Projects Management Toolkit
Introduction This document is prepared by Noor AlWhaidi, PMSA-Palestine Vice President for Activities for the term 2020-2021. This document aims to help all relevant parties to create their projects successfully and to change their thoughts and ideas to powerful projects that are beneficial for PMSA members.
Acknowledgment Baraa Alhendawi, PMSA-Palestine Communications & Public Relations Support Division Director 2020-2021.
Table of Contents What Is An Activity
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How to Get Started
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Needs Assessment
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Data Collection
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Data Analysis
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Reporting
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Problem Statement
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Methodology
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Objectives
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Stating A Timeline
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Basic Problem Analysis Tools
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Evaluation
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Key Resources
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A Stakeholder Analysis
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Key Message Activities are Charming face of IFMSA. It is simply based upon the fact that actions speak louder than words. Through activities, one expresses the need, the reality, and the extent of applicability and the effectiveness of an idea, They are the most effective way one can bring change in the society. To really change the world, we need to help people change the way they see things i.e. their perspectives. Global betterment is partially a mental process, not one that requires a huge amount of money or authority. Change must be psychological with every person making efforts at a personal level.
Targeted Audience General members who needs to know more about project management and are motivated to start their own projects.
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Objectives 1. Provide a brief overview of the project planning and implementing journey. 2. Using this online kit as a resource to learn how to plan sustainable projects and to learn how to fill in the activity proposal online form. 3. An introduction on how to conduct a basic Needs assessment. 4. Provide a brief overview on writing a clear and persuasive problem statement, including resources that are supportive and relevant. 5. Provide a brief introduction on how to do basic problem analysis. 6. Provide a brief overview on addressing and solving the problems mentioned in the problem statement in an effective way, by designing an achievable methodology. 7. Provide a brief overview on Writing specific, measurable, achievable, relevant and time-bound objectives. 8. Introduction to time mapping and basic time management skills, “while giving examples on differences that could occur between planning and executing in previous IFMSA-Iraq projects. 9. Introduction on basic evaluation methods for your project. 10. Introduction on How to assess the resources needed for your project.
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What is an Activity? We in IFMSA define an activity as: A unique set of planned interventions designed and implemented to achieve certain specific objectives – within a given budget and a specified period of time. This definition corresponds to a definition of a project. The Project Cycle This model illustrates the different phases in a project or an activity and how they are interlinked. Normally an activity starts with a planning-phase progressing to a monitoring phase when the activity is or has been implemented. A activity ends by an evaluation aiming to provide learning-points and recommendations, which can be used to plan a new activity and set a new vision and goals.
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How to get started? In the very beginning of an activity-making-process, it is essential to allow a broad range of ideas to be discussed. This is the time where creativity should be encouraged. Two easy tools to start with are the “Problem Tree and Objective Tree” followed by a “stakeholder analysis”. After making these three exercises, it should be easier for you to formulate and write a great activity or campaign. It is essential for the whole activity period and outcome that as many people/ members of your activity team are involved in the planning phase. This is to ensure the best possible engagement to the activity as well as obtaining as many inputs and ideas as possible. We recommend that you set a plan for how to monitor and evaluate your activity before you start your activity, in order to ensure the success.
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Needs Assessment Needs Assessment is a process that any successful organization has to go through. It represents the “what� (what the organization requires) in the process of closing the gap from where it currently stands to its stated mission. At a continuously humming organization like IFMSA-Iraq and its LCs, it can be hard to pin down exactly what may be holding the organization back. This is where Needs Assessment comes into play. Through helping the organization determine the gaps that stand between it and reaching its desired goals, the Needs Assessment process helps provide a chance to progress effectively towards those goals and making it more successful.
Perceived
Normative
Types of Needs Comparative
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Expressed
Determining SCOPE The first thing we have to think of is “what is the problem I am faced with ?â€? (e.g. member motivation, fund depletion, access to medicine etc‌) Identifying the scope of the problem means clearly stating what is the issue currently faced. In other words we need to determine what is the issue at stake within the context we want to address.
Determining Target Group The most difficult aspect of a needs assessment can lie in identifying a target population. This is especially true for an organization that serves stakeholder groups rather than specific individuals. A too narrowly defined target population can lead to missed opportunities, while too broad a definition may cause the organization to lose focus. Depending on the situation, it can be helpful to identify and divide a target population into a primary, secondary and potential target group.
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Acronym
Key Words
Questions to Ask
A
Analysis
U
Understanding
WHAT is the audience's knowledge of the subject?
D
Demographics
WHAT is their background, etc.?
I
Interest
WHY are they attending your training session?
E
Environment
WHERE will the training session take place?
N
Needs
WHAT are the audience's needs associated with your training session?
C
Customization
WHAT specific needs/interests should you address related to the specific audience?
E
Expectation
WHAT does the audience expect to learn from your training session?
WHO is the audience?
age,
education,
Timeline Timing is everything. Being able to conduct the needs assessment in a timely fashion is paramount for its success. A little too long and the outcome is no longer useful, too short and the outcome not inclusive or detailed enough. In other words it is the time needed for the need stated to be addressed and resolved.
Monitoring Ideally, there should be a kind of monitoring system to follow up with the process of the problem solving. In other words we should determine the means in which we stay in touch/get feedback on the progression of the problem solving process.
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Data Collection
Surveys
Interviews
Data Collection Focus Groups
Observations
Interviews
Description
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Interviews are qualitative methods taking the form of a conversation between an interviewee and a researcher. They provide invaluable insight into the behaviors, attitudes, and preferences of stakeholders. They allow feedback, collected from the interviewees, to be incorporated into the solutions design process.
Strengths
Weaknesses
Things to consider
Very flexible method that can be adjusted in a moment’s notice. Covers a very wide range of topics easily. Length of sessions can easily be adjusted to accommodate schedules. Provides rich insight into the perspectives of individuals and their behavior. Consumes a considerable amount of time due to the personalized nature of it. Depends on the skills of the interviewer in his ability to connect with his audience. Due to limitations on the number of interviews to be conducted, the outcome might not be quite representative of the whole population. Record findings and document them as soon as possible after the interview while they are still fresh in mind. Keep in mind that this is a conversation. Allow pre-designed questions to structure the conversation, but be amenable to changes with the flow of the discussion. Arrange an appropriate space for the interview that is convenient, quiet, and comfortable for the interviewee. Arrange a series of interviews due to the 1-1 nature of them; aim for no less than 5 interviews with each stakeholder group.
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Focus Groups
Description
Strengths
Weaknesses
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A group interview, aimed to bring together a group of people who belong to the same stakeholder group to discuss their insights and opinions on a particular issue. Similar to individualized interviews, they allow the feedback of the participants to be included into the solutions design process.
Useful in identification of cross-sectional problems and their possible solutions. Provides frank feedback from participants through inter-group dialogue. Gives the conductor the opportunity to dive deep into certain points due to the dynamic conversational design of the process. Cannot be used in assessing performance issues as people will be apprehensive about speaking out in front of others. Group think is a possible downside, where participants become influenced by each other. Can be time consuming to plan, conduct and analyze the data
Things to consider
Avoid considerably large groups; always aim for ones that consist of 3 to 6 interviewees. Schedule the maximum possible number of interviewees to account for possible no-shows. Where possible, allow groups to be of the same demographic (year of study, committee, gender, etc) to maximize comfort and freedom of speech. Ideally, questions should be open ended to foster dialogue between the attendees. An assistant moderator is essential for the success of focus groups, to take detailed notes that take into account visual cues, body language and the speaker. His interactive role is minimal at best. Each set of 3 questions will possibly take about 30 minutes to cover. Take this into account when planning the questions of the session.
Forms (Surveys)
Description
The main method to collect quantitative data. They allow the conductor to capture data from a segment of a stakeholder group to describe the characteristics of this stakeholder group. Conducted via multiple methods including web, email, phone, and in person, they allow collection of data in an efficient manner. The targeted group should have at least one common characteristic (committee, year of study, age, gender, etc). Surveys can provide a wealth of information about stakeholder preferences and behaviors pertaining to already existing programs and spaces, thus informing decision makers in planning new initiatives and new modifications. It is generally considered a very useful feedback collection method.
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Strengths
Weaknesses
Things to consider
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Measures information from larger groups. Allows the capture of large amounts of feedback/data in a considerably short amount of time. The data from the survey can be reused in other settings (granted participants are aware of that) Drafting a good survey is usually challenging. Time consuming to finalize a proper draft through practice and testing. May face difficulty achieving a representative sample of the stakeholder group. Decreased participation in longer surveys. Less than ideal optimization to questions that require subjective analysis. Frequent surveys can be a nuisance to the stakeholders. Identify the stakeholder group based on the intended use of the survey results. A well-defined stakeholder target group is essential for the success of a survey. The shorter the better. The length of the survey will determine the level of participation in it. Surveys and forms can be done in a plethora of ways. Determine what is the most appropriate for your budget and target population to reach (email, web based, paper based, face to face, etc.) Include demographic questions. Developing a survey begins with basic research questions before writing questions that will make up the instrument. The way questions are phrased will influence the type of answer received.
Observation
Description
Strengths
Weaknesses
Formally observing stakeholder groups is a very inexpensive method for discovering more about their behaviors. The primary goal behind observations is to produce a description of the setting, the activities occurring in it, the individuals involved, and the significance of those activities. Require only the time of the conductor and note taking material, so it is quite inexpensive. Used to gather evidence of actual behaviors in a space rather than reported behavior. Thus, allows for testing of assumptions about spaces, technologies and other features. Enables decision makers, as conductors of the observation, to more readily notice the activities around them and to experience spaces and activities at levels they may not be familiar with at the moment. Data can be sullied by people in the observed setting knowing that they are being watched. Does not allow for a good assessment of preferences and opinions. 16
Things to consider
It is essential that the questions that guide the focus of the observation be established early on. Develop a schedule for observation that is not routine, and keep it confidential and away from the stakeholder group to be observed. Using different data capturing techniques will help gather the most information. Those can be any of coded marking of templates, textual descriptions, or drawing spaces.
Data Analysis Quantitative Data Data preparation: Convert data from raw to meaningful and readable: Data validation: to recognize if data was collected as per the preset standards without bias → done by picking random sample and looking at the following: 1. Fraud: did every participant really fill in the survey themselves? 2. Screening: do all participants fall within the chosen demographic for stakeholders? 3. Completeness: did all participants complete the whole survey? Data coding: to group and assign values to responses from the survey, allowing the analysis to deal with simplified brackets rather than massive ranges of data.
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Data analysis methods
Descriptive statistics
Inferential statistics
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Qualitative Data Here, analysis and preparation happen simultaneously and include the following:
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Reporting Standardized reporting
Report on issues
First report on issues discovered through the needs assessment - report on the major findings first followed by the more minor ones. Use numbers and statistics wherever possible concrete figures mean a better understanding of the severity of the issue (many people believe there is a communication gap vs 80% of participants believe there is a communication gap).
A list of needs gives the decision makers an easy way to figure out what needs to be done. In smaller lists, a normal numbered list will be more than enough. In larger lists, categorization into major, moderate and minor needs might be preferable
Provide solutions
Determine your needs
A successful needs assessment data collection session includes reference to possible solutions to pick the minds of the stakeholders who might have suggestions for solutions that work best for their demographic. 20
Problem Statement What is it? A problem statement is usually a short explanation to the problem that your project is going to improve. In general, the problem statement will address the negative points in the current situation and explain why it matters. It is also a great communication tool, as it helps you getsupport.
Why do we use it? One of the most important goals of any problem statement is to define the problem being addressed in a way that's clear and precise.
How to do it? Creation of a problem statement is an activity that is best completed in a small group. It is helpful to have a couple of people who are involved in the process and a process owner involved in the activity. Get each person to write his or her own problem statement without conferring. Compare each of the sentences/ looking for common themes and wording. Start to write an improved statement using the common themes. Ensure that the statement focuses on existing problems.
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Try to include the time frame over which the problem has been occurring. Try to quantify the problem. If you do not have the data to hand, defer writing the final problem statement until you have been able to quantify the problem. You should be able to apply the W’s (Who, What, Where, When and Why) to the problem statement. A problem statement can be refined as you start to further investigate root cause. Finally, review your new problem statement against the following criteria: It should focus on only one problem. It should not suggest a solution.
Examples on problem statements 1
ANTI-MICROBIAL RESISTANCE – EGYPT(IFMSA-EGYPT)
Problem statement: Recently, many of us would think the most serious challenges we face worldwide in our medical field, could be Malignant Tumors, HIV, Organs transplantation, Congenital anomalies, etc… But, on the other hand, we are facing a threatening challenge which is able to demolish hundred years of medical prosperity in a blink of an eye returning us back to epidemics that can end millions of lives. What makes matters worse, that this magical pill or injection you have invented is no more effective against that causative microbe whether it is a bacterium, virus, or even fungus. It is Anti-Microbial Resistance, the Global Health Issue made by our hands. “Humans have overused antibiotics simply by harnessing them to treat all sorts of infections from pneumonia to strep throat, but also by sometimes taking too much of them, or infusing them into agricultural systems, animals, and food products. This abuse has opened the door for bacteria to evolve into resistant strains to beat out drugs. We’re now in a place where changes desperately need to be made in order to prevent millions of deaths from antibiotic resistance in the coming decades. These microscopic microbes seem to be smarter than us.” Thus, in sake of taming these microbes and defeating their malicious resistance, beside controlling the misuse and overuse of Antibiotics and looking for the newly invented alternatives, we must keep each antimicrobial awayfrom getting resisted, avoiding its transform to be just a new nutrition for the target microbe!
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2
TOUCH OF LIFE – SLOVENIA (SLOMSIC)
Problem statement: We want to address cancer affecting sexual and reproductive organs in Slovenia. Women: breast cancer – in 2013 the incidence rate was 118,5/100.000, mortality was39,9/100.000 Men. testicular cancer- in 2013 incidence rate was90bnm 9/100.000, mortality 0,7/100.
Methodology Methodology is choosing the way you want to execute your objectives: Raising awareness Campaigns Collecting data Research Etc.
Example One objective of project of PMSA-Palestine was: “To educate 300 students about the depression, anxiety, games addiction, eating disorders, bullying and ADHD.” The Methodology for that point was: Getting the permissions from the schools and the ministry of education to deliver the sessions in the schools. (11\7\2019). Deliver eight sessions about different mental health topics for the students. (24-27-31\7\2019),(2-17-24-31\8\2019), (7\9\2019).
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Objectives A project objective describes the desired results of a project, which often includes a tangible item. Objectives are more immediate than goals; objectives represent milestones that your activity needs to achieve in order to accomplish its goals by the end of the activity’s period. To use an objective to monitor your progress, you need to write it as a SMART objective. A SMART objective is:
1. Specific: Objectives should provide the “who” and “what” of program activities. Use only one action verb since objectives with more than one verb imply that more than one activity or behavior is being measured. Avoid verbs that may have vague meanings to describe intended outcomes (e.g., “understand” or “know”) since it may prove difficult to measure them. Instead, use verbs that document action (e.g., “At the end of the session, the students will list three concerns...”). Remember, the greater the specificity, the greater the measurability.
2. Measurable: The focus is on “how much” change is expected. Objectives should quantify the amount of change expected. It is impossible to determine whether objectives have been met unless they can be measured. The objective provides a reference point from which achange in the target population can clearly be measured. 24
3. Achievable: Objectives should be attainable within a given time frameand with available program resources.
4. Realistic: Objectives are most useful when they accurately address the scope of the problem and programmatic steps that can be implemented within a specific time frame. Objectives that do not directly relate to the program goal will not help toward achieving the goal.
5. Time-phased: Objectives should provide a time frame indicating when the objective will be measured or a time by which the objective will be met. Including a time frame in the objectives helps in planning and evaluating the program.
Example
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Example 1
RARE DISEASE AWARENESS PROGRAM –CHINA– HONG KONG (AMSAHK)
In this activity, AMSAHK are aiming to increase awareness about rare diseases, with main focus on rare diseases in Hong Kong. Objectives: 1. Engage over 1500 persons through our social media awareness raising campaign (Number of views, likes, reactions, and shares on AMSAHK Facebook page of our online campaign via Facebook analytics). 2. Provide interested medical students with an opportunity for first-hand art therapy experience (Number of medical students that signed up for the art therapy session and who attended the event). 3. For medical students to obtain basic knowledge about rare diseases (Difference in self-evaluation points between our preevent and post-event surveys which used self-assessment to gauge one’s self-perceived knowledge level). 4. Improve participants’ perception about rare diseases through direct interaction with rare disease children (Difference in selfevaluation points between our pre-event and post-event surveys which used self-assessment to gauge one’s attitude towards the topic of rare diseases). 5. Increase visibility of existing opportunities to volunteer for the Joshua Hellmann Foundation for Orphan Diseases (JHF) among the local medical student community (Number of interested students to engage with rare diseases outside the classroom, including but not limited to volunteering at the JHF). 26
Stating a timeline A timeline is a very important part of a project proposal. It basically shows the chronological order of events that you plan to do in your project. Missed deadlines, forgotten milestones, and messy spreadsheets cut the motivation, and lead to lower work productivity. Working without a clear project plan will lead your team to a crossroad with no clear action plan. By creating a simple project management timeline for each new project, you’ll benefit in multiple ways. Project management timeline helps to set clear directions and priorities Everyone will be on the same page It’s easier to make decisions based on priorities Everyone’s goals and objectives are aligned Your entire team knows which tasks need to be completed next.
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Write down your project goals Creating a project timeline starts with a clear understanding of the final goal.
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Write down important milestones Project milestones are a great way to illustrate, schedule, and evaluate your project’s progress. They could signify key meetings, approvals, project phases, or partly delivered work. Milestones are small actionable steps that lead to your main goal. By breaking big projects into smaller chunks, your team’s able to keep track of every project phase and notice the shortcomings such as crossed deadlines. If you’re unsure what the milestones for your project are, chances are that you haven’t really thought through the primary goal. So step back and reconsider your project’s main objective.
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Decide on the time frame After you’ve made a list of all the important project milestones, it’s time to set a reasonable timeframe for achieving each of these objectives.Be careful not to overrate your team’s capacity in this phase of planning. Failing to meet the first milestone will also mean less time for the next ones, leading to many crossed deadlines.Consider how much input, work, and resources reaching each milestone will take.
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Set up your project management timeline Now that you’ve got a clear overview of your project goals, milestones, and timeframe, it’s time to finally create the timeline.
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The following example is a methodology / timeline combined, which is acceptable in most non-complex activities: Each point of this timeline addresses one or more points of the objectives. Film a video which presents facts about mental health, what mental health is, and IFMSA international students talking about the stigma. (20\2\2021). Delivering a mental health session for the medical students to empower them to conduct sessions for the teenagers. (21\2\2021). Hold a field event for the society to aware them about the mental health issues and to take inputs by surveys about their mental health well-being. (22\2\2021). Hold a field event in the college of medicine to aware the medical students about their mental health and to take inputs by surveys about their mental health well-being. (27\3\2021). Collaborate with the psychiatrist to provide us with resources and to deliver the sessions. (2\4\2021). Getting the permissions from the schools and the ministry of education to deliver the sessions in the schools. (11\7\2021). Design a need assessment to be filled by the students to be oriented about the main mental health topics that they need. (12\7\2021). Deliver eight sessions about different mental health topics for the students. (24-27- 31\7\2021),(2-17-24-31\8\2021),(7\9\20121). Pre and post survey forms to assess the impact of the sessions. (29\5\2021) and (15\9\2021) respectively. Posting facts, pictures and videos shared by Chillax team and the people who are encouraged by Chillax team. (20\2\2021),(1525\3\2021),(23\7\2021),(20\9\2021). Assess the situation of the students who need to visit a psychiatrists and encourage them to visit him. (24-2731\7\2021),(2-17-24-31\8\2021),(7\9\2021). 29
Basic problem analysis tools A- the 5 Whys Benefits of the 5 Whys: Help identify the root cause of a simple/moderate problem. Determine the relationship between different root causes of a problem. One of the simplest tools; easy to complete without statistical analysis. How to Use the 5 Whys: Define the Problem If you can observe the problem in action. Discuss it with your team and write a brief, clear problem statement that you all agree on. For example, "Team A isn't meeting its response time targets". Ask the First "Why?" Ask why the problem is occurring. Asking "Why?" sounds simple, but answering it requires serious thought. Search for answers that are grounded in fact: they must be accounts of things that have actually happened, not guesses at what might have happened. This prevents 5 Whys from becoming just a process of deductive reasoning, which can generate a large number of possible causes and, sometimes, create more confusion as you chase down hypothetical problems. Ask "Why?" Four More Times For each of the answers that you generated in Step 2, ask four further "whys" in succession. Each time, frame the question in response to the answer you've just recorded. 30
Address the Root Cause(s) Now that you've identified at least one root cause, you need to discuss and agree on the countermeasures that will prevent the problem from recurring. Monitor Your Measures Keep a close watch on how effectively your counter-measures eliminate or minimize the initial problem. You may need to amend them, or replace them entirely. If this happens, it's a good idea to repeat the 5 Whys process to ensure that you've identified the correct root cause.
B- Fishbone analysis When to use a fishbone diagram Used to analyze complex problems. Fishbone diagram procedure
Materials needed: marking pens and flipchart or whiteboard. How to use the fishbone diagram: Agree on a problem statement (effect). Write it at the center right of the flipchart or whiteboard. Draw a box around it and draw a horizontal arrow running to it.
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Brainstorm the major categories of causes of the problem. If this is difficult use generic headings: Methods Machines (equipment) People (manpower)
Materials Measurement Environment
Write the categories of causes as branches from the main arrow. Brainstorm all the possible causes of the problem. Ask "Why does this happen?" As each idea is given, the facilitator writes it as a branch from the appropriate category. Causes can be written in several places if they relate to several categories. Again ask "Why does this happen?" about each cause. Write sub-causes branching off the causes. Continue to ask "Why?" and generate deeper levels of causes. Layers of branches indicate causal relationships. When the group runs out of ideas, focus attention to places on the chart where ideas are few.
Fishbone diagram example: This fishbone diagram was drawn by a manufacturing team to try to understand the source of periodic iron contamination. The team used the six generic headings to prompt ideas. Layers of branches show thorough thinking about the causes of the problem. For example, under the heading "Machines," the idea "materials of construction" shows four kinds of equipment and then several specific machine numbers.
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Note that some ideas appear in two different places. "Calibration" shows up under "Methods" as a factor in the analytical procedure, and also under "Measurement" as a cause of lab error. "Iron tools" can be considered a "Methods" problem when taking samples or a "Manpower" problem with maintenance personnel.
Create a fishbone diagram Start using the fishbone diagram template and analyze process dispersion with this simple, visual tool. The resulting diagram illustrates the main causes and sub-causes leading to an effect (symptom).
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Evaluation Evaluation can be defined as a systematic examination of an activity’s achievements compared to its planned objectives and expected outputs. An evaluation plan tells many things: How you will know (the criteria you will use to evaluate success – tests, surveys, etc.). Methods that will be used to collect evaluation information. Methods that will be used to analyze the evaluation information. When you will conduct the evaluations (milestones, quarterly, annually). Describes who is going to evaluate (qualifications, credentials).
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Stage of Project Conceptualization
Phase
Implementation
Phase
Project Closure
Phase
Purpose
Types of Evaluation
Helps prevent waste and identify potential areas of concerns while increasing chances of success.
Formative Evaluation
Optimizes the project, measures its ability to meet targets, and suggest improvements for improving efficiency. Insights into the project’s success and impact, and highlight potential improvements for subsequent projects.
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Process Evaluation Outcome Evaluation Economic Evaluation
Impact Evaluation Summative Evaluation Goals-Based Evaluation
Formative Evaluation (also known as ‘evaluability assessment’)
Formative evaluation is used before project design or implementation. It generates data on the need for the project and develops the baseline for subsequent monitoring. It also identifies areas of improvement and can give insights on what the project’s priorities should be. This helps project managers determine their areas of concern and focus, and increases awareness of your project among the target population prior to launch.
When
New project development Program expansion
What
The need for your project among the potential beneficiaries. The current baseline of relevant indicators, which can help show impact later
Why
Helps make early improvements to the project. Allows project managers to refine or improve the project.
How
Conduct sample surveys and focus group discussions among the target population focused on whether they are likely to need, understand, and accept project elements.
Questions to ask
Is there a need for the project? What can do to improve it? 36
Process Evaluation (also known as “project monitoring’)
Process evaluation occurs once project implementation has begun, and it measures how effective your project procedures are. The data it generates is useful in identifying inefficiencies and streamlining processes, and portrays the project’s status to external parties.
When
when program implementation begin. During operation of an existing program.
What
Whether projects goals and strategies are working as they should. Whether the project is reaching its target population, and what they think about it.
Why
Provides an opportunity to avoid problems by spotting them early. Allows project administrators to determine how well the project is working.
How
Conduct a review of internal reports and a survey of project managers and a sample of the target population. The aim should be to measure the number of participants, how long they have to wait to receive benefits, and what their experience has been.
Questions to ask
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Who is being reached by the project? How the project is being implemented and what are the gaps? Is it meeting targets?
Outcome Evaluation (also known as ‘objective-based evaluation’)
Outcome evaluation is conventionally used during project implementation. It generates data on the project’s outcomes and to what degree those outcomes are attributable to the project itself. It is useful in measuring how effective your project has been and helps make it more effective in terms of delivering the intended benefits.
When
After the project has run for some time period. At an appropriate time to measure outcomes against set targets – usually benchmarked time periods.
What
How much the project has affected the target population. Clearly establish the degree of benefit provided by the project
Why
Helps project administrators tell whether a project is meeting its objectives. Insights from outcome-focused feedback can help increase effectiveness
How
Questions to ask
A randomized controlled trial, comparing the status of beneficiaries before and during the project or comparing beneficiaries to similar people outside of the project. This can be done through a survey or a focus group discussion. Did participants report the desired change after the implementation of the project? What are the short or long-term results reported by participants? 38
Economic Evaluation (also known as ‘cost analysis’, ‘cost-effectiveness evaluation’, ‘cost-benefit analysis’, and ‘cost-utility analysis’)
Economic evaluation is used during the project’s implementation and looks to measure the benefits of the projects against the costs. Doing so generates useful quantitative data that measures the efficiency of the project. This data is like an audit, and provides useful information to sponsors and backers who often want to see what benefits their money would bring to beneficiaries.
When
What
What resources are being spent and where. How these costs are translating into outcomes
Why
project managers and funders can justify or streamline costs. The project can be modified to deliver more results at lower costs
How
Questions to ask
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At the beginning of a project, to remove potential leakages. During the operation of a project, to find and remove inefficiencies.
A systematic analysis of the project by collecting data on project costs. It will also require a survey of project officers and the target population to determine potential areas of waste. Where is the project spending its resources? What are the resulting outcomes?
Impact Evaluation Impact evaluation studies the entire project from beginning to end (or at whatever stage the project is at), and looks to quantify whether or not it has been successful. Focused on the long-term impact, impact evaluation is useful for measuring sustained changes brought about by the project or making policy changes or modifications to the project.
When
At the end of the project. At pre-selected intervals in the project
What
Assesses the change in the target population’s well-being. Accounts for what would have happened if there had been no project
Why
To show proof of impact by comparing beneficiaries with control groups. Provides insights to help in making policy and funding decisions
How
Questions to ask
A macroscopic review of the project, coupled with an extensive survey of project participants, to determine the effort involved and the impact achieved. Insights from project officers and suggestions from program participants are also useful, and a control group of non-participants for comparison is helpful. What changes in project participants’ lives are attributable to your project? What would those not participating in the project have missed out on? 40
Summative Evaluation Summative evaluation is conducted after the program’s completion or at the end of a program cycle. It generates data about how well the project delivered benefits to the target population. It is useful for program administrators to justify the project, show what they have achieved, and lobby for project continuation or expansion.
When
At the end of a project. At the end of a project cycle.
What
How effectively the project made the desired change happen. How the project changed the lives of project participants
Why
Provides data to justify continuing the program. Generates insights into the effectiveness and efficiency of the program
How
Conduct a review of internal reports and a survey for project managers and target populations. The aim should be to measure the change that the project has brought about and compare the change to the costs.
Questions to ask
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Should the project continue to be funded? Should the project be expanded? If so, where? What factors worked in its favor and what worked against it?
Goals-Based Evaluation (also known as ‘objectively set evaluation) Goals-based evaluation is usually done towards the end of the project or at previously agreed-upon intervals. Development project often set ‘SMART’ targets — Specific, Measurable, Attainable, Relevant, and Timely — and goals-based evaluation measures progress towards these targets. The evaluation is useful in presenting reports to project administrators and backers, as it provides them the information that was agreed upon at the start of the project.
When
At the end of the project. At pre-decided milestones.
What
How the project has performed on initial metrics. Whether the project has achieved its goals
Why
To show that the project is meeting its initial benchmarks. To review the project and its progress
How
This depends entirely on the goals that were agreed upon. Usually, goals-based evaluation would involve some survey of the participants to measure impact, as well as a review of input costs and efficiency.
Questions to ask
Has the project met its goals? Were the goals and objectives achieved due to the project or externalities? 42
Key resources Key Resources are the most important assets required to make your activity work, Every activity requires Key Resources. These resources allow an activity to achieve its objectives. Key Resources can be categorized as follows: Physical: This category includes physical assets such as avenue and logistics. Intellectual: Intellectual resources such as copyrights, and customer databases are increasingly important components of a strong business model. Human: Every activity requires human resources, but people are particularly prominent in certain activities, For example, human resources are crucial in knowledge-intensive and partnership based activities. Financial: Some activities call for financial resources.
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A stakeholder analysis A stakeholder can be both individuals or organizations and institutions who your activity is influenced by or your activity being able to exert influence on – both positively and negatively, directly or indirectly. For example, a stakeholder of your activity can be the target group, activity team, partner organizations, donors, decision makers and politicians. One way to divide stakeholders is by categorizing them as allies, neutrals and opponents. Why is it important to identify stakeholders? In general, a stakeholder analysis is crucial for the activity in terms of support, engagement and ownership. Furthermore, a stakeholder analysis can be helpful for your activity group by identifying needs and opportunities that you may not have been aware of before. For the activity itself finding its stakeholders often results in greater success and impact, as well as securing its relevance and sustainability. Important questions to ask and answer during the analysis: Who are the different stakeholders? What is their need/interest in the activity? How can they influence the activity? How close are they to the activity and how important are they? A stakeholder analysis Method to be used Different analysis methods exist. A common approach is to map the influence and interest or influence of each stakeholder group on a matrix. 44
You may now have a long list of people and organizations that are affected by your work. Some of these may have the power either to block your work or to advance it. Some may be interested in what you are doing; others may not care at all. Some stakeholders only need to be kept informed, while other needs to be managed closely depending on their power on your activity. For example, your dean is likely to have high power over your activity and high interest. Your family may have high interest, but are unlikely to hold power over it. High power - interested people, institutions or organizations: these are the people you must fully engage and make the greatest efforts to satisfy. High power - less interested people, institutions or organizations: put enough work in these stakeholders to keep them satisfied, but not so much that they become bored with your message. Low power - interested people, institutions or organizations: keep these people adequately informed, and talk to them to ensure that no major issues are arising. These stakeholders can be very helpful with the detail of your activity . Low power - less interested people, institutions or organizations: again, monitor these ones, but do not bore them with (excessive) communication.
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Understand your stakeholders When you have identified and prioritized your stakeholders, it is crucial that you learn more about them and try to understand them and their motivation. Moreover, you need to determine what they need from you and what you need from them to move your activity forward. A very good way of answering these questions is to talk to your stakeholders directly – people are often quite open about their views, and asking people’s opinions is often the first step in building a successful relationship with them, by showing you’re interested in them.
Annex Needs assessment:
Evaluation:
https://bit.ly/3mPRcek
http://bit.ly/37MrIu8 IFMSA Activity
Problem analysis tools:
Management Manuals:
http://bit.ly/3nUiTUQ
http://bit.ly/2KrhMh5
http://bit.ly/3aUU7R1 http://bit.ly/3mP9sVh
http://bit.ly/3roYA4d http://bit.ly/3hgF2u9 http://bit.ly/3pl3OMr
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