Social and Behavior Change Communication Organizational Sustainability Tool (SBCC-OST)

Transcription

1 Social and Behavior Change Communication Organizational Sustainability Tool (SBCC-OST) 2015

2 Introduction to the Social and Behavior Change Communication Organizational Sustainability Tool (SBCC-OST) The SBCC-OST is a process for improving an organization s capacity to design, implement and evaluate social and behavior change communication programs. This tool also helps organizations to understand fundamental organizational requirements, management systems and structures to ensure long term sustainability of the organization. This section of the guide explains what the tool is, how it differs from other capacity and management assessment processes, how organizations can benefit from using the tool, how the assessment instrument is organized, and how the process works. A high quality SBCC organization delivers programs that respond to its clients needs and is able to adapt within an everchanging financial and technical environment, identifying trends and anticipating new gaps while remaining committed to its mission and purpose. When an SBCC organization is positioned to navigate a complex system and deliver effective social and behavior change interventions to meet desired outcomes, we view the organization as having programmatic sustainability. In addition to focusing on programmatic sustainability, the SBCC-OST helps organizations focus on their management practices to improve services and make the organization institutionally and financially sustainable. Using this tool, an organization can assess its programmatic sustainability in Social and Behavior Change Communication, as well as its institutional and financial sustainability, and develop a concrete plan for making improvements. The SBCC-OST allows an organization s leadership the director and senior managers to put in motion a change process that involves staff from all the major divisions of the organization, as well as other key stakeholders who could contribute to an assessment. Working together they will: Assess the current status of 10 components of SBCC programmatic and organizational management; Identify feasible changes that can make the organization more effective; Develop specific plans to implement these changes; Generate the staff buy-in needed to support the management improvements; Monitor the results over time. Unlike other assessments, where a consultant checks off boxes on an assessment instrument and then makes recommendations to the organization, this tool is a structured, participatory process that allows organizations to assess their own performance, select priorities based on their own goals and experiences, develop a concrete action plan for improvement, and carry out their plan. Because members at all levels of the organization are engaged, there is a richer picture of the current situation and more likelihood that the recommendations made by members within the organization itself will be carried out. Who Should Use it? This tool is designed for SBCC organizations. It can be modified for the unique circumstances of each organization. It is encouraged that organizations engage in both the SBCC programmatic sustainability workshop and the organizational sustainability workshop tool in order to gain a full picture of where the organization is today and how the organization can move towards sustainability. There are two fundamental values that the organization must have in order for the process to be effective: 1

3 They are committed to listening to various points of view during the self-assessment and to use a consensus based process for agreeing on the current state. They are willing to revise current plans in order to make improvements based on the learnings from the selfassessment and suggested priority actions. They believe that the organization can take action to improve its management, even though there may be some constraints beyond its control. Why Conduct the SBCC-OST? The SBCC-OST may be conducted for a variety of reasons, including to identify priorities for capacity building, and measure change in organizational capacity over time (e.g. before and after capacity building interventions). This tool uses a participatory process to identify organizational strengths and weaknesses, and stimulate discussion amongst staff about the organization. Analyzing an organization s abilities and needs can help determine priorities for support to improve SBCC programs, operations and performance. It is important to view this as an analysis of the current situation and an opportunity for learning and development, rather than an evaluation. Analysis of data collected, at baseline and periodically thereafter, will provide: 1. Baseline data on the capacity of organizations. 2. Data that can be utilized to develop a Capacity Building Action Plan for the organization. This will be done in consultation with the organization s management and staff. 3. Data on future capacity levels of organizations, which can be compared with the baseline data. 4. Evidence of demonstrable changes in the capacity of the organization resulting from HC3 s (and other) interventions. 5. Regular monitoring data on the capacity of organizations, which can be utilized by HC3 and its stakeholders in making decisions. For example, to adjust the technical assistance provided to ensure that it is appropriate, and continues to address the needs of specific organizations. Introducing the Tool The tool gathers data on the capacity of an organization along a broad range of performance parameters. It comprises 5 SBCC programmatic components and 5 organizational management components. The components are: SBCC Programmatic Components Social and Behavior Change Communication Mobile Technology Social and User Generated Media Advocacy Monitoring and Evaluation Organizational Management Components Mission, Vision and Values Strategies Structure and Roles Management Systems Knowledge Management, Coordination and Communication The sub-components drill down into various aspects of the components. Gender is integrated appropriately throughout the tool. Each sub-component has a description and there are four possible stages at which the organization can be relating to this. The facilitators and participants should select the stage for which they feel the tool accurately reflects where the organization is, at the time of the workshop. 2

4 SBCC-OST and the Change Process Principles of Change The change process comes from within the organization, as the result of an open exchange of views and a successful struggle to reach consensus. The SBCC-OST embodies four principles of managing organizational change, collected from literature on the subject: The change process must meet a real organizational challenge. Change for its own sake is likely to be strongly resisted. Staff will generally support change when they perceive it as essential for resolving issues that affect their organization s ability to live up to its mission. The process applies this principle by using the organization s own staff, rather than outsiders, to identify the areas for change. The SBCC-OST also requires the organization s director, along with a change leader and change team, to clarify the priority management issues, the rationale for changes, and the details of implementation that result from the process. The change process must be owned and guided by key stakeholders. Stakeholders include those who are responsible for making decisions about changes and those who will carry out those decisions. To become supporters and effective implementers of the change process, stakeholders must accept the proposed changes fully and see themselves as integral to the success of the process. In the SBCC-OST process, this group is likely to begin with staff who have management responsibilities and take part in the workshop. These staff members own the change process fully, as it is they who conduct the management assessment, identify the changes to be made, and develop the plans, with the full support of the director. After the workshop, they will help mobilize their colleagues at all levels of the organization to understand, support, and implement the changes. Short-term results can be milestones on the way to broader, more substantive changes. Sometimes organizations set goals or objectives for change that are so ambitious that the staff think they are unreachable. It is useful to break large goals or objectives into smaller segments and measure progress step by step along the way. The SBCC-OST is designed to foster smaller, feasible changes that will move an organization toward a higher stage of development. The change process must be supported by staff with clear roles and accountability. An organization cannot make and sustain significant changes with casual, ad-hoc oversight. To keep the change process on track and monitor progress, it must be the long-term responsibility of one or more people who have been assigned this new role and whose performance will be judged, in part, by how successfully they carry out the assignment. The SBCC-OST action plan is overseen and monitored by a change leader and change team, whose authority comes from the director. Principles of change underlie the entire process. A successful experience will bring about changes that begin during the workshop itself and continue long afterward.

5 Phases of the SBCC-OST Process PHASES Engagement During the engagement phase: KEY ACTIVITIES The organization s Director and Leadership Team: reviews the SBCC-OST process to determine if the tool is appropriate for the organization at this time; negotiates an agreement with the facilitators for all phases of the process; determines whether the full SBCC-OST will be used or just one of the sections (i.e. either the SBCC programmatic sustainability analysis or the financial/institutional sustainability analysis); modifies the tool as needed with the facilitators; identifies a change leader: a staff member who will champion the changes that emerge from the workshop(s). The Facilitators: become familiar with the organizational and cultural environment to determine if the SBCC-OST is appropriate; collect background documents Preparation To prepare for the workshop(s): The Director identifies the workshop participants. The facilitators adapt the SBCC-OST instrument as needed. Launch Meeting SBCC-OST Workshop The Director and Leadership Team call a staff meeting to introduce the topic and why SBCC programmatic sustainability as well as institutional and financial sustainability is important. The facilitators introduce themselves and explain the purpose of the SBCC- OST. Participants have the opportunity to ask questions, express any doubts or concerns before the workshops begins. The five-day SBCC-OST workshop serves to: Assess programmatic status: Where are we now? Set priorities: Where are we headed? Develop an action plan: How will we reach our objectives? Initiate change: How will we manage the needed changes?

6 PHASES Follow-Up To follow up after the workshop: KEY ACTIVITIES The facilitators submit a written report of the workshop. The director and facilitators negotiate an agreement for any additional follow-up activities. The director and the change team hold a debrief meeting to inform the entire staff and engage them in the plan for change. The director and staff integrate the SBCC-OST action plan into annual operational plans. The change leader and the change team guide the implementation of the action plan. The change leader and change team monitor the implementation of the plan and revise it as needed. The organization holds a follow-up review and planning session at an identified time (usually six months or one year later).

7 Pre-Workshop Preparation The organization should be requested to prepare the following documents (if they exist), which should be reviewed by the facilitator before and during the assessment, as pieces of evidence, to verify the findings from the group discussion: REQUIRED DOCUMENTS Social and Behavior Change Communication Documents required before the TOOL 2-3 examples of a Communication Strategy linked to current interventions and/or activities Documents required during the workshop Information on staff structure, education and skills relevant to SBCC 2-3 examples of a creative brief Information on SBCC theories and application to current programming Social Media and/or ICT Strategy linked to Information on how a program or current programming, if applicable intervention is designed Advocacy Strategy or approach linked to Information or documentation on application current programming, if applicable of an SBCC framework or model to current programming Knowledge Management Strategy for Information on the current process used for organization, if applicable materials development and design 2-3 examples of a literature reviews Information on the processes used in community mobilization and/or training Example of a Monitoring and Evaluation 2-3 current programmatic examples plan linked to a current intervention and/or activity 2-3 examples of program budgets linked to a current intervention and/or activity Information on how SBCC theory is applied to ICT use in programs, if applicable Examples of ICT use in programming, if applicable Examples of social and participatory media used in programming, if applicable Information on the advocacy process, if applicable Information or documentation on application of an advocacy framework or model to programming 2-3 examples of press releases used in advocacy efforts Examples of policy briefs, case studies or other documents that capture advocacy efforts

8 Financial/Institutional Sustainability Documents required before the TOOL Vision and Mission Statements Strategic Plan Annual work plans and reports Audited financial statements Evaluation and assessment reports Organogram M&E plans and M&E framework Documents required during the workshop Example personnel file including job description, performance appraisal and staff development plan Information about Board composition and minutes of Board meetings Organizational policies and procedures (various) Financial reports Resource mobilization strategy Note: For the both the SBCC and organizational list, required documents will be dependent on which components the organization chooses to take part in. Not all documents may be required. Anticipated Outcomes of the Workshops By the end of each workshop, participants will have come to agreement on how well the organization is functioning and will have planned activities for making improvements. The specific outcomes for each workshop include: Consensus on the current stage of development of the 10 components; A prioritized list of the sub-components to be improved within a specified time period; An action plan for improving the selected sub-components, identifying the broad activities, timing, resources, and people responsible for completing the activities, as well as data that provide evidence of success; Identification of a change leader and change team who will lead the implementation of the action plan and monitor progress; Agreement on post-workshop assistance from the facilitators (by phone or ).

9 Organizational Management Tool 1.0 Mission, Vision and Values 1.1 Mission OD Component Stages of Development and their Characteristics Stage 1 Stage 2 Stage 3 Stage 4 Some managers and We have a written We have a written staff can state what the mission statement, but it mission statement. organization s mission is too broad for guidance is, but we haven t all in decision making about agreed on resource allocation or the pursuit of opportunities. We don t have a mission statement. Our mission is not widely known by staff at all levels and may only be communicated externally in specific contexts (e.g. proposals to donors when specifically requested). Managers and staff can explain how the organization s activities are related to the mission. programme Proposals to donors, website, and both internal and external communications include the mission statement. The mission is used in making decisions about resource allocation and which opportunities to pursue. Current stage Evidence 1.2 Vision We don t have a vision. Some managers and staff have a vision for the organization, but we don t have a formally agreed upon organisational vision. We have a vision statement but it is not widely known by staff at all levels. We use it primarily in external communications (e.g. proposals, website, newsletters). We have a vision statement that most staff can cite at least partially. We review it periodically as part of our strategic plan monitoring process. Managers and staff refer to our vision and can explain how the work of each staff member aligns with the broader vision. Our external and internal 1 Organizational Management Tool

10 OD Component Stages of Development and their Characteristics Stage 1 Stage 2 Stage 3 Stage 4 communications prominently display our vision. Current stage Evidence 1.3 Values We have never defined our organization s values and ethical principles. We have defined our values and ethical principles but they are not generally known or followed there are no consequences to violations of values and principles We developed our values and ethical principles in a collaborative fashion so everyone has bought in to Managers up and down the organizations frequently remind staff to live up to Our leadership models the values and ethical principles and hold each other and staff accountable 1.4 Gender Awareness There is no concept of gender awareness in the organization. Organization provides a one-time or basic training to some of its employees to raise awareness about gender in the workplace and in the activities undertaken but there is no follow up and violations go undetected or unreported. Organization provides periodic but optional training and refreshers to enable employees to understand their own gender values, as well as how to incorporate a gender lens to their work. Organization provides ongoing gender awareness training and is applying this to workplace policies and procedures as well as to external work. Violations are reported and dealt with. 2 Organizational Management Tool

11 2.0 Strategies OD Component 2.1 Strategic Directions for the Organization Stages of Development and their Characteristics Stage 1 Stage 2 Stage 3 Stage 4 Our top leadership has We have long term set the long term strategic directions for strategic directions for the organization that the organization. were created with input from key stakeholders. We don t have any long term strategic directions for the organization. These may be followed or abandoned in response to demands or opportunities created by external actors. We use these strategic directions to make decisions about resource allocation and opportunities to pursue. We have long term strategic directions that were created with input from key stakeholders and a thorough exploration of our strengths, weaknesses as well as trends, opportunities, threats in the external environment Current stage Evidence 3 Organizational Management Tool

12 3.0 Structure and Roles OD Component 3.1 Structure: Lines of Authority and Accountability Stages of Development and their Characteristics Stage 1 Stage 2 Stage 3 Stage 4 We have an We have a current organisational chart organisational chart that with lines of authority specifies lines of authority and accountability but and accountability. on a day to day basis these are either irrelevant or ignored. We operate informally, without specified lines of authority and accountability. Most staff report directly to the chief executive. Temporary project structures or practices of bypassing supervisors may create confusion, duplication or gaps that are difficult to address. We have an organisational chart or similar document (found in the organization s manual of policies and procedures). We revisit it when our organization expands or retracts or when authority and accountability is challenged. Current stage Evidence 3.2 Decision-Making Our most senior staff make all significant decisions without involvement of those affected by Our most senior staff make all significant decisions after listening to the views of affected staff members. Our mid-level staff members are encouraged to make and carry out significant decisions regarding their own work and the work of their teams. Most decisions affecting the work of the organization are made at the level where these decisions are executed. 3.3 Leadership Leadership is the exclusive domain of our founder or executive director. The expectation is that this person knows how to lead. Leadership is expected of the founder or executive director and his or her direct reports who are expected to have these skills. Leadership is expected at both senior and midlevels. Opportunities to develop or strengthen leadership skills are available to staff in these positions. Leadership is expected at all levels of the organization. Staff at all levels are encouraged and supported to develop their leadership skills. 3.4 Governance: Board of Directors (BOD) We don t have a Board of Directors Our BOD is comprised of the founder and/or persons chosen by the founder. We don t have a formal Our BOD is made up of representatives from key stakeholder groups and/or constituted based on skill and influence characteristics that will Stage 3 characteristics plus: The Board approves and monitors our strategic plan and is engaged in 4 Organizational Management Tool

13 terms of reference for our Board members. Board meetings are irregular and informal. help us advance our mission. There are terms of reference for the Board members. The Board holds regular meetings with agendas sent ahead of time and minutes taken and approved. assuring sufficient financial resources to fulfill our mission and move towards our vision. The BOD holds the Executive Director and senior leadership team accountable for the quality of our work and the management of our resources. 3.5 Roles and Responsibilities Our staff don t have job descriptions or clear roles and responsibilities. Work is assigned on an ad-hoc basis, according to the perceived needs of the moment. Some of our staff have job descriptions but for most staff roles and responsibilities are fluid. All staff have job descriptions and roles and responsibilities are defined in a policy and procedures manual. We periodically review job descriptions and ensure that roles and responsibilities are clear. Job descriptions are linked to our organization s strategic directions. 5 Organizational Management Tool

14 4.0 Management Systems OD Component 4.1 Operational (or work) Planning Stages of Development and their Characteristics Stage 1 Stage 2 Stage 3 Stage 4 We develop annual We have an annual plan operational plans and and budget for how to budgets only for spend our organization s projects that are resources. externally funded. Most of our organisational activities are unplanned and/or without predetermined budgets. We go through an annual planning and budgeting cycle that is fully aligned with our strategic directions of our current strategic plan and closely monitored. Current stage Evidence 4.2 Personnel Administration: Policies and Procedures We don t have policies or procedures on job classification, salaries, hiring, promotion, grievances, or work hours. We are not systematically collecting and tracking employee data. We have basic personnel administration policies and procedures (on some of the topics mentioned under stage 1) but they are not fully operational. We track some employee data. We have policies and procedures for managing Human Resources related to most of the topics listed under stage 1. We have a simple system for collecting and tracking employee data. We have an HR policies and procedures manual that is followed. We have a secure employee data system. 6 Organizational Management Tool

15 4.3 Recruitment and Diversity Our hiring practices are not transparent. There is a tendency to hire members of privileged and/or dominant groups over minorities. We have some recruitment policies and procedures in place to make our recruitment more transparent but these aren t necessarily followed or enforced. Lip service is paid to staff diversity with only token representatives from minority groups. We have written policies about transparent recruitment practices, including equal opportunity. We try to adhere to those. However, our overall staff make-up still represents the dominant majority of the region or country, though minority presentation is beyond the token level. Our organization has written policies and procedures for recruitment and hiring that include an equality opportunity policy. All staff are aware of the policy and all hiring managers have received training in their application and compliance is enforced consistently without concern for rank and status. Where possible and relevant (in light of our mission) we strive to hire members of our target group as staff. 4.4 Staff Performance We don t systematically review staff performance, nor are we dealing transparently with underperforming staff or distributing rewards (bonuses, benefit, salary increases and/or privileges). We evaluate some staff informally and irregularly against broad areas of accountability. Reasons for rewards and sanctions are not communicated or transparent. We have a process for evaluating staff performance but it doesn t apply equally nor consistently to all staff. There appear to be no consequences for ignoring tis process. Staff development, salary increases and bonuses (if any) are not linked to performance evaluations. We have a formal staff performance evaluation system for all staff which is strictly enforced. Salary increases and bonuses (if any) are directly linked in transparent ways to performance evaluations. 7 Organizational Management Tool

16 4.5 Monitoring and Evaluation We don t routinely monitor and evaluate our programmes and projects. We recognize the importance of monitoring and evaluating our work but it is not a habit, nor do we have the systems or staff capabilities to do so. We only monitor and evaluate those projects where external funders require it. We have limited staff capability and systems to do so. We monitor and evaluate all our work, including our strategic plan and use the results to learn and improve our performance. 4.6 Information Management: External Reporting 4.7 Information Management: Internal use of Information We have no capacity for the collection, storage, management and retrieval of data needed to produce timely and quality reports to external stakeholders. reports for management and programmatic decisions. We have basic data storage, management and retrieval systems in place to produce required reports to external stakeholders but lack staff capacity to write quality reports in time. Those who submit required reports usually don t receive feedback from their managers. Some managers use the information in the reports to make decisions. We have basic data storage, management and retrieval systems in place to produce required reports to external stakeholders and staff capacity to write reports but we often miss deadlines and quality of reporting is uneven. All managers are expected to give regular feedback to staff who submit required reports, and to use the information in the reports as a basis for decisions. We have data storage, management and retrieval systems in place to produce required reports to external stakeholders, as well as staff capacity to submit accurate and timely reports. Staff members who submit reports consistently get prompt feedback. With their managers, they analyze the information and use their findings to analyze trends, improve management and performance, and achieve outcomes. 8 Organizational Management Tool

17 4.8 Financial Management Budgets are developed without input from programme managers. The finance system does not accurately track expenditures, revenues, and cash flow. Budgets are usually developed with input from programme managers. The finance system tracks expenditures, revenues, and cash flow by line item (e.g., salaries, utilities, materials), without links to programme outputs or services. Financial staff develop budgets in conjunction with programme managers. The finance system tracks expenditures, revenues, and cash flow by line item, with some links to programme outputs and services. Programme managers work with financial staff to develop budgets that support programmatic decisions. The finance system presents an accurate, complete picture of expenditures, revenue, and cash flow in relation to programme outputs and services. Managers make decisions based on actual cost of operations. 4.9 Revenue Generation 4.10 Supply Management We have one single source of revenue, usually one large funder, whose mandate shapes our strategic directions. We have no system in place to procure, track, or regulate the supplies we need to do our work (clinical, pharmaceutical, or office). We recognize the need to diversify our funding in order to pursue our strategic directions but have not been successful yet. We have a basic system in place to track the flow and use of supplies. Only one or two people know how to operate it. We receive 80% of our funding from one source and 20% combined from several other sources. We have a supply system in place that allows us to forecast and procure supplies in relation to their demand and use. Some staff have been trained to use the system. We are successfully pursuing a business model that includes various ways of generating revenue to meet current and future needs as indicated in our strategic plan. We have trained staff who consistently use the supply system to forecast future requirements, reduce gaps, and prevent stockouts. 9 Organizational Management Tool

18 5.0 Knowledge Management, Coordination and Communication OD Component 5.1 Knowledge Exchange Stages of Development and their Characteristics Stage 1 Stage 2 Stage 3 Stage 4 We consider knowledge sharing and managing important. However it is mostly done informally and interpersonally rather than systematic. We do not have a mechanism for knowledge exchange, nor is it a priority at this time. We have some structured, formal mechanisms for internal knowledge exchange (After Action Reviews, training, workshops, presentations, meetings, mentoring etc) used by some staff. However many staff do not take advantages of these mechanisms and tools. We use structured, formal mechanisms for internal and external knowledge exchange (After Action Reviews, training, workshops, seminars, presentations, meetings, mentoring, website, online learning etc). Knowledge exchange mechanisms are utilized by staff and time is set aside to share and learn. Current stage Evidence 5.2 Knowledge Management (KM) We do not have a knowledge management system. We recognize the importance of a KM system but we don t have consistent approaches across the various parts of our organization. We have a formal knowledge management repository and system that is used to capture and document knowledge gained from programme implementation and learning. However, the KM system is not widely known about or well utilized. We have a formal knowledge management repository and system that is used to capture, document and disseminate knowledge gained from programme implementation and learning. The KM system is widely known about and often used to inform programme design and for organisational learning. Knowledge gained benefits the organization. 10 Organizational Management Tool

19 5.3 Coordination: Internal There is poor internal coordination separate projects and technical programmes function in parallel without consultation. There is some internal coordination between various parts of our organization through periodic meetings but this depends mostly on personal relationships and individual initiative. We strongly encourage internal coordination between various parts of the organization through staff meetings, electronic media and or newsletters. We have reduced overlap, misunderstandings and duplications as a result. We are well coordinated internally through a variety of means. We are aligned around our strategic plan, using common frameworks and speaking with one voice to external stakeholders. 5.4 Coordination: External 5.5 External Communication and Public Relations We work pretty much on our own. We don t know who else is doing similar, complementary or overlapping work in our geographical area(s). We have no organisational strategy regarding external communications or public relations. We are aware of other organizations doing similar, complementary or overlapping work in our geographical area(s). We occasionally meet with some of them to discuss collaboration of some kind. Our communications with external audiences are ad hoc, triggered by events and often unplanned or poorly planned. There is no formal strategy that key staff and Board have agreed on. We are quite familiar with other organizations that are doing similar, complementary or overlapping work in our geographical area(s). We consult with each other to learn and serve our clients better. We have a communication and/or public relations strategy which has been formalized/ documented but is not comprehensive or widely known by staff members. Some efforts have been made to identify and communicate key messages however there are often deviations from these. We consult frequently with other organizations that are doing similar, complementary or overlapping work in our geographical area(s) in order to look for synergies, fill gaps and avoid duplication. We are a member of one or more NGO networks. Organization has an external communication and/or public relations strategy which has been formalized/ documented and is comprehensive and known by most staff. The organization has performed a stakeholder analysis and identified priority stakeholders at local levels and identified key messages which are consistently communicated. 11 Organizational Management Tool

20 Social and Behavior Change Communication Tool 1.0 Social and Behavior Change NOTE: The use of the word intervention can refer to campaigns, programs and/or projects. SBCC Component 1.1 Situation Analysis When conducting a situation analysis, which steps does your organization use? Key Steps or Elements 1. Conduct a baseline and/or formative research to establish knowledge, attitudes and practices of target audience. 2. Conduct a review of relevant studies. 3. Assess existing policies and programs. 4. Learn about active and available communication channels. 5. Identify partners and allies. 6. Assess organizational capacities. 7. Be sensitive to possible gender differences and make sure all viewpoints are represented 8. Summarize the understanding of the problem into a problem statement. Stages of Development Stage 1 Stage 2 Stage 3 Stage 4 We use 2-4 of the We use 4-6 of the We use 6-8 of the any of the key key steps but cannot key steps and can key steps and can steps. Current Stage Evidence List the number associated with the key steps: 1.2 SBCC Theory When designing an SBCC intervention, how does your organization apply a behavior change model/theory and theoretical framework? theory to guide our interventions. We use a theory to guide our intervention design but it is not a behavior change theory. We use a few theoretical constructs from behavior change theories to guide our intervention design. We use a behavior change theory or theories to guide our intervention design. List the SBCC theory(s): 1 S BCC Tool

21 1.3 SBCC Strategy Design When designing an SBCC strategy, which key elements does your organization include? 1. Communication objectives 2. Audience segmentation 3. Program approaches and positioning 4. Communication channels 5. Structural and communication interventions 6. Implementation plan and timeline 7. Monitoring and evaluation plan 8. Dissemination plan any of the key elements. We use 2-4 of the key elements but cannot clearly articulate We use 5-6 of the key elements and can clearly articulate We use 7-8 of the key elements and can clearly articulate List the number associated with the key elements: 1.4 Design Process What process does your organization use when designing an SBCC strategy? We do not have a formal SBCC Strategy document. The SBCC Strategy is designed based on internal/institutional understanding of local priorities. The SBCC Strategy is designed with some of the key stakeholders based on informal conversations and meetings. The SBCC Strategy is designed together with a group of program partners, decisionmakers, audience members, and technical experts. The entire team comes together at crucial points in the planning and implementation process. 1.5 Gender and Planning When designing an SBCC Strategy, how does your organization include gender? We do not include gender in the SBCC Strategy. We agree that gender should be included but most people are not clear what that means. We include gender in the SBCC Strategy but it does not, in reality, guide activities. We include gender the SBCC Strategy design. Gender equity is the underlying approach and is reflected throughout the communication plan. 2 S BCC Tool

22 1.6 Communication Channels by Audience When designing an intervention, how does your organization identify communication channels? We do not identify channels by audience. We identify channels for one audience based on what we think the audience would utilize. We identify channels per target audience based on what we think the audiences would utilize. We identify appropriate channels per target audience based on media habits as validated by data. 1.7 Communication Channels and Coordination When designing an intervention, how does your organization use multiple channels? more than one channel for communication. We use more than one channel - mass media, community mobilization, ICT or interpersonal communication- but they work individually and are not coordinated. We use more than one channel - mass media, community mobilization, ICT or interpersonal communication- in order to support an intervention but they are not always coordinated. We achieve scale through coordination of channels by using mass media tied to community mobilization, ICT and interpersonal communication among multiple audiences. List the channels: 1.8 Program or Campaign Budget When designing an intervention, how does your organization develop a budget? We do not develop a budget. We do not develop a budget prior to the start of the intervention but keep track of costs as goes along. We develop a budget based on assumed costs but do not always keep track of costs along the way. We develop a realistic budget based on previous experience and periodically adjust it based on actual costs. 3 S BCC Tool

23 1.9 Product Design When designing communication products/ materials, which key steps does your organization use? OR When revising existing communication products/ materials, which key steps does your organization use? 1. Conduct inventory of existing materials. 2. Host a participatory process that facilitates agreement on design or revisions. 3. Develop creative briefs. 4. Create draft concepts and materials for audience pretesting. 5. Test concepts and materials with intended audience and key decision-makers. 6. Share results of pretest with the creative team and stakeholders. 7. Revise materials based on feedback. 8. Re-test materials to make sure revisions resolve key issues. any of the key steps. We use 2-4 of the key steps but cannot them We use 5-6 of the key steps and can We use 7-8 of the key steps and can List the number associated with the key steps: 1.10 Product/ Material Design and Gender When designing SBCC interventions and products/ materials, how does your organization include gender? We do not include or consider the impact the interventions and products/ materials may have on gender issues. We include or consider one gender when developing interventions and products/ materials so not to reinforce gender stereotypes. We include or consider the different needs of men and women when developing interventions and products/ materials, and design them accordingly. We include or consider the different needs of men and women when developing interventions and products/ materials in order to change harmful gender norms specific to country context Intervention Planning and Implementation How are SBCC interventions planned and implemented within your organization? We do not have an implementation plan. Most organizational activities are decided on short We develop a rough implementation plan for some intervention areas. The plans are developed to meet funders requirements. We develop an implementation plan for each intervention area. The individual plans do not always link to the SBCC Strategy. We develop an implementation plan for all intervention areas. The plan is reviewed and adjusted on a routine basis. 4 S BCC Tool

24 notice or reactive to external demands. The individual plans link to a larger strategic communication plan and opportunities are identified to link Partner Mobilization and Coordination When implementing your interventions, which steps does your organization follow when working with partner organizations? 1. Make sure each partner understands their role. 2. Identify a program lead whose responsibility is to facilitate the process. 3. Identify partner needs and conduct training as necessary. 4. Keep partners updated. 5. Share credit for good work. 6. Monitor activities. 7. Prepare for further evaluation activities. any of the key steps. We use 2-4 of the key steps but cannot We use 4-5 of the key steps and can We use 5-67of the key steps and can List the number associated with the key steps: 1.13 Training Needs When designing an SBCC Strategy, how does your organization identify necessary training needs of self and partners? We assume our staff and partners are prepared and able to implement the plan. We identify what the training needs are to implement the communication plan but do not provide a clear plan for how these needs will be met. We identify what the training needs will be to implement the plan and develop a plan on how these needs will be met. We identify what the training needs will be to implement the plan and develop a plan on how these needs will be met. We follow-up to make sure the necessary training takes place and staff and partners have the capacity to implement the strategy. 5 S BCC Tool

25 1.14 Training If your organization trains others, which key elements does your organization use? 1. Establish training session objectives that are SMART. 2. Include relevant stakeholders. 3. Use a participatory process. 4. Use adult learning methodologies. 5. Evaluate the training (for example, using Kirpatrick s four levels of evaluationreaction, learning, behavior and results). any of the key elements We use 2-3 of the key elements but cannot clearly articulate them We use 3-4 of the key elements and can clearly articulate We use 4-5 of the key elements and can clearly articulate List the number associated with the key elements: 6 S BCC Tool

26 2.0 Mobile Technology NOTE: The use of the word intervention can refer to campaigns, programs and/or projects. SBCC Component 2.1 Mobile Voice and Text Messaging How does your organization use/plan to use mobile voice technology or text messaging in your interventions? Key Elements or Stages Stages of Development Stage 1 Stage 2 Stage 3 Stage 4 We plan to use We are currently mobile voice using at least one technology or text form of mobile messaging but are voice technology not currently using or text messaging. it. or do not plan to use any mobile voice technology or text messaging. We use multiple mobile voice technology and text messaging through an integrated approach with existing intervention activities. Current Stage Evidence Mobile voice technology may include: Phone calls, Automated voice messages, Integrated voice response Mobile text messaging includes One-way push messaging, Interactive messaging List voice technology and text messaging: 2.2 Situation Analysis and Mobile Technology When conducting audience segmentation for mbcc, which key steps does your organization use? If your organization does not use or plan to use mobile voice or text messaging, skip to Question 3.1 key elements 1. Conduct a baseline and/ or formative research to establish knowledge, attitudes and practices of target audience. 2. Conduct a review of demographic, epidemiological, sociological, economic and other relevant studies. 3. Identify the health problem that is trying to be solved. 4. Identify the desired behavior. We use 2-6 key elements but cannot clearly articulate them We use 6-10 key We use key 7 S BCC Tool

27 5. Assess potential barriers to the program. 6. Assess existing policies and programs. 7. Identify partners and allies at the national and local levels. 8. Assess organizational capacities. 9. Explore cost of use. 10. Determine if mobile phones are appropriate for the program. 11. Identify the added value to existing and planned programming. List the number associated with the key elements: 2.3 External Assessment and Mobile Technology When assessing the external environment for mbcc, which key elements does your organization use? 1. Identify telecommunication polices that are relevant to the program. 2. Establish data ownership policies in relationship to privacy and confidentiality. 3. Identify donor's who have a vested interest.identify implementing and private sector partners. 4. Explore the role of government agencies incountry. 5. Assess personal privacy issues. 6. Explore anonymity. 7. Develop a strategy for user enrollment. the key elements. We use 2-4 key elements but cannot clearly articulate We use 4-6 key We use 6-7 key List the number associated with the key elements: 2.4 Internal Assessment and Mobile Technology When assessing the internal environment for mbcc, which key elements does your 1. Determine security needs and issues. 2. Follow guidelines or policies on government or institutional review around user protection. 3. Agree upon partner controls and sharing of information. 4. Consider cost and scale of the program in relationship to the key elements. We use 2-3 key elements but cannot clearly articulate We use 3-4 key We use 4-5 key List the number associated with 8 S BCC Tool

28 organization use? budget. 5. Determine organizational capacity including, technical, infrastructure and human resources for the program. the key elements: 2.5 Audience Segmentation and Mobile Technology When conducting audience segmentation for mbcc, which key elements does your organization use? 1. Identify and prioritize primary and secondary audiences. 2. Identify audience access and ownership to mobile phones. 3. Explore literacy levels. 4. Explore mobile literacy levels. 5. Determine common characteristics. 6. Identify current practices. 7. Consider potential privacy issues. 8. Determine the cost/ benefit for the user. 9. Examine user perceptions of mobile phones. the key elements. We use 2-5 key elements but cannot clearly articulate We use 5-7 key We use 7-9 key List the number associated with the key elements: 2.6 Behavior Change Objectives and Mobile Technology When developing communication objectives for mbcc, which key elements does your organization use? 1. Develop objectives that are SMART 2. State the behavior change that will meet the audience's health needs. 3. Be realistic about how mobile phones can support behavior change. 4. Determine the time frame for change. 5. Identify indicators that track changes and meet program objectives. the key elements. We use 2-3 key elements but cannot clearly articulate We use 3-4 key We use 4-5 key List the number associated with the key elements: 2.7 Mobile Technology Message Development When developing messages for mbcc, which key elements does your 1. Identify or conduct relevant formative research. 2. Develop a creative brief to inform message development. 3. Engage a creative agency to craft and produce messages. 4. Pretest messages with intended audiences. 5. Consider channel in length of any key elements. We use 2-3 key elements but cannot clearly articulate We use 3-4 key We use 4-5 key 9 S BCC Tool

29 organization use? message. 6. Maintain consistency with larger communication program. 7. Ensure accuracy of messages. 8. Ensure credibility of messages. 9. Include local languages and language options where possible. List the number associated with the key elements: 2.8 Mobible Technology Tools When identifying technology and tools for mbcc, which key elements does your organization use? 1. Identify which type of information flow is most relevant. 2. Determine which format is best for the program. 3. Consider the capacity of the format. 4. Consider the implications of the format. 5. Identify which approach is most appropriate. 6. Determine the "effective frequency" needed to reach the program goal. 7. Employ multiple channels of communication. 8. Determine which platform and application will be most useful. 9. Understand the organizational capacity in relationship to the tools and technology. any key elements. We use 2-5 key elements but cannot clearly articulate We use 5-7 key We use 7-9 key List the number associated with the key elements: 2.9 Monitoring and Mobile Technology When implementing mbcc interventions, how does your organization monitor the intervention. We do not monitor mbcc interventions. We establish indicators and check them at the end of the intervention. We establish indicators and check them at midterm and end of intervention. We routinely monitor that ICTs are functioning properly, indicators reflect program objectives, and program is adjusted throughout to 10 S BCC Tool