Day 2 Workshop on “COMMUNITY MOBILIZATION”

1. Day 2 Workshop on “COMMUNITY MOBILIZATION”

2. Participants will be able to understand: • Community Action Cycle for Community Mobilization • Details of the all Steps in Cycle

3. Session 3 Community Action Cycle Steps in Community Action Cycle Effective Message Delivery

4. Community Action Cycle A process of public and private dialogue through which people definewho they are, what they want, and how they can get it.

5. Community Action Cycle Explore the Education Issues & set priorities Plan together Prepare to scale up Prepare to Mobilize Organize Community for Action Act together Evaluate together

6. What is a Cycle? • Group Work Please make a cycle of community action or community mobilization

7. Prepare to Mobilize • Select a tuberculosis issue and define the community • Put together a CM team • Gather information about TB issues and the community • Identify resources and constraints • Develop a CM plan • Develop your team

8. CRITERIA FOR CHOOSING AN ISSUE Essential Criteria: • It is a problem or need that affects a large number of people • Qualitative or quantitative data demonstrate that the proposed solution will result in a real improvement in people’s lives • It is consistent with coalition members’ values • It addresses a strategic gender interest and other cross cutting themes • It has a clear institutional or individual target • It is feasible in the current context

9. CRITERIA FOR CHOOSING AN ISSUE Desirable Criteria: • It recognizes national and international policies • It has good potential for success, even with opposition • It offers the potential for building momentum for future campaigns • It will alter the way our organizations relate to those in decision-making positions • It is fundable • It will be empowering for people participating in the campaign, and it will give the opportunity for many people to take on leadership roles

10. Organize the community for action • Orient the community • Build relationships, trust, credibility, and a sense of ownership with the community • Invite community participation • Develop a “CORE GROUP” from the community • Mobilize for equity

11. Gender Equity Is the quality of being fair and right. It addresses imbalances. It is a stage in the process of achieving gender equality.

12. Explore the issues & set priorities • Decide the objectives • Explore the health issues with the core group • Analyze the information • Set priorities for action

13. Plan Together-OBJECTIVES

14. Plan Together • Decide the objectives in the planning process • Determine who will be involved • Design the planning session • Conduct/facilitate the planning session to create a community action plan

15. Good planning A good action plan usually includes the following elements: • What we would like to achieve • How we will achieve it • Who will be responsible for each activity and for results • What resources we will need and how we will use them • When and where we will implement our activities • How we will monitor progress and know when we have achieve our results

16. PLANNING TOGETHER MATRIX

17. Act Together • Define your team’s role in accompanying community action • Strengthen the community’s capacity to carry out its action plan • Monitor community progress • Problem-solve, trouble shoot, advise and mediate conflicts

18. Define your team’s role in accompanying community action Mobilizers: works directly with existing leaders and community groups to stimulate action. Direct service provider: directly implements health programs and services in the community. Organizer: forms new organizations or brings existing organizations together in new ways around an issue.

19. …continued Capacity-builder/trainer: helps community to identify areas in which to build capacity and assists in strengthening these areas. Partner: complements the work of a community by performing specific roles, tasks and functions that the community itself cannot or chooses not to do. Liaison (“Linker”): links communities with resources and builds networks. Advisor: provides assistance to communities who request specific advice or technical expertise.

20. ….continued Advocate: supports communities’ efforts to obtain resources or change policies. Donor: provides funding to community to address education issue. Marketer: markets the project/methodology to other organizations and donors to contribute to scaling up.

21. Trouble shooting • An individual or group tries to block actions, usually because action threatens this individual or group’s power or interests. • Did you involve this individual or group in the “plan together” phase? Did he/she/they agree to the plan? • Do you know why they are blocking the action? • Can participants and the group work together to negotiate a solution? • Can participants think of alternative actions that might be more acceptable to the group and also acceptable to participants?

22. 2. The community does not have sufficient capacity to carry out the action • Did you create a capacity building plan with the community? • Is the action not feasible? Reformulate strategy/action.

23. 3. A proposed action does not improve health status • Have you allowed enough time for observable effects to occur? • Review health problem and what is known about causes and potential solutions. Reformulate strategy/action

24. 4. Participants lose interest in the program Are they frustrated because they aren’t seeing results? • Make sure that your monitoring system identifies successes and celebrates them. • Review actions and identify why results are not positive. Reformulate plan. • Review community history and identify times when community faced difficult challenges. What strengths pulled them through? What can they build on now to maintain their motivation and energy? • Take a break. Let people rest and reflect on their experience, then call a new meeting to see what everyone wants to do.

25. 5. Have competing interests or needs overtaken their desire to participate in the program? • Is there another specific health or other issue that participants want to address? Determine what participants want to focus on and decide how they want to proceed and whether your team is in a position to assist. • Often agricultural calendars or other community events may decrease participation at certain times. Know the community calendar and identify times that are optimal for program work. • Work with a smaller group, those most committed. Smaller groups can be quite effective. • Suspend activities for a determined period and then start up again.

26. 6. External project funding is diminished or cut altogether • Have you explained to the donor what possible repercussions may result from the unplanned cessation of funding? (Loss of community trust, interrupted activities, broken agreements, etc.) • Are there other alternative funding and technical assistance sources available? How can communities access these resources? • What activities could continue without donor funded support? (Ideally, most of the planned activities would not require much external support so that communities could continue with their plans, possibly at a slower pace.) Work with the community to develop a revised plan based on this new development.

27. 7. Communities want to engage in activities that do not directly or indirectly contribute to the health goal • Encourage communities to pursue their dreams. • Determine what your team’s position is on providing assistance in this case. It is okay to acknowledge that the proposed activity is an important one but that you do not possess the resources or mandate to assist with that particular project. • Help link the community with other organizations that may be interested in the proposed activity if any exist. • Point out to communities the skills that they may be learning through the education program that they may transfer to their own initiatives.

28. 8. Other organizations “compete” for community participation by offering incentives and other “perks” • Discuss concepts of sustainability, voluntary participation and community autonomy with participants. • Continue to work with those who are truly interested in the issue, even if the group size diminishes. • You don’t need to respond by offering better incentives! When the incentives are gone, so will the participation of those who don’t really support the issue.

29. Message Deliver a message within 5 minutes, ensure mentioning all important components.

30. Developing a message Command attention- be daring, innovate, use the unexpected. Cater to the heart and head- a message that arouses emotions can be an effective way for people to learn. Clarify the message- one idea, stated simply. Communicate a benefit- why it is good for the individual. Create trust- establish a credible source for the message. Call to action- what the message is asking the audience to do. Consistency counts- repetition is essential; at least 6 sources are effective in reinforcing the message.

31. Delivering the Advocacy Message STATEMENT + EVIDENCE + EXAMPLE + (CALL FOR ACTION) = THE ONE MINUTE MESSAGE

32. Statement: This is the central idea of the message. In several strong sentences, the advocate should present the “essence” of his or her message.

33. Evidence: Supports the statement or central idea with facts.

34. Example: After providing the facts, the speaker should put a human face on the story. Using an anecdote based on real life personalizes the facts and figures.

35. Call for Action: At the end of the message, the speaker should clearly indicate what the audience can do to change the situation. This invitation to act is usually in command form.

36. EVALUATE TOGETHERReasons for measuring results Measure and demonstrate change in the short and longer term. Discover trends and patterns. Identify approach areas that need revision or support. Identify places, organizations, or activities that need support. Identify and understand successes. Monitor progress toward goals and objectives. Increased accountability.

37. Indicators/Level to monitor/Domains • Input indicators:These concern human and financial resources devoted to a campaign, project, or program. • Process indicators:These monitor achievements during implementation, serving primarily to track progress toward the intended results. • Outcome indicators:These relate directly to the longer-term results of the campaign after donor involvement is complete.

38. EVALUATE TOGETHER • Determine who wants to learn from the evaluation • Form a representative evaluation team with community members and other interested parties • Determine what participants want to learn from the evaluation • Develop an evaluation plan

39. Evaluate together • Develop evaluation methods and instruments and train team members in their use • Conduct the participatory evaluation • Analyze the results with the evaluation team members • Provide feedback to the community • Document and share lessons learned and recommendations for the future • Prepare to reorganize

40. Who has direct or indirect interest in project / is stakeholder Individuals, groups, and organizations that might want to learn from the evaluation include: • Community members who have participated in the project • Community leaders • Broader community • Project/program team • Donors • Academic institutions and researchers • Government agencies (MOH, etc.) • Organizations working on similar programs • Policy makers • Coalitions or networks concerned about the issue • Private sector organizations • Media professionals

41. A Comparison of External and Internal Evaluators

42. General Principles of Evaluation • Honesty: don’t lie about or misrepresent the evaluation to participants. • Informed consent: people should be told enough about the evaluation that they can refuse to participate if they so choose.

43. …continued • Confidentiality and anonymity: Information collected from individuals should remain confidential and not disclosed beyond the evaluation team members. Any information released publicly should not mention names of respondents. Evaluators should not share responses from one individual with another respondent. Procedures should be put into place during the planning phase to protect confidentiality and anonymity (e.g. field notes should use pseudonyms or other forms of identification rather than real names, evaluation documents such as survey forms should not be left out in public places for everyone to see, etc.).

44. High competence:make every effort to obtain assistance from technically competent evaluators who continually aim to upgrade their knowledge and skills. • Reciprocity: Evaluation participants have generously offered their time to contribute to the effort. Evaluators should reciprocate by feeding back the results to these participants.

45. Some helpful methods and tools to measure progress include: • In-depth individual interviews • Venn diagrams that explore what it was like before the project (related to the underlying theme), what it is like now, and what changes the interviewee attributes to the project • Case studies that document the evolution of the factor over the life of the project • Analysis of audio and/or video tapes to track progress on dialogue related to the factors • Surveys (when the factor is concrete enough to lend itself to survey questions) • Analysis of attendance lists (disaggregating participation by sex, age or other criteria)

46. Tools cont. • Picture histories (series of pictures showing evolution over time related to the factor) or other drawings • Values clarification exercises at baseline and later on during evaluation phase • Social mapping to depict relationships before and now • Story telling to depict how things were before and how they are now

47. Participatory evaluation plan • Every team member doesn’t need to do everything. As with any team, it is important to maximize members’ skills and program resources. If you have many team members, it can be counterproductive for all members to attend all evaluation activities. In most cases where group discussion is involved, for example, one or two facilitators is sufficient. For example, one person can facilitate the discussion while another observes and records information. If team members are interested in building their skills in conducting a variety of evaluation methods and techniques, they can divide up the work keeping this objective in mind.

48. Select methods, tools and techniques after evaluation questions and content are agreed upon Sometimes, in their zeal to try out new participatory techniques and methods, team members look for ways to include them in field work without taking the time to determine whether these particular tools or techniques would be effective to answer a particular question. Using these techniques can lead to interesting discussions, but may not ultimately help to answer priority questions that evaluation team members and the groups which they represent have set out to answer.

49. Keep it simple; don’t make things more complicated than they are or need to be. It is easy to find yourself buried in pages of proposed indicators, potential methods and tools, and a variety of possible evaluation designs, so much so that some teams may forget what it was they initially had set out to learn. It helps to go back to your “burning questions” and develop a brief one- or two- page plan that everyone can refer to. Try to limit the indicators to a manageable number. Make sure that everyone on the team can explain what the evaluation is about, how it will be carried out and what they hope to learn from it. If team members cannot describe what they will be doing, the plan is not clear enough and the team leader will need to work with team members to simplify and clarify concepts and processes.

50. Evaluation Plan