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8/2/2019 Measuring up: HIV-related Advocacy Evaluation Training for Civil Society Organisations (facilitator's guide)
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International HIV/AIDS Alliance
(International secretariat)
Preece House
91-101 Davigdor Road
Hove, BN3 1RE
UK
Telephone: +44(0)1273 718900
Fax: +44(0)1273 718901
mail@aidsalliance.org
www.aidsalliance.org
International Council o AIDS
Service Organizations (ICASO)
65 Wellesley Street East
Suite 403
Toronto, Ontario
M4Y 1G7 Canada
Telephone: +1(416)921 0018
Fax: +1(416)921 9979
icaso@icaso.org
www.icaso.org
MEASURING UPA GUIDE FOR FACILITATORS
HIV-related advocacy evaluation training
or civil society organisations
AVFG 06/10
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ACKNOWLEDGEMENTS
This guide or civil society organisations evaluating
HIV-related advocacy was made possible through
the contribution o many people who accepted being
interviewed and who participated during the eld test o
the guide:
Agust Eendy Bin Abd Rachim Malaysian AIDS Council
(MAC); Alan Msosa AIDS and Rights Alliance or
Southern Arica (ARASA); D. Dhanikachalam Alliance
India in Andhra Pradesh;. Dozie Ezechukwu Network
o People Living with HIV/AIDS in Nigeria (NEPWHAN);
Innocent Laison Arican Council o AIDS Service
Organizations (AriCASO); Irene Naserian Kenya AIDS
NGOs Consortium (KANCO); Jasmin Jalil Malaysian
AIDS Council; Juan Jacobo Hernandez Colectivo Sol,
Mexico; Ken Morrison Futures Group International;
Meera Mishra (Consultant); Padma Buggineni Alliance
India secretariat; Pavlo Skala Alliance Ukraine; P. S.
Renuka Alliance India in Andhra Pradesh; RosemaryMburu Kenya AIDS NGOs Consortium (KANCO);
Shaleen Rakesh Alliance India secretariat; Sunita
Grote Alliance India secretariat; Valerie Pierre Pierre
International Council o AIDS Service Organizations
(ICASO).
The International Council o AIDS Service Organizations
(ICASO) and the International HIV/AIDS Alliance (Alliance)
would like to thank the Joint United Nations Programme
on HIV/AIDS (UNAIDS), the Canadian International
Development Agency (CIDA) o the Government o
Canada, Positive Action, the Ford Foundation and the Bill
and Melinda Gates Foundation or their nancial support.
The contents are the responsibility o ICASO and the
Alliance and do not necessarily refect the views o any o
the aorementioned institutions.
Written by Nicky Davies (Davies & Lee: AIDS and
Development Consulting, www.aidsdev.com) and
Alan Brotherton (Alliance secretariat).
Design by Jane Shepherd.
Coordination by Kieran Daly and Mary Ann Torres (ICASO)
and Barbara Pozzoni, Claude Cheta and Anton Kerr
(Alliance).
Copyright 2010 International HIV/AIDS Alliance and the
International Council o AIDS Service Organizations.
Inormation and illustrations contained in this publication
may be reely reproduced, published or otherwise used
or non-prot purposes without permission rom the
Alliance or ICASO. However, the Alliance and ICASO
request they be cited as the source o the inormation.
ISBN: 1-905055-65-X
Published: July 2010
International HIV/AIDS Alliance
Established in 1993, the International HIV/AIDS All iance (the
Alliance) is a global alliance o nationally-based organisations
working to support community action on AIDS in developing
countries. To date we have provided support to organisations
rom more than 40 developing countries or over 3,000
projects, reaching some o the poorest and most vulnerable
communities with HIV prevention, care and support, and
improved access to HIV treatment.
The Alliances national members help local community
groups and other NGOs to take action on HIV, and are
supported by technical expertise, policy work, knowledge
sharing and undraising carried out across the All iance. In
addition, the Alliance has extensive regional programmes,
representative oces in the USA and Brussels, and works on
a range o international activities such as support or South-
South cooperation, operations research, training and good
practice programme development, as well as policy analysis
and advocacy.
For more inormation about Alliance publications, please go
to: www.aidsalliance.org/publications
Registered charity number 1038860.
The International Council of AIDS Service
Organizations (ICASO)
Founded in 1991, the International Council o AIDS Service
Organizations (ICASO) mission is to mobilise and support
diverse community organisations to build an eective global
response to HIV and AIDS. This is done within a vision o
a world where people living with and aected by HIV and
AIDS can enjoy lie ree rom stigma, discrimination, and
persecution, and have access to prevention, treatment
and care.
The ICASO network o networks operates globally, regionally
and locally, and reaches over 100 countries around the world.
The International Secretariat o ICASO is in Canada and its
Regional Secretariats are based in Arica, Asia and the Pacic,
Europe, Latin America and the Caribbean, and North America.
For more inormation about ICASO and its Regional
Secretariats, please go to: www.icaso.org
acy facilitator cover.indd 3-4 22/10/2010 10:14
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1MEASURING UP \\A GUIDE FOR FACILITATORS
What is the guide and how can it be used?
The guide has two main components:
1. a stand-alone learners guide or anyone
interested in evaluating HIV-related advocacy
2. a acilitators guide that describes how to runa two-day skills-building workshop to cover
the content o the learners guide and apply
the skills learned. Accompanying the learnersguide (the main handout and reerence
material or sessions), there are ten PowerPoint
presentations and a document or acilitators
called Measuring up: workshop supplementary
acilitation material.
Who is the guide written or?
The guide is a resource or leaders, advocacy and
monitoring and evaluation sta o civil society
organisations (including networks) who are
involved in designing, implementing and assessing
advocacy projects at dierent levels international,national and sub-national. Leaders o networks
o key populations are likely to nd this guideparticularly relevant and helpul.
What is the purpose o the guide?
The overall purpose is to increase users capacity to
evaluate the progress and results o their advocacy
work.
The guide aims to:
1. help users to identiy and conront the
challenges aced by community-basedorganisations evaluating HIV-related advocacy
2. introduce new thinking or designing advocacy
evaluations
3. give users the opportunity to apply some
aspects o the evaluation design process to their
specic contexts
4. make users aware that advocacy evaluation is
a ast-growing and evolving eld, with a large
number o publications on advocacy evaluation
design, approaches and methods available via
the Internet and summarised in the resources
section o the learners guide.
Why has the guide been developed?
During the XVII International AIDS Conerence
in Mexico in August 2008, the Alliance, ICASO
and Constella Futures jointly organised a skills-
building session on the challenges o monitoring
and evaluating advocacy work. There was a high
level o interest, and participants wanted to acquire
the practical skills necessary to improve their
monitoring and evaluation. So the acilitation teamagreed to explore dierent ways o responding to
this demand and ollow up on lessons learned romMexico.
Until recently, ew resources existed to guide
evaluation in this area. However, in the last
ew years advocacy evaluation has become a
burgeoning eld, and several approaches and
tools or evaluating advocacy and policy work
have been developed. Thereore, the Alliance and
ICASO decided to invest in producing a guide to
evaluating advocacy work, drawing on the dierent
approaches and tools now available.
Who contributed to the content o the guide?
The guide includes numerous extracts rom
publications developed by leading organisations
in the eld o advocacy evaluation, includingOrganizational Research Services, Harvard Family
Research Project and Innovation Network. Any
unintended misrepresentation o inormation rom
these sources is the ault o the guide developers.
Other key contributors to the development o
the guide were ICASO and Alliance sta, ICASO
and Alliance grantees and network memberorganisations, and consultant Nicky Davies
(www.aidsdev.com).
MEASURING UP HIV-related advocac evaluationtraining for civil societorganisations
INTRODUCTION TO THE GUIDE
A GUIDE FOR FACILITATORS
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2MEASURING UP \\A GUIDE FOR FACILITATORS
How to use the acilitators guide
The acilitators guide suggests activities or a three-
day skills-building workshop and one-day learners
workshop that aim to introduce the content and
key messages o the learners guide. The workshop
aims to build on the existing capacity o civil society
organisation sta evaluating their advocacy work
on HIV-related issues in resource-limited settings.We have also suggested an agenda or a one-day
workshop that can be customised depending on the
needs, interests and expertise o the group.
Beore you acilitate the workshop, make sure thatyou are amiliar with the content o the learners
guide and its key messages. Accompanying the
acilitation guidance in this document are ten
PowerPoint presentations or your use. The content
o the PowerPoint presentations mirrors that o the
learners guide and includes suggested presentation
points within the session instructions in this guide.
The PowerPoint presentations are deliberately
dense with inormation. You should edit them to
suit your presentation style and level o condence.
The more text you edit, the more you will need to
include this inormation condently in what you say
to support the slide.
This acilitators guide provides detailed guidance
on how to acilitate a three-day or one-day
workshop. The workshop can be adapted to
be longer than three days by extending the
time or key activities and discussion time ater
presentations and group work. You could also
provide extra time or participants to plan their
own evaluations and make presentations to othersor eedback. Alternatively, you might want to
allocate time or participants to share examples o
previous evaluation work, discuss the strengths and
limitations o the approaches they have taken, andlearn about the data collection methods and data
tracking tools that dierent organisations use. A
suggested three-day workshop timetable is on page
4 and a one-day workshop timetable is on page 5.
This guide has been written with 14 to 24
participants in mind. However, i you have more or
ewer participants than this, be sure to adapt the
acilitation methods and instructions accordingly.We suggest that you invite two people rom each
organisation to attend a three-day skills-building
workshop using this guide. One person should
have strong advocacy experience and one person
should have strong monitoring and evaluationexperience. This will make sure that the group
work sessions are well inormed. I two people
rom each organisation are unable to attend the
workshop then you will need to amend some o the
participatory learning activities or the sessions.
There are a number o publications available
to help you to plan and acilitate a successul
workshop. I you eel like a acilitation
reresher you can review the ollowingpublications:
A acilitators guide to participatory
workshops with NGOs/CBOs responding toHIV/AIDS(International HIV/AIDS Alliance,
2001)
100 ways to energise groups: games
to use in workshops, meetings and the
community(International HIV/AIDS
Alliance, 2002)
Training and practice manuals 1: how to
plan and run a participatory workshop
(Southern Arican AIDS Trust, 2004)
The Measuring uplearners guide shouldbe handed out to participants at the start o
the workshop. This will provide important
materials or your acilitation. Extra acilitation
material is included in the Measuring up:
workshop supplementary acilitation material
document (in Microsot Word or easy
amendment).
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3MEASURING UP \\A GUIDE FOR FACILITATORS
You will need the ollowing resources or
your workshop:
l Measuring upacilitators guide one per
acilitator and one spare
l
Measuring uplearners guide one perparticipant and acilitator, and a ew spare
l ten Measuring upworkshop PowerPoint
presentations
l printed content o the Measuring up: workshop
supplementary acilitation materialas described
in the session instructions
l Evaluation design ramework fip chart showing
the diagram o the seven components o the
advocacy evaluation design ramework, rompage 11 o the learners guide (see also the
acilitators notes or the intoductory session to
Module 3, page 18)l computer with Adobe Acrobat Reader and
PowerPoint packages, projector (check it talks
to your computer), projector screen, extension
cables and plug adapters
l access to a printer to print o inormation
rom Measuring up: workshop supplementary
acilitation material
l notepads, pens and workshop timetables (one
set or each participants chair at the start o
the workshop) the workshop timetable can
be adapted and amended using the template
in Measuring up: workshop supplementaryacilitation material
l sticky labels or name tags with participants ull
name and organisation encourage participants
to add or underline the name they would like to
be used during the workshop
l fip chart stands (preerably two), plenty o fipchart paper and 30 fip chart pens (mainly black
and blue, plus our to ve red)
l any props or preparation needed or energisers
(red boxes with ideas or an energiser are
included at relevant points in the acilitators
guide)
l make a car park fip chart or any questions
asked by participants during the workshop that
you intend to address later
l rereshments (including healthy snacks and drink
options to maintain energy levels and support
those taking medication), water available at
all times, meals, accommodation and daily
allowances or participants and acilitators
l semi-circle o chairs or plenary sessions, with
tables and chairs around the edge o the room
and breakaway spaces to accommodate all
participants or group work.
Important note
I you are acilitating a one-day workshop
using the instructions provided in this guide,
you will need to add inormation to some
o the existing PowerPoint presentations
or create fip charts o inormation. All the
inormation you will need can be drawn romthe learners guide. Details o when you will
need to do this are included in the one-day
workshop instructions box at the end o each
session described in this guide.
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4MEASURING UP \\A GUIDE FOR FACILITATORS
Suggested three-da orshop timetableMeasuring up: HIV-related advocac training for civil societ organisations
DAYONE
Timing Activity
09:00 09:30 Ice-breaker and workshop expectations
09:30 10:00 Workshop introduction, ground rules and pre-workshop questionnaire
10:00 10:05 Session 1: Module 1 introduction
10:05 10:30 Session 1.1: Dening advocacy
10:30 11:00 Rereshments break
11:00 12:00 Session 1.2: Dening key elements o monitoring and evaluation
12:00 12:05 Session 2: Module 2 introduction
12:05 12:40 Session 2.1: Understanding why it is important to evaluate advocacy
12:40 13:00 Flexible session
13:00 14:00 Lunch break
14:00 15:05 Session 2.2: Identiying the challenges aced by civil society organisations
evaluating HIV-related advocacy
15:05 15:30 Session 2.3: Exploring how evaluating advocacy can be dierent romprogramme evaluations
15:30 16:00 Rereshments break
16:00 16:15 Session 3: Module 3 introduction
16:15 17:00 Session 3.1: Determining evaluation users and uses
DAY
TWO
09:00 09:30 Day one recap
09:30 10:30 Session 3.2(a): Mapping your advocacy work
10:30 11:00 Rereshments break
11:00 12:00 Session 3.2(b): Mapping your advocacy work
12:00 12:05 Energiser
12:05 13.00 Session 3.3: Prioritising what to evaluate
13:00 14:00 Lunch break
14:00 15:05 Session 3.4: Developing your evaluation questions
15:05 15:30 Session 3.5: Deciding on an approach to measurement
15:30 16:00 Rereshments break
16:00 17:00 Session 3.6: Selecting indicators
DAYTHREE
09:00 09:30 Day two recap
09:30 10:30 Session 3.7: Identiying and choosing data collection methods relevant to
advocacy evaluation
10:30 11:00 Rereshments break
11:00 12:00 Session 3.7: continued
12:00 12:05 Session 4: Module 4 introduction
12:05 13:00 Session 4.1: Consolidating learning on how to evaluate HIV-related advocacy
13:00 14:00 Lunch break
14:00 16:00 Session 4.1: continued
16:00 16:15 Session 4.2: Refecting on the key messages and learning points rom the
workshop to share with our colleagues
16:15 17:00 Workshop summary, post-workshop questionnaire and workshop close
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5MEASURING UP \\A GUIDE FOR FACILITATORS
Suggested one-da orshop timetableMeasuring up: HIV-related advocac training for civil societ organisations
Timing Activity
09:00 09:20 Workshop introduction
09:20 09:30 Session 1: Module 1 introduction and Session 1.1: Dening advocacy
09:30 09:50 Session 1.2: Dening key elements o monitoring and evaluation
09:50 10:00 Session 2: Module 2 introduction and Session 2.1: Understanding why it is
important to evaluate advocacy
10:00 10:15 Session 2.2: Identiying the challenges aced by civil society organisations
evaluating HIV-related advocacy
10:15 10:30 Session 2.3: Exploring how evaluating advocacy can be dierent romprogramme evaluations
10:30 10:50 Rereshments break
10:50 11:00 Session 3: Module 3 introduction
11:00 11:05 Session 3.1: Determining evaluation users and uses
11:05 11:35 Session 3.2: Mapping your advocacy work
11:35 11:45 Session 3.3: Prioritising what to evaluate
11:45 11:55 Quick energiser
11:55 12:05 Session 3.4: Developing your evaluation questions
12:05 12:15 Session 3.5: Deciding on an approach to measurement
12:15 12:35 Session 3.6: Selecting indicators
12:35 13:15 Session 3.7: Identiying and choosing data collection methods relevant to
advocacy evaluation
13:15 14:00 Lunch break
14:00 16:30 Session 4: Module 4 introduction and 4.1: Consolidating learning on how to
evaluate HIV-related advocacy
16:30 16:50 Session 4.2: Refecting on the key messages and learning points rom the
workshop to share with our colleagues
16:50 17:00 Workshop summary, post-workshop questionnaire and workshop close
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6MEASURING UP \\A GUIDE FOR FACILITATORS
Ice-breaker and workshop expectations 7
Workshop introduction, ground rules and pre-workshop questionnaire 7
Module 1 Defning advocacy and key elements o monitoring and evaluation 9
Session 1.1 Dening advocacy 10
Session 1.2 Dening key elements o monitoring and evaluation 11
Module 2 Understanding why evaluating HIV-related advocacy is important, 12
its challenges and dierences
Session 2.1 Understanding why it is important to evaluate advocacy 13
Flexible session 14
Session 2.2 Identiying the challenges aced by civil society organisations 15
evaluating HIV-related advocacy
Session 2.3 Exploring how evaluating advocacy is dierent rom
programme evaluations 17
Module 3 Introducing a ramework or designing evaluations o 18
HIV-related advocacy
Session 3.1 Determining evaluation users and uses 19
Session 3.2 Mapping your advocacy work 20
Session 3.3 Prioritising what to evaluate 23
Session 3.4 Developing your evaluation questions 24
Session 3.5 Deciding on an approach to measurement 25
Session 3.6 Selecting indicators 26
Session 3.7 Identiying and choosing data collection methods relevant to 27
advocacy evaluation
Module 4 Putting it all into action 29
Session 4.1 Consolidating learning on how to evaluate HIV-related advocacy 29
Session 4.2 Refecting on the key messages and learning points rom the 34
workshop to share with our colleagues
Closing session Workshop summary, post-workshop questionnaire and 36
workshop close
CONTENTS
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7MEASURING UP \\A GUIDE FOR FACILITATORS
DAY ONE
Facilitators notes
A simple and quick ice-breakeris to ask participants to move
around the room and greet
each other, sharing their names,
organisation and something
dierent, interesting or sillyabout themselves (such as a
way to remember their name).
You can also do this sitting in the
plenary chairs, which is quicker
but more serious.
Materials
A small piece o paper and apen, one or each participant
Time
30 minutes
Instructions
1. Welcome everyone to the workshop.2. Facilitate a 15-minute Ice-breaker to help everyone to get to
know each other.
3. Facilitate a 15-minute activity to understand participants
expectations o the workshop. Hand out small pieces o paper
and marker pens to each participant. Ask participants to spend
ve minutes brainstorming their expectations o the workshopand write each one on a separate small piece o paper. Ater
ve minutes ask participants to volunteer to read out their
expectations. Each participant can oer one expectation at a
time until they have all been read out. As each expectation is
read aloud, collect the piece o paper and stick it up or all to
see. I others have similar expectations, ask i you can collect
them and stick them in a group. Once all the expectations have
been collected, review them and explain which ones will or will
not be addressed during the workshop and why. I realistic and
i you eel condent to do so, explain which expectations you
will try to add to the workshop sessions or timetable.
Facilitators notes
l You can use Measuring up workshop PowerPoint 1
Measuring up workshop introduction or this workshop
introduction. It is also useul to have fip charts with the
workshops purpose, aims and ground rules up on the
workshop room walls. Make sure that participants havethe workshop timetable on their chairs at the start. You can
acilitate developing the ground rules i you think this is
necessary and you can accommodate the time needed to
do so.
l I you eel that you have time, you could acilitate a brie
exercise (510 minutes) to gather the expectations o
participants. Remember to give participants eedback on which
expectations you aim to meet during the workshop and why.
OPENING SESSION Ice-breaker and workshop expectations
Workshop introduction, ground rules and pre-workshop
questionnaire
Session inormation
The purpose o the guide,and thereore this workshop,
can be ound on page 3 o the
introduction to this acilitators
guide, and the suggested
workshop timetables or three-
or one-day workshops can be
ound on pages 4 and 5.
Materials
l PowerPoint 1
l Workshop timetable, one or
each participant
l Copies o the pre- and post-
workshop questionnaire rom
Measuring up: workshop
supplementary acilitation
material
l Flip charts with workshop
aims and ground rules
Time
30 minutes
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8MEASURING UP \\A GUIDE FOR FACILITATORS
DAY ONE
Suggested ground rules or participants and the acilitator during the workshop include:
l Help each other to start and nish sessions and breaks on time.
l Switch o mobile phones or leave them on vibrate (take phone calls during breaks where
possible).
l Respect each other by listening actively, providing constructive criticism and participating
ully to support collective learning.
l Recognise that there is a lot to learn and share; stay ocused on the topic and objectives o
the sessions rather than be drawn into the details o broader issues.
l Avoid using too much evaluation jargon there are diering levels o knowledge andexperience o evaluation work among participants and jargon may not be amiliar to
everyone.
Time
20 minutes
Instructions1. Welcome everyone to the workshop.
2. Ask the participants and acilitator to say their name and the organisation they are rom.
3. Give a 10-minute presentation introducing the guide and its two components; the workshoppurpose and aims; the workshop timetable; and basic ground rules or participants and acilitator.
(Note you will need to add basic ground rules to Measuring up workshop PowerPoint 1
Measuring up: workshop introduction or make a fip chart.)
4. Hand out the learners guide to each participant and the pre- and post-workshop questionnaire.
5. Ask participants to spend a ew minutes completing the rst questions on the pre-and post-
workshop questionnaire. Since this will be an anonymous process, ask them to old the
questionnaire in hal and draw a symbol or little picture on the back (not their name) so that they
can identiy their own questionnaire at the end o the workshop.
ONE-DAy wORkSHOP
Instructions
1. Give a 10-minute introduction to the training pack and its two
components; the workshop purpose and aims; and provide a
summary review o the workshop timetable.
2. Spend ten minutes brainstorming and agreeing some basic
ground rules or participants and acilitator on fip chart paper
and stick them to the workshop wall.
3. Ask participants to spend ve minutes completing the rst
questions on the pre- and post-workshop questionnaire.
Explain that the questionnaire will be repeated at the end
o the workshop. The data will be anonymous and the
questionnaire will be kept sae and not read in the meantime.
Then ask them to old the questionnaire in hal and draw a
symbol or little picture on the back (not their name) so that
they can identiy their own questionnaire at the end o the
workshop. Collect the questionnaires.
4. Hand out the learners guide to each participant and ask them
to write either their own name or their organisations name onthe guide. Tell them to have this guide always available during
session time.
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9MEASURING UP \\A GUIDE FOR FACILITATORS
DAY ONE
MODULE 1Dening advocacy and key elements o monitoring
and evaluation introduction to Module 1
Session inormation
There is rarely one correct orbest denition or dierent
aspects o our work, and
there are many denitions o
advocacy and monitoring and
evaluation. Here we introduce
one advocacy denition
and important elements o
monitoring and evaluation,
along with some examples to
help clariy key terms.
Facilitators notes
You can use Measuring upworkshop PowerPoint 2
Module 1: Defning advocacy
and key elements o monitoring
and evaluation or this
introduction, although it is also
useul to have a fip chart o the
module objectives taped to the
wall during sessions.
Materials
l PowerPoint 2
l
Flip chart
Time
5 minutes
Instructions
Give a brie introduction to this module, explaining the objectivesor the session.
Objectives or Module 1
l To provide a useul denition o advocacy.
l To provide reresher inormation on thedenition o monitoring and evaluation, the
distinction between outputs and outcomes,
and the principles underlying how they can be
measured.
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10MEASURING UP \\A GUIDE FOR FACILITATORS
DAY ONE
SESSION 1.1 Dening advocacy
Session inormation
A denition o advocacy and anexplanation o its key elementsor characteristics are included
on page 5 o the learners guide.
Facilitators notes
You can use Measuring up
workshop PowerPoint 2
Module 1: Defning advocacy
and key elements o monitoring
and evaluation to present the
advocacy denition and key
elements.
Materials
PowerPoint 2
Time
25 minutes
Instructions
1. Introduce the name o the session and its place in theworkshop timetable.
2. Ask participants to brainstorm the key points or dening
advocacy.
3. Present the advocacy denition and its key elements or
characteristics.
4. Ask participants i they know o other good advocacy
denitions.
5. Conclude the session by repeating that there is not one correct
denition and that there is urther guidance available in the
APCASO toolkit.
6. Tell participants that there is now a 30-minute break orrereshments and what time they should be back in their
chairs.
Time
10 minutes
Instructions
1. Present the advocacy denition and its key elements or characteristics.
2. Ask participants i they know o other good advocacy denitions.
3. Conclude the session by repeating that there is not one correct denition and that there is urther
guidance available in the APCASO toolkit.
ONE-DAy wORkSHOP
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11MEASURING UP \\A GUIDE FOR FACILITATORS
DAY ONE
Evaluation
l Comparison o end to beginning
l Results (outcomes and impact) ocus
l Post-mortem
l Assessing what has been achieved
l Finding out what worked
l Learning how to improve
l Best done by an independent assessor
SESSION 1.2 Dening key elements o monitoring and evaluation
Session inormation
Section 1.2 o the learners
guide (pages 5 and 6) provides
a number o denitions omonitoring and evaluation, the
distinction between outputs and
outcomes, and the principles
underlying how they can be
measured.
Materials
l Two fip chart papers with
Monitoring written on the
top o one and Evaluation
on the otherl Tape
l PowerPoint 2
Time
60 minutes
Facilitators notes
l Write monitoring at the top o a piece o fip chart paper andevaluation at the top o another in advance o the session.
Make sure you have tape ready.
l You may want to use or adapt Measuring up workshopPowerPoint 2 Module 1: Defning advocacy and key elements
o monitoring and evaluation to present the key denitions and
examples rom the learners guide.
l Try not to get drawn into a broader discussion about
monitoring and evaluation. I you park ideas, you should say
when and how you will address them at a later stage in the
workshop (or example, the day two fexible session). I they
are beyond the scope o the workshop you will need to explain
this, but be as helpul as possible by reerring participants to asource o inormation or by talking over issues at lunchtime or
during breaks.
Instructions
1. Introduce the name o the session and its place in the
workshop timetable.
2. Tape fip charts with monitoring and evaluation written at
the top to a wall or fip chart stand. Ask participants: Can
you brainstorm the key points or defning monitoring and
evaluation?
3. Explain that you are going to present some denitions o
monitoring and evaluation, the distinction between outputsand outcomes, and the principles underlying how they can
be measured. Give the presentation. Read the denitions o
monitoring and evaluation slowly, and repeat i necessary.
4. Ask participants i they have any questions about the
presentation. Address the questions and add any that you
cant answer or that would be better addressed later in the
workshop on the car park fip chart.
Brainstorm example: Can you brainstorm the key points or dening monitoring and evaluation?
Monitoring
l Tracking activities
l Process ocus
l Documenting what has happened
l Recording activity outputs
l Checking were on track
l Observing implementation
l Done in house
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12MEASURING UP \\A GUIDE FOR FACILITATORS
DAY ONE
MODULE 2Understanding why evaluating HIV-related advocacy is
important, and conronting the challenges introduction
to Module 2
Facilitators notes
Prepare a fip chart with the
objectives or Module 2 and tape
it to the wall as the visual aid or
your introduction.
Materials
Flip chart
Time
5 minutes
Instructions
Give a brie introduction to this module, explaining the objectives
or the session.
Time
20 minutes
Instructions
1. Explain that you are going to present some denitions o monitoring and evaluation, the
distinction between outputs and outcomes, and the principles underlying how they can bemeasured. Give the presentation.
2. Ask participants i they have any questions about the presentation. Address these quickly or addthem to the car park fip chart to address in later sessions, during breaks with individuals or at the
end o the day.
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Objectives or Module 2
l To share why it is important to evaluateadvocacy.
l To identiy the challenges o evaluating our
HIV-related advocacy.
l To understand how evaluating advocacy is
dierent rom programme evaluation.
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13MEASURING UP \\A GUIDE FOR FACILITATORS
DAY ONE
There is growing interest in advocacy evaluation, both rom advocates and unders. The reasons or
this interest may dier between the two groups, but in some cases there may be overlap. The main
reasons or evaluating advocacy include a desire to:
l learn how to improve the capacity o advocates
l learn how to adjust advocacy strategies as they are being implemented
l inorm the planning o uture advocacy work, including unding cycles/proposals
l demonstrate relative worth and specic areas o added value (or example, or networks o key
populations 1 that are competing or unding with development non-governmental organisationsand academic institutions)
l demonstrate evidence-based approaches to advocacy work (increasingly demanded by unders,
infuential policymakers and communities to encourage engagement)
l account or unding and demonstrate results
l demonstrate results to mobilise more resources or uture advocacy work, including monitoring
and evaluation o advocacy.
SESSION 2.1 Understanding why it is important to evaluate advocacy
Session inormation
The introductory text below hasbeen extracted rom page 7 o
the learners guide.
Facilitators notes
Circulate among the groups to
check they are not stuck on the
task.
Materials
Flip chart
Time
35 minutes
Instructions
1. Introduce the name o the session and its place in theworkshop timetable.
2. Ask participants to orm mini groups o three people with their
neighbours by adjusting their chairs slightly. Ask groups: Can
you identiy the main reasons or evaluating advocacy work?
Tell them they have ve minutes to consider the question in
their groups.
3. Ater ve minutes ask participants to move their chairs
back. Tell them you would like to collect their ideas ask or
dierent contributions rom participants. Write the ideas on a
fip chart.
4. Check that the main reasons identied below (see page 7 o
the learners guide)have been considered.
1. The term key populations reers to groups o individuals particularly aected by HIV, including people living with HIV, sex workers, men who havesex with men, people with disabilities, people who use drugs, prisoners, etc.
Time
10 minutes
Instructions
1. Present the main reasons why it is important to conduct advocacy evaluation, provided in the
session inormation above.
2. Ask i the participants have anything to add.
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14MEASURING UP \\A GUIDE FOR FACILITATORS
DAY ONE
FLEXIBLE SESSION
Session inormation
This session can be titledand used as necessary by the
acilitator. For example, this
could be let blank to allow or
session overrun, be titled car
park to address any questions
that have not be addressed, or
be titled administration session
and used to hand out per diems,
address logistics and anyissues concerning participants.
Alternatively you could conduct
a un energiser i appropriate.
Time
20 minutes
Instructions
1. To be determined by the acilitator.2. Tell participants that there is now a one-hour break or lunch
and what time they should be back in their chairs.
Idea or an energiser
Simon says
The acilitator tells the group that they should ollow any
instructions that begin Simon says. I the acilitator does
not begin an instruction with the words Simon says then
the group should not ollow the instruction. The acilitatorbegins by saying something like, Simon says clap your
hands, while clapping her hands. The participants ollow.
The acilitator speeds up the actions, always beginning
with the words Simon says. Ater a short while the words
Simon says are omitted. Those participants who continue
to ollow the instructions are out o the game. The game can
carry on or as long as it remains un.
Source: 100 ways to energise groups: games to use in workshops, meetings and thecommunity (International HIV/AIDS Alliance, 2003)
This session is not relevant or a one-day workshop.
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15MEASURING UP \\A GUIDE FOR FACILITATORS
DAY ONE
SESSION 2.2Identiying the challenges aced by civil society
organisations evaluating HIV-related advocacy
Session inormation
Key challenges identied byguide contributors can be ound
on pages 7 and 8 o the learners
guide.
Materials
One set o the below or each
group:
l Challenges rom the learners
guide, printed o rom the
Measuring up: workshop
supplementary acilitationmaterialand cut into strips
(make sure you cut the blankends o the strips so that
they can t side by side on
the scale)
l Tape (Stickie Stu or Blu-Tak
etc.)
l A ew ordinary (not fip chart)
pens
l 20 spare strips o paper the
same size as the challenges
(enough or additional
challenges and ways to avoid
or overcome challenges)
l Instructions or the activity
printed o rom the workshop
supplementary acilitation
materials
l Flip chart paper with the
sliding-scale presented
horizontally at the top and
across the ull width o the
paper so that the challenges
can be placed to the right
Time
65 minutes
Facilitators notes
l Prepare resources or group work in advance dont leave this
to break-time.
l Prepare group work spaces in advance, including tables and
correct number o chairs, to avoid wasting time during the
session.
l Circulate among the groups to help them be productive,ocused and not get stuck.
l Keep to time, even i participants havent completed all the
activity instructions.
l The learners guide notes that challenges that are more within
our control are easier to overcome than those more out o ourcontrol. This could be a useul point o discussion ater the
activity.
Instructions
1. Introduce the name o the session and its place in the
workshop timetable.
2. Explain to participants that the learners guide lists challenges
identied by training pack contributors to evaluating HIV-
related advocacy work in resource-limited settings. Some o
these challenges are specic to HIV; others to the capacity o
civil society organisations and the context o resource-limited
settings. The list is not exhaustive or in any particular order.
3. Explain that you would like participants to work in groups o
approximately our people rom any organisation. Read out
the instructions on the next page and ask each group to collect
rom you a fip chart, pens, a set o strips o challenges, spare
strips, tape and activity instructions printed o or each group.Indicate where the group work spaces are.
Participants conducting this activity at the Measuring up eld-test workshop, India 2010
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16MEASURING UP \\A GUIDE FOR FACILITATORS
DAY ONE
Group work instructions
l You have 35 minutes to complete this activity.
l Read through as a group the challenges identied by the
guide contributors.
l Write any other key challenges on additional strips o paper
(dont spend too long on this or go into detail; you can alwaysadd challenges later).
l Organise the challenges on the fip chart using the sliding-
scale at the top o the page, sticking the challenges along the
sliding-scale. Where you disagree among yourselves, you will
need to average the score when placing the challenge, or use
your own rule such as how most civil society organisations
working on HIV would eel. Remember, this is a tool to
acilitate discussion, so complete the activity rather than getstuck. Note: please write the names o your group members
on your fip chart.
l I you have time, write down on spare strips o paper ways to
avoid or overcome the challenges that you have put in or nearthis end o the sliding scale.
4. Ater 35 minutes ask the groups to place their group work fip
charts together on the central area o the foor.
5. Facilitate a discussion or the remainder o the session
time around the outputs rom the groups, noting additional
challenges, placement o challenges and ways to avoid or
overcome challenges i there are any. Draw some conclusions
about which challenges are easier to overcome and why, and
which are more dicult to overcome and why.
1 2 3 4
Although perceived
as a challenge it canbe easily avoided or
overcome
A challenge so
great it means thatevaluating advocacy
is almost impossible,
meaningless or
damaging
Sliding scale
Time
15 minutes
Instructions
1. Ask the participants to orm buzz pairs with the person sitting next to them. Ask them to spend a
couple o minutes sharing a ew challenges they ace in evaluating their HIV-related advocacy.
2. Present a fip chart or PowerPoint presentation with the challenges aced by civil society
organisations evaluating HIV-related advocacy rom pages 7 and 8 o the learners guide (you will
need to prepare this fip chart or PowerPoint presentation).
3. Ask the participants to share any additional challenges they identied in their buzz pairs.
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17MEASURING UP \\A GUIDE FOR FACILITATORS
DAY ONE
17MEASURING UP \\A GUIDE FOR FACILITATORS
SESSION 2.3Exploring how evaluating advocacy can be dierent rom
programme evaluations
Session inormation
Inormation or this session canbe ound on pages 8 to 10 o the
learners guide.
Materials
PowerPoint 3
Time
25 minutes
Facilitators notes
l You may want to use or adapt Measuring up workshop
PowerPoint 3 Module 2: Exploring how evaluating advocacy
work is dierent rom programme evaluationsto give this
presentation. You will need to know the page number o box 3
in the learners guide.
l I the discussion is productive or this session, you could
break or rereshments late or continue the discussion ater
rereshments, as session 3.1 can be shortened (see the
acilitators notes or session 3.1).
Instructions
1. Introduce the name o the session and its place in theworkshop timetable.
2. Explain to participants that you will be giving a presentation
exploring how evaluating advocacy work is dierent rom
evaluating programmes. Give the presentation.
3. Ask i participants have any questions about the presentation
and acilitate a discussion.
4. Tell participants that there is now a 30-minute break or
rereshments and what time they should be back in their
chairs.
Time
15 minutes
Instructions
1. Present how evaluating advocacy can be dierent rom evaluating programmes.
2. Ask i the participants have anyg questions or comments about the presentation. Discuss these.
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18MEASURING UP \\A GUIDE FOR FACILITATORS
MODULE 3Introducing a ramework or designing evaluations o
HIV-related advocacy introduction to Module 3
Session inormation
Inormation or this sessioncan be ound on page 11 o the
learners guide.
Facilitators notes
l You can use Measuring
up workshop PowerPoint
4 Module 3: Module 3Introduction to give this
presentation.
l Prepare an Evaluation design
ramework fip chart showing
the diagram o the seven
components o the advocacyevaluation design ramework
rom page 11 o the learners
guide.
Time15 minutes
Instructions
1. Introduce the name o the session and its place in theworkshop timetable.
2. Give a brie introduction to this module, explaining theobjectives, the seven components o the ramework
represented by the topic headings, and why it is important
not to consider these components as steps. Highlight the
inormation used to develop this section o the learners guide
and suggest that they might nd it helpul to reer to these
sources in the uture.
Objectives or module 3
l To provide inormation and tools or the seven
key components o a ramework or decision-
making on how to evaluate HIV-related
advocacy.
l To practise developing a theory o change,
developing evaluation questions and
identiying indicators.
Time
10 minutes
Instructions
1. Present Measuring up workshop PowerPoint 4 Module 3: Module 3 Introduction.
2. Ask i the participants have any questions or comments about the presentation. Discuss.
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DAY ONE
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19MEASURING UP \\A GUIDE FOR FACILITATORS
DAY ONE
SESSION 3.1 Determining evaluation users and uses
Session inormation
Inormation or this sessioncan be ound on page 12 o the
learners guide.
Facilitators notes
I more discussion time was
needed or session 2.3 you can
miss out instruction 3.
Materials
Flip chart
Time40 minutes
Instructions
1. Introduce the name o the session and its place in theevaluation design ramework fip chart.
2. Use the fip charts developed during session 2.1 (and/or page
7 o the learners guide) to review the main reasons or, or
uses o evaluations.
3. Ask participants to identiy the main audiences or evaluations.
Write them on a fip chart. Make sure that they include the
main audiences identied in the learners guide.
4. Place this fip chart next to the fip chart developed during
session 2.1 and briefy acilitate participants to match the
main reasons or evaluations with these dierent audiences.
Comment on the extent o the overlap.
5. Explain the importance o considering who the primaryaudience or the evaluation will be, and the value o working
with other audiences (particularly unders) to develop design
evaluations.
6. Close day one o the workshop by reminding participants what
time they should be back in the workshop room tomorrowmorning. Tell them about evening logistics, and that they
should remember to bring their learners guides with them in
the morning.
Time
15 minutes
Instructions
1. Use the fip charts developed during session 2.1 (and/or page 7 o the learners guide) to review
the main reasons or, or uses o evaluations.
2. Ask participants to identiy the main audiences or evaluations. Write them on a fip chart. Make
sure that they include the main audiences identied in the learners guide.
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20MEASURING UP \\A GUIDE FOR FACILITATORS
DAY TWO
DAy TwO
SESSION 3.2
Recap o day one
Mapping your advocacy work
Session inormation
Inormation or this session can
be ound on pages 12to 17 o
the learners guide.
Materials
One set o the ollowing or each
group:
l Approximately 30 rectangles
o blank paper (about aneighth o the size o a piece o
A4; i.e. old completely in hal
three times, unold and cut)
l A ew ordinary (not fip chart)
pens
l A piece o fip chart paper
l Tape (Stickie Stu, Blu-Tak,
etc.)
l Instructions or the activity
printed o rom the
workshop supplementary
acilitation material
Time
2 hours
Facilitators notes session 3.2(a)
l You may want to use or adapt Measuring up workshop
PowerPoint 5 Module 3: Mapping your advocacy workto
give this presentation. You have a maximum o 30 minutes.
l Leave plenty o time or the group work activity.
l Prepare the group work resources in advance and ensure
there is space to work, with a table and correct number o
chairs (or foor, i appropriate).
l Make sure that all acilitators are constantly moving rom
one group to another to provide support and answer
questions. It is a good idea to allocate specic groups to
individual acilitators so that only one acilitator works with
each group. Share any problems you are having (as group
support acilitators) with each other and support each other as
necessary.
Instructions session 3.2(a)
1. Introduce the name o the session and its place in the
evaluation design ramework fip chart.
2. Explain to participants that the aim o this activity is to
amiliarise them with the content o the learners guide,which tells them how to map their work and provides three
rameworks to help them do so. The aim is also to allow them
a chance to internalise the inormation and practise using
it. Explain that a strategic view o our advocacy work, which
breaks the goals down into interim outcomes or incremental
measures, helps to address the challenges and dierences
concerning HIV-related advocacy evaluation made in Module 2.
3. Ask participants: How many o you, or your civil society
organisation colleagues, have developed a theory o change
or your advocacy work?
Instructions
1. Facilitate an energiser.2. Provide a recap o the previous days sessions.
Facilitators notes
It is useul to use a combinationo the workshop timetable
and fip charts rom output or
plenary brainstorms to review
key points rom the previous
day.
Time
30 minutes
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21MEASURING UP \\A GUIDE FOR FACILITATORS
DAY TWO
4. Explain to participants that you will give a presentation on howto develop a theory o change, including a set o instructions,
a completed example and list o example advocacy outcomes
that they can use to help develop their own theory o change
or their advocacy work. Explain that this is a airly long
presentation that covers the inormation in section 3.2 (pages
12 to 17) o the learners guide. Tell participants they will need
to reer to their learners guide during the presentation. Give
the presentation.
5. Ater the presentation, consider how much time you have
let or this session beore the rereshments break. Adjust the
timings or the remainder o this session as appropriate.
6. Explain that or the ollowing learning activity you will ask
them to work with colleagues rom the same organisation.
Explain that they should ollow the instructions that will be
handed to them.
Activity instructions:
l You have 70 minutes to complete this activity.
l Identiy one real advocacy goal or impact statement rom
your advocacy work.
l Using your learners guides, have the ollowing three
rameworks or developing a theory o change open or
reerence:
l Six steps or developing a theory o change visual map
(box 3, page 14)
l an example theory o change (gure 3, page 15)
l Categories and menu o outcomes or advocacy and
policy work (table 2, pages 16 and 17).
l Develop a theory o change outcome map similar to gure
3 using the blank rectangles o paper and an ordinary (notfip chart) pen. You can place the rectangles on a piece o fipchart paper to create a transportable map. Dont be tempted
to copy gure 3; instead use the tools to develop your own
map. You do not necessarily need to nish mapping; the
activity aims to amiliarise you with the content o the three
rameworks and to practise using them. For example, you
may only develop a so that chain or one strategy on your
outcome map. Remember to ocus on outcomes in your so
that chain dont end up listing activities or strategies.
7. Ask participants to share what they are learning rom
developing their theory o change.
8. Break or 30 minutes or rereshments.
Facilitators notes session 3.2(b)
l Make sure that all acilitators are constantly moving rom one
group to another to provide support and answer questions.
l At the end o the session, or when convenient, collect together
all the maps and store ready or session 4.1 on day three.
Theory o change map
Time
90 minutes
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22MEASURING UP \\A GUIDE FOR FACILITATORS
DAY TWO
Instructions session 3.2(b)
1. Explain to participants that because it is so important to have
a good theory o change to be able to design an advocacy
evaluation, we will continue to map out the theories o change
and also add some assumptions.
2. Introduce the activity instructions below.
Activity instructions:
l Continue to work on your theory o change or the next 80
minutes.
l Beore the end o the group work time, stand back rom your
outcome map and identiy assumptions you have made about
the context o the advocacy work. Some examples are given in
Figure 3 on page 15 o the learners guide.
l Save at least ten minutes to refect on the process o
developing the theories o change. Use the opportunity
to reinorce the key benets o mapping out a theory o
change (both o the process itsel and o the resulting map),particularly i participants have ound the activity dicult. Asummary o the key benets o a theory o change includes:
l important or agreeing high-level strategies and outcomes,and common agreement about impact or your evaluation
work
l an opportunity to learn what others are doing inside and
outside o the organisation, rom the dierent perspectives
o mapping participants
l a useul decision-making tool or ongoing learning and
improvement o strategies
l a visual map to include in undraising proposals.
Time
30 minutes
Instructions
1. Explain to participants that you will give a presentation outlining some tips or developing
evaluation questions and some examples.
2. Ask participants i they have any questions. Discuss as necessary.
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23MEASURING UP \\A GUIDE FOR FACILITATORS
DAY TWO
SESSION 3.3 Prioritising what to evaluate
Session inormation
Inormation or this sessioncan be ound on page 18 o the
learners guide.
Facilitators notes
You may want to use or adapt
Measuring up workshop
PowerPoint 6 Module 3:
Prioritising what to evaluateto
give this presentation.
Time
55 minutes
Instructions
1. Conduct an energiser or ve minutes.2. Introduce the name o the session and its place in the
evaluation design ramework fip chart.
2. Give a presentation covering why it is important to prioritise
what to evaluate and provide some guidance in making this
decision.
3. Ask i there are any questions and discuss as necessary.
4. Ask participants to go back into their organisation groups and
decide who would be the end users or an evaluation o their
advocacy work and what they would prioritise or evaluation.
5. Ask participants i they ound this a straightorward exercise.
Time
10 minutes
Instructions
1. Explain to participants that you will give a presentation on how to prioritise what to evaluate.
2. Ask participants i they have any questions. Discuss as necessary.
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24MEASURING UP \\A GUIDE FOR FACILITATORS
DAY TWO
SESSION 3.4 Developing your evaluation questions
Session inormation
Inormation or this sessioncan be ound on page 15 o the
learners guide.
Facilitators notes
You may want to use or adapt
Measuring up workshop
PowerPoint 7 Module 3:
developing your evaluation
questionsor the presentations
during this session.
Time
65 minutes
Instructions
1. Introduce the name o the session and its place in theevaluation design ramework fip chart.
2. Ask participants to share their experience o setting evaluationquestions. Write on a fip chart any points that will be useul to
reer back to later.
3. Explain to participants that you will give a presentation
outlining some tips or developing evaluation questions and
some examples.
4. Ask participants i they have any questions. Discuss as
necessary.
5. Ask participants to work in their organisation groups to
brainstorm what their evaluation questions might be.
6. Bring the groups back together to share what they have
learned rom the activity.
7. Facilitate an energiser or give the participants a short break.
Idea or an energiser
Fruit saladChoose ve ruits (or example, apple, orange, pear,
pineapple and banana). Point to the rst person in the
plenary line o chairs and say apple, move to the secondand say orange and so on until you are back to appleor the sixth participant. Repeat until everyone has an
assigned ruit.
Tell the participants to swap places with others with the
same assigned ruits when you call out the name o their
ruit. Shout apples and everyone must run to swap places
with someone else. Repeat or all ruits randomly. The
participants can then orm ve groups based on the
ve ruits.
Time
10 minutes
Instructions
1. Explain to participants that you will give a presentation outlining some tips or developing
evaluation questions and some examples.
2. Ask participants i they have any questions. Discuss as necessary.
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25MEASURING UP \\A GUIDE FOR FACILITATORS
DAY TWO
SESSION 3.5 Deciding on an approach to measurement
Session inormation
Inormation or this session canbe ound on pages 20 and 21 o
the learners guide.
Facilitators notes
You may want to use or adapt
Measuring up workshop
PowerPoint 8 Module 3:
Deciding on an approach
to measurementor thepresentations during this
session.
Time25 minutes
Instructions
1.Introduce the name o the session and its place in the
evaluation design ramework fip chart.
2. Explain to participants that you will give a presentation
outlining ve practical and strategic approaches to
measurement put orward by Organizational Research
Services or advocacy evaluation. Give the presentation.
3. Ask participants i they have any questions about the ve
practical and strategic approaches to measurement.
Time
10 minutes
Instructions
1. Explain to participants that you will give a presentation outlining some dierent approaches to
measuring.
2. Ask participants i they have any questions. Discuss as necessary.
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26MEASURING UP \\A GUIDE FOR FACILITATORS
DAY TWO
SESSION 3.6 Selecting indicators
Session inormation
Inormation or this session canbe ound on pages 22 and 25 o
the learners guide.
Materials
For each pair o participants:
l an Indicator selection
worksheet and copy o the
Example indicators rom the
Measuring up: workshop
supplementary acilitation
material
l have some extra copies o theworksheet available in caseparticipants ask or a clean
sheet
Time
1 hour
Facilitators notes
l You may want to use or adapt Measuring up workshop
PowerPoint 9 Module 3: Selecting indicators or the
presentations during this session. You have a maximum o 30minutes.
l Prepare resources or each pair o participants in advance.
Instructions
1. Introduce the name o the session and its place in the
evaluation design ramework fip chart.
2. Remind participants that they will need their learners guide
during the presentation. Give the presentation.
3. Explain to participants that a quick learning activity will ollowto help amiliarise them with the indicators in the learners
guide and give them practice in writing tailored indicators.
The activity will be done in buzz pairs (people rom dierent
organisations). Hand each pair an indicator selection
worksheet and a copy o the example indicators rom the
Measuring up: workshop supplementary acilitation material.
Ask the buzz pairs to complete the table with examples o
output and outcome indicators. Ask them not to cheat by
looking in the learners guide! Tell participants they have 20
minutes to work in pairs.
4. Circulate around the pairs to help and also to identiy goodexamples to share in plenary. Point out these good examples
to the pairs so that you can draw on them in the plenary.
5. Ater 20 minutes ask everyone to stop writing indicators
and share some examples. Encourage those with the good
examples you identied to contribute. Look at the examples in
table 5 on page 25 o the learners guide.
6. Hold a brie discussion or ask or any questions.
Time
20 minutes
Instructions
1. Explain to participants that you will give a presentation on selecting indicators.
2. Ask participants i they have any questions. Discuss as necessary.
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27MEASURING UP \\A GUIDE FOR FACILITATORS
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DAy THREE Recap o day two
Facilitators notes
It is useul to use a combinationo the workshop timetable
and fip charts rom output or
plenary brainstorms to review
key points rom the previous
day.
Time
30 minutes
Instructions
1. Facilitate an energiser.2. Provide a recap o the previous days sessions.
SESSION 3.7Identiying and choosing data collection methods relevant
to advocacy evaluation
Session inormation
Inormation or this session can
be ound on pages 26 to 36 o
the learners guide.
Materialsl PowerPoint 10
l Copies o the contents
rom A handbook o data
collection tools: a companion
to A guide to measuringadvocacy and policyrom
the Measuring up: workshop
supplementary acilitation
material. One copy or each
participant and the acilitator.
Time2 hours (not including the
rereshments break)
Facilitators notes
l I participants were not already aware o the seven data
collection methods beore the workshop, they may have read
the learners guide overnight and now be amiliar with theseapproaches.
l You may want to use or adapt Measuring up workshop
PowerPoint 10 Module 3: Identiying and choosing data
collection methods relevant to advocacy evaluation or the
presentations during this session.
l Keep an eye on the time and make sure that you stop or the
rereshments break.
l Participants are likely to ask where to access more inormation
about these methods. There is limited inormation available
at the moment, but they should keep searching the Internet
as this situation may change quickly. Recommend that
participants who wish to track the work o key authors
subscribe to The evaluation exchange periodical, which is reeo charge (google The evaluation exchange). This is a orum
or sharing new and innovative data collection methods,
including or advocacy and policy evaluation.
Instructions
1. Introduce the name o the session and its place in the
evaluation design ramework fip chart. Explain that the
session will be divided by a rereshments break.
2. Explain that data collection methods are the processes or
approaches used or collecting data to measure our indicators.
3. Ask participants: Can you identiy some common data
collection methods? Lets brainstorm them.
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28MEASURING UP \\A GUIDE FOR FACILITATORS
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4. Ask participants: Do you know o any new data collectionmethods designed or advocacy evaluation?
5. Explain to participants that you will present data collectionmethods or advocacy work. This will include an introduction
to publications that include relevant tools, an overview o
common data collection methods and an explanation o seven
data collection methods useul or advocacy evaluation. Tell
them that all the inormation or this presentation can beound in the learners guide in section 3.7, on pages 26 to 36,
except or the contents o A handbook o data collection tools:
a companion to A guide to measuring advocacy and policy,
which will be handed out now. Explain that we will be looking
at the seven data collection methods in more detail in group
work, so participants should write down any questions they
have during the presentation. Give the presentation.
6. Ater the presentation, acilitate a discussion with the
participants about the seven evaluation methods based on the
ollowing kinds o questions:
l Has anyone in your group used this data collection
method beore?l What do you think are some o the key strengths o
this method?(Dont orget to point out any particular
strengths or evaluating HIV-related advocacy)
l What aspects o this method may be challenging?(Dont
orget to point out any particular challenges or evaluating
HIV-related advocacy.)
Bellwether methodology can be used at the
national level in southern Arican countries
International HIV/AIDS Alliance partners is
Southern Arica were interested in whether
the Bellwether methodology is appropriate
or evaluating advocacy or treatment access.
The answer is it depends on the context,
method and indicators. For instance, i there was
political and health system support or access
and advocacy was directed around pricing and
suppliers, then the best indicator would simply
be the number o people enrolled in treatment,
which could be veried rom clinic data. However,
i there was an aordable treatment supply, butproblems o stock-outs and lack o commitment
rom the health system or health minister toaddress this, the advocacy intervention might be
to try to raise awareness o the consequences
o stock-outs among other infuential people
who could persuade the minister to act. Then
bellwether could be a helpul evaluation
technique. Measuring up contributor.
The intense period debrie method can be used at
the national level in Kenya
See the example provided or the partnership
analysis tool (learners guide, page 33).
KANCO and its partners could ask the ollowing
intensive period debrie questions:
l What events triggered the need or thisintense period o advocacy?
l How would you describe the political context
o this period concerning the HIV and AIDS
Prevention and Control Act?
l What was the general public mood concerning
the HIV and AIDS Prevention and Control Act
when the advocacy action began?
l What did KANCO do well? What did not work
well and could have been improved?
l What aspects o the advocacy partnership
worked well and what did not? How couldsuch an advocacy partnership be improved in
the uture?
l Which advocacy strategies employed were the
most and least eective in achieving change?
l As a result o this intense period o advocacy
activity, what new opportunities have arisen
or the legislative campaign or the HIV Act
going orward?
l What insight will you take away rom the
experience that could inorm advocacy
strategy development in the uture?
* Not included in the learners guide or PowerPoint presentations
Time
40 minutes
Instructions
1. Ask participants: Can you
identiy some common data
collection methods? Lets
brainstorm them.
2. Ask participants: Do you know
o any new data collection
methods designed or advocacy
evaluation?
3. Explain to participants that
you will give a presentation
outlining seven data collection
methods or advocacyevaluation (see page 27 in the
learners guide).
4. Ask participants i they have
any questions. Discuss asnecessary.
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Additional examples o the use o specic methods*
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29MEASURING UP \\A GUIDE FOR FACILITATORS
DAY THREE
MODULE 4
SESSION 4.1
Putting it all into action introduction to Module 4
Consolidating learning on how to evaluate HIV-related
advocacy
Time
5 minutes
Instructions
1. Introduce the name o the session and its place in the
workshop timetable.
2. Give a brie introduction to this module, including the title and
objectives.
Objectives or Module 4
l To practise using the seven key components
o the advocacy evaluation design ramework
or decision-making on how to evaluate HIV-
related advocacy.
l To refect on the key messages and learning
points rom the workshop to share withcolleagues.
Session inormation
Inormation or this session
can be ound on page 37 o the
learners guide.
Materials
l Participants previous group
work activity outputs rom
sessions 3.2 and 3.3
l A copy or each participant
o the group work activity
instructions on page 29
l Flip chart paper, fip chart
pens and tape (Stickie Stu or
Blu-Tak, etc.)
Time3 hours (not including the lunchbreak)
Facilitators notes
l Make sure that you read through the example theory ochange careully beore acilitating this session.
l Keep an eye on the time and make sure that you stop or the
lunch break
l Prepare resources or each group and ensure there is a space
to work, with a table and correct number o chairs (or foor, i
appropriate). Make sure you do this in advance.
l Circulate around the groups to help them get started with the
activity and then monitor their progress periodically to help
them keep time and address any questions they might have.
l Identiy which group you would like to present their work and
warn them in advance.
Instructions
1. Introduce the name o the session and its place in the
workshop timetable.
2. Explain to participants that they will work in their organisation
group using their previous work on developing a theory
o change to help them practise designing an advocacy
evaluation in line with the last our components o the
advocacy evaluation design ramework. (Use the advocacyevaluation ramework fip chart to point to these last
our components evaluation questions, approaches to
measurement, indicator selection and selection o data
collection methods.)
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30MEASURING UP \\A GUIDE FOR FACILITATORS
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3. Introduce the group work instructions to participants using aprepared fip chart.
4. Hand out a copy o the activity instructions.
5. Ater two hours ask participants to return to plenary. Facilitatea 45-minute discussion about the activity by asking one group
to present its work. Invite other participants to comment on
their experience o the activity, including what they learned
rom the process.
Group activity instructions:
1. You have two hours to complete this activity.
2. Answer the ollowing questions to help you to practise designing an
advocacy evaluation related to your work:
l What assumptions have been made in the design o your advocacy
eort? (Learners guide, Module 3, section 3.2, pages 12 to 17)
l What evaluation questions would be inormative or this advocacy
work? (Learners guide, Module 3, section 3.4. page 19)
l What approach(es) to measurement do you think would be appropriate
or this advocacy work? (Learners guide, Module 3, section 5, pages 20
and 21)
l What would you prioritise or this evaluation and what evaluation
questions would be useul or the end users? (Learners guide, module
3, sections 3.3 and 3.4 pages 18 and 19)
l What key indicators will allow you to measure the results o thisadvocacy work? (Learners guide, Module 3, section 3.5, pages 22 to 25)
l What are some sources and/or means o data collection or these
indicators? (Learners guide, Module 3, section 3.7, pages 26 to 36.)
3. You may be asked to present your group work, so write the answers to your
questions on fip chart paper.
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31MEASURING UP \\A GUIDE FOR FACILITATORS
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Time
2 hours 30 minutes
Facilitators notes
l Make sure that you read through the example theory o change careully beore acilitating this
session.
l You could use the Lieboats energiser, see page 34, to create the groups o our people.
l Each group will need the ollowing resources or the group work (make sure you prepare these in
advance):
l one copy or each participant (our copies per group) o the group work activity instructions,
case study and example theory o change printed o rom the Measuring up: workshop
supplementary acilitation material
l fip chart paper, fip chart pens and tape (Stickie Stu, Blu-Tak, etc.)
l a space to work, with a table and correct number o chairs (or foor, i appropriate).
l Circulate around the groups to help them get started with the activity and then monitor their
progress periodically to help them keep time and address any questions they might have. Identiy
which group you would like to present its work and warn the group participants in advance.
Instructions
1. Introduce the names o sessions 4 and 4.1 and their place in the workshop timetable.
2. Introduce the objectives or Module 4.
3. Explain to participants that they will work in groups o approximately our people to practiseapplying the advocacy evaluation design ramework to an example.
4. Review the case study example and related theory o change or improved access to harm
reduction services or injecting drug users included in the Measuring up: workshop supplementary
acilitation material.
5. Introduce the group work instructions to participants using a prepared fip chart.
6. Hand a copy o the activity instructions, case study and example theory o change to each
participant.
7. Use an energiser to create the groups o our.
Group work instructions
a) You have 1 hour 30 minutes to complete this activity.
b) Read through the case study and example theory o change as a group. Do not debate the
design o the advocacy eort. The evaluation will be conducted ater three years o this ve-
year unded advocacy initiative. The primary users o the evaluation will be the advocates
themselves and donors, and the secondary users will be other advocates wishing to advocate
or harm reduction. The evaluation will be used to (i) demonstrate the eectiveness o the
advocacy coalition, which is unded through a lead partner; and (ii) provide an opportunity or
the advocates to learn more about the eectiveness o one or more approaches or improved
strategy development and evidence-based learning or uture advocacy work.
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ONE-DAy wORkSHOP (CONTINUED)
c) Answer the ollowing questions to help you to practise applying the inormation covered
during the workshop:
l What assumptions have been made in the design o the advocacy eort?
(Learners guide, Module 3, section 2, pages 12 to 17)l What elements o the advocacy work would you prioritise or evaluation?
(Learners guide, Module 3, section 3.3, page 18)
l What evaluation questions would be inormative or this advocacy work?
(Learners guide, Module 3, section 3.4, page 19)
l What approach to measurement do you think would be appropriate or this advocacywork? (Learners guide, Module 3, section 5, pages 20 and 21)
l What key indicators will allow you to measure results o this advocacy work?(Learners guide, Module 3, section 3.6, pages 22 to 25)
l What are some sources and/or means o data collection or these indicators?(Learners guide, Module 3, section 3.7, pages 26 to 36)
d) You may be asked to present your group work, so write the answers to your questions on fipchart paper.
Please note that there are no right or wrong answers. We ask that you think back to what has
been presented so ar, as well as to your experience on the ground.
8. Ater 1 hour 30 minutes ask participants to return to plenary. Facilitate a 40-minute discussion
about the activity by asking one group to present their work and inviting the other participants
to comment and suggest amendments, additions, etc. Make sure that you and the participants
critique the ideas suciently in order to create a good example.
Activity example output: using the people who use drugs case study rom the supplementary
acilitation materials to consolidate learning on how to evaluate HIV-related advocacy
What assumptions have been made in the design
o the advocacy eort?
l The government ocials and police authority
representatives that are accessible or
targeting with advocacy messages and
training are those who have enough infuence
to achieve change.
l Education concerning the public health
benets o harm reduction services will allow
individuals rom the government, police and
public to overcome their prejudices and thebarriers/obstacles put in place o access to
harm reduction services.
What elements o the advocacy work would you
prioritise or evaluation?
l Were the right government ocials and
police authority representatives targeted with
advocacy messages and training?
l Eective joint actions and aligned messagingo the coalition.
l Changes in political will/commitment to adopt
policies that are sensitive to the needs o
people who use drugs.
l Changes in the position o harm reduction on
the policy agenda or HIV prevention.
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33MEASURING UP \\A GUIDE FOR FACILITATORS
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Activity example output: (continued)
What evaluation questions would be inormative
or this advocacy work?
l Were the government ocials/police
authority representatives invited to round-
table discussions/training and targeted with
coalition messages well selected to aect the
necessary change?
l How eective has the coalition been in its
message development and targeting or
government ocials and the police authority?
l Has the coalition been able to contribute to
increased political will to support improvedaccess to harm reduction services and
policies or legislation that supports this? I so,
how? I not, why not?
l
Has the coalition been able to contribute toimproved policies or legislation that supports
this improved access to harm reduction
services? I so, how? I not, why not?
l To what extent has the coalitions media
campaign contributed to progress to improve
access to harm reduction services?
What approach to measurement do you think
would be appropriate or this advocacy work?
Approach A: identication and measurement o
core outcome areas related to social or policy
change.
What key indicators will allow you to measurethe results o this advocacy work?
l Number o civil society organisations
targeted to join the advocacy coalition.
l Percentage o civil society organisations
targeted to join the advocacy coalition that
have joined the coalition.
l Number and type o organisations that have
joined the coalition.
l Number o incidences that collation key
messages are used avourably in the media.
l Number o incidences that collation
key messages are used avourably by
government ocials.
l Number o training events/round tables
or government ocials/police authorities
provided on the issue.
l Number o government ocials/police
authority representatives attending round
table discussions/training events on the issue.
l Improved political will o government ocials
to improve access and reduce
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