Analiza PESTLE Model

7/24/2019 Analiza PESTLE Model

1/51

73

OA Tool : 11 : Participatory Organisational Analysis Process

INTRODUCTION

A. What is POAP?The POAP is a method for starting a continuous process of Self-directed

Organisational Development in an NGO with the assistance of a facilitator.

B. Who should use POAP?Leaders and organisations that want to improve themselves and are looking for away to initiate or strengthen their process of self-development should consider usingthe POAP.

C. When is POAP done?The POAP should be done when the leader(ship) has a bit of breathing space and

can take the time to reflect a on the strengths and weaknesses of the existingorganisation or prior to making strategic plans or when some major changes haveimpacted the organisation. It is also done any time the Leader(ship) wants to make

significant improvements in organisation functioning and the effectiveness of itspeople.

D. How is the POAP done?The POAP is done with the participation of everyone in a small organisation and withthe participation of a large representative sample in a large organisation. It is NOTevaluation as we know it. Rather, it is Self-directed Organisational Developmentwith the assistance of a Facilitator. The objective of the whole process is for theleader(ship) and members of the organisation to identify and focus on:

1. The areas where the organisation is especially strong, and2. The areas where the organisation would benefit most from

improvement efforts.

Having identified these areas, the organisation can take Action Steps to:1. Reinforce those strengths and2. Work on the improvement areas.

II. STEPS IN THE POAP PROCESS

A. LEADER(SHIP) CONSIDERS POAP POSITIVEDECISION LEADS TO NEXT STEPWith the assistance of a Facilitator, the leader(ship) learns about the POAP, what isneeded from the leader(ship) to make it successful, and what is needed in the wayof time and resources from the organisation to begin it So that a decision onwhether to proceed can be made.

B. ORIENTATION OF ORGANISATION TO POAPBefore the POAP meeting can be held, members of the organisation need to beinformed about the POAP and ground rules for participation in it. If this is the firsttime such a process has been used in the organisation, a separate orientationmeeting may be held to describe the process to the participants and to give them anopportunity to ask questions for clarification.


2/51

74

C. THE POAP MEETING1. The strengths and areas for improvement of the organisation that are seen by

each individual are identified, voiced and summarised using method provided bythe Facilitator.

2. The summary is prioritised and3. Action steps that will lead to organisational development are identified andcommitted to.

III. GROUND RULES FOR PARTICIPATION IN POAPFor this process to be successful the following ground rules for behaviour of

EVERYONE are needed:1. Be honest in sharing your thoughts and feelings2. Listen carefully to the views of others, especially when they are DIFFERENT than

your own. Dont punish others for seeing things differently than you do.

3. Give everyone an opportunity to share their views4. Look for common ground; things you can agree on.

IV. ROLE OF THE LEADER(SHIP)The leader(ship) has a special role in making this process successful. At each stageof the process the specific things that the leader(ship) needs to pay special attention

to are as follows:

A. At entry and contracting1. Consider the POAP for understanding and relevance.

2. Be sure all concerns are expressed and discussed3. Decide whether to begin the process of continuous organisational improvement

with attendant awkwardness, uncertainties and learning potentials.

B. At Orientation1. Help organisation members understand POAP2. Tell the organisation why you personally want to do POAP.3. Acknowledge that some statements of needs for improvement may be seen as

critical of the leadership and that is OK.4. Make clear that you are committed to generating and dealing with this

information in a constructive manner.

C. During the individual and group work

1. Be a regular group participant.2. Set an example of abiding by the ground rules.3. Go last rather than first with your ideas.

D. When it is time to decide on action steps for the priority items1. Deals with every priority item.2. May use all these options.

a) Direct/immediate actionb) Further consideration to be given by.c) Further detailed study/diagnosis to better understand the item.d) No action for now.But keep it on the agenda for later consideration.


3/51

75

E. For follow up1. Get data on what has happened as a result of the action step decisions.2. Have a review meeting with the organisation after an appropriate time interval

allowing for action to have taken place.

V. ROLE OF THE FACILITATORThe roles of the facilitator in each of the steps enumerated in are elaborated below:

A. Phase 1. GETTING PREPAREDThe Facilitator must:1. Learn the whole POAP;2. Be prepared to explain it to NGDO leaders;

3. To help them decide if they want to undertake this process with theirorganisation;

4. To explain their special roles to leaders and to contract to support them (orremind them) when the process is being done and

5. To conduct this process with those leaders who decide to do it.

C. Phase II ENTRY AND CONTRACTING WITH LEADER(SHIP)The Facilitator must:Identify NGOs that he/she is most likely to be able to assist in the process(E.g. hasgood working relationship and is client for your organisations services/resources).

Arrange meeting with the leader(ship) of potential NGDO to explain the process andtest whether the leader(ship) wants to contract with you to conduct this process;In the meeting with the NGDO leader(ship);

a) Build a trustful working relationshipb) Ensure that the leader is as clear as possible about what s/he is getting into by

engaging in this process;

(i) Opening up the topic of organisation functioning and health for input from allorganisation members.

(ii) Expanding the process of member participation in decisions affecting theorganisation.

(iii) Enabling both reinforcement of the organisations strengths and focused workon its areas of improvement.

(iv) Opening leader(ship) up to criticisms that they may surprise them and theyprobably wont enjoy hearing.

c) Explain the whole process as carefully as possible including the Purpose, AnalysisGuide, Plan of the meeting and Expected Outcomes.

d) Test whether the leader(ship) understands and is interested in contracting withyou to undertake this process.

e) If the answer is no, dont press the issue; but be open to being recalled if

conditions should change;f) If the answer is may be, find out what additional information or steps are needed

to resolve the uncertainty;g) If the answer is yes, develop a plan of next steps with the leader(ship) on how to

prepare for and conduct a POAP meeting including:(i) When it will be(ii) Who will be participating

(iii) What information they will receive before coming to the meeting(iv) Logistics including site materials, etc.


4/51

76

C. PHASE III PARTICIPATIVE ORGANISATION ANALYSIS MEETINGConduct thePOAP Meeting in collaboration with the Leader(s).

D. PHASE IV.FOLLOW UPAt a minimum, the Facilitator should assist the leader(ship) in ensuring that the

action steps from the meeting are followed up on and that the priority items from theanalysis are clearly documented and shared with the whole organisation. In addition,where the organisation has identified areas that the Facilitator can be either a directresource for learning and action or a broker to find resources that can assist inspecific improvement areas, s/he should do so.

VI. ANNEXESThe Annex I below consists of positive statements about 10 categories oforganisational functioning that taken together describe a very effective NGDO.(annex I).

Annex IIprovides a possible format for a one-day POAP meetingAnnex IIIprovides a format for a two-day POAP meeting


5/51

77

Annex I

DEVELOPMENT NGOs : ANALYSIS FOR SELF-DIRECTEDDEVELOPMENT

Instruction:The following ten categories describe the characteristics of an effective organisation.Think about the Strengths of your organisation and areas that need improvement.Consider each of the categories in turn and note what you see as the Strengths and

needed areas of improvement in the spaces provided.

1. ORGANISATIONAL IDENTITYa) The legal form and organisational policies (e.g. governance, personnel, finance)

make the organisation socially accountable and acceptable.b) The organisation's strategy, based on a clear vision and mission, makes effective

use of the organisation's scarce resources and is understood by all staff.c) The core programmes of the organisation fittest strategy, its strengths and

weaknesses as well as its external opportunities and threats.

2. PROGRAMME PLANNING AND IMPLEMENTATIONa) Core programme tasks are clearly understood and accepted by the staff.b) Regular monitoring and evaluation of results provides feedback used for

performance improvement and organisational learning.c) Staff are held accountable to clear performance standards.d) Staff and staff teams work together well.e) Unexpected problems are recognised and taken care of effectively.

3. PROGRAMME BENEFITS AND IMPACTSa) The programme beneficiaries/clients say that the programme is relevant and

beneficialb) The programme has planned measurable objectives that are being achieved.c) The programme can be sustained without assistance.

d) The programme has increased people's participation in their own development(especially women).

4. HUMAN RESOURCESa) Staff skills and numbers are adequate to do the work.b) Recruitment, reward, benefits and promotion systems are in place. They

encourage good performance, turnover and high staff morale.c) Staff have relevant development opportunitiesd) The organisation encourages women's participation at all levels.

5. PHYSICAL AND INFORMATION RESOURCESa) Information (technical, social, political) necessary for programme implementation

is available to the staffb) Physical space, equipment and facilities are adequate.


6/51

78

6. LEADERSHIPa) The leaders create an environment and set a good example for staff in

accordance with the vision and mission and strategy of the organisation.b) The leaders involve staff in participatory planning and decision making to the

right extent.c) External constituents respect and have confidence in organisational leadership.

d) A process for developing new leadership is in place and is showing good results.

7. ORGANISATION AND MANAGEMENTa) Vertical and horizontal communications meet the needs of all staff for the

information they need to perform their work.b) Delegation of authority enables responsible participation by all staff.c) Effective long term planning and co-ordination systems are in place and are

working.d) The organisation's structures and systems are appropriate to its programmes and

size; neither too rigid and bureaucratic nor too loose and disorganised.

8. LEARNING

a) The organisation fosters individual and team problem-solving.b) The organisation learns from its experience, problems and mistakes.c) The organisation translates learning into innovative action.

9. FINANCIAL RESOURCESa) External and internal sources of funds are available for planned activities and

have continuity.

b) Effective financial management and accounting systems are in place.c) Financial systems allow for transparency and accountability to appropriate

constituents.

10. EXTERNAL RELATIONS

a) The organisation has a stable and mutually acceptable relationship with donors.b) The organisation shares information about its activities with others.c) The organisation is able to handle conflict with other people and organisations.d) The organisation builds alliances, networks and partnerships with NGOs and

other kinds of organisations.e) The organisation has resources that are independent of external donors.


7/51

79

Annex II

AGENDA AND APPROXIMATE TIMING:

Introduction of theParticipant15 minutes.

The participants and the facilitator(s) introduce themselves individually inthe group. Leader(ship) also participates in the process. Major objectiveis to break the ice and to create an environment of open and free

discussion. Participants may also narrate their expectations from theworkshop. The facilitators also narrate their expectations.

Orientation to thePOAP60 minutes.

This part of the programme may be divided into 2-3 sub-activitiesaccording to need of the situation. Sometimes in workshops andseminars there is a ritualistic/ceremonial part in which background andrationale of the workshop/seminar is presented. The facilitator then givesa short description of the POAP process. There may be unclarity andambiguity about the process and the participants may like to haveclarifications. All of the matters described above would be covered. If

necessary, one or more special orientation meeting could be held prior tothis one-day POAP to ensure that participants understand the whole

process and are prepared to participate fully. Also, the agenda for theday would be presented. Leader(ship) at this stage may be given theopportunity to present their views and commitment for the interventions.In fact, the whole group needs to feel comfortable and committed to theprocess; the facilitators and the leadership need to create suchenvironment. Major events in this part may be like this:

Workshop programme schedule

POAP events A short Description

Presentation of the rationale and objectives of the workshop by the

leadership.

Presentation ofthe workshopnorms and groundrules15 minutes

From the very beginning it is stressed that the exercise is a participatory

one and everyone has democratic rights to be fully involved in theexercise. None can be restrained and punished for honest participation.The ground rules and norms are presented by the facilitator(s).

Exercise on thekey features of aneffectiveorganisation

60 minutes

Participants are divided into 3-4 groups (hierarchical groups) andparticipate in the exercise to articulate and write the key features of aneffective NGO. This helps the participants to be sensitised aboutorganisational issues and features. Later on when they participate in the

exercises to formulate ideas and feelings about their ownorganisation(strengthsand areas for improvement they will be able to

compare the ideal situation with the actual.

Presentation in thePlenary30 minutes

Groups present their findings in the plenary. Different perspectives andideas about an effective organisation (NGO) are shared. This turns out tobe a learning session for all. Leader(ship) can be additionally benefitedby seeing the ideas and perspectives of groups below them. Thefacilitators may keep in mind the key features of an effective NGO. Thismay facilitate the articulation by the participation.


8/51

80

Individual Data30 minutes

Each individual working alone would write 5 or 6 items that he or shesees as the strengths and areas needing improvement in theorganisation.

Meet in groups tosummarise and

prioritise strengthsand improvementareas60 minutes

Working in at least two groups (Leader(ship) and others; may be 3-4depending on the size and hierarchical levels) and using flip chart paper;

one sheet for strengths and one for areas of improvement, summaries ofthe perceived strengths and improvement areas are made.

In plenary groupspresent theirprioritised lists45 minutes

Each group posts their strength and area for improvement flip chartswith their priorities on them. The leader(ship) presents last. Questions forclarification are allowed but no debate.

2ndDay:Develop the

common list ofStrength andAreas for

Improvement60 minutes

The facilitators will confirm the list once again. They may at this stagehelp the plenary to prepare two separate high priority lists of strengths

and areas for improvement.

Prioritisationthrough voting:

When that has been accomplished, each member in the group is asked tovote for 3-4 strengths and 3-4 improvement areas as highest priority(depending on the circumstance). Using markers the three votes arerecorded next to the appropriate items on the flip charts. The itemsreceiving the most votes will have highest priority when the work ofseparate groups is combined in the next step.

Decisions on nextsteps30 minutes

Clear action steps are sought before closing the meeting. On items ofwidespread agreement it should be possible to identify clearly the What,Who and When of steps that would either reinforce the strength or workon the improvement. In some cases, direct action steps may be clear. Inothers, further study, analysis, or learning may be needed. In any event,the leader(ship) should ensure that all of the top priority items (6 pergroup) are dealt with in some clear way.

A simple format may be used for the action plan and participants may beinvited to volunteer to assume responsibility to perform the actionsneeded.

WhatBy whoWhen

Action Steps

Outcomes At the end of the meeting, the leader(ship) should have:a) An overall picture of the strengths and improvement needs of their

organisation as viewed by members.b) Some clear idea of what organisation improvement steps to take to:


9/51

81

(i) Reinforce strengths, and(ii) Undertake improvement efforts by further study, learning, or

direct action.


10/51

82

Annex III

Programme ScheduleParticipative Organisational Analysis Process

Day 01

0900 - 0915 Introduction of the participants

0915 - 0930 Workshop Programme Schedule

0930 - 1000 POAP activities - a short description

1000 - 1015 The rational and objectives for undertaking POAP

1015 - 1030 Workshop Norms and Ground Rules

1030 - 1100 Refreshment

1100 - 1230 Key features of an Effective Organisation

1230 - 1300 Individual data collection on Strengths and ImprovementAreas (Use Annex I)

1300 - 1400 Lunch

1400 - 1500 Synthesis of Data in Groups

1500 - 1600 Presentation and Discussion

1600 - 1615 Refreshment and end of Day 1.

Day 2

0900 - 1000 Develop a common list of Strengths and ImprovementAreas (Use Annex I)

1000 - 1030 Prioritise the list through voting

1030 - 1100 Refreshment

1100 - 12.30 Action Planning

1230 - 1300 Presentation and Finalisation of Action Plan

1315 Workshop Closing


11/51

83

OA Tool 12 : Culture Audit

PurposeThe purpose of the culture audit is to provide the assessor/assessment team with alist of areas within which data can be gathered respecting organisational motivation.The assessment team can use it to help in planning data collection. Some of the

questions could be used in animating focus groups with staff members or people onthe Board of Directors.

InstructionsPart 1 Individually answer as many of the questions below as you can.Part 2 In a group, discuss your answers and whether one can answer all the

questions. Are most people agreed on their answers?

1 What kind of people are involved in this organisation? Who are the real leaders? Who getsahead? (These questions provide information on the informal reward and power system, aswell as identifying any heroes.)

2 What is it like to be part of this organisation? (this question provides a real overview of the

organisations culture)

3 Why is the organisation successful? (This helps describe what areas are perceived asimportant)

4 Can you clearly define the organisations values or beliefs and norms of acceptablebehaviour?

5 What is the organisations culture now? How strongly and uniformly does this exist acrossthe organisation?

6 Is the organisation a safe environment in which to grow and make mistakes?

7 Are people considered important to this organisation?

8 What skills and actions are rewarded?

9 Does the leadership promote openness, risk-taking and trust?

10 What is the history of the organisation?

11 Does the organisation focus inwardly, rather than to the outside world, that is, does it haveonly a short-term focus?

12 How frequent is the turnover of personnel?

13 What are the war stories and anecdotes of this organisation?

14 What are the major events in this organisations past?

15 How do people new to the organisation learn the ropes?

16 What matters have a high priority in this organisation?What matters have a low priority?

17 Overall, how would you describe the culture of your organisation?


12/51

84

OA Tool 13 : SWOT Analysis

What is it?SWOT analysis is a tool for assessing and communicating the current position of anorganisation or a particular reform option in terms of its internal Strengths andWeaknesses and the external Opportunities and Threatsit faces.

It provides a clear basis on which to develop a picture of the changes needed tobuild on strengths, minimise weaknesses, take advantage of opportunities and dealwith threats.

How do it use it?

Gather and summarise initial insights from internal interviews and relevantdocuments

Supplement as needed with insights from surveys of users and other keystakeholders

Organise the insights in the format below

Carry out this process with key partners and stakeholders

Note that many strengths can also be weaknesses when viewed from a different

perspective. The same applies to opportunities and threats. Develop strategies on the basis of analysis.

Internal

Strengths1.

2.

3.

4.

Weaknesses1.

2.

3.

4.

External

Opportunities1.

2.

3.

4.

Threats1.

2.

3.

4.

ChildHopes Workbook on Strategic Planning provides a detailed toolkit on theutilisation of SWOT.Note that SWOT is strengthened by the use of the tool in conjunction with another(checklist) to provide a structure to the analysis. The Open Systems Model headingsor the 7-S Model headings for example, would be appropriate.


13/51

85

OA Tool 14 : PESTLE Analysis

Origins: PEST (sometimes called STEP) Analysis

PEST analysis is a means of conducting a scan of an organisations externalenvironment, with particular reference to the future and any changes that may come

about. The purpose of PEST is to identify factors that may impact on the services,customers, products, markets, staff, profitability, etc. of the organisation. It is mainlyused in the context of change management and strategic planning, which are of

course inextricably linked. But PEST analysis should not be an activity reserved onlyfor an annual or periodic special event. NGO Managers should develop the habit ofstaying in tune with the environment and considering the impact on their

organisation of everything that happens.

Pstands for political factors, including:Change of Government PolicyPolitical parties

Democratisation

LegislationPrivatisationTrades UnionsInternational relationsCivil unrestTax policy

Estands for economic factors including:Change in GDPDisposable income of the people

Stock market instability

Currency fluctuationsEconomic cyclesEnergy and oil costsInterest ratesHousing costsTaxation

Sstands for social factors, includingDemographic changeFamily and lifestyle changesEducation levels

HealthLife expectancy

Changes in values and cultureSocial mobility

Attitudes towards life and leisureReligious attitudes

Tstands for technology, including:Speed of change in technologyComputerisationCommunications

Industrial processesMaterials

TransportMedical innovation

Recently two more categories have appeared, L for legislation and E for theenvironment. So PEST has become PESTLE.

Sometimes people disagree over which heading a potential factor falls under.

However it matters less that you label the change than that you can see it coming.

All these can affect your organisation, your services to your beneficiaries/clients andcommunity, and the availability of skilled staff to provide the services and products.


14/51

86

Consider all the PEST(LE) factors facing your organisation. Select the one in eachcategory that you think demands the highest priority. Finally select the highestpriority from among these (Complete only on box in Column 3)

1. PESTLE 2. One most pressingfactor in each category

3. The single mostpressing of all the

factors in column 2

P

E

S

T

L

E

Discuss your results and agree the four highest priorities for your organisation.


15/51

87

OA Tool 15 : Stakeholder Analysis and Management

This tool is presented in three parts:Part I : Stakeholder MappingPart II : Stakeholder AnalysisPart III : Stakeholder Management

Part I : Stakeholder Mapping

StakeholdersStakeholders are individuals or organisations that will be affected in some significantway by the outcome of the self-assessment process or that are affected by theperformance of the organisation, or both. As shown in Figure 1, most organisationshave a wide range of stakeholders, some more influential than others (eitherbecause they benefit from the organisation, they fund some of its activities, or thereare political reasons). Not all stakeholders have the same stake in the organisation,and it is important to recognise the level of influence each stakeholder has on yourorganisation. This will guide the data-collection process and allow you to identify the

main sources of data.

Figure 1 : Identified Stakeholders

Social Advocates

Beneficiaries

MembersSuppliers

Employees Funders

Organisation

Clients Board MediaGovernment

Community

Collaborators

and Competitors

Level of Influence: Strong Medium Little

Remember too that some stakeholders may have a negative stake in yourorganisation i.e. they do not wish to see it succeed!


16/51

88

Exercise 1. Mapping the stakeholders

Instructions:Identify the various groups, in order of importance, with a stake or interest in yourorganisation and the outcomes of the self-assessment. Write the names of thesegroups on Figure 2. The closer they are to the centre of the map, the greater their

interest in, or influence on, your organisation. When you have finished, complete thechecklist for mapping stakeholders.

Figure 2 : Who are your stakeholders?

Checklist for mapping stakeholders- Have all stakeholders been identified?- Have all potential supporters and opponents of the organisation been

identified?

- Have all the other stakeholders that are likely to emerge as a result of theself-assessment been identified?

- Have stakeholders interests been identified? (Part II)- Have stakeholders interrelationships been identified? (Part II)- Have the self-assessment goals been reconciled with stakeholders; needs,

interests and priorities? (Part III)

- Has stakeholder participation in the self-assessment been investigated? (PartIII)


17/51

89

Part II : Stakeholder Analysis

PurposeThe purpose of this tool is to help you identify stakeholders and their interest in theorganisation. It can be used to analyse organisational relevance and assess the

environment.

Instructions

1. Fill in the names of your stakeholders in the first column of Table 1

2. Identify each stakeholders category. These might be funders, employees,senior leadership, or the organisations partners. You should customise your

categories to suit your organisations identified stakeholders. You might alsoindicate whether a stakeholder:

Is an integral part of the organisation

Is interested in, and committed to, the organisation Knows the organisation but is not committed to it; or

Has a vested interest in destroying the organisation, that is,competitors, etc. (negative stake)

3. Indicate each stakeholders interest in the self-assessment results, that is,whether a stakeholder:

Will use the results for planning

Will use them to support the organisation; or

Will use the assessment to design new programmes, introducechange, or develop future strategies, etc.Each stakeholder may have several interests.

4. Identify each stakeholders possible participation or role in the self-assessment, that is, whether the stakeholder can:

Be a data or information provider

Make a decision on the self-assessment findings; or

Become a beneficiary of change arising from the assessment, etc.


18/51

90

Table 1 : Stakeholder Analysis

Each stakeholder may have several roles in the assessment. These can be listedusing the following table format:

Stakeholder Category Interests Participationor role

InfluenceStrong/Medium/

Little


19/51

91

Part III : Stakeholder Management

What is it?Stakeholder management is a central part of managing change. It involves:

Identifying the individuals or groups who will either be affected by the changesor have the ability to impact on the change process

Developing a strategy to manage these stakeholders

How is it used?

Identify and gather information on the key stakeholders through interviews,surveys, change readiness workshops and relevant client documents (such asorganisation charts). Be careful to protect any sensitive information you gatherduring the stakeholder analysis.

Analyse the information gathered along four dimensions:1. Impact of Change: What will the impact of the change be on the

individual? (High, Medium, Low)2. Reaction to change: How will they react to change? (Opponent, Follower,

Enthusiast)

3. Level of Power and Influence:What is the persons level of power andinfluence? (High, Medium, Low)4. Desired Support: What level of support is desired from the individual?

(Necessary, Desirable, Unnecessary)

Present this information in the format below. Dimensions 1 and 2 are plotted onthe matrix, while symbols are used to illustrate 3 and 4.

In practice, the level of detail you go into will depend on the time andinformation available. A simple table that plots groupings of individuals,organisation (or even countries) with respect to the impact of change and theirlikely reaction can be a useful tool for initial analysis.

The stakeholder analysis will enable you to categorise stakeholders, e.g.champion/sponsor or change agent.

Develop a stakeholder management plan that involves activities such asleadership, coaching or mentoring for sponsors, project management skills andtraining for change agents and facilitation skills for those seeking to achieveconsensus.

Hints on Stakeholder consultations

Develop a shared understanding of the current reality of the organisation its strengthsand weaknesses and link this with a clear understanding of the livelihood opportunitiesand obstacles facing the organisations primary clients. This can lead to a clear vision ofwhere the organisation should go, building on a key element of a learning organisation focusing on its clients and being responsive to them

Aim for a consensus on change and how to get there, negotiated, agreed and owned at alllevels including outside the organisation with clients and the broader political environment

Excluding key individuals from the shared understanding and the vision for change willlead to alienation and resistance

In steeply hierarchical organisations those who hold the power to open up space forinnovation must share and own the vision for change, otherwise no change can happenand junior staff will be dissuaded from innovating

Joint organisation/client monitoring of progress can help staff to understand critical issuesand pressures facing their partners and the ways in which the operations of theirorganisation may be contributing to these pressures.


20/51

92

H

igh

Medium

Low

Opponents Followers Enthusiasts

Impa

ctofChange

Reaction to change

Key:

Power/Influence Desired Support

High = Necessary

Medium = Desirable

Low = Unnecessary

Stakeholder A Stakeholder C

Stakeholder B

Stakeholder D


21/51

93

OA Tool 16 : Change Plan Management

Various approaches to change management exist. However, all include the followingelements.

Element Issue

Change Vision Why is change necessary? Is there a compelling and inspiringvision that is driving change (such as improved public services)?Has this been communicated? Are there external drivers forchange?

Change Strategy What are the enablers and barriers to change? Are peoplewilling to change? What should the approach be? Is there aclear project team leading change? Is there a strategic plan?

Structural Change Does the organisation have the appropriate numbers of skills ofstaff? Are the lines of command, supervision and delegation

appropriate?

Systems Change What systems and processes must change to improveperformance?

Performance How is performance measured and how must performanceimprove?

Commitment Is there support for change amongst staff? Is there localownership or has change been imposed? What is being done tobuild commitment? How well is change communicated?

Capacity andLeadership Is there a change sponsor or champion who will lead change? Isthere effective leadership throughout the organisation with thecapacity to manage change? Do staff have the skills needed toperform in the new organisation? Have change agents beennotified?

Culture How does the organisational culture support/hinder change? Ischange taking place on the basis of internalised principles? Iseffort needed to change the culture? What is being done toengage with users and poor people? What resources are beingmobilised to sustain change? How are the values of the

organisation being supported or developed by change?

Long term Support How will the impact of change be sustained?


22/51

94

How do I facilitate change?

1. Understand the need for change

2. Develop a clear and compelling argument for change the change vision

3. Carry out visioning workshop with key stakeholders

4. Assess change readiness to minimise the risk of failure. Ideally this should bedone early (preferably when there is still scope to alter the design of the plan) inorder to increase understanding of the potential impact, identify high risk areasthat will need to be managed, understand stakeholdersconcerns/insights/emotional responses to change and key issues for thecommunications strategy

5. Identify change sponsor and change agents. (This can be done through

interviews and/or a change readiness workshop)

6. Identify the key enables (those things that work to support change or are criticalto success) and barriers to change (those things that can hinder reform)

7. Select the best framework for managing the change process. Experiencedemonstrates the effectiveness of an impartial, senior project manager and acommitted project management unit acting as a catalyst in the reform process

8. Develop a project plan (based on the other activities listed in this table)

9. Change can be achieved through building commitment or generating compliance.The right mix will depend on the nature of change and you should start byasking: Is commitment or compliance needed? If we need commitment, howmuch is needed and from whom?

10. There are five inter-linked components of building commitment:

i. Stakeholder Management. This involves identifying who the key stakeholdersare and managing them through the change process

ii. Managing Resistance. Resistance needs to be managed continuously and canbe grouped into three categories, each of which will require different activities.

Unwilling (activities will include negotiation, persuasion, introduction ofpositive and negative sanctions, redesign of reform); Unable (this will requiretraining, skills transfer, support and coaching); and Unknowing (activities will

focus on communication and involvement)iii. Team Building: people often feel alone during major change. Actively

encourage team building to provide a supportive atmosphere for staff

iv. Skills Transfer: identify skills gaps to address through training. This can helpremove some of the fear about being unable to perform new tasks

v. Communications: Honest, timely, frequent, consistent, two-way communicationis essential to building commitment. Develop a communication plan thatfocuses on the why as much as on the what. A good communications planshould consider: the audience, message, media, frequency, goals,responsibility, feedback mechanisms and measures of communicationeffectiveness.


23/51

95

11. Develop leadership capacity and commitment. Change champions and agentsmay require specific training in team working and change management. Sponsorsmay need support and coaching

12. Develop the capacity and skills amongst staff to succeed in the new organisation

13. Mobilise the people and financial resources needed to sustain reform

14. Assess what culture factors (norms, values, beliefs, etc.) are driving behaviour.Look at culture in relation to time, hierarchy, relationships, space and activity.How strong are these factors and to what extent do they fit with the direction ofthe change programme? Do not let your own cultural orientations influence youranalysis.


24/51

96

OA Technique 1 : Visioning

I : Introduction

Visioning is a technique used to assist key stakeholders in an organisation to developa shared vision of the future. It asks the questions: what kind of organisation do we

want? How will it be structured? What will be its core values and ways of working?

Visioning is a powerful technique, which if used effectively, can result in a sharedcommitment to the future and an energised team focused on what needs to be doneto achieve the vision.

II : Facilitating Visioning Workshops

Visioning workshops can be difficult to facilitate. Participants often require moresupport and encouragement than in other kinds of workshop.

The key points to keep in mind include:

1. Allow sufficient time2. Start the workshop in the morning3. Recognise that some people will be sceptical and will need to be persuaded4. Recognise that not everyone finds visioning easy some will need coaching.

III : Methodology

The materials needed are large sheets of white paper and coloured flipchart pens.Stage 1: State the objectiveUse the Stage A to Stage B model to explain the objective of the workshop, that is,to come to a shared and realistic vision of how the organisation can change. Agreewith participants what the end product will be: a picture summarising the vision,

which will also be described in words and written down.

Stage 2: Create working groupsCreate mixed stakeholder groups of six or seven participants each. Ensure that thegroups are gender-balanced. If it becomes clear that some stakeholders are notparticipating effectively in discussions (e.g. primary stakeholders, women, peoplewho only speak a minority language) rearrange the groups to try to overcome the

problem. If necessary set up single stakeholder groups and/or provide a higher levelof coaching and support.

Stage 3: Describe State AAsk each group to describe State A (Where are we now?) using a picture or words,

and to be ready to present the picture findings in a plenary session. Use problemanalysis techniques to help the groups think through the current state and its causes(OA Technique 3) if necessary. Encourage participants to reflect for a while on theirown before starting group discussions. The facilitators should move among thegroups, encouraging participation, creativity and imagination.


25/51

97

Stage 4: Present State AAsk each group to present its State A picture/feedback in a plenary session. Thefacilitators should attempt to draw out the similarities and differences betweenpictures, and assist the workshop to reach a consensus description of the State A.

Stage 5: Describe State B

Ask participants to continue working in the same groups and to describe State B(Where do we want to be?), again using a picture or words and to be ready topresent the picture in a plenary session. Encourage participants to imagine they havethe authority and power needed to implement their preferred solutions to theproblems identified in the State A description.

Stage 6: Present State BAs with Stage 4, the facilitators should draw out the similarities and differencesamong the pictures/feedback presented. Now the workshop should be assisted toreach a consensus on State B.

Stage 7: Turn the State B picture into wordsIf participants have presented pictures, the facilitators should now assist theworkshop in translating the pictures into words. This can be done either in plenary

session or using a small group comprising members from each of the workinggroups. Once drafted, the statement of the vision should be agreed in a plenarysession.

Vision statements are usually up to one page in length, though there is no fixed rulefor this.

IV : Notes for Facilitators

Visioning at an organisational level can be complex and more challenging. Often the

most difficult thing for any collection of people to do is to imagine what the future oftheir organisation should look like. Here, it will be the facilitators task to assist theparticipants through this Visioning.Where an organisation is seeking in a workshop environment to review what its roleshould be, Visioning can be important to the overall success of the workshopprocess, by divorcing participants from the problems of the present. Visioning allowsparticipants to visualise not only the future role and functions of the organisation butits purpose, its values and its style of operation. Participating in the process can helpcommit participants to that vision and can provide a base for obtaining subsequentcommitment in the wider organisation.

Visioning is not a one-time activity, and self-limitations by participants such as Icouldnt possibly suggest that may harm the outcomes. The facilitator must not beafraid of having repeated attempts, using different Visioning techniques, to create acommon vision, if the initial results are unsatisfactory.

Whether used in creating a development activity, or change within an organisation,Visioning has one common feature: its participants should operate as equals, withthe facilitator seeking to ensure that all are given an equal voice in the process ofdetermining the future.


26/51

98

OA Technique 2 : Forcefield Analysis

Forcefield Analysis is a technique for analysing the forces that help or obstructchange. It can be useful as part of drawing up a strategic change plan, for examininghow feasible a strategic object is and what areas need to be focused on in any

associated action plan.

How do I use it?1. Identify the forces which support the achievement of change (driving forces) and

those which act against the change (restraining forces).2. Identify ways in which driving forces can be promoted, strengthened or

maximised.3. Identify ways of reducing, weakening or minimising the restraining forces.

In greater detail:Write a brief description of your objective. You must state what you want to achieveand when, very specifically, using the words Toby.. NB Make sure you havestated only one objective deal with additional ones on a separate sheet.

1. List all of the driving forces you can think of on the left

Be very specific (i.e. what, who, where, when, how much, how many, etc.)

Forces can be inside you as well as outside

Indicate how the force will contribute to meeting the objective

2. List the restraining forces on the right

Again, be specific

List all the factors, both inside and outside yourself which will work against you

Indicate what effect each force is likely to have on your achieving your objective3. Analyse the forces

Identify which forces are most important (make sure they are real, notassumed). These are the ones that will have a significant effect on whether ornot you can achieve your objective. Circle all the important forces on your list

Obtain any additional information you may feel is lacking about any importantforce

4. Strengthen the driving forces weaken the restraining forces (reducing arestraining force is generally more effective than increasing a driving force).

Work on each important force in turn

Identify ways in which you can increase, strengthen, or maximise each drivingforce

Identify ways in which you can reduce, minimise or eliminate each forceworking against you

If you really cannot find a way of reducing a restraining force, write no actionpossible against it

It is often useful to get others ideas and suggestions to help here

The secret of the technique is to address the forces most likely to tip thebalance

5. Realistic assessment of feasibility

Do the driving forces now clearly outweigh the restraining forces?

If yes, check Do I really want to achieve this. If the answer is another yes,then adopt your objective and begin work on the forces

If the answer is no to either question, you can come up with further ideas. Ifyou cant, you may have to revise your objective.


27/51

99

FORCE FIELD ANALYSIS

What is the change you want to make?

List the:

DRIVING FORCES RESTRAINING FORCES


28/51

100

OA technique 3 : Tree Diagramming

Tree diagramming can be conducted in three phases1. Problem Tree Analysis2. Objectives Analysis

3. Strategy Analysis

1. Problem tree analysis helps to illustrate the linkages between a set ofcomplex issues or relationships by fitting them into a hierarchy of related factors. Itis used to:

Link together the various issues or factors which may contribute to aninstitutional problem

Help to identify the underlying or root causes of an institutional problemThe major assumption underlying the problem tree is the hierarchical relationshipbetween cause and effect.1. Identify the major existing problems/issues based on available information (e.g.

by brainstorming)2. Select one focal problem for the analysis e.g. poor communications to staff.

3. Develop the problem tree beginning with the substantial and direct causes of thefocal problem, e.g. hierarchical and autocratic management culture.

How do I use it?

The following illustrates the process:

Developing the Problem Tree

This process can help to distinguish the underlying or root causes of an

organisational problem from their effects and guide advisers towards the criticalissues that need to be tackled in organisational development.

FOCAL PROBLEMEffects

Causes


29/51

101

2.

Objective tree analysisis a technique that utilises problem tree diagrammingas the starting point for the identification of objectives. The main advantage is theassistance offered to the management team to help them be more rigorous or logicalin their thinking. The technique both defines project objectives and specifies otherfactors linked to them in a cause-and-effect relationship. The technique determinesthe objectives which can or must be achieved to respond to a defined need -

alternative solutions to meet this need are identified where possible.

The objective tree consists of a series of project objectives linked hierarchically in a

tree diagram. The major assumption is the hierarchical relation between objectives.The assumption that objectives can be divided into sub-objectives is also implicit inthe technique.

To construct an objective tree, begin with a problem tree such as the oneyou constructed earlier, then follow the procedure described below.

1. Reformulate all elements of the problem tree (focal problem, causesand effects) into positive, desirable conditions

e.g. Disease is Diseaseprevalent throughout prevalenceregion is reduced

2. Reorganise the objectivesputting the overall objective at the first level ofthe tree. All other objectives will be positioned below it

Overall Objective


30/51

102

3. Extend the tree down by asking what are the sub-objectives necessary to

accomplish each of your objectives. Repeat the process for all objectives.

4. Further extend the treeusing the process described in (3) above.When constructing the tree, remember that the significance of an interaction

between objectives will not become apparent until an initial framework or tree hasbeen constructed. Once the initial tree is complete, review the end product. It maybe found that:

some objectives are missing

an intermediate level of objectives is required

it is possible to extend the tree upwards

an objective at a higher level can be achieved before an objective below it.

You should be able to cost the objective at the lowest level of the tree. If not extend

the tree down one more level. See figure 1 : health care project overleaf.

3. Strategy Analysis Once the tree is complete, it is examined to identify likelypoints of intervention based on skills and resources available. In some cases theentire objective tree may represent a single project sized solution. In other cases thetree might be made up of two or more projects some of which may be theresponsibility of another organisation or department. The selection of a project fromthe tree is sometimes called strategy analysis. Each project would be subject to aseparate feasibility study in such a case.

The Shallow Well project (figure 2) is a good example of how alternative projectsmight be identified. The diagram identifies only drilling of wells as part of the projectdesign. However, experience might later show that other alternatives should have

been explored further. The organisation or department defining the well constructionproject might assume that others would be responsible for objectives that werepositioned at the same level as that of 400 shallow wells dug and operational.Digging wells might be the departments team or one organisations expertise - but it

may still only be feasible as a means of improving water quality and the health of thepopulation if other groups are assuming responsibility for the other objectives.

Two major benefits of objective tree analysis are the building of the teamworkingon the diagram and the identification of the layering or hierarchy ofobjectives associated with the project. The hierarchy of objectives is the startingpoint for another planning tool in widespread use: The Project Logical Framework.


31/51

103

Figure 2 : Health Problem Analysis

Improvedhealth care

Parents trained in Adequate water and Registrationsystem sanitation facilitiesbasic health care

Infrastructure Maintenance Awareness raising

Inadequate healthcare in community

Parents ignorantof basichealthcare issues

Inadequatewater andsanitation

No registrationsystem

Notraininggiven

Trainersnotavailable

No accessto basicfirst aid

No localclinic

Leaders incommunityignorant

No systemdesigned

Lack of infra-structure

Nomaintenance

Lack ofawareness ofissues

Trainingdesignedanddelivered

Trainedtrainersavailable

Basicpacksdistributed

Clinic Trainedleaders

PHC cardRegistration

systemdevelo ed


32/51

104

Figure 3 : Shallow Well Construction Project

Health of populationimproved

Communityhealth servicesexpanded

Level of water borndisease reduced

Other vectorcontrol relatedprojectsim lemented

Quality of drinkingwater improved

Health Educationprogrammesintroduced

Other forms ofproviding potablewater implemented

Potable watershallow wellsystemimplemented

Shallow wellmaintenanceprogrammeestablished

Communityparticipation inshallowwellprogrammedeveloped

400 shallowwells dug andoperational

Shallow wellunitmaintenancecapacity

upgraded

Communityshallow wellmaintenanceparticipation

Communityshallow wellorientationprogrammeor anised

Shallow wellconstruction unitmanagement andtechnical capacity

u raded

Shallow wellconstruction

ro ect

Formalmanagement andtechnical training

On the jobtrainingconducted


33/51

105

OA Technique 4 : Questionnaires

A questionnaire:

is a paper document that presents a set of questions to which a person responds,

can be anonymous or the person responding can identify him or herself in some way,

can be mailed to the respondent directly or indirectly (some questionnaires are sent

to specific people by name; others are sent to types of people - such as everyone at aparticular level within an organisation or everyone doing a particular type of job e.g.field staff - without identifying specific individuals),

can have several different types of questions, e.g., multiple choice or open-ended, can vary in length, but should rarely take more than fifteen to thirty minutes of a

person's time.

A questionnaire is one of the three primary techniques for collecting needs assessmentinformation. The other two ways are interview and focus group.

Some of the advantages of questionnaires are:

Questionnaires are especially useful when the respondents must remain anonymous.

They can be distributed and returned in ways that make respondents feel confidentthat their identities will remain secure.

Questionnaires can be an efficient means of collecting information from the point ofview of the respondents. Questionnaires should be as brief as possible, ideally sothat respondents spend no more than fifteen to thirty minutes completing them.

Different forms of questionnaires can be distributed to different audiences. Thisstrategy is particularly useful when you have a large pool of potential respondents

and a lot of questions to ask about the audience. Through a process called "matrixsampling" you can ask some of the respondents to respond to one part of thequestionnaire and other respondents to respond to another part of the questionnaire.

There are many different types of questions that can be included in a questionnaire,including:

a. open-ended, e.g.,What are the main difficulties you face in working with older children in this Centre?b. multiple-choice, e.g.,Which is your preferred method for improving your own skills?

- formal training

- facilitated discussion

- one to one mentoring

- accompanying more experienced staff- trial and error

c. ratings or rankings, e.g.,Rank order the following sources from 1 (most effective) to 5 (least effective).

- formal training

- facilitated discussion- one to one mentoring- accompanying more experienced staff- trial and error

d. Likert-scale, e.g.,My preferred way of improving skills is through formal training.


34/51

106

- Strongly Agree - Agree - No Opinion - Disagree - Strongly Disagree

Some of the disadvantages of questionnaires are:

Questionnaires are relatively easy to design, but good questionnaires represent asignificant investment in time and expertise to prepare.

Questionnaires can take considerable time to distribute, process, analyse, and report.

Questionnaires are not as flexible as interviews or focus groups. The latter permitthe exploration of unanticipated issues whereas questionnaires usually only provideinformation directly related to the specific questions included in them.

Many people are reluctant to respond to questionnaires and response rates of fortypercent or lower are not unusual.

ProceduresThe following procedures are recommended for a questionnaire survey:

Determine the major questions

Draft questionnaire items

Design the questionnaire

Pilot test the questionnaire

Develop a data-collection strategy

Monitor the response

Analyse the survey data

Types of questions

You must draft actual questionnaire items within each of the sections of yourquestionnaire. It is difficult to vary the types of questions too often, so economise withineach section by asking similar types of questions.

You will need to master six types of questionnaire item before you invent your own.

Unproved alternatives are often confusing to the reader. So use unproved alternativesonly after you are fully familiar with the types of items described below.

1. Multiple-choice

This type of question is useful for the introduction or background information section.

How long have you been a PhD student at McGill? (Please check one.)

Less than 6 months 1- 2 years More than 2 years

2. Fill-in-the-blankUse this form when the possibilities are too numerous to list using a multiple-choice

item. They work well in a mix with multiple-choice. So, they are also good in theintroduction.

In which department do you work? _____________________________________


35/51

107

3. Rating-scaleThis type of question enables you to collect a lot of information efficiently. Rating-scale questions are good for rating your goods and services, other considerations etc.

How important is it for you to learn about:

Not at all Very

a) Environmental responsibility 1 2 3 4 5

4. ListThis type of question provides a stronger form of feedback than a rating scale. Itforces the client to identify what he or she considers important and helps the

researcher to avoid the problem of people just agreeing because it is easy to check abox without feeling that it is important to them.

What aspects of your training course did you like most? Please list three of them.

5. Comment-onThis type of question is another way to gain an understanding of what your clientconsiders important. It is particularly useful for mopping up in the concludingsection.

Please write any other comments about the work of school principal and suggestionsfor training that you consider important:


36/51

108

6. Likert-scaleThe Likert scale allows the respondent to agree or disagree with a series ofstatements. (Note, these are statements, not questions.) The Likert scale is easy touse, if you know how, and like other rating scales it is an efficient way to collect lotsof information.

Stronglydisagree

Disagree Neitherdisagreenor

agree

Agree Stronglyagree

I am satisfied with myprofessional development (that is,I am acquiring new skills andknowledge)

There are possibilities for careeradvancement (that is, forincreased responsibilities)

Now, you try a few. Write your own statements for dimensions of your work unitsoutputs. Include items that are worded both positively and negatively.

1.________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2.________________________________________________________________________

________________________________________________________________________________________________________________________________________________

3.________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Design the questionnaire

As you write the items, you should begin considering an overall design for yourquestionnaire. Follow these rules:

Lay out items to avoid confusion;

Use the formats shown in the examples; Dont allow a question to cross over two pages;

Instruct the respondent in what you want him or her to do for each type of question;

and

Number the questions consecutively.Use a booklet

to make it professional and facilitate completion

Have a title and introductory explanation


37/51

109

to let your clients know what you are doing; and

to help them fill out the questionnaire properly

Arrange the questionnaire in sections, each with a title

to help structure the respondents thinking; and

to facilitate analysis

Group similar types of items together

do this especially with rating-scale items; but

fill-in-the-blank and multiple-choice items can be mixed together

Use all available space

try to limit the length of the questionnaire to four pages; and

use space for comments to fill in pages

Pilot test the questionnaireEven the best questionnaire needs testing. You might understand everything in thequestionnaire, but your client may not. Here are some tips to help you test yourquestionnaire.

Show the questionnaire to critical colleagues

ask them to read it and to comment in the margins; and

revise the questionnaire

Test the questionnaire with a few clients

assemble 5-6 clients;

ask them to complete the questionnaire in writing; and

discuss each question with the group

In completing this step, ask such questions as

was the item clear, and could it be answered? did the question hit the important aspect of the issue? what has been left out?

does the whole questionnaire enable your client to really express what he or shethinks of your organisations work?

Revise againIt sounds like a lot of work. It is! Creating a good questionnaire may take a week of full-time work, even for a professional.


38/51

110

Six steps for constructing effective questionnaires:

Summary

1. Determine your question

What do you intend to find out?

How will the information be helpful?

Which issues will relate to the questionnaire?

2. Specify your sub-questions

List all the things you want to find out

Indicate those sub-questions to be included in the questionnaire, and

Refine your list

3. Draft the items

Translate questions into items; and

Formulate multiple-choice, fill-in-the-blank, rating-scale, list, comment-on and Likert-scale questions

4. Sequence the items

Group the items into topic sections;

Group the items by question type; and

Rewrite the items as necessary

5. Design the questionnaire

Order and number questions

Layout a booklet format; and

Arrange the questions on pages

6. Pilot test the questionnaire

Clarify the wording of the questionnaire with respondents;

Group test the draft questionnaire;

Discuss the questionnaire with the group; and

Revise the questionnaire and retest it if necessary.


39/51

111

SAMPLE QUESTIONNAIRE: ORGANISATIONAL DEVELOPMENT

ConfidentialSTAFF QUESTIONNAIRE

As you probably know, we are developing a new partnership programme based uponyour views about what really needs in order to perform more effectively.

We request your completion of this questionnaire to help us learn more. The informationyou and others provide will assist us in our continuing effort to provide appropriate andmeaningful support.

Your answers will be handled in the strictest confidence. Your answers will be tabulatedwith those of others to determine needs and priorities. Thank you for your time andassistance.

I. BACKGROUND

1. What age group do you fall within?

16-19 20-24 25-29 30-34

35-39 40-45 45-49 50-54

55-59 60+

2. How long have you been working with ?

0-1yrs 1-2yrs 2-3yrs 3+ yrs

II. VALUES BEHIND WORK

3. What are your reasons for doing this work?(Please rank in order of importance1 high 5 low)

Child rights activism and engagement

Development / help others

Own experiences of issues

By chance

Other please explain

4. What are the different values/principles on which s work isbased?

Ref


40/51

112

5. Do you think it is important to have a childs rights approach/understandingof the work and addressing young peoples needs?

Yes

No

Don't know

III. WORKING CONDITIONS

6. Please rank your experiences of your work environment.

Workspace / office

Furniture / equipment / tools

Work load stress

Working environment in

relation to other employees

Support in your work fromother employees

Support in work from leadership

Training

Supervision (individual and group)

7. In your opinion, what is the most important training area for the staff at

?

Rankings0 Dont know

1 Very bad2 Poor3 Not very good

4 OK / acceptable5 Good6 Very good7 Excellent


41/51

113

IV: WORK CARRIED OUT

8. In your opinion, what are the most effective forms of direct supportprovided by your organisation?

9. In your opinion, what are the most effective forms of indirect supportprovided by your organisation?

10. What are the difficulties (if any) you face in your work with theclients/beneficiaries of ?

V. ORGANISATIONAL DEVELOPMENT

11. Please rank your opinion of organisational development

The administrative system(e.g. paper work supporting charitable work)

The financial system(e.g. budgeting & financial recording)

The learning and planning system(e.g. monitoring learning and reporting capabilities)

Information sharing(e.g. communication, internally)

Fundraising(proposals to secure resources)

Decision-making system(including management and leadership)

Rankings

0 Dont know

1 Very bad at it2 Poor3 Not very good4 OK / acceptable5 Good6 Very good7 Excellent


42/51

114

The Personnel system(e.g. recruitment and appraisal etc)

Networking(e.g. staying in touch with other organisations)

Accountability system(e.g. staff held accountable for use of resources)

VI. THE FUTURE DEVELOPMENT OF

12. In your opinion, what are the most important areas of work for today?

13. In your opinion, what are the areas/ types of work that should bediscontinued?

14. In your opinion, are there any other areas/types of work that should beundertaken? Please specify.


43/51

115

VII. PERCEPTION BY OTHERS

15. How do you think is perceived by provincial/nationalgovernment? Give evidence or examples if possible.

16. How do you think is perceived by other NGOs and CBOs

working in the area and/or on similar issues? Give evidence or examples ifpossible

17. Please share with us any other comments you have about your work with

this organisation or about this questionnaire.

THANK YOUThis questionnaire is part of the baseline assessment of each of ChildHopePartners. Staffs opinions about their work and their overview of their

organisations will be recorded and compared in the first, the third and the fifthyear of the programme. The purpose is to monitor changes over the period. Inaddition the comments will be incorporated in ongoing annual discussions aroundprogramme development and capacity building at the NGO, country and regional

levels.


44/51

116

SAMPLE QUESTIONNAIRE: TRAINING

As you probably know, we are developing a new training program based upon your viewsabout how you can best improve the skills you need at work. We request yourcompletion of this questionnaire to help us learn more about your training and

information needs and preferences. The information you and others provide will assist usin our continuing effort to provide better training.

Your answers will be handled in the strictest confidence. Your answers will be tabulatedwith those of others to determine information needs, usage patterns, contentrequirements, format preferences, and overall quality. Thank you for your time andassistance.

1.To help us evaluate your answers, please indicate by checking.....a) your work experience.

__ 1 year or less __ 5 to 9 years

__ 2 years __ 10 years or more__ 3 to 4 years

b) time employed by this organisation.__ 1 year or less __ 5 to 9 years__ 2 years __ 10 years or more__ 3 to 4 years

c) your primary activity.__ Manager__ Supervisor__ Administrative Officer__ Child-care worker__ Field Worker

__ Service staff (maintenance, kitchen etc)__ Other (please specify) ________________________________________

2.When you need to develop a new skill, what are your preferences?Rate the following from 1 = "most preferred" to 8 = "least preferred. Leave blank anyinformation sources that you do not use at all.

__ Formal training __ Self-study__ Group discussion __ Trial and error__ One-to-one mentoring __ Conferences and seminars

__ Working alongside more skilled staff __ Other (please specify)________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________


45/51

117

3.Using the following scale, evaluate the usefulness of the following learning processes:Very Useful.............Not Useful5 4 3 2 1

__ Formal training __ Self-study__ Group discussion __ Trial and error

__ One-to-one mentoring __ Conferences and seminars__ Working alongside more skilled staff __ Other (please specify)______________________________________________________________________________________________________________________

4.Consider the training programmes that you prefer. What makes them appealing toyou?

5.Consider the training programmes that you do not prefer. What makes them notvaluable for you?

6.Using the following scale, evaluate the training programmes that you have had here.

Excellent........................Poor5 4 3 2 1

Accuracy_______________Clarity_________________Completeness____________Organisation____________Ease of Use_____________

___________________________________________________________

_________________________________________________________________________________________________________________________________________________________________________________

7.What are the best aspects of the training offered here?


46/51

118

8.What are the worst aspects of the training offered here?

9.How would you improve the training offered here?

10.What other feedback would you like to provide to training developers?


47/51

119

OA Technique 5 : Interview Techniques

Interview:

is a set of questions (usually called a protocol) that is asked by one person toanother,

can be conducted face-to-face in person, over a telephone, or via e-mail, can be anonymous or the person being interviewed can identify him or herself in

some way,

can have several types of questions, although generally open-ended questions arepreferred,

can vary in length, but should rarely take more than an hour of a person's time.

Whether interviews are conducted face to face or over the telephone, following certainprocedures can help make them work:1. Determine the approach (semi-structured or structured)2. Determine general and specific questions3. Draft the interview questions

4. Pilot test the protocol5. Arrange a schedule of interviews6. Prepare to record the responses7. Conduct the interviews8. Analyse interview data

Example:

The following protocol is designed to help you interview employees, supervisors,managers etc. about their needs related to their job or task. Ofen, this type of interviewis conducted after general data about needs have been collected with a questionnaire.Interviews allow you to explore needs and preferences in more detail than can beobtained with a questionnaire. Alternatively, interviews are sometimes used in lieu ofquestionnaires when time does not permit you to distribute questionnaires to a largesample of people.

Interview protocols consist of a set a primary questions and a set of probing orsecondary questions that are associated with each primary question. You should ask theprimary question first and give the interviewee sufficient time to respond before asking aprobing question. You should continue to ask probing questions until you are satisfiedthat the interviewee has given you as much information as you are likely to get related tothe specific topic. Then, you move on to the next primary question and repeat theprocess. (There may also be a set of brief questions about the background of theinterviewee.)

One of the most challenging aspects of interviewing is capturing what an interviewee tells

you. Of course, you may wish to have interviews recorded and have the interviewtranscribed later. However, many people are intimidated by recorded interviews and thelogistics of recording can be difficult and awkward, especially for telephone interviews.

An alternative approach is to take notes during the interview and then to write out longerinterpretations of the responses very soon after the interview is over. On the other hand,taking notes during an interview is a skill that must be developed and practised over

time.


48/51

120

SAMPLE INTERVIEW PROTOCOLFinding out about Computer Skills

1. Background Information:Interviewee's computer experience.

__ 1 year or less __ 5 to 9 years

__ 2 years __ 10 years or more__ 3 to 4 years

Interviewee's job experience.__ 1 year or less __ 5 to 9 years__ 2 years __ 10 years or more__ 3 to 4 years

Interviewee's position.__ Manager __ Service Support Staff__ Supervisor __ Administrative Officer__ Carer __ Other (please specify)

__ Field Worker _____________________

2. Within your current job, what types of computer programmes do you useand what kind of training is most useful to you? Are books and manuals very useful? Why or why not? Are videos very useful? Why or why not? Is printed documentation very useful? Why or why not? Is on-line documentation very useful? Why or why not? Are on-line tutorials very useful? Why or why not?

Are training seminars very useful? Why or why not?

3. What are the most useful types of information in a training programme?

Is set-up and installation information useful? Why or why not? Is operational information useful? Why or why not? Are tutorials useful? Why or why not? Are practical exercises useful? Why or why not? Is a glossary useful? Why or why not? Are references useful? Why or why not? Is an index useful? Why or why not?

4. How do you really learn about tasks such as using a new computerprogram? What kind of formal ways do you learn about new programs?

What kind of informal ways do you learn about new programs?

How long does it take you to feel comfortable with a new program? What resources do you prefer to keep for a long time? What types of resources do you refer to when you have a problem?

5. How would you improve the training offered here? Would you prefer more training?

Would you prefer less training? What other features should be included in training here? What features should be eliminated from training here?


49/51

121

OA Technique 6 : Focus Group Discussions

A Focus Group Discussion

is based on a set of questions that is asked by one person to a small group of people,

is usually conducted in person,

can be conducted with a group of varied size although four to eight people areconsidered optimal,

can be anonymous, but often the people in the focus group are identified eitherformally (first and last names) or informally (first names only),

can vary in length, but should rarely take more than two hours

Facilitating a focus group discussion is a type of survey activity. Conducting a surveyshould be done systematically. The overall steps in the survey process are:

a. Determine the purpose what do you want to find out about?b. Select a representative sample.c. Develop the questions these will vary according to the survey purpose.

d. Construct the instrument (focus group protocol).e. Test the instrument if possible and make sure that all those who will use itunderstand how.

f. Set up the groups.

g. Conduct the sessions.h. Record the data.i. Analyse the data.

j. Share and use the results.

The following protocol is designed to help you conduct a "focus group" interview. Focusgroups may be conducted at anytime during the Needs Assessment. For example, one ormore focus group interviews may be conducted after you have collected some generaldata about needs with a questionnaire. Focus groups allow you to explore informationneeds and preferences in more detail than can be obtained with a questionnaire, plusthey have some advantages over one-on-one interviews. Focus groups are sometimesused in lieu of one-on-one interviews because you can get more information from agroup in a shorter period of time and check the reliability of the information at the sametime.

Focus group protocols consist of a set a primary questions and a set of secondaryquestions designed to get others in the focus group to either confirm or disagree with thefirst respondent's answers. It is recommended that two people conduct a focus groupinterview with groups of six to eight people. One of the interviewers will serve as themoderator, asking the questions and encouraging others to speak. It is crucial that themoderator build an atmosphere of sharing among the group members so that one or two

people don't dominate the discussion.

The other interviewer is primarily charged with taking notes. A challenging aspect of anytype of interviewing is capturing what is said. One option is to have the interviewsrecorded and then have the interview transcribed later, although most people findrecording off-putting. Focus groups generally last from 30 minutes to two hours.


50/51

122

Guide for conducting a focus group1. Think about the purpose of the focus group and the information you need very

carefully. Do you really need the information? How will the information be used? Howmuch is worth knowing?

2. Develop a basic set of open-ended questions. They should be sequenced so thatmore mundane and general questions are at the front-end. There should be a logical

flow to the questions that is clear to the respondents.Pilot test the questions to make sure they are clear. Memorise the questioning routeso that you dont have to refer to it during your interview. This will keep thediscussion flowing more smoothly.

3. Invite participants to your session well in advance and get firm commitments toattend. Contact people to remind them the day of the event.

4. Set up your working area and organise either a table or circle of chairs so that peoplecan sit comfortably facing each other. Arrange for coffee, tea or lunch at thebeginning of the session.

5. When people begin to arrive for the event welcome them and make them feel

comfortable. When everyone has arrived, sit down and get started.6. Open the session with thanks, a description of the purpose of the interview, any

assurances about confidentiality, and an overview of the discussion topics.7. The facilitator should work through his/her questions, seeking a balanced input from

all participants. Watching the time and knowing your bottom line questions, will meanthat when the time runs out, you have your most important information. You mayneed to probe for more details on important points. Could you tell me more aboutthat?

A co-facilitator should take notes, highlighting key points, important themes andpatterns to the discussion. Dont try to take detailed notes; this will distract you.When youre through, thank people for their time and contributions.

8. Analyse your findings. This is the key step and it should take place right after theinterview while things are still fresh. Plan to spend at least an hour with the co-facilitator to discuss and analyse your findings. Now is the time to make detailednotes. Use this time as an opportunity to review and critique your questions and

facilitator skills.9. Decide if you need to run additional focus groups to round out or deepen your

analysis.

Tips for Focus Group Discussions1. Always ask open-ended questions (not yes-or-no-questions)2. Avoid asking why directly3. Dont give breaks during the session4. Dont fill time when you have the data you need, the session ends.5. Arrange seating in a circle for good eye contact6. Clarify guidelines and duration of session7. Try to bring out real feelings

8. Summarise the main points that emerged9. Thank the group for their participation10. Let people in the group know what the next steps in the process will be11. Be innocent and empathetic12. Engage in active listening13. Control without leading14. Balance dominant and silent participation


51/51

SAMPLE FOCUS GROUP PROTOCOLTalking about Training

(The questions below relate to a discussion on training experiences. Not all needsassessments would focus on training.)

1.When you joined this organisation, what types of training programmeswould have been most useful to you? Do you agree with that? What do you do that is different from that person? Do you feel that way too? You look like you disagree with what was just said. Do you? Is that really the way it is?

2.What have been the most useful training courses or types of information in atraining programme that you received/experienced here or before you camehere?

Do you agree with that? What do you do that is different from that person? Do you feel that way too? You look like you disagree with what was just said. Do you? Is that really the way it is?

3.How do you really learn a new job or task? Do you agree with that?

What do you do that is different from that person? Do you feel that way too? You look like you disagree with what was just said. Do you?

Is that really the way it is?

4.How would you improve training as usually provided here? Do you agree with that? What do you do that is different from that person? Do you feel that way too? You look like you disagree with what was just said. Do you? Is that really the way it is?

5.What other information would you like to provide to the developers of

training here?i Do you agree with that? What do you do that is different from that person? Do you feel that way too? You look like you disagree with what was just said. Do you? Is that really the way it is?

Documents

Analiza PESTLE Model