Training Module
Strategic
Communication
COMMUNITY DRIVEN LOCAL DEVELOPMENT PROGRAMME EUROPEAN UNION
Government of Khyber Pakhtunkhwa
The Training Module on Strategic Communication has been developed by the CDLD Policy Implementation Unit of the Local Government, Elections and Rural Development Department (Government of Khyber Pakhtunkhwa) with the technical assistance of the Khyber Pakhtunkhwa Community Driven Local Development (CDLD) Programme. Authored by: Asghar Ali Khan (Senior Community Communication Specialist, Khyber Pakhtunkhwa CDLD Programme) Reviewed by: Brian Fawcett (Team Leader, Khyber Pakhtunkhwa CDLD Programme) Edited by: Tehmina Kazmi (Senior Capacity Building Expert, Khyber Pakhtunkhwa CDLD Programme) Visualised by: Tariq Afridi (Senior Strategic Communication Specialist, Khyber Pakhtunkhwa CDLD Programme) Designed by: Wasim Abbas (Ad.Sense Printing & Advertising, Peshawar) Publishing date and location: July 2018, Peshawar, Pakistan
The European Union supports the Government of Khyber Pakhtunkhwa to implement the Provincial Policy “Community Driven Local Development (CDLD)� through financial resources, and technical assistance provided by Hulla & Co. Human Dynamics KG. The overall objective is to build responsiveness and effectiveness of the State to restore citizen trust, stimulate employment and livelihood opportunities, and ensure the delivery of basic services. This document has been produced with the financial assistance of the European Union. The contents of this document are the sole responsibility of the CDLD Programme and can under no circumstances be regarded as reflecting the position of the European Union.
Training Module Strategic Communication
WHAT WILL YOU LEARN FROM THIS MODULE The module on Strategic Communication has been developed for the government authorities, community organisations, line departments, development agencies, social mobilisers, media professionals and other implementing partners of the CDLD Programme. The Strategic Communication Team of the CDLD Programme along with the Capacity Building and District Coordination Teams will be organising a series of trainings for the district government authorities and social mobilisation partners to help them understand the strategic communication dynamics of the CDLD Policy in steering the public outreach and community participation aspects of the programme. The module has been kept precise, through simplification of concepts and graphic visualisation of various communication theories. The module also includes details of the sessions which will make up the training contents. Handouts to be shared with the participants at the end of the sessions have also been included in this module for better understanding of the trainers and facilitators. Based on the main contents of the training, the module has been divided into the following three sub modules:
Community Awareness to Support Mobilisation and Participation
Communication Methods for Stakeholder Coordination
Branding the CDLD initiatives with a focus on government’s image building
It is positively anticipated that the successful delivery of the training and distribution of the module would significantly enhance not only the knowledge but also the experience of the CDLD implementing partners. The improved level of knowledge and experience would directly contribute to the implementation of the CDLD communication strategy in terms of better outreach, awareness and mobilisation of the communities in the target districts towards the attainment of the strategic objectives of the CDLD Policy.
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Training Module Strategic Communication
CONTEXT TO THE TRAINING MODULE A short intro to the Community Driven Local Development‌ The Community Driven Local Development (CDLD) is a sustainable development policy of the Government of Khyber Pakhtunkhwa that reflects the aspirations of the citizens to improve their livelihoods and enhance the quality of basic services.
CDLD gives control of development related decisions and resources to local communities.
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That is how they receive funds, decide on their use plans, execute the chosen local projects and monitor the provision of services that result. CDLD is increasingly seen as a nexus between bottom-up and top-down approaches to improve local governance and service delivery. It has improved not just incomes but also community empowerment towards service quality.
Malakand
Swat
Shangla
Buner
Haripur Nowshera
The implementation of the CDLD Policy, rolled out in the six districts of Malakand Division in the first phase (2015 - 2017) and three more districts in the next phase (2017 - 2020), is enabling the district authorities and service providers in identifying the priority needs of the communties through participatory bottom-up planning.
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CDLD TARGET DISTRIC
Training Module Strategic Communication
… and now about the Training Module on Strategic Communication The training module is a knowledge management and experience sharing guide on conducting training courses on the prioritised thematic areas of strategic communication for the public administrators, elected representatives, social mobilisers, community organisations, non-government actors and media professionals, all of which make up the implementation portfolio for CDLD Policy in Khyber Pakhtunkhwa. This module is based on three sub-modules, which cover specific thematic areas of strategic communication for the stakeholders of the CDLD Programme. Learning content has been tailored for each sub-module, comprising of different training sessions. Also, guidelines have been provided on how to conduct these sessions in a simple manner to facilitate comprehension and learning.
At the end of each session, the trainer(s) should ask pertinent questions to ensure learning achievement of the participants. If necessary, key topics should be explained further. The training module covers the following thematic areas of ‘strategic communication’: yy Community awareness to support mobilisation and participation yy Communication methods for stakeholder coordination yy Branding the CDLD initiatives with a focus on government’s image building For each sub-module, simplified handouts are developed to assist the trainer(s) as well as facilitator(s) in conducting the learning activities. Trainer(s) and facilitator(s) should read them carefully so that the various themes presented here are well understood by them. Based on the contents of this module, trainer(s) and facilitator(s) can prepare multimedia presentations and learning handouts. In addition to sharing the learning resource electronically, it is also recommended to make necessary prints of the material which can be handed over to the participants at the conclusion of the training sessions.
NOW Let’s get down to learn how to communicate strategically for CDLD.
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Training Module Strategic Communication
GUIDELINES FOR THE TRAINER AND FACILITATOR While the trainer and facilitator may customise their own schedule of activities based on the training objectives and learning sessions, it is recommended to follow these guidelines: ÌÌ Batch wise selection pattern of the participants ÌÌ Pay attention to the training objectives and trainee profiles ÌÌ Organise material and equipment needed in the training ÌÌ Demonstrate interactive methods and activities for engagement ÌÌ Use the session guides for ready reference and learning support ÌÌ Plan the follow-up and evaluation of the training ÌÌ Focus on punctuality and time management ÌÌ Identify appropriate sites for various training activities ÌÌ Get to know the trainees and their expectations from the training ÌÌ Make the opening and closing simple and participatory It is important to build and maintain the group’s identity by establishing an atmosphere of respect and cooperation. This means that the training environment should allow the participants to express their views, opinions, concerns, attitudes and behaviours. The facilitator’s behaviour greatly influences the learning environment. Participants should be able to experience the facilitator’s enthusiasm, friendliness, interest, sincerity, acceptance and support.
Training Module Strategic Communication
In order to support group spirit throughout the training activity, facilitators are required to: ÌÌ Encourage the participants to share information about themselves with the group ÌÌ Let the participants establish a set of rules of conduct to be followed during the training ÌÌ Pay attention and provide positive feedback to the participants ÌÌ Build and maintain a sense of belonging among the participants ÌÌ Let each and every one participate at their own pace ÌÌ Encourage the participants to express themselves without pushing them ÌÌ Recall the group’s suggestions, responses, feelings, or questions
Previous knowledge or experience can be used as a starting point for subsequent learning.
ÌÌ Be sensitive to the learning needs of the group ÌÌ Link each new topic with previous topics and with real-life examples ÌÌ Ask questions that encourage insightful answers, not just ‘yes/no’ answers ÌÌ Give clear and specific instructions for all the activities to avoid any confusion ÌÌ Conclude a session by restating the session’s theme and integrating new suggestions ÌÌ Ensure that all participants feel like their participation is welcomed and anticipated ÌÌ Allow the groups to make their own decisions. “Facilitation is not dictation” ÌÌ Adjust time requirements flexibly in accordance with the training delivery ÌÌ Make long sessions interesting with breaks or energisers to avoid monotony
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Training Module Strategic Communication
MAIN COMPONENTS OF THE TRAINING
1.
Objectives
After completion of the training, the trainees will be able to:
ÌÌ Comprehend the basic concepts of strategic communication ÌÌ Understand the key sources and scope of strategic communication for the CDLD ÌÌ Able to utilise messages and tools for community awareness to support public mobilisation and community participation ÌÌ Apply communication methods for improved coordination among the stakeholders ÌÌ Acquire knowledge for branding of the CDLD initiatives focusing on government’s image
2.
Contents
The module on strategic communication has the following three sub-modules:
3.
Methodologies
A mix of interactive and engaging methodologies should be applied, such as:
ÌÌ Community awareness to support mobilisation and participation ÌÌ Communication methods for stakeholder coordination ÌÌ Branding the CDLD initiatives with a focus on government’s image building
ÌÌ Brainstorming among participants on communication topics ÌÌ Individual as well as group work ÌÌ Simulation and role play exercises to mock real-time situations ÌÌ Lecture and presentation
Training Module Strategic Communication
4.
Timelines
Duration of a training has a direct correlation with the planning and delivery aspects, such as:
5.
It will be a one day activity, in which five and a half hours will be spent in total. These hours will be further divided into multiple sessions and seventy five minutes allocated for two breaks. Starting at 10 in the morning (am), it will continue till 3:30 in the afternoon (pm). The trainers should also consider seasonal factors when planning the different timelines. However, five and a half hours for conducting the training sessions are essentially required to complete the training.
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The training agenda is also given in this module with specific details for each session.
Trainers / Facilitators For efficient and effective delivery of the training, resource persons should be engaged as:
6.
Participants
Profile of the trainees play an integral role in the design and delivery of any training:
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Optimally, two trainers (subject matter experts) should be engaged to facilitate the training course. In each session, one will work as the lead trainer and the other as co-trainer or facilitator. Only experienced training professionals with academic qualification and professional experience should be designated as trainers (with subject matter expertise) to this specialised training exercise.
Participants of this particular training represent key stakeholders of the CDLD Programme including public administrators, district authorities, elected representatives, social mobilisers, community organisations, media professionals and non-government actors, all of which make up the overall implementation portfolio for the CDLD Policy in Khyber Pakhtunkhwa.
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It is strongly recommended that for every batch of training, 20 to 25 individuals from similar stakeholder group should be included as participants.
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Training Module Strategic Communication
AGENDA OF THE TRAINING Time
Session / Activity
10:00 am to 10:15 am
Opening Session (15 minutes) ÌÌ Welcoming the participants ÌÌ Giving overview of the CDLD Programme ÌÌ Sharing the agenda and explaining the objectives
10:15 am to 10:30 am
Pre-Test for all the Participants (15 minutes)
10:30 am to 11:00 am
SESSION 1: Essentials of Communication (30 minutes) ÌÌ Understanding communication skills ÌÌ Knowing your communication tools
11:00 am to 11:15 am
Tea Break (15 minutes)
11:15 am to 12:25 pm
SESSION 2: Community Awareness to Support Mobilisation and Participation (70 minutes) ÌÌ Knowing the principles of community awareness raising ÌÌ Awareness raising methods and channels ÌÌ Awareness raising linkages with advocacy ÌÌ Designing an awareness campaign for the CDLD (groupwork)
12:25 pm to 1:25 pm
Lunch Break (60 minutes)
Training Module Strategic Communication
Time 1:25 pm to 2:10 pm
Session / Activity SESSION 3: Communication Methods for Stakeholder Coordination (45 minutes) ÌÌ Internal and external (organisational) communication ÌÌ Setting up communication forums at the district level ÌÌ Improving communication and visibility of the CDLD operations
2:10 pm to 2:55 pm
SESSION 4: Branding the CDLD initiatives with a focus on government’s image building (45 minutes) ÌÌ Developing and using communication material ÌÌ Devise a media campaign for your respective target area (deparment or district) (groupwork)
2:55 pm to 3:10 pm
Post-Test for all the Participants (15 minutes)
3:10 pm to 3:30 pm
Closing Session (20 minutes) ÌÌ Giving a way forward on the learning outcomes ÌÌ Distributing certificates with words of encouragement ÌÌ Taking group photo with all trainers and participants
Working Tea
ÌÌ Managing the media effectively and successfully
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Opening Session
INTRODUCTION TO THE TRAINING At the end of the opening session, the participants will be able to: 1. Comprehend the context and purpose of the training 2. Get familiar with other participants about their organisations and roles 3. Know about the CDLD Programme’s broad objectives and activities
Objectives of the session
Duration of the session
15 minutes
Training objectives and participants’ introduction (15 minutes) TRAINER’S INSTRUCTIONS Ensure registration of all the participants on the attendance sheet. At the registration desk, also provide the resource pack including folder, notepad, pen, and other printed material. Do not hand over the session handouts to the participants, which will be provided at the end of the respective sessions. Formal opening with a welcome to the participants. Description of the context and purpose of the training. Brief orientation to the participants about the CDLD Programme and its key aspects.
Proposed methodology
Assigned timeline
Setting up a registration desk preferably near the entrance of the training hall.
5 minutes
Interactive lecture using a projector to flash the training objectives and key highlights of the CDLD Programme.
5 minutes
Material required ÌÌ Attendance sheet (given as Handout 1) ÌÌ Training stationery ÌÌ Printed material
ÌÌ Multimedia projector ÌÌ Printed material (given as Handout 2)
Training Module Strategic Communication
TRAINER’S INSTRUCTIONS
Proposed methodology
Assigned timeline
Material required
Introduction of the participants by turn to answer: ÌÌ Name
Participatory round discussions among all the participants for selfintroduction.
ÌÌ Organisation ÌÌ Designation ÌÌ Location
ÌÌ White board 5 minutes
ÌÌ Flip chart ÌÌ Meta cards
ÌÌ Interests / hobbies
Training expectations and pre-TEST (15 minutes) TRAINER’S INSTRUCTIONS
Proposed methodology
Assigned timeline
Assess the knowledge of the particpants, know about their expectations and set the learning goals.
Individual reflections and group discussions to voice and agree upon the expectations from the training.
5 minutes
Distribute the pre-training assessment forms among the participants and ask them to fill them out. Collect the filled papers. During tea break, read those sheets and be informed of the participants’ knowledge about the topics.
Individual pre-test of all participants on the printed forms.
10 minutes
Material required ÌÌ White board ÌÌ Flip chart ÌÌ Meta cards
ÌÌ Pre-test sheets (given as Handout 3)
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Training Module Strategic Communication
HANDOUT 1
ATTENDANCE SHEET One Day Training Strategic Communication
Location ________________________ S.#
Name
District _________________________ CNIC #
Department
Position
Date ________________________ CONTACT
Signature
Training Module Strategic Communication
HANDOUT 2
INTRODUCTION TO THE CDLD PROGRAMME
In 2015, the Government of Khyber Pakhtunkhwa introduced a revolutionary development policy (Community Driven Local Development), thus laying the foundations for resilient and sustainable development in the province. Three years on, 4000+ community projects funded with billions of rupees have improved the livelihoods of hundreds of thousands of citizens in the six districts of Malakand Division.
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Dir Lower
Dir Upper
Malakand
Shangla
Swat
The Local Government, Elections and Rural Development Department of the Government of Khyber Pakhtunkhwa is running the CDLD Programme and has successfully tested the mechanisms and processes laid down in the CDLD Policy. Implementation of the CDLD Policy in the first phase has achieved its core objectives, such as: Put in place a fiscal and regulatory framework for the CDLD where local communities are in charge of executing local development / service delivery initiatives.
Built the capacities of the relevant public sector entities and functionaries at the district level to operationalise the CDLD.
Provided an enabling environment to community based organisations to access public funds earmarked for the CDLD initiatives.
Following the success of the first phase, the CDLD Programme is going to double its district coverage to 12 districts in Khyber Pakhtunkhwa over the next two years (2018 - 2019 and 2019 - 2020), including Buner, Haripur and Nowshera.
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Training Module Strategic Communication
Goal of the CDLD Policy Achieve a sustainable improvement in the reach and quality of frontline service delivery through the active involvement of local communities.
SECTORS ELIGIBLE FOR FUNDING Under the CDLD Programme, public service providers are coming together with community organisations to undertake a broad range of infrastructure development projects across many sectors. Any infrastructure project relating to the functions devolved to local governments under the Khyber Pakhtunkhwa Local Government Act 2013 (along with the Irrigation sector) are eligible under the CDLD Policy.
Primary Healthcare
Social Welfare
Soil Conservation
Basic Education
Cultural Sports
Social Forestry
Women Projects
Access Roads
Agriculture Development
Public Infrastructure
Irrigation Services
Civil Works
Farm Management
Water Supply
Training Module Strategic Communication
WOMEN SPECIFIC PROJECTS
SOCIAL MOBILISATION PARTNERSHIP
A minimum of 15% of the total CDLD fund is allocated for women specific projects in each district. If the target is not achieved during general rounds, a Women Specific Round (WSR) is advertised to expand and expedite the pace of women projects across the target districts. During the screening of first application in WSR, special consideration is given to applications to address basic needs of women, i.e. access to clean water, renovation of labour rooms, rehabilitation of government girls’ schools, etc.
Support to mobilise village councils and community organisations is provided by independent social mobilisation partners, overall managed by the CDLD Policy Implementation Unit at the Local Government, Elections and Rural Development Department. These social mobilisation partners are responsible for activities that engage and enable communities in the target areas to organise themselves, leading to the identification and implementation of their prioritised development projects.
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VILLAGE COUNCIL DEVELOPMENT PLAN Nazims and Secretaries in each Village and Neighbourhood Council supported by the social mobilisation partner hold inclusive consultations to engage civil society, elected representatives and community members to discuss and identify the overall needs in various sectors and geographical areas. These needs are then prioritised and reflected as projects in Village Council Development Plans (VCDPs). Community pirority projects contained in the VCDPs are then approved and financed under the CDLD.
LIVELIHOOD DEVELOPMENT PROJECTS Annually, an amount of 6% will be allocated from each district’s share for the livelihood component under the CDLD Programme. The livelihood component consists of three sub components, livelihood physical infrastructure, skills and value addition, and community investment fund (also known as micro grant). A separate advertisement for livelihood projects will invite application from Village Organisations (VOs), Local Support Organisations (LSOs) and Business Interest Groups (BIGs).
The total cost for livelihood projects cannot exceed PKR 3 million. Livelihood projects can only be initiated by VOs, LSOs or BIGs Networks
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Training Module Strategic Communication
HANDOUT 3
PRE-TEST QUESTIONNAIRE
Name _____________________________________
Organisation __________________________
Date _______________________
Which is the correct answer according to you? Please put tick (√ ) mark in the blank box. (Marks: 10 x 10= 100) 1. What is communication:
a. Speaking b. Writing c. Physical gestures d. All of them used for sending a message
2. What are communication methods:
a. Communication thoughts b. Communication feelings c. Ways and means of communication d. None of the above
3. IEC stands for:
a. International education curricula b. Internet entertainment club c. Information, education and communication d. All of the above
4. Community awareness raising includes: a. Community orientation b. Community relations c. Community language d. Combination of b and c
Training Module Strategic Communication
5. Media management:
a. Media buying b. Media hiring c. Media handling d. None of the above
6. Major types of communication:
a. Internal and external communciation b. Silent communication c. Peer communication d. All of the above
7. Important communication tools:
a. Newspaper b. Radio c. Television d. All of the above
8. Effective communciation methods:
a. Press release b. Memos and letters c. Mobile phone d. All of the above
9. Community awareness tools for mobilisation and participation:
a. Communication forum b. Community workshop c. Visioning excercise d. All of the above
10. Benefits of CDLD branding:
a. Recognition as a government’s initiative b. Decreased visibility c. Negative perception d. None of the above
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SESSION 1
ESSENTIALS OF COMMUNICATION At the end of the session, the participants will be able to: 1. Understand fundamental communication concepts 2. Learn basic communication skills 3. Apply the tools of effective communication
Objectives of the session
Duration of the session
30 minutes
FUNDAMENTALS AND TOOLS OF COMMUNICATION (30 minutes) TRAINER’S INSTRUCTIONS Discussing in the plenary, probe the participants about: ÌÌ The fundamentals of communication ÌÌ Effective tools for communication Note down the answers of participants on a flip chart. Summarise the answers and link up with your presentation.
Proposed methodology The discussions should be held in the plenary so that every participant gets the opportunity to provide his / her inputs.
Assigned timeline
Material required ÌÌ White board
10 minutes
ÌÌ Flip chart ÌÌ Meta cards ÌÌ Coloured markers
Training Module Strategic Communication
TRAINER’S INSTRUCTIONS
Proposed methodology
Assigned timeline
Material required ÌÌ PowerPoint presentation (given as Handout 4)
Giving a brief presentation, explain the fundamental communication concepts and effective tools for communication.
Lecture and discussion, which should be interactive so that the participants remain engaged.
10 minutes
Introducing the participants to ‘Knowledge, Action and Practice (KAP) Model’. Explain it through facts and examples on how communication skills transform into practices when put into actions.
Interactive presentation methods to enhance the training experience, followed by questions and answers.
10 minutes
ÌÌ White board ÌÌ Flip chart
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Training Module Strategic Communication
HANDOUT 4
ESSENTIALS OF COMMUNICATION
Everyone uses interpersonal communication skills. We use them at home with our families, in the workplace with our bosses and co-workers, on our computers when we reply to emails, and on the telephone when we are corresponding for just any reason. This module is intended to help you improve your interpersonal communication skills and develop new skills to become a more effective communicator. Interpersonal communication applies to all of our relationships (personal and business). People’s acceptance or rejection is based on our interpersonal communication skills. People send us messages in every interpersonal communication encounter. Those messages can be explicit (verbal comments) or implicit (non-verbal facial expressions, body language, and physical space).
yy Definition of communication Communication can be defined in many ways. In simple terms, communication is: ÌÌ
Information transmitted
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Verbal or non verbal message
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Process by which information is exchanged between individuals through a common system of symbols, signs, or behaviours
yy Key elements of communication There are five key elements in the communication process, which we will refer to in our discussion of interpersonal communication. They are: ÌÌ
You
ÌÌ
Your audience
ÌÌ
Your message
ÌÌ
Your channel
ÌÌ
The feedback
Training Module Strategic Communication
We bring experience, education and training to the communication process. Through effective communciation, we have earned credibility with our employees, the public, the media, and our fellow workers. In order to be an effective communicator, we need to know who our AUDIENCE is. If our audience is the public, we need to switch from technical jargon to “plain English”. The principles of effective interpersonal communication are the same whether our “audience” is one person, ten people, or even one thousand. The MESSAGE element is equally important. What do we want to say? What is the best way to communicate the message? There is a basic rule used by journalists for writing a newspaper story that can help focus our message. A well-written story should contain the who, what, when, where, why, and how of the story in the first paragraph or two. If it does not, it will not hold their attention. The same principle applies to our message in the process of interpersonal communication. If we do not let our audience know quickly, the who, what, when, where, why, and how of our message, we risk losing their interest, being inattentive, and tuning out. Therefore, whether spoken or unspoken, messages should contain most of these elements: ÌÌ Who ÌÌ What ÌÌ When ÌÌ Where ÌÌ Why ÌÌ How
Communication tools There are five basic communication tools: ÌÌ Listening ÌÌ Speaking ÌÌ Seeing ÌÌ Reading ÌÌ Writing
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Training Module Strategic Communication
All five of these basic tools can be learned and improved. First, we must want to improve our communication skills. Next, we must understand and recognise their importance in the communication process. Then, we need to learn some new skills. Finally, we must practice good skills to become more effective communicators. At an early age, we begin to learn to speak, early enough that it is difficult to remember the process.
How we get and use information How much information we retain in the communication process depends on many factors. It is important for each one of us to recognise how we learn best. Do we remember most of what we read? Most of what we hear? Do we learn more if someone shows us? Typically, we retain information at these rates: 10 percent of what we read 20 percent of what we hear 30 percent of what we see 50 percent of what we see and hear 70 percent of what we see and discuss 90 percent of what we do Another way to think about how we retain information is this adage: Tell me and I will probably forget, show me and I might remember, involve me and I will learn.
Non-verbal communication Non-verbal messages are unspoken and more difficult to interpret than verbal messages, but are just as important. This is particularly true when we think that someone is saying one thing and showing body language that tells a different story. Non-verbal cues are often neglected during interpersonal communication. A type of unspoken communication is writing. Communication in writing is powerful and lasting. Whether we write a letter, a memo, or an email message, written communication can be recalled word for word. Spoken communication is often misquoted and misremembered. Writing lasts a long time. So, think carefully about written communication.
Application of communication skills Change involves risk. It takes one to three months to establish a new habit. Be brave! Make the commitment to try one new communication skill, to practice it and to give yourself a chance to improve. Take a big step; you cannot cross a big obstacle in two small jumps. Communication skills CAN be learned.
Training Module Strategic Communication
Listening skills Say what you mean, and mean what you say! We have all heard that from time to time. Trying to understand the difference between what is said and what is heard can be difficult. Consider the following examples. Husband: “I don’t want to be late again.” [what is said] Wife: “Did you mean we should leave earlier than 5:00?” [clarifying question] Husband: “No, but you always say you’ll be ready on time, and we never are.” [what was meant] Listening is really where all good communication begins. Misunderstanding what another person is saying is one of the biggest obstacles to communication. Each one of us sees the world in a unique way, and we usually assume that everyone sees it the same way we do. Most people are born with good hearing, but not good listening skills. Listening must be learned. Listening is a mental process requiring effort, and we can learn how to be good listeners. But first, we need to understand what the barriers are to good listening skills. Then, we can identify ways to improve those skills.
Why we don’t listen well We are busy people. There is much that competes for and distracts our attention, both at work and at home. We may arrive at work in the morning worried about a sick child at home. Or we may arrive at work with a full agenda in our heads, only to learn that our priorities have been rearranged for us. At the end of the day, we leave work full of goals for the next day and arrive home unable to turn off the ideas. At home, our family or chores demand attention. And so the cycle goes.
Barriers to effective listening Here are some barriers to effective listening. You will probably recognise that most of them apply to you at one time or another. ÌÌ We can think faster than a speaker can talk, and jump to conclusions ÌÌ We are distracted and allow our minds to wander ÌÌ We lose patience and decide we are not interested ÌÌ We overreact to what is said and respond emotionally ÌÌ We interrupt
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Other barriers include use of “absolutes” and “limits”: ÌÌ Thinking or speaking absolutes: “It will never work” ÌÌ Setting limits: “We tried it that way once!”
How to be a better listener There are some simple steps to becoming a better listener, but they take practice to achieve results. Here are some ways to listen better whether in a large group or one-to-one. In a large group situation, such as a lecture or training session, try these exercises: ÌÌ Be patient for the entire message ÌÌ Be aware of speech cues (who, what, where, when, why, how) ÌÌ Listen to ideas, not just facts (stories, reasons, goals, etc. help us remember facts) Try these guidelines when talking with someone on the telephone or face-to-face. Practice these for a week or two and you will soon realise that they work.
FOUR DIMENSIONS OF GOOD LISTENING 1. Verify
2. Question:
“So, you’re saying that. . .”
“What do you mean when you say. . .?”
“If I understand correctly, you said. . .”
“Have you really spent. . .?”
3. Acknowledge
4. Encourage
Look at the speaker and nod
“Tell me more”
Occasionally say, “hmmm” or “oh, right”
“Would you like to talk about it?” “Want to have lunch and talk?”
Training Module Strategic Communication
It is estimated that we use only about 25 percent of our listening capacity. Here are three tips to help us increase our ability to listen by 50 percent: ÌÌ Look at the speaker (benefit = 15 percent) ÌÌ Ask questions (benefit = 15 percent) ÌÌ Take notes (benefit = 20 percent) Improvement occurs only if we practice these good listening skills. Try one of them for about three months. It takes at least that long to create a new habit. If you are a good listener already, then practice asking questions to clarify what you hear. Avoid trying to implement all three tips at the same time. Success with one new habit will encourage you to try others. Hearing is natural. Listening is a skill that we learn. Remember: we listen more than any other human activity except breathing!
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SESSION 2
COMMUNITY AWARENESS TO SUPPORT MOBILISATION AND PARTICIPATION At the end of the session, the participants will be able to: 1. Understand the principles of community awareness raising 2. Describe the means and channels of awareness raising 3. Explain the process and steps of an awareness raising campaign 4. Understand the concepts of awareness raising and advocacy
Objectives of the session
Duration of the session
70 minutes
Key elements of community awareness raising (10 minutes) TRAINER’S INSTRUCTIONS Asking the participants, “what are the key elements for community awareness raising?”. Record the answers on flip chart and share the results in the plenary.
Linking up the participants’ feedback with your interactive lecture, begin to explain the key elements of awareness raising by using your presentation slides.
Proposed methodology
Assigned timeline
Brainstorming about the key elements of awareness raising using question and answer method.
5 minutes
Interactive lecture.
5 minutes
Material required ÌÌ White board ÌÌ Flip chart ÌÌ Meta cards ÌÌ Coloured markers ÌÌ PowerPoint presentation (given as Handout 5)
Training Module Strategic Communication
Means and channels of community awareness raising (20 minutes) TRAINER’S INSTRUCTIONS
Proposed methodology
Assigned timeline
Material required
Distributing meta cards among the participants and asking them to at least suggest three means / channels of effective awareness raising?
Individual excercise where every participant identify at least three suggestions and present them in the plenary.
10 minutes
Discussing the suggestions of the participants and explaining them further through your presentation slides while using appropriate examples for practical learning.
Interactive presentation.
10 minutes
ÌÌ PowerPoint presentation (given as Handout 5)
Assigned timeline
Material required
ÌÌ Meta cards ÌÌ Pasting gum ÌÌ Flip chart ÌÌ Coloured markers
Awareness raising and advocacy (20 minutes) TRAINER’S INSTRUCTIONS Inquiring within the larger group to define and identify the difference between awareness raising and advocacy? Summarising the responses and examples using flip chart and white board.
Using your presentation slides to explain the productive roles of awareness raising and advocacy for achieving the desired CDLD Programme results.
Proposed methodology Group discussions to indicate at least three suggestions and present them in the plenary.
ÌÌ White board 10 minutes
Brainstorming about awareness and advocacy concept.
Interactive lecture.
ÌÌ Flip chart ÌÌ Coloured markers
10 minutes
ÌÌ PowerPoint presentation (given as Handout 5)
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Training Module Strategic Communication
Awareness campaign for CDLD interventions (20 minutes) TRAINER’S INSTRUCTIONS Dividing the participants into four groups and asking them to “develop an awareness raising and advocacy campaign for achieving the desired CDLD goals?”. Enabling all groups to nominate facilitator, presenter, and note taker.
Facilitating group presentations, highlighting key points, and concluding the take away learning out of all group deliberations.
Proposed methodology
Assigned timeline
Group excercise where first two groups design an awareness raising campaign and the remaining two groups develop an advocacy campaign for the CDLD.
10 minutes
The group presentations should be kept interactive so that the participants remain engaged for a better learning experience. Feedback should also be provided at the end of each presentation.
10 minutes
Material required
ÌÌ Flip chart ÌÌ Coloured markers
ÌÌ Multimedia projector ÌÌ White screen
Training Module Strategic Communication
COMMUNITY AWARENESS TO SUPPORT MOBILISATION AND PARTICIPATION
HANDOUT 5 1. Introduction to social mobilisation
For the implementation of the CDLD Programme, awareness raising and organisation of community mobilisation are fundamental steps. A number of steps can be taken to increase awareness at individual and group levels. But to ensure community participation for local development in the rural areas of Khyber Pakhtunkhwa, there is a need for social mobilisation.
2. How to organise social mobilisation Social change is a complex process. Many factors work behind it. We can improve an overall social awareness by influencing these factors to disseminate common message to the general people. Through social mobilisation, encouragement and motivation can be exerted on the individual, family or society to lead their own development. People remain busy with day-to-day matters. Due to the burden of responsibilities, they do not risk going beyond their traditional thinking. They cannot go beyond what they do daily. To bring them out of this orbit, there should be a greater awareness in the society. Social mobilisation cannot be developed suddenly. It is organised through a set of steps.
3. Steps of social mobilisation Total awareness Community mobiliSation Increased awareness PERSONAL Motivation Information dissemination
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To organise social mobilisation, the only way is increased mass communication with the help of all in the society through media and messages.
4. Media for social mobilisation To create awareness among the illiterates, the communication media should be visual. Everybody can follow the language of pictures. Sometimes, if a message is disseminated verbally, it is not well accepted. The media for organising social mobilisation are: ÌÌ Song, poem, story ÌÌ Poster, leaflet, banner, signboard, billboard ÌÌ Rally, walk, seminar, conference ÌÌ Radio, television, cinema, newspaper ÌÌ Popular drama, stage play, live theatre, video story Social mobilisation is developed around certain key messages. To make the messages acceptable and reliable to the communities, a variety of media needs to be used.
5. Stakeholders who have roles to organise social mobilisation ÌÌ Community leaders ÌÌ Non-government organisations ÌÌ Government institutions ÌÌ Private entities ÌÌ Local governments ÌÌ Political institutions ÌÌ Teacher associations ÌÌ Youth groups ÌÌ Educated class ÌÌ Development partners
Training Module Strategic Communication
6. Following strategies may be followed for organising social mobilisation campaigns ÌÌ Massive publicity for local infrastructure development ÌÌ Increased mass communication ÌÌ Disseminating information through different mass media to increase public interest ÌÌ Publicity in religious, social and political programmes ÌÌ Discussion in various meetings and community gatherings ÌÌ Coordination among roles of various stakeholders
7. What is community participation? The term community participation in development indicates a vast arena, where people of every level are encouraged to participate in development activities spontaneously by building awareness on their needs, problems, roles, and responsibilities. Resultantly, they themselves take the initiative to solve their own problems. From experience, we find that the extent of community participation at all levels is not the same. Sometimes, community participation is a buzz word, while in other cases, the participation is so high that the community controls almost all project management levels from planning to implementation. To ensure community participation in development, we should know the forms of community participation. Below, we discuss community participation: a. Being informed: At this stage the community only has a little information about the activities. The implementing organisations do not attempt to know the views of the people. It rather communicates its decision to the people. For example, a basic education implementing organisation has decided to open a school in each council. It communicates this decision to the community in a public meeting. The people come to know that there would be a school in their union council. b. Giving opinion: In this case, the community does not only hear the decision, it also give its own opinions. That is, the implementing organisation at least attempts to hear the reaction from the community. It results in an exchange of information and opinions between the two sides. However, though the people have scope to give opinion, they have nothing to do in decision making.
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c. Consulting jointly: Here, instead of giving comments after hearing the decision, the community is consulted by the implementing organisation for their advice on the issue. The organisation may change their decision based on the suggestions from the community in certain fields. For example, the organisation has decided to open a school nearby their office, which would be very distant for many learners. During consultation, the community raises the problems of commute and suggests to open the school close to the learners. The implementing organisation may change its decision to establish it near a location close the learners, or can influence the community with arguments and adhere to the previous decision. The implementing organisation remains the ultimate authority for decision making and is not obliged to accept suggestions from the community. d. Providing data: Organisation requires relevant information and community’s opinion for development activities. It undertakes this information collection activity through different processes, e.g. filling questionnaire through home visit, interviews following set guidelines, quick visits to the area to get a general overview, etc. The community participates by responding to the questions, helping the visits or supplying information about the situation to the implementing organisation. In this case, the communication takes place as it is required by the implementing organisation. The community provides information only and does not have any authority to decide. e. Linking functions: In development interventions, working by the people on payment for a limited period does not entail any permanent relations with the employer. For example, if a few labourers work for construction of a basic education centre or a teacher works for teaching, their services are used on payment for particular functional needs. A kind of periodical linkage is developed between the community and the implementing organisation for these functional needs. The relations do not have longevity. f. Developing relations: For implementing development oriented activities, long-term functional relations with the local community are required to be established. For example, organising a committee for management and maintenance of school. This is required as long as the school remains there for the interest of proper maintenance of the school. In this committee or group, local people are organised and they are given certain authority to decide a few things locally. These relations are developed for the interest of the programme and for the beneficiaries.
Training Module Strategic Communication
g. Establishing partnership: A traditional way of involving people is organising groups or associations of them in an area. The workers of implementing government and non-government organisations work actively in this process. These organised groups can interact with the implementing organisations on various issues. h. Making participatory decisions: For the implementation of any development programme, there is a need for understanding or agreening with the people in the community. For example, to set up a school, a number of decisions require to be made, like where it will be established, on whose land, what will be the tuition fee, etc. These decisions can be made in consultation with the community. The local community can be active in influencing decisions of the implementing organisation when they have strong organisational base. i. Getting organised: The community may assemble and get organised for certain activities. Here, no external agency can influence. However, in a rich-poor mixed community, the rich ones take up leadership and dominate decision making. They may use the poor for their own interest. Since the control and decision making remains with the selected influential people, poor (who are the majority) cannot enhance their capacity. j. Establishing control: Poor people should be made aware of their common needs and interests so that their leadership is established towards empowerment. This would facilitate self reliance and organisational strength. They can decide about their own interests, which ultimately leads to increased possibility of protecting them. They can participate actively in the decision making process and on issues that affects lives. Their participation does not remain confined to the controlled environment of the leaders of external agencies.
Community participation thus implies the ensuring of community’s involvement at all levels and showing respect to their decisions. So far, most of the development interventions in Khyber Pakhtunkhwa have been supply driven. As a result, expected results could not be achieved and the communities did not come up to play any active role to sustain those. For that reason, attempts are directed at making development demand driven under CDLD. For a demand driven development process, community participation is a pre-requisite.
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SESSION 3
COMMUNICATION METHODS FOR STAKEHOLDER COORDINATION At the end of the session, the participants will be able to: 1. Differentiate between internal and external communication 2. Understand and form the communication forums at district level 3. Comprehend and apply tools to improve communication and coordination
Objectives of the session
Duration of the session
45 minutes
Internal and external communication (15 minutes) TRAINER’S INSTRUCTIONS Ask the participant to explain “what is meant by internal and external communication?”. Explain the concepts of internal and external communication with appropriate examples to clarify the differentiating points.
Proposed methodology Experience sharing and using examples to explain the difference between internal and external communication.
Assigned timeline
ÌÌ White board 5 minutes
ÌÌ Flip chart ÌÌ Coloured markers
Linking up the participants’ feedback with your interactive lecture on internal and external communication. Interactive presentation. Also, demonstrating how an effective communication system results in strong coordination among the employees and organisations.
Material required
10 minutes
ÌÌ PowerPoint presentation (given as Handout 6)
Training Module Strategic Communication
Communication forums at district level (10 minutes) TRAINER’S INSTRUCTIONS
Proposed methodology
Assigned timeline
Asking the participants randomly, “what do you understand by a communication forum?”. Linking up the subsequent responses with the contents of your presentation.
Material required ÌÌ Laptop computer ÌÌ Multimedia projector
Interactive lecture.
10 minutes
Explaining how communication forum can foster an effective mechanism for stakeholder coordination at the district level for CDLD.
ÌÌ PowerPoint ÌÌ Meta cards ÌÌ Flip chart ÌÌ Coloured markers
Communication tools and visibility methods (20 minutes) TRAINER’S INSTRUCTIONS Introducing the participants on applicable communication tools and visibility methods for their orientation. Also, utilising different published material and visibility tools applied by the CDLD Programme and other relevant organisations. Distributing meta cards among participants and asking them to write “communication tools and visibility methods”, which can be commonly applied by all stakeholders to promote the CDLD activities. Pasting the cards in separate clusters having similarities. Then, sharing and concluding the responses for takeaway learning. Relating these responses with your continued interactive lecture through the presentation slides.
Proposed methodology Multimedia presentation using a projector to flash the communication tools and visibility methods.
Individual work by every participant to suggest the communication tools and visibility methods that can be applicable within the context of the CDLD.
Assigned timeline
Material required
5 minutes
ÌÌ PowerPoint presentation (given as Handout 6)
ÌÌ Multimedia projector ÌÌ Meta cards 15 minutes
ÌÌ Flip chart ÌÌ Coloured markers ÌÌ Pasting gum
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HANDOUT 6
COMMUNICATION METHODS FOR STAKEHOLDER COORDINATION
Introduction These instructions are provided as a guide to help develop stakeholder coordination plan. Before you start your stakeholder coordination process, you should consider the following: ÌÌ How stakeholder coordination will help you meet your identified goals? ÌÌ How to best utilise existing networks and relationships across the programme to avoid duplication? ÌÌ Historical context and whether there has been previous coordination mechanism or initiative on the same issue? ÌÌ Whether it is necessary for all stakeholders to be involved in all activities and at all stages of the process? ÌÌ Whether the identified stakeholders will mean that engagement is fully representative and sufficiently informed by diverse perspectives? ÌÌ Stakeholders’ views on their preferred method of coordination and any constraints they might face? ÌÌ How you can establish strong and ongoing working relationships with the stakeholders through improved coordination? There are five steps in preparing for the plan:
Step 1
Identify and analyse your stakeholders
Step 2 Determine the best method of coordination Step 3 Develop key messages for each stakeholder Step 4 Allocate responsibility to team member(s) and specify when it needs to be done Step 5 Implementing awareness raising campaign
Training Module Strategic Communication
STEP 1 - IDENTIFY AND ANALYSE YOUR STAKEHOLDERS The first step in your stakeholder analysis is to brainstorm who your stakeholders are. Think of all the people who are affected by your work, who have influence or power over it, or have an interest in its outcomes. After you have identified the key stakeholders, it is important to consider the stakeholders’ levels of interest and influence in relation to the engagement issue. Use the table below to map each stakeholder onto a quadrant reflecting their level of influence and interest. This will determine the level of engagement (inform, consult, involve, collaborate) that is required with each stakeholder. ÌÌ Interest - How important is the project to the stakeholder? How much are they affected?
HIGH
ÌÌ Influence - Do they have the ability or power to influence the project either positively or negatively?
High influence / Low interest
High interest / High influence
Level of INFLUENCE
Involve
Collaborate
ÌÌ Ensure needs and concerns are understood and considered
ÌÌ Partner with each aspect of the decision
ÌÌ Obtain feedback on alternatives and decisions
ÌÌ Potential decision making authority
Inform
Consult
ÌÌ Provide balanced and objective information
ÌÌ Obtain feedback on alternatives and decisions
ÌÌ Limited monitoring and managment Low influence / Low interest
LOW
High interest / Low influence
Level of interest
HIGH
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STEP 2 - Determine THE BEST method of COORDINATION Once you have determined the appropriate level of stakeholder engagement (inform, consult, involve, collaborate), you can then specify the method of engagement. There isn’t a single right stakeholder engagement method and you may choose a number of different methods at different stages of the CDLD Programme implementation processes. The below table provides a useful starting point:
Stakeholder engagement goal
Inform
Methods of engagement
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Consult
Involve
Collaborate
Empower
To provide balanced, objective, accurate and consistent information to assist stakeholders to understand the problems, alternatives, opportunities, and solutions.
To obtain feedback from stakeholders on analysis, alternatives, and decisions.
To work directly with stakeholders throughout the process to ensure that their concerns and needs are consistently understood and considered.
To partner with the stakeholders in the development of alternatives, making decisions, and the identification of preferred solutions.
To place final decision making in the hands of the stakeholders.
ÌÌ Fact sheets
ÌÌ Public comments
ÌÌ Seminars
ÌÌ Web 2.0 tools
ÌÌ Online sites
ÌÌ Focus groups
ÌÌ Deliberative polling
ÌÌ Open houses
ÌÌ Surveys opinions
ÌÌ Web 2.0 tools
ÌÌ Stakeholder reference groups
ÌÌ Periodic newsletters
ÌÌ Public meetings
ÌÌ Consultative forums
ÌÌ Facilitation of direct dialogue between stakeholders and governments
ÌÌ Radio broadcasts
ÌÌ Internet polls
ÌÌ Television shows
ÌÌ Facilitated consensus building forums for deliberation and decision making
Training Module Strategic Communication
Step 3 - Develop key messages for each stakeholder Before implementing your coordination plan, you should develop key messages that the government will communicate to stakeholders. This will ensure a consistent message to stakeholders throughout the coordination process. Consider the following questions for your stakeholder plan: ÌÌ What can actually change as a result of improved coordination and what will not change? ÌÌ Whether stakeholders will be involved in the final decision making or as input only? ÌÌ Expectations of the level of input required of stakeholders?
Step 4 – Allocate responsibility to team member(s) and specify when it needs to be done Specify who will be responsible for the planned action and when it will need to be completed.
Stakeholder COORDINATION Plan
Step 1
Step 2
Step 3
Stakeholder groups
Engagement methods
Key messages
Step 4 Assigned responsibilities
Set timeliens
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STEP 5 - IMPLEMENTING AWARENESS RAISING CAMPAIGN The purpose of an awareness campaign An organisation that is passionate about a cause will want to spread knowledge of that cause through the development of an awareness campaign. Awareness raising (also known as consciousness raising), is the act of enlightening and informing the masses of your cause and campaign, whilst hoping to instigate an action from them in return or to simply make them better informed. Government organisations are the most common example of organisations that engage in developing various campaign initiatives. There are multiple methods used to raise awareness. The advancement of media technology lets organisations become creative in how campaigns are delivered. Despite the differences in the types of awareness campaigns, an organisation will most likely want to achieve the following as a result of their campaigning: ÌÌ Get the reach as far as possible, targeted at the relevant individuals ÌÌ Utilise a unique method to ensure your message is not only heard but remembered ÌÌ Detemine a way of measuring the success of awareness campaigns and identifying areas for improvement to refine future campaigns An awareness campaign requires precise planning and execution. Here are the 5 steps in implementing a successful awareness campaign.
1. Establish objectives of the campaign It is not enough to go out and simply raise awareness. You must establish the way in which the success of the campaign is to be measured. It is important to set a fixed period of time that will be spent raising awareness.
2. Establish a target audience Having a specific target audience in mind is paramount to ensure your message is directed at the relevant groups of people. Additionally, assessment of target audience identifies the best mediums to use in order to reach out to them and where to geographically locate them.
3. Awareness campaign strategies You’ll be able to formulate appropriate campaign strategies once you know your target audience well. Community members in the remote areas are less likely to be tech savvy, thus print material with easy to read text and illustrations should be taken into consideration.
Training Module Strategic Communication
4. Research your cause It goes without saying that knowing all the facts about the cause you are campaigning for is a pre-cursor to a successful campaign. It is important that your team of awareness raising campaign is prepared with the relevant knowledge base.
5. Measure the awareness campaign If you cannot measure, you cannot improve. Ensure you have the appropriate success measures and metrics put in place. In the instance when a campaign is running for a long period of time, a month by month comparison identifies success factors and outlines areas for improvement.
Awareness Campaign Template For a campaign to be successful, it is important that it is properly planned. A good campaign plan will answer the following questions: ÌÌ Why are you planning a campaign around this issue? ÌÌ What is the overall aim of your campaign? ÌÌ What is your target audience? For instance policy makers, general public, government officials, etc. ÌÌ What are the specific objectives of your campaign? What do you want to achieve? ÌÌ Who will run the campaign? ÌÌ What will be the key messages of your campaign? ÌÌ What will be your call to action? ÌÌ What methods will you use to promote the campaign? ÌÌ How will you measure the success of the campaign? ÌÌ How will you communicate the success of the campaign?
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SESSION 4
BRANDING THE CDLD INITIATIVES WITH A FOCUS ON GOVERNMENT’S IMAGE BUILDING At the end of the session, the participants will be able to: 1. Understand how communication material can promote CDLD initiatives both at the provincial and district levels 2. Learn media management to achieve improved communication and visibility of CDLD activities 3. Promote brand image of the CDLD Programme as a government-led initiative
Objectives of the session
Duration of the session
45 minutes
Communication material development and distribution (15 minutes) TRAINER’S INSTRUCTIONS
Proposed methodology
Probing on key topics, including “what do we understand by communication material?” and “how do we develop various Brainstorming and communication material?”. interactive lecture. Recording the answers given by participants and summarising the learning of the whole group. Linking up the group feedback with your presentation slides on communication material development and dissemination. Explaining that an effective campaign results in better communication and visibility of the CDLD initiatives and achievements.
Interactive presentation.
Assigned timeline
Material required ÌÌ White board
5 minutes
ÌÌ Flip chart ÌÌ Coloured markers
10 minutes
ÌÌ PowerPoint presentation (given as Handout 7)
Training Module Strategic Communication
Media management for communication and visibility (10 minutes) TRAINER’S INSTRUCTIONS
Using specific presentation slides to explain key media sources and their effective use for the promotion of the CDLD Policy.
Proposed methodology
Assigned timeline
Material required
Multimedia presentation using a projector to flash various media management sources and techniques.
10 minutes
ÌÌ PowerPoint presentation (given as Handout 7)
Devise a media campaign for your respective target area (deparment or district) (20 minutes) TRAINER’S INSTRUCTIONS
Proposed methodology
Dividing the participants in four or five groups and asking them to “devise a media campaign for your respective area (department or district)”. Group work. Enabling all groups to nominate facilitator, presenter and note taker.
Facilitating group presentations, highlighting key points and Interactive lecture. concluding takeaway learning from group deliberations.
Assigned timeline
10 minutes
Material required
ÌÌ Flip chart ÌÌ Coloured markers
ÌÌ Laptop computer 10 minutes
ÌÌ Multimedia projector ÌÌ PowerPoint
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HANDOUT 7
BRANDING THE CDLD INITIATIVES WITH A FOCUS ON GOVERNMENT’S IMAGE BUILDING
1. Media Management Skills Media management Media management is a term used for several related tasks during the planning, implementing and monitoring of different media activities. In general, any task that relates to processing your media is considered to be media management, such as capturing, compressing, copying, moving, or deleting media files.
Media enterprises Media enterprises are strategically organised entities whose central work is generating and marketing of media. The generation of media is the bundling of internally and externally generated content and its transformation into a medium. The marketing is the direct or indirect distribution of media. The term media in this connection is restricted to one-to-many communication with one sender and a large number of receivers. More precisely, the focus is on newspapers, magazines, books, music, television, films, internet and games. Media enterprises operate in specific geographic markets. Some firms operate in a national market while other companies, for example local radio stations, operate in a regional area. So the marketplace of a media enterprise consists of the product media market (consumer market, advertisement market and procurement market) and the geographic media market.
Training Module Strategic Communication
a. Print media Print media refers to paper publications circulated in the form of physical editions of books, magazines, journals, and newsletters. Print media includes those communication platforms which are controlled by space rather than time. It can be read at any available time and can be kept for record. Following are the major print media of mass communication. a. Books b. Newspapers c. Magazines b. Electronic media Electronic media are media that use electronics for the end user (audience) to access the content. This is in contrast to the static media (mainly print media), which today are most often created electronically, but do not require electronics to be accessed by the end user in the printed form. Any equipment used in the electronic communication process e.g. television, radio, telephone, computer, etc. may also be considered electronic media.
2. EFFECTIVELY WORKING WITH MEDIA Thumb rule No matter what kind of networking or communicating you do, its all about finding the right people to target with your message, conveying your message clearly, and garnering interest and support.
Media mapping Map out what media exist in your community, province, country, or region that your organisation should be aware of. ÌÌ Newspapers (daily, weekly, monthly) Which are they? Who owns what? What focus does each have? Who is their readership? What kinds of stories do they run? Do they have special sections? How do they relate to your organisation’s issues? Who might be interested in your work?
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ÌÌ Radio stations Which stations are there? Who owns what? What is each one’s main orientation and focus? Who are their listeners? How do they relate to your organisation’s issues? Which programmes might be interested in your work? ÌÌ Television stations Which stations are there? Who owns them? What kind of stations are they? How do they relate to your organisation’s issues? Which shows might take an interest in your work?
Media networking ÌÌ Networking with media for understanding their work and priorities: •
Networking - using traditional or social networking techniques to find people with mutual interests or supporters
•
Media - mass communication (newspapers, radio, televisoin, social media)
ÌÌ Different media sources go hand-in-hand. Ideally, you find individuals and groups with mutual interests to communicate about your events, activites, and updates
Media visits ÌÌ Establish relation and rapport with media persons ÌÌ Learn their priorities and subjects ÌÌ Pitch specific topics of mutual interest ÌÌ Invitation of media friends to the CDLD forums (seminars, conferences, trainings, etc.) ÌÌ Arranging media visits to programme areas ÌÌ Follow up with media sources for positive coverage
Effective utilisation of print media sources ÌÌ Developing a media directory (print and electronic media persons) ÌÌ Interface and rapport building with reporters and correspondents ÌÌ Coverage of planned (pre release), ongoing (press release) and accomplished activities (post release) ÌÌ Press briefings on the CDLD achievements
Training Module Strategic Communication
ÌÌ Periodical updates for print media (progress updates, success stories, impact studies, etc.) ÌÌ Documentation of press coverage and visibility data
Effective utilisation of electronic media sources ÌÌ Major focus on key sources: a) Radio Paksitan, television networks (Pakistan Television), b) FM radio stations, and c) private channels ÌÌ Prior invitations for electronic media persons (district and regional correspondents) atleast a week ahead! ÌÌ Developing a media statement press release atleast 2 days in advance! ÌÌ Capturing and recording the activities in each district (both audio and video) ready footage for electronic media ÌÌ Special features, visual reports and documentary films ÌÌ Achieving media coverage through radio news, television clips, exclusive reports, media programmes, etc.
Effective use of social media ÌÌ Strategising online media (designing contents of web and social media portals) ÌÌ Headlines matter (new, better, and innovative titles of web contents) ÌÌ Embrace the visual (optimised impact, greater retention) ÌÌ Share on the right platform (right social media platform) ÌÌ Maximise your CDLD advocates (creating linkages, maximising advocates) ÌÌ Leverage communities for wider communication and visibility ÌÌ Continuous review and refinement of web and social media portals
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COMMUNICATION
IS THE
LANGUAGE LEADERSHIP
OF
EUROPEAN UNION
COMMUNITY DRIVEN LOCAL DEVELOPMENT PROGRAMME Government of Khyber Pakhtunkhwa
www.cdldta.pk
www.facebook.com/kpcdld
www.issuu.com/kpcdld