there were 44 positive articles, 72 negative and 19 neutral articles. • Most of the articles come as short national briefs. • Unfortunately most of these business and development articles come as ‘Letters to the Editor’ or in the opinion column. Interestingly, going by the by-lines, they are written by the locals. ii. Placement of ASAL Region Articles • Information coming from this region hardly qualifies for the front page… only when there is a disaster or a prominent politician has issued some politically related statements. For example, in June 2006, The Daily Nation had three articles which made it to the first page; high insecurity and bad clashes were being experienced in the area. The same period attracted 3 stories to the last page. • In December 2006, with the Rift Valley Fever breakout, there were 4 articles at the back page • The front and back page has higher readership, and unfortunately the region gets such places when there is a disaster in the region. • Smart Company Pullout and business related newspaper pages hardly carry articles from the same region. • Another page that attracts issues from this region is “Special Report” by The Daily Nation. For example, January 2006 there were 6 articles, 5 in February, 4 in June and 6 in December the same year. The Special Reports or Features mainly cover problems that are found in this region. Hardly do they talk about development or business opportunities in the ASAL region.

ASAL • Training Manual for the Development of a Communication Strategy

Session 9 How to Develop a Media Strategy Step 2: Develop Relationships Activity: List all the newspapers and radio that reach your community. Which ones reach the highest number of people? Which ones are widely read and receive high listenership? It is critical to establish, build and maintain relationships with editors and journalists. The following should be done: •

Keep a media list.

•

Visit media houses or media personalities and exchange contacts.

•

Send media invitations to editors/journalists who mainly cover business, development or environment related issues.

•

Organize media tours to showcase your projects and the beneficiaries to be interviewed.

NB: Avoid sending general invites that go to the newsroom, where politics is the order of the day. •

Talk to editors/reporters about issues before things start happening.

•

Call to suggest new or breaking story ideas.

•

Always return a reporter’s phone call.

Step 3: Matching the Media Effective targeting is important: knowing what media will be effective in conveying your message to your target audience: • Function… knowing what you desire to accomplish or the end goal influences the media choice. • Audiences… who are your target audience and what kind of media do they expose themselves to? What media has wider readership/viewer-ship/listenership amongst your critical publics? • Message… your message determines the most effective media. • Because audiences tend to be diverse, you will have more than one message to convey • Carefully select the appropriate media to convey your message effectively to your targeted audience. For some it may be simple fliers while for others you may need highly attractive posters to catch their attention. • Media… messages have to be tailored to the wide variety of media available, being clear about the target audience. Step 4: Develop a Media Campaign News is created, it does not just happen. i. Consider all kinds of media in your strategy • Editorials/letters to the editor/opinion pages. • Billboards, brochures, newsletters, notice board, posters, fliers, cinema ads, print, radio, TV. • Smaller community newspapers, church/mosque bulletins. ii. Select your media: Ask the following questions as you select: • Will it reach my audience? • Will my message get through?

• Will they editorialize in my favor? ASAL • Training Manual for the Development of a Communication Strategy

Session 9 How to Develop a Media Strategy iii. Develop a media strategy: Ask the following: • What is your message? • Who needs to hear it? • Who is the best spokesperson(s)? • Do they need training? • Which media can best transmit messages? • How will you keep the story alive? • How can you create opportunities? • Decide when to activate the media by asking: • Is there a significant event, new information, an emergency situation, the appearance in town of a prominent person? • ‘Dress up’ your events. Be clear about what you want people to do in response to your message…ask yourself: What is the desired impact/response? Always have the end in mind. Step 5: Be Newsworthy: Framing your Story for Access Try to frame your story so that it includes one or more of the following elements that make a story truly ‘newsworthy’: • Controversy/conflict/major breakthrough or changed lives/community • Broad interest…the issue would affect/impact a large population not just your immediate surroundings but at the same time have a local peg… ensure that the local community angle is involved in your campaign. A national story is more interesting when combined with a situation in your community • Personal Angle/Human interest stories tend to attract people • Celebrity… invite a prominent personality to your function as that tends to attract the media. Step 6: Framing your Story for Success The way you frame your story determines how the target audience receives it: • Carefully choose action packed words. • Avoid project jargon/technical language. • Use simile/metaphors/anecdotes/meaningful statistics/rhetorical questions. NB: Communicate to create understanding and interest, not to impress! Step 7: Define the Story Elements, Visual Images and Media Bites To make the story more dynamic and more likely to make it to the papers and the 9 o’clock news, consider these ideas: • Consider closely what audiovisuals (photos or any other illustrations) support the message • Develop clear and catchy titles that can also be remembered • Make sure you individualize statistics to make them relevant. Note: If we hear any statistics repetitively we become more immune to the impact of the facts.

• Use “sound bites”, which are strong, short emotional statements and to the point

ASAL • Training Manual for the Development of a Communication Strategy

Session 9 How to Develop a Media Strategy Step 8: Prepare for an Interview • Interviews allow you to clarify issues in a more in-depth way. • They provide a public forum for your issues. • They allow you to speak for yourselves (represent yourselves) rather than rely on interpretation of reporter. • When in an interview, it is important that the reporter understands your message. Consider the following: • Have a central idea/theme and prepare 3 main points to support the idea. • Look for Unique Selling Points (USP) to create news. Master them. • Provide written background information/statistics. Do your research well. • Practice “bridging statements” to get back to your main points. When asked an irrelevant question, shift the answer back to your central point. This technique is called “bridging”. It helps you to stay focused on your agenda. • Have your sound bites and visuals ready. • Be enthusiastic about the issue. Step 9: News Releases and News Conferences Consider whether your media event warrants a news release or a news conference: News releases: • Well written stories that are normally edited to make news. • When the information is very interesting, reporters are sent to follow up on a story. • Remember news editors receive dozens of them everyday; yours must look, act and be professional. • They must have date, times of release, and contact information. • They must have factual content that lets reporters know information is accurate and important. News Conferences • They are more appropriate when information is exciting, new and of high relevance to community. • News conferences must have: • Great preparation. Primary messages must be clearly communicated. • Attention to reporters’ needs for seating, electronic access. • Visuals and Press kits must be prepared in advance. • Written materials to take back to the newsroom. • Primary messages of campaign. • Follow-up before and after release. Step 10: Paid Media Advocacy Paid media advocacy is an effective adjunct to all campaigns when resources are sufficient to access media:

ASAL • Training Manual for the Development of a Communication Strategy

Session 9 How to Develop a Media Strategy • Supplements/Advertising Features in newspapers • Direct marketing through advertisements. • Documentaries/Features • When resources are limited, seek supplemental funding from your suppliers and other organizations interested in your course. • Corporate Social Responsibility (CSR)… partner with corporate organizations who can sponsor projects in your area. You achieve 2 things- funding and also free publicity as they seek to publicize their social responsibility work. Program Format Print Media i. News… a timely, newsworthy event, which tends to answer the questions: • What happened? • When ? • Where? • Why? • Who was involved, and? • How? ii. Features… they address a topical issue like new discovery, projects that have impact on people, or human interest stories. They tend to be longer than a typical news item. iii. News Feature… in between, having news but taking the form of a feature especially in length. Radio/TV Format i. Call/Phone in where listeners call in the studio (radio) and give opinions about an idea/project. ii. Documentaries/Features… both for TV and radio where a particular topic or project is covered extensively. iii. Weekly magazines…a weekly program addressing different issues within a given wide topic or area. iv. Interviews… a guest/expert in a certain field invited to the studio and interviewed in their area of specialization. v. Discussions… can be a panel, group discussion or a debate held in a studio. vi. Talk shows/Quiz and kids shows.

Conclusion A winning media planning strategy considers also 3 important things: i. Frequency… the number of times the target audience is exposed to the message. ii. Reach… the number of people or households exposed to the message at a specified time period. iii. Continuity… timing or the space allocated to the media placements.

ASAL • Training Manual for the Development of a Communication Strategy

SESSION 10 DEVELOPING EFFECTIVE MESSAGES Time:

16 hours

Materials: Cards, flip charts, felt pens

Methods: Discussions, presentations

and LCD

Session Objectives By the end of the session the participants should be able to: i.

Understand the message development process

ii.

Demonstrate their ability to design appropriate messages for ALRMP.

iii. Revise the set communication objectives in line with the intended behavior change practices.

Introduction This session may take longer than the 16 hours allocated depending on the speed of teams and the process of reaching consensus on messages developed. It is the facilitator’s discretion to determine appropriateness of the messages and their effectiveness with the participants.

Step 1: We Must Set Communication Objectives. This Will Answer the Question: What is it We Want to Achieve? Examples • To increase number of articles written on ASAL in mainstream media from 47 to 100 by 2010. • To enhance partnership with NGOs/CBOs to foster positive working relationship through information sharing and joint planning. • To promote positive perception of our work in the community.

Step 2: After We have Defined the Objective, We Must have the Following Information: • Target audience profile. • Know current and desired behaviors. • Key benefit statements. Target audience profile information includes details such as: • Where do they live? • How do they make a living? • Media habits?

ASAL • Training Manual for the Development of a Communication Strategy

Session 10 Developing Effective Messages • Influencers – psychological, emotional, physical? • Why do they keep many animals? • Do they feel it is a problem? • Do they have personal power/wealth? • Where do they want to be (say in five) years? • What are their hopes? • What are their fears? Current and desired practices help us decide where or what behavior we would like our target audience to practice. The table below helps us illustrate the point. Existing Behaviors

Desired Behaviors

Keeps a large herd of animals

Encourage to keep a smaller herd

Negative image of ALRMP

Enhance positive image of ALRMP

NGOs/CBOs not sharing information with NGOs/CBOs to share information with GoK GoK

Step 3: Come up with a Key Benefit Statement What are the perceived benefits for the target audience in changing their behavior? • If I do “X” then I will benefit by getting “Y.” For example, “If I sell my large herd of animals when they are healthy, I will get higher profits than during dry season when they are unhealthy and dying.” • Key benefit statement should be connected to: •

A clearly defined target audience.

•

Clear communication objective(s).

•

A desired action response.

Step 4: Approach All messages are coated in what is called Approach. This describes the voice and emphasis used in a message. For example, an HIV or AIDS message could be in: Positive approach • Acknowledges the problem. • Addresses common routes of transmission. • Stresses personal responsibility and choice. • Promotes positive behavior through both logic and emotion. Fearful • Stresses the horrors, uncontrollable nature and doom.

ASAL • Training Manual for the Development of a Communication Strategy

Session 10 Developing Effective Messages Moralistic • Equated to preaching and one party having moral standing than the other. Denying/Blaming - may: • Deny that the problem exists, OR • Portray the issue as problem of a particular group. Other appeals are: • Logical/rational – depends on reason and facts. • Emotional – appeals to the heart. • Humorous – spiced with humor. • Serious – tone suggest enormity of the task or weighty matter. Remember! • Keep the message focused. • Keep it memorable. • Keep it appropriate. • Use repetition. • Integrate it with an overall plan. • Link it to key benefits. AND • Keep it simple!

ASAL • Training Manual for the Development of a Communication Strategy

Session 10 Developing Effective Messages

Step 5: Checklist for Message Quality • Does it stand out in contrast with other messages in the environment? • Is it worded or visualized in a memorable way? • Is it appropriate to the local culture, sensitivities and problem? • Is it credible to its audience? • Does it motivate its audience to action? • Is it simple enough to grasp immediately? Emphasize the following key points. Effective messages should: • Get attention and be credible • Be appropriate and memorable • Be motivating • Include a call to action • Communicate a benefit • Appeal to the heart and the head • Be linked to service delivery • Provide options • Be positive Ask participants in their groups to fill the matrix using the format below:

Target audience(s)

Current practices

Business Editor

Highlighting Write or negative issues highlight positive image of ASAL

Desired practices

Key benefit

Message(s)

Channel/ Tools

Increase newspaper revenue through ASAL readership and advertising

ASAL ni ASALI

Campaign targeting media houses, FM stations -Fliers -Posters

ASAL • Training Manual for the Development of a Communication Strategy

SESSION 11 PRETEST OF MESSAGES Time:

2 hours Materials: Cards, flip charts, felt pens Methods: Discussions, presentations

Session Objectives By the end of the session the participants should be able to: i.

Explain what pretest of messages entails.

ii.

Explain the pre-testing process to? ALRMP.

Introduction This session seeks to offer guidance on the process of pre-testing developed materials. It is an important process that must be taken seriously before finalizing the production process as the team is able to get feedback from the community on how they view the messages.

What is Pre-testing? • Pre-testing is a process to determine an audience’s reaction to and understanding of messages or before materials are produced in final form. • Pre-testing is NOT research to help understand the target audience.

Why Pre-test? • It increases the chances that the communication will work as intended. • It serves as a cost-effective means of reducing errors. • It provides eyes and ears for creative development. • To try out prototype ideas before they are finalized. • To get feedback on drafts of ideas, messages and materials from representatives of target populations. • To fine-tune. • To find out what works and what doesn’t.

What is Pre-tested? • Drafts, which convey the idea, content or style. • Sketches, drawings, story boards. • Ideas, themes, messages, concepts.

ASAL • Training Manual for the Development of a Communication Strategy

Session 11 Pretest of Messages

When is Pre-testing Done? Early in the development of material AND before it’s too late to change the material; • Ideally, at every stage of the development process. • When in doubt about effectiveness or audience reaction. • When differences of opinion need to be settled.

Whom do we Pre-test With? • Carefully selected representatives of target populations. • Between 10 and 50 depending on resources. • Individuals, small groups of 3-5 or focus group sized groups of 8-10.

What Questions Should be Asked? Keep questions simple: • What does this convey to you? • Is there anything you like or dislike? • Who is this for? • What is this telling you to do? Close with:

How would you

improve this?

How to Test Visuals with Text • FIRST test visuals. • THEN test text. • THEN test text and visual together.

Some Comments about Results • Responses are not always unanimous – make sure the report reflects this. • It’s only necessary to take the advice that makes sense. • Pretests often provide good suggestions. • Audience reactions are usually clear and straightforward. • It’s normal to make changes based on pretest results.

ASAL • Training Manual for the Development of a Communication Strategy

SESSION 12 MONITORING AND EVALUATION Time: 2 hours Materials: Cards, flip charts, felt pens Methods: Discussions, presentations

Session Objectives By the end of the session the participants should be able to: i.

Demonstrate the difference between monitoring and evaluation.

ii.

Explain importance of monitoring and evaluation.

iii. Develop indicators for evaluating impact of the behavior change intervention.

Introduction : What is Monitoring? Monitoring is an internal project management activity whose purpose is to ensure that the project activities, and its defined objectives, are achieved within a prescribed time frame and budget. Monitoring provides regular feedback on the progress of project implementation and on the problems faced during implementation. It consists of operational and administrative activities that track resource acquisition and allocation, the production or the delivery of services and cost records. Monitoring therefore: • Seeks to find out how well things are going. • Tracks indicators to ensure that plans are implemented as intended. Indicators: • An indicator is a marker that measures progress and change. • Often one indicator alone is not sufficient to reach a conclusion. • A combination of indicators works best.

What is Evaluation? An external activity that consist of assessing: • Appropriateness of a project’s design and implementation methods in achieving both a specific objective and more general development objectives, • Project’s results both intended and unintended, and • Factors affecting the level of distribution of the benefits produced. Types of Evaluation: a) Impact or summative evaluation - assesses the extent to which a project has produced its intended effects and the extent to which the observed change can be attributed to the presence of the project.

ASAL • Training Manual for the Development of a Communication Strategy

Session 12 Monitoring and Evaluation b) Process or formative evaluation - studies the process of project implementation to assess how effectively the project is being implemented and the effect of implementation on the final outcome and impacts. Evaluation therefore: • Seeks to determine whether or not we did what we said we would do. • Makes judgments on the effectiveness and efficiency of a program, based on indicators. Rationale and Purpose of Evaluation The aim of the final evaluation is to measure the impact caused by the project intervention in relation to the set objectives. This is different from monitoring, which only measures the progress of the process. Evaluation is necessary to assess how well the strategy worked and also assessing how it has benefited the community. It is only a valuable instrument for assessing the effectiveness of the strategy implemented if it can be eventually improved, adapted and utilized in other projects and programs.

Indicators Definition of Indicators: This is a variable, a pointer that allows verification of changes of development intervention or change in the development intervention or shows results relative to what was planned or executed. An indicator can be defined as a limit of measurement that provides the needed frame of reference to judge and access a given situation. Indicators and Levels of Measurement: One has to first identify indicators that will serve as checkpoints throughout the whole process. Indicators can be easily defined for activities resulting in physical outputs, but they are not easy to define when dealing with other aspects not physically quantifiable. Establishing indicators often requires identifying the progress and direction the communication program is moving to by operationalizing the relevant terms or concepts. This is concrete and specific definition of something in terms that can be measured. It refers to the specifications of the steps needed to identify and measure certain variable. When you operationalize a term you are basically answering three questions: what are you going to observe, how are you going to do it, and what interpretations are you going to give to what has been observed or measured. This then helps you to have your operational definition. A good indicator should have the following characteristics:

• Be specific in terms of magnitude and time. It should refer to a single concept rather than a number of them • Be factual and each indicator should reflect the fact rather than the impression or interpretation 60

ASAL • Training Manual for the Development of a Communication Strategy

Session 12 Monitoring and Evaluation • Be directly measurable, that is indicators should have a direct casual link with what they are supposed to measure and eliminate any external factors • Be based on verifiable data, where the indicators can be accounted for based on reliable data, which can easily be collected by the project. Indicators should be identified and defined at the beginning of the communication process in order to establish an effective monitoring system. One should also identify relevant checkpoints that should be assessed to provide the needed monitoring feedback. From the above discussion, there are two types of measurements: • Quantitative which is concerned with tangible outcome; and • Qualitative concerned with the quality of the outcome. Both types are used to monitor each phase of the process: research, communication planning and design, materials development and implementation of the activities. At the end of the process, both types of measurement must be applied to measure the impact of the communication.

ASAL • Training Manual for the Development of a Communication Strategy

Session 12 Monitoring and Evaluation

Means of Verification These have the purpose of ensuring that one can measure objectively the checkpoints you have established, either in the planning or implementation phase. The task involved is to determine the sources from which you can obtain information regarding the set indicators. Establishing the means of verification involves defining how one intends to measure the indicators, through asking the following questions: • Is the information needed to verify the indicators available from existing sources? • If yes, is the information reliable and up-to-date? • If No, can the needed information be collected in a justifiable way in terms of costs and benefits? • Is measurement of indicators going to be clearly verifiable and consistent with its purpose? The above questions help to define the means of verification necessary to efficiently, and effectively monitor the whole programming process.

Monitoring Crucial Steps of the Process The worksheet below is useful in this task: Communication Strategy: Monitoring the work plan Topics/ Results to be measured • • • •

Indicators

Means of Verification

External Factors

Quantitative Outputs Qualitative Outputs Relevant activities Relevant Inputs

When one develops their work plan they should have a complete list of expected outputs, activities and inputs. For each single output of your communication strategy you need indicators to enable you to measure and monitor both the qualitative and qualitative component. It helps to monitor some of the most crucial activities as they progress (for example a training workshop) or some of the inputs (like the timely delivery of materials). In some cases when dealing with the development of communication materials, you need to monitor a number of issues related to the outputs. For instance, if you are developing a series of posters you need to monitor and measure a number of issues such as: • The validity of the message the poster is conveying, is it accurately reflecting the topic it is supposed to address? • The comprehension level (is the message easily understood by the community?)

ASAL • Training Manual for the Development of a Communication Strategy

Session 12 Monitoring and Evaluation • The attention level (does the poster draw the necessary attention to the passer by?) • Physical exposures (is the location and number of posters sufficient to have the message seen by a significant number of people in the community?) All the above aspects are part of designing an effective monitoring system, whose main function is to make sure you are on the right track. Involving the community in identifying and defining specific checkpoints in the planning will make sure you are considering relevant issues and it will assist you throughout all the subsequent steps of the crucial task.

Important Monitoring and Evaluation Questions: Q1. Overall, is the communication strategy appropriate to the development problem identified? Q2. In supporting the development effort identified, is the communication strategy pursuing the right goal? Q3. Are the community groups involved the most appropriate in terms of the problem posed and the development action identified? Q4. Is the community participating actively in the communication activities? Q5. Are the communication objectives being pursued the right ones? Q6. Is the communication strategy well articulated? Q7. Are the communication activities really participatory? Q8. Are the communication tools appropriate to the community groups involved and the communication objectives? Q9. Are the initial choices regarding the preparation and implementation of the communication activities still relevant? Q10. Have the communication objectives been achieved, and to what extent? Q11. Are the communication objectives and strategy likely to have an impact in the community? Q12. Should we: •

Proceed with the communication strategy as planned?

•

Make changes?

•

Terminate it?

ASAL • Training Manual for the Development of a Communication Strategy

APPENDIX 1 WORKSHOP CHECKLIST Date: ______________________________ A.

ORGANIZATION OF VENUE, TRAINING FACILITIES, TRANSPORTATION

A.1

Select venue and dates for workshop.

A.2

Prepare workshop budget.

A.3

Request workshop funds from sponsor.

A.4

Reserve training facility, equipment, participants’ accommodation,

lodging and pay deposit/advance payments.

A.5

Arrange transport for the participants to bring them to venue and return

them during training, if necessary.

A.6

Arrange lunch and break refreshments at the training venue.

PARTICIPANT SELECTION

B.1

Identify and select participants based on selection criteria.

B.2

Identify resource persons to present selected sessions as necessary or

participate in parts of the workshop.

B.3

Finalize the list of participants and resource persons and send lists to

training coordinator.

B.4

Send invitation letters to above selected resource persons and

participants to ensure their availability.

B.5

Send “thank you” letters to invited participants and resource persons with

the instructions about the general expectations of the workshop.

TRAINING WORKSHOP

C.1

Visit workshop venue and discuss chair/table arrangement (in “U”).

C.2

Check to see that all equipment needed (see checklist) is available and

working.

C.3

Prepare agenda for the Opening and Closing ceremonies and invite

guests.

C.4

Prepare transportation and per diem receipts for participants and pay

participants at appropriate time. These receipts should include resource

people’s honorarium, if appropriate.

C.5

Prepare and organize any last minute additions or adaptations of the

materials, as needed.

C.6

Purchase supplies and copy training materials (see checklist and copy

form) attached.

C.7

Conduct training workshop.

C.8

Prepare training report.

FOLLOW-UP (detail as needed for your program/project follow-up needs):

D.1

Location: ____________________________

Prepare final version of work plan and distribute to participants. ASAL • Training Manual for the Development of a Communication Strategy

APPENDIX 2 TRAINING METHODOLOGY 1. TRAINING METHODS • Presentations • Story telling • Group Discussions • Group Exercises & Activities • Experience sharing 2. TRAINING MATERIALS MAY INCLUDE: • Visual Aids • Flip Charts • Marker Pens • Pens • Paper • Pencils • Colored Manila Paper • Color Pens • Files • Exercise Books • Video Audio Tapes • Overhead Projector • LSD Projector and Laptop for PowerPoint Presentations • Writing Board 3. EVALUATION METHODS • Pre – Course Evaluation • Plenary Presentations • Activities • Group Discussions • Post - Course Evaluation • End of Course Evaluation

ASAL • Training Manual for the Development of a Communication Strategy

BIBLIOGRAPHY 1) http://www.google.co.ke/ A Field Guide to Designing a Health Communication Strategy, John Hopkins University. 2) http://www.google.co.ke/ Family Health International: Community-Based BCC Strategy Development Training Manual, 2002 3) Family Health International: Communication for Behavior Change for HIV and AIDS, 2002 4) http://www.unaids.org/ Expanding the global response to HIV/AIDS through focused action; Reducing risk and vulnerability: definitions, rationale and pathways, UNAIDS Best Practice Collection, Key Material, October 1997. 5) http://www.google.co.ke/ Introduction to Supplement Issues: Communications for HIV/ AIDS Prevention, Care and Support: Contexts for Individual and Social Change, Journal of Health Communication, Vol 5. Supplement, 2000.

ASAL â&#x20AC;˘ Training Manual for the Development of a Communication Strategy

Map of Kenya showing districts covered by ALRMP II. The Arid Lands Resource Management Project II (ALRMP II), a community-based initiative, enhances food security and reduces livelihood vulnerability in drought-prone and marginalized communities in 28 arid and semi-arid districts of Kenya.

Published by ALRMP II, KICC building 13th floor, Harambee Avenue, P.O. Box 53547 Nairobi, Kenya. Tel: +254-020-227496 /227627 /227168 | Fax: +254-020-227982.Cellphone: 0722-200656, 0734-652220 Email address: alrmphq@africaonline.co.ke.| alrmp@aridland.go.ke Website:www.aridland ASAL â&#x20AC;˘ Training.go.ke Manual for the Development of a Communication Strategy ISBN: 978-9966-7253-0-X