1.    Designing, Organizing, Conducting and Reporting 

A Baseline Study gathers key information early in an activity so that later judgments can be made about the quality and development results achieved of the activity, whereas Rapid appraisals enable planners to obtain information quickly about a set of problems in a short period without a large expenditure of professional time and finances and with involvement of community. All these exercises are employed as a way of assessing needs prior to the preparation of plans for future action, and are thus the fist steps in the planning process.

Organizational Assessment 

This assessment, much like an annual health physical, helps managers understand what is working well in their organizations, and on what they should be focusing their attention. Such assessments include, but not necessarily limited to, strategic planning, board governance, resource development, financial empowerment, strategic alliances, volunteerism, outcome measurement etc.

Staff Performance Appraisals 

The overall aim of appraisal is to help maintain and improve individual job performance, realise potential and increase the effectiveness and efficiency of the organization. More specifically, the purposes of the staff Appraisal Scheme are to: assess past, establish current, and maintain and improve standards of job performance; set targets for the future; assist in planning objectives; develop staff; identify organisational or operational changes which will enable individuals to maintain and improve their performance and improve the effectiveness and efficiency with which the organization is managed. It is important that appraisal takes place in a positive and supportive spirit which recognises good practice and acknowledges contributions of individuals. 

Mid-Term Review / Analysis 

Effective project monitoring is an essential component of good programme management. The written periodic reports from a project are a valuable source of monitoring information. However to supplement these written reports an in-depth mid-term review meeting between the main actors in the project and representatives of the community or beneficiaries is essential .The mid term review helps to assess the extent to which the project is likely to meet its objectives as stated in the contract; to assess the possible impact of the project, both from a technical and from a socio-economic point of view; to assist the project in any reorientation that may be required. The mid-term reviews are also a valuable source of feedback to the Project or Programme on the implementation of its projects and their potential impact. Such information will enrich the Programme’s evaluation and monitoring activities and provide guidance in the design of future programmes.

Final Evaluation 

A systematic analysis of the impact of the delivery of services with regard to targeted populations and outcomes to determine if the goals of a program are realized. Programs identified as evaluation priorities will receive an evaluation feasibility assessment which includes: (1) review of documents describing the program; (2) interviews with program managers and staff to determine how the program is actually working; (3) development of a program flow chart; (4) preparation of key questions to be addressed; and (5) an assessment of whether an evaluation will be able to provide the information being sought .Internal and external stakeholders should be involved in preparing evaluation plans and designs which specify and clearly describe the evaluation sample,  measurements, data collection, and statistical techniques so that key stakeholders understand how the evaluation data will be obtained and analyzed. Evaluations should be productive and provide useful information -- results should justify dollar and effort expenditures.

Project / Programme / Policy Review

Experience

a.       National Policy and Programme review on HIV/AIDS in Pakistan  for Commonwealth Secretariat (March to June 2006 and July 2007)

b.       Mid term review of the project  “HIV/AIDS Training and Outreach Program” of  AMAL Human Development Network in Islamabad, Multan and Gujuranwala ( 2002 - 2003)

c.        Mid-term review of the project ‘ Support Positive Living of PLWHA in Lahore and Rawalpindi” New Light AIDS Control Awareness Group in Lahore (20002)

d.       Mid-term review of the project “Women Empowerment Program for Peace” all over Pakistan (2004)

e.       Review  (including Nutritional assessment) of 3 projects under Food distribution of Textured Soy Protein food supplement to People living with HIV/AIDS in Karachi, Sanghar, Lahore and Rawalpindi (2004 - 2005)

f.        Mid Term review of the project “Health education for learning practice –HELP” of AIDS Awareness Society  in Lahore ( 2003)

g.       Mid-term review of the project ‘Agahii II” of Pakistan Village Development Programme in Kohat (2005)

2.  Designing and Development 

·         Results Framework 

A results framework (RF) presents an operating unit’s strategy for achieving a specific objective. Typically, it is laid out in graphic form supplemented by narrative. An RF includes the objective and the intermediate results necessary to achieve. The framework also conveys the development hypothesis implicit in the strategy and the cause-and-effect linkages between the intermediate results and the objective. It includes any critical assumptions that must hold for the development hypothesis to lead to achieving the relevant objective. In short, a person looking at a results framework should be able both to understand the premises under-lying the strategy and to see within the framework those intermediate results critical to achieving the objective.

·         Strategic Planning 

Strategic planning is a process for making informed, evidence-based decisions about how to maximize the use of available resources to achieve a measurable change or improvement over time. More specifically, it involves identifying clearly articulated goals, objectives, targets, and the strategies and broad-based activities that will be required to achieve them over time. Simply put, strategic planning determines where an organization is going over the next year or more, how it's going to get there and how it'll know if it got there or not. The focus of a strategic plan is usually on the entire organization, while the focus of a business plan is usually on a particular product, service or program. There are a variety of perspectives, models and approaches used in strategic planning. The way that a strategic plan is developed depends on the nature of the organization's leadership, culture of the organization, complexity of the organization's environment, size of the organization, expertise of planners, etc. Goals-based planning is probably the most common and starts with focus on the organization's mission (and vision and/or values), goals to work toward the mission, strategies to achieve the goals, and action planning (who will do what and by when). Some plans are scoped to one year, many to three years, and some to five to ten years into the future. Some plans include only top-level information and no action plans. Some plans are five to eight pages long, while others can be considerably longer.

·         Logical Framework 

The Logical Framework Approach (LFA) is a long established activity design methodology used by a range of major multilateral and bilateral donors. It is based on a systematic analysis of the development situation, particularly key development problems, and of the options for addressing those problems. It can be applied in a range of circumstances and to a range of types of aid activity. It can also be used for new forms of activity such as program support and macro-policy support. LFA is best started early in activity design. (It is more difficult to use the LFA to review and/or restructure ongoing activities which were not designed using LFA principles and practices). As LFA is an ‘aid to thinking’, it has widespread and flexible application. The LFA is an analytical, presentational and management tool which can help planners and managers:-  

·          analyze the existing situation during activity preparation

·          establish a logical hierarchy of means by which objectives will be reached

·          identify the potential risks to achieving the objectives, and to sustainable outcomes

·          establish how outputs and outcomes might best be monitored and evaluated

·          if desired, present a summary of the activity in a standard format, and

·          monitor and review Activities during implementation.

·          identifying and assessing activity options

·          preparing the activity design in a systematic and logical way

·          appraising activity designs

·          implementing approved Activities, and

·          monitoring, reviewing and evaluating activity progress and performance.  

·         Project Proposals (APDIME and Propack method) 

APDIME Toolkit was developed to help public health specialists and program managers improve the Assessment, Planning, Design, Implementation Monitoring, and Evaluation of program interventions. This Toolkit is for managers and technical specialists who are responsible for planning, designing, and managing programs in resource-poor countries. Some steps in the programming cycle are the same for organizations working at the community, district, national, and international levels, and in all types and stages of the programming issues. On the other hand, many choices and directions will depend on the size, type, and mandate of the organization. Users can select and adapt the resources most appropriate to their needs.

ProPack includes guidance, templates and tools for project design– from developing a concept note through the writing of a project proposal. These materials are intended for use in all projects regardless of sector, funding source, or donor (although some donors may have their own proposal format that must be used.) Regardless of format, a strong design process, as described in ProPack, is

always appropriate.A project is a set of planned, interrelated actions that achieve defined objectives within a given budget and a specified period of time. The project cycle is the set of actions: design, planning, implementation, monitoring, evaluating, reporting and learning. These actions are interrelated and are roughly sequential. The project cycle is  a circle because insights and learning from project evaluations inform the design of new projects – “learning after” and “learning before. “Within individual project cycle actions, there are loops that illustrate how learning and insights change and improve ongoing projects – “learning during.”

·         Monitoring and Evaluation Plan 

Program monitoring is directed at three key questions: (1) the extent to which a program is reaching the appropriate target population; (2) whether or not the delivery of services is consistent with the program design specifications; and (3) what resources are being or have been expended in the conduct of the program. Both monitoring and evaluation are management tools. In the case of monitoring, information for tracking progress according to previously agreed-to plans and schedules is routinely gathered. It enables mangers and staff to assess whether they are meeting targets established in the project plan. Discrepancies between actual and planned implementation are identified and corrective actions can be taken while the project is in progress. Evaluation is more episodic than monitoring is. Evaluations include monitoring information but they utilize additional sources of data. They focus on specific questions related to effectiveness and impact in order to influence future programs or services. Implementation monitoring and evaluation are distinct but they can be highly complementary if they are appropriately coordinated with each other:-

·         Monitoring Tools

Implementation monitoring is crucial for program management. Monitoring inputs and outputs reveal early on whether programs and services are reaching their target audiences, or whether issues related to content, program scope, defined coverage areas, or target audiences should be re-examined. Thus, implementation monitoring systems help improve or modify interventions by providing the information necessary to adjust delivery strategies or program objectives in a changing epidemic. Because monitoring activities measure ongoing program progress, the information it provides enables program mangers to identify solutions to problems and constraints before they become crises. Monitoring also helps in formulation of new annual plans of action by detailing what has or has not been accomplished by previous ones.

Reporting requirements: Most donors require some form of reporting so that they can assess whether their resources are being used effectively, efficiently, and for agreed upon objectives. When programs or projects are funded by several different donors this often requires writing different reports, each according to a particular donor's specifications. Having a good implementation monitoring system in place will provide managers with ready access to the basic data they will need to share in different formats with different donors.

Accountability to beneficiaries: Information from monitoring systems should provide feedback to the local level. This feedback may encourage grassroots support from the beneficiary population.

Advocacy: Implementation monitoring provides credible information about program progress, problems, and potential. Advocates can use this information to mobilize greater personal commitment and financial support for improved HIV/AIDS policies and programs.

·         Budgets 

Budgets are critical components of the proposal because they provide insight into project management as well as defining the amount of funding necessary to conduct the project. A reviewer can determine a great deal about a project based on a budget. Budgets are generally one of the review components and can help or hinder the final outcome of your proposal review. The budget has two functions. First, it estimates, as realistically as possible, the cost of completing the objectives identified in the proposal. The sponsor will use the budget details to determine whether the proposal is economically feasible and realistic. Secondly, the budget provides a means to monitor the project's financial activities over the life of the project. In this way, it's possible to determine how closely the actual progress toward achieving the project objectives is being made relative to the proposed budget. The budget is generally divided into two classifications: direct costs and facilities & administrative costs (also referred to as F&A, indirect, or overhead costs). Examine the project needs, review the budget format and assign costs to each element. It is advisable to estimate increases for future years with estimated increases in proposal budgets ranging from between 3 and 5%. The rate of increase in your budget should be justified in budget justification or narrative. The budget should be adequate to the job you are proposing without being wasteful. 

3.  Trainings 

·         Orientation/ Sensitization to Board Members, Directors, Staff and Partners

Providing new board members with the information they need to perform effectively is a critical step in developing a strong Board of Directors.  The responsibility for developing and implementing an effective program of board orientation is shared between the executive director and the board itself.  There must be a commitment to developing a well-informed board, one with the knowledge needed to lead an effective organization. Within the board, the responsibility can be delegated to the Board Development Committee.  The Board Development Committee, working closely with the board chair and the staff director should plan a formal program of board orientation for new members.  The elements of this formal program are described in more detail in this article. In addition to this new board member orientation, the Board Development Committee will also be responsible for planning an annual and ongoing board education and training program for all of the board.  The Board Development Committee should also plan more specialized training and development activities to strengthen the leadership skills of board members who are being groomed for other leadership positions within the board. Strategies and program ideas for this ongoing training are also included in this article.

·         Supervisory and Management Trainings

There are three levels of management training and development appropriate to any environment:

Supervisory Training

Supervisory training largely concerns acquiring people handling skills — the primary skills for any supervisory or management development. The assimilation and perfection of these skills should begin prior to appointment as a supervisor and continue until middle management is reached. Typically the basic skills include:

·         understanding the role/responsibilities of a manager/supervisor;

·         communication skills: listening, assertion and techniques for coaching and counseling;

·         teambuilding;

·         motivation techniques;

·         train-the-trainer;

·         recruitment and selection.

These are designed to develop the ability to effectively form and control a work unit in it’s day-to-day functioning.

Middle Management Training

Middle management training is a progression from the basic supervision skills by introducing group productivity skills, together with an introduction to financial management, resource management and policy-making. This level of training would typically include:

·         assigning and delegating work;

·         conducting meetings;

·         problem solving;

·         advanced recruitment and selection (2nd interview);

·         time management;

·         profit and loss accounting;

·         budgeting;

·         negotiating;

·         objective setting and performance appraisal;

·         specialist training according to position, such as sales training or purchasing skills;

·         cross exposure to allied departments;

·         attachment to other companies.

These are designed to extend management planning some time into the future, as distinct from short-term supervision. Policy and strategy formulation is introduced at this level.

Senior Management Development

Senior management training is focused into predominantly financial management, planning and policy skills, and other ancillary skills. These will include:

·         balance sheet accounting;

·         strategic planning;

·         financing and financial planning;

·         advanced negotiating skills;

·         working with a secretary;

·         organizational time management;

·         specialist training as appropriate;

·         cross exposure to all departments.

·         Trainings on Project / Program Management

By the end of the course participants will be able to have a clear understanding of the meaning of project management; recognize the stages of a project's life cycle; understand the use of basic planning techniques such as work breakdown structures, critical path analysis and Gantt charts; explain the need for monitoring, control and documentation; state the benefits of good project management and the need to exercise control over changes.  

What is a project?

·         Project management versus operational management

·         Successful and unsuccessful projects – contributing factors

·         Project management roles and responsibilities

·         Project management competencies

·         The benefits of good project management

The project management lifecycle

·         The Definition stage

·         The Planning stage

·         The Doing stage

·         The Reviewing stage

Tools and techniques

·         Common project management terminology

·         The project statement

·         Work breakdown structure

·         Responsibility and resource matrices

·         Dependency tables

·         The risk register

·         Critical path analysis

·         Gantt charts

Monitoring and control

·         Project monitoring

·         Dealing with requests for change

Managing the team

·         Communication issues

·         Managing people

·         Managing meetings

·         Reporting

·         Trainings of Trainers (ToTs)

Training for Trainers sessions teach facilitators and trainers the skills they need and provide time to practice delivering programs for their organizations. ToTs promote the sustainability of training by providing the basic skills needed by a new instructor, teaching the principles of learning and developing practical skills in delivering effective trainings. Participants not only gain content knowledge and delivery expertise, but they also create a game plan for achieving measurable impact within your organization. Through experiential practice and individual feedback, participants hone their delivery and facilitation skills and discover specific methods of implementation for each program.

·         Mentoring, Follow-up / Refresher trainings

Mentoring

Training facilitators mentors each of the participants until follow-up training is held. Each training facilitator plans two visits to each small group of two to four participants. During their visit (which would normally take place over two days), the training facilitator observes each participant skills acquired during earlier training; spend time with each participant individually, providing them feed back and advising them on how to further improve their skills and overcome problems they may have encountered. It helps to identify particular learning objectives for the following few months, as well as changes that the participants would like to see in the jobs at hand. This might also include bringing together all the participants in the small group, to discuss their progress, review the peer mentoring process and identify any further training needs.

Follow-up / Refresher trainings

This is a two to three day review and involves bringing some of the participants of the initial training back to learn how to use the earlier training and provide each participant with the opportunity to identify common challenges or problems faced, and share their experiences on overcoming them; reflect on the relevance of the training and the ways in which the trainings can be further improved. Share their experience on the confidence gained in using a range of practical tools and techniques acquired during the training especially share ideas on how to start and end a discussion and ensure full participation, and where to access for  more information on different topics so that they can be explored in more depth; reflect on how the ideas raised in discussion can lead to a practical, active response on the part of the group; agree on a simple monitoring system for collecting information on how earlier training guidance is being used; identify other community members who could use trainings, and consider how the skills and ideas from the training can be passed on to them.

·         Development of Booklets, Manuals and IEC material and related trainings

Booklets

The community members are often in need of easy to comprehend, illustrated and handy information materials, preferably in their local language. A booklet is developed through an extensive review of the existing materials, need assessment of the community, development and testing of the booklet, integration of illustrations, translation in local language and finally attractive designing for printing. The booklet is regularly reviewed for improvement and should have the flexibility to be modified for emerging issues.

 Manuals

Developing a good manual takes thought, effort, and time. Although a desk manual can be effectively developed by one person, a larger manual requires a small committee. The committee must first focus on the purpose of the manual to be developed, its audience, and its scope. What does the provider hope that the manual will accomplish? Who will use the manual, and what do those users need to know? The wise committee asks the intended users for suggestions. The committee must then organize the project and should set tentative schedules for writing, editing, review, and production. They should set regular meeting times for review of the work in progress. Then they should proceed to write the manual sections, striving for clarity of expression and brevity. Short, easy-to-understand words and sentences are preferable. Extensive editing and rewriting are to be expected. When the committee has generated an edited draft of the entire manual, it is time for others to review it. Two levels of review are helpful, an informal and a formal. An informal review can be done by coworkers. These reviewers can point out wording that is not clear and places where information is missing or in error. A formal review is performed by appropriate stakeholders and can be accomplished though circulation of draft manual or holding a review workshop. It is important to establish deadlines with the reviewers. Once all the reviews have taken place the final product is approved and decisions about how to produce the manual will depend on the size of the manual and the extent of its distribution Immediately after the manual has been distributed is the time to think about its revision. Production and distribution is not the end of the process, but rather the beginning of the first revision. Any manual should be updated regularly. It is best to establish a regular revision schedule from the start, fitting the revision schedule to the work cycle of the department

 Trainings on the Booklets and Manuals

When you are training people on utilization of these booklets and manuals, you decide first on the key learning objectives, and create lessons designed to support each objective. By the time learner have gone through the entire manual, they are trained: they can accomplish what has been identified as the key tasks, and have also learned how to use the document.