TAILORED, LONG-TERM CAPACITY STRENGTHENING WITH THE SOUTHERN AFRICAN AIDS TRUST

Transcription

1 CASE STUDY TAILORED, LONG-TERM CAPACITY STRENGTHENING WITH THE SOUTHERN AFRICAN AIDS TRUST December 2012 Introduction Strengthening the capacity of organizations and NGOs small and large to successfully apply social and behavior change communication (SBCC) to planning, programming, and evaluation activities is a critical part of the work that C-Change does. C-Change collaborated with (SAT) from 2009 to 2012 to support this established regional network s ability to contribute to the application and transfer of SBCC and build upon existing relationships, support structures, and technical skills of SAT and its network members. SAT is a regional funding and capacity development organization working in partnership with 130 community-based organizations (CBOs), national advocacy organizations, and networking agencies across six countries in southern Africa. SAT manages an elaborate system of partnerships that involves grant making, networking, skills exchange, and lesson sharing throughout the region, from the national level down to the grassroots. C-Change and SAT share a common agenda and bring complementary resources for addressing HIV and AIDS communication in the southern Africa region. Activity Overview Feedback from an assessment conducted by SAT of their partners HIV prevention initiatives identified a lack of skills in the areas of designing effective SBCC interventions; developing appropriate messages and materials to promote SBCC; and developing effective SBCC approaches for HIV and AIDS prevention, care, and treatment and support interventions. To meet the apparent need for SBCC capacity strengthening among SAT s partners, the organization entered into collaboration with C-Change in The overall goal of the collaboration was for trained SAT network partners (SBCC partners) to cascade SBCC to other organizations that SAT supports. C-Change trainings and mentoring components were intended to support this effort. The series of trainings implemented, built upon previous trainings and mentoring (from C-Change or peer-to-peer), was intended to reinforce learning and application, but also ensure quality as the trainings were cascaded down. As a result, both training and mentoring occurred in tandem with each other (see Figure 1). CAPACITY STRENGTHENING ASSESSMENT/ EVALUATION MENTORING AND IMPLEMENTATION OF LEARNING Baseline Assessments Midline Assessments Endline Assessments Case Study TRAINING Participatory Facilitation C-Modules Data Analysis Refresher Training of Trainers Assignments following each training Peer-to-peer mentoring/support Use of tools from C-Modules Figure 1: SAT CAPACITY STRENGTHENING FRAMEWORK

2 Phase I: Relationship Building Table 1: Select MOU Components Activity Components Inputs from C-Change Inputs from SAT 1. Assessment/Evaluation SBCC capacity assessment of SAT and network partners (baseline, midline, endline) Technical support to facilitate assessments and partial financial support for selected meeting costs Provide administrative support and recruit organizations for assessment Identify suitable network partners 2. Trainings Technical support to facilitate training and provide materials and partial financial support for selected meeting costs 3. SBCC mentoring and implementation of learning Technical support on a series of SBCC assignments and opportunities to apply learning Logistical and financial support for training and participants Administrative support to follow-up on assignments and translation C-Change and SAT developed a memorandum of understanding (MOU) to identify the roles for each party in support of the application and transfer of SBCC within the SAT network. Below are some selected tasks from the MOU. Assessment and Evaluation 1. After the development of the MOU, C-Change conducted consultations and assessment visits with SAT staff in the areas of planning and design, implementation, and monitoring and evaluation. Based on these consultations, SAT selected three to five potential SBCC training participants per country from each partner network in Malawi, Mozambique, Tanzania, Zambia, and Zimbabwe. 2. Change developed a training strategy within SAT s existing model and structures, applying lessons learned from the region. The training program was developed to prepare selected SAT participants to cascade SBCC skills within their country networks. 3. Assessments were conducted using the Social and Behavior Change Communication Capacity Assessment Tool (SBCC-CAT) in Tanzania, Mozambique, and Zimbabwe to determine the SBCC level of the SAT country offices and their partners. Results were used to tailor the C-Change SBCC training modules to the identified capacities and needs and finalize SBCC training participants from each country. Phase II: Capacity Strengthening Activities A total of 22 SAT network partners were enrolled at the beginning of the four-year capacity strengthening relationship between SAT and C-Change (see Table 2). A few of the SAT network partners were able to attend all five trainings and take part in two capacity assessments (baseline and endline). Some missed one or two trainings or dropped out completely from the process. Several partners could not attend all the trainings due to conflicts with training dates and other pressing organization activities. Among those that dropped out from the collaboration were the partners in Mozambique. The SAT office was closed down due to administrative issues during the collaboration. A few of the partners from Zimbabwe also dropped off because their organization s partnership with SAT had come to an end. 2 Tailored, Long-Term Capacity Strengthening with

3 Table 2: Implementation Partners within the SAT Network Country/SAT Strategic Partner MALAWI MOZAMBIQUE TANZANIA ZAMBIA ZIMBABWE Organization Malawi: Malawi Network of Religious Leaders Living with or Personally Affected by HIV and AIDS (MANERELA+) Hope for Life Friends of AIDS Trust (FAST) Malawi Network of People Living with HIV and AIDS (MANET+) Community Vision for Development in Mozambique (Vicodemo) Kuvumbana Rede Nacional de SIDA (Mozambique Network of People Living with HIV/AIDS) Kindlimuka Children of the Street Welfare Association (CHISWEA) Women Skills Initiative Center (WOSIC) Kikundi cha Wanawake Mwanga Kupambana na Ukimwi (KIWAMWAKU) Contact Youth Trust Association (CTYA ) Kubalusa Community Based Organization (Kubalusa CBO) Zambia Network of Religious Leaders Living with or Personally Affected by HIV and AIDS (ZANERLA+) Frontline Network of Zambian People Living with HIV and AIDS (NZP+) Eden Centre Sikhethimpilo Jointed Hands National Association of Societies for the Care of the Handicapped (NASCOH) Zimbabwe Network of Religious Leaders Living with or Personally Affected by HIV and AIDS (ZINERELA+) Students and Youth Working on reproductive Health and Action Team (SAYWHAT) Capacity Strengthening Component Completed 4 trainings 4 trainings 4 trainings Skills Initiative Center (WOSIC) Skills Initiative Center (WOSIC) Tailored, Long-Term Capacity Strengthening with 3

4 C-Change conducted a series of five SBCC trainings: Five-day training in participatory facilitation skills: This training focused on using a method called visualization in participatory programs. Designed to reinforce concepts and techniques for trainers of participatory group processes, participants practiced using a variety of tools to make participation efficient and effective (Salas et al 2007). This methodology can be used across topics and technical areas. Ten-day training on the C-Modules: A Learning Package on Social and Behavior Change Communication (Modules 0 4): The C-Modules are a learning package for facilitated, face-to-face workshops on SBCC. The package includes a series of six modules for communication practitioners working in development with varying degrees of experience in planning or implementing SBCC programs. The modules focus on essential SBCC competencies during each of the five key stages to develop an effective SBCC program; rely on and feature a number of practical SBCC tools; use actual field examples for teaching; and create opportunities for participants to apply what they learn to their own programs. Module 0: Introduction Module 1: Understanding the Situation Module 2: Focusing & Designing Module 3: Creating Module 4: Implementing & Monitoring Five-day training on C-Module 5 on Monitoring and Evaluation (M&E): This training on M&E was a follow-on to the previous training. The workshop systematically worked through M&E terms, processes, methods, and tools. Special emphasis was placed on the need to link up SMART (specific, measurable, attainable, relevant, and time-bound) objectives, indicators, methods, and tools. The facilitation methodology built on the prior knowledge of participants, provided fresh input, and offered opportunities throughout the workshop to apply the knowledge and skills to the workplace of participants. The process culminated in the drafting of an M&E plan. Five-day training on data analysis and replanning: This workshop systematically worked through refining M&E plans, conducting analysis, interpreting results, and using M&E findings to improve program design. Special emphasis was placed on using process, output, and outcome data to make improvements to one or more components of the strategy for SBCC programs. The process culminated in a revised M&E plan template and presentations of replanning based on data analysis findings. Ten-day refresher training and training of trainers (TOT): This training was intended to refine and solidify the knowledge of the SAT participants on SBCC. During the first week, participants focused on key components of the C-Modules, including the application of theory in SBBC programming based on feedback from participants. The second week focused on facilitation skills, adult learning principles, and training design, using the C-Modules Facilitator s Guides. Each participant practiced designing and leading sessions using the C-Modules content. Mentoring and Implementation of Learning For each of the C-Modules trainings, a series of assignments were given to reinforce learning. Participants prepared communication strategies, creative briefs, and monitoring and evaluation plans based on their organizations projects and submitted them to C-Change for technical review and comments. Participants revised their submissions based on feedback and received a certificate when all were completed. Following refresher training and TOT, a community of practice (COP) was formed as a forum for training participants across the four countries to exchange resources, experiences, and 4 Tailored, Long-Term Capacity Strengthening with

5 plans for cascading the SBCC trainings at the country level. A free platform was selected so that it could be accessed easily with slower speed Internet connections and allow for training participants to manage it after C-Change support ended. Phase III: Evaluation of Capacity Strengthening Activities C-Change conducted baseline, 1 midline, and endline assessments in SBCC to measure competency levels as well as application and transfer of SBCC skills and knowledge. The SBCC-CAT was used on SAT participants in Malawi, Tanzania, Zambia, and Zimbabwe. C-Change also used this forum to disseminate activity updates and solicit feedback from training participants. The SBCC-CAT was used to: 1) identify organizational and individual capacity strengthening needs in SBCC so that the provision of capacity strengthening could be sufficiently tailored; and 2) determine the extent to which SBCC competencies increased as a result of the provision of capacity strengthening. While the use of the tool was facilitated by C-Change staff members via on-site visits, it is primarily a self-assessment tool in which established SBCC competency standards are scored based on testimony of management and front-line staff, at least one of whom is a direct beneficiary of capacity strengthening activities. 2 Below are the major highlights from the capacity assessments organized by C-Change s five competency areas. Results Competency Area #1: Understanding the Context through Situation Analysis SBCC partners improved across all areas under this competency area. During the SBCC endline assessments, the majority of partners stated that they now dig deeper to further under- 1 The baselines were conducted retroactively as the initial capacity assessments were intended to measure the SBCC capacity of the SAT network as a whole. As the activity progressed, it was necessary to conduct specific assessments of the organizations that participated. 2 While discussion with facilitators takes place to better understand the elicited scores, and this qualitative information is recorded as part of the process, the assessment is based entirely on staff s subjective perspectives of their organization s capacity at three points in time (e.g., baseline, midline, and endline). stand the issues that affect the communities in which they work. C-Change tools such as the problem tree are used to understand audience barriers and underlying causes in relation to planning and designing SBCC programs. Friends of AIDS Support Trust (FAST) in Malawi, for example, conducts a problem tree analysis and consults with stakeholders before planning new program activities. The organization also now invites a cross-section of stakeholders and beneficiaries to analyze their own community problems and prioritize core issues to tackle. In Zimbabwe, before 2011, Students and Youth Working on Reproductive Health and Action Team (SAYWHAT) mostly conducted a problem analysis when writing proposals. Now, the organization regularly gathers more information and discusses the direct and indirect causes of problems. Behavioral change projects with bicycle taxi operators and sexual cleansers. The implementation of these projects before the SBCC training was not With the SBCC training, our materials and messages have been tailored in way that influences behavior change. This training has been very helpful. Competency Area #2: Focusing and Designing the Communication Strategy Survey feedback from training participant SBCC partners have been able to develop clear communication objectives towards the development of communication strategies to guide their program interventions. Partners noted an increased level of involvement and partnership with current donors and stakeholders and created MOUs to further outline roles and collaboration during this phase. Contact Youth Trust Association (CTYA) partners with the Ministry of Health to coordinate youth-friendly services, which operate in three district clinics. When planning new programs, Tanzania s Women Skills Initiative Center (WOSIC) always coordinates with relevant local leaders through introduction letters, meetings, invitations to trainings, and WOSIC s annual participatory review meetings. For its women s political empowerment program, WOSIC trained government community development officers as TOTs who then trained the leadership of women s organizations. Tailored, Long-Term Capacity Strengthening with 5

6 The organization s programming is more focused after undergoing the SBCC capacity development process. Interventions that the organization has developed are now more evidenced based; it makes the process of tracking behavior trends among the organization s target group even easier. In this respect the organization has developed relevant tools including an M&E plan to inform and guide the collection and use of data. Survey feedback from training participant Creating Interventions and Materials for Change Several SBCC partners are developing their own communication materials. As a result of the C-Change support, partners have started developing creative briefs (short document that explains crucial details of the design concept and content) to guide the material development process. SAYWHAT systematically uses a creative brief when developing its own materials, such as booklets, pamphlets, posters, newsletters, and t-shirts. The majority of partners pretest all materials with intended audiences. To address budget constraints, several partners have integrated pretesting into routine field support visits. All materials developed by Malawi Network of Religious Leaders Living with or Personally Affected by HIV and AIDS (MANERELA+) are reviewed by the National AIDS Council and other stakeholders for technical content and alignment to national priorities and then pretested with the target audience. It was important to create materials and activities during planning in order to reach the people. The knowledge on SBCC C-Planning partly enabled CHISWEA to set the project goal, selected audience, identify the desired change, barriers to change, and communication objectives. Survey feedback from training participant Implementing & Monitoring Change Processes In this area, SBCC partners have placed significant weight on transfer of skills and knowledge gained from trainings and assignments to colleagues within their organizations. Partners conducted in-house orientations at their organizations after each SBCC training and some partners provided formal SBCC trainings to their volunteers. Kuba Lusa plans to train field staff and community leader volunteers later this year on the problem tree and how to facilitate it in their own communities. Partners continue to explore low-cost training options, such as the integration of targeted SBCC sessions into regular meetings and workshops. Zimbabwe s Sikhethimpilo Coordinator, Ruth Nyathi, conducts an informal assessment of staff needs with SBCC and also holds quarterly mentoring sessions on the C-Modules. The topics that she has covered in the sessions consist of audience segmentation, developing creative briefs, understanding the situation, and data collection. Evaluating and Replanning After two face-to-face trainings on data analysis, M&E, and replanning along with SBCC assignments, partners reassessed their data collection tools and made revisions. In addition, the majority of partners worked closely with their volunteers to increase skills in data collection. C-Change technical assistance was complemented by SAT support to partners on the development of data collection tools and the formulation of lessons learned into case studies. MANERELA+ writes reports and holds formal and informal meetings to disseminate project results to stakeholders, donors, and partners. WOSIC uses its M&E data to improve and scale up program interventions. The organization developed several outcome indicators as a result of the SBCC trainings: % of single mothers who have confidence and skills to negotiate condom use with their partners and % of parents who communicate with their children about sexual and reproductive health topics. In addition, since the SBCC capacity strengthening process began, CTYA staff noted changes in the communities in which it works young people talk more freely about condoms; couples find sexual negotiations easier and occur more frequently in relationships and between younger and older people (pupils with teachers); and awareness regarding the HIV risks associated with intergenerational sex has increased (Leclerc-Madlala 2012). SAT/C-Change SBCC Programme will be a guide to planning in CHISWEA project cycle. It is a wonderful knowledge that has been appreciated much in the organization. Survey feedback from training participant 6 Tailored, Long-Term Capacity Strengthening with

7 Lessons Learned C-Change developed a series of indicators to measure capacity strengthening efforts with SAT and its partners. The indicators below measure knowledge, application, and transfer of capacity strengthening skills. The ability to be flexible in tailoring technical assistance is key. C-Change and SAT developed an SBCC CS strategy, but there was still room to make adjustments based on the needs of SAT participants. C-Change added trainings as needed, which included a data analysis and refresher training on SBCC. These decisions were based on feedback from SAT participants after the M&E training and midline SBCC capacity assessments. C-Change s ability to be flexible and address participant needs allowed for increased ownership and tailored support. In addition to the use of an SBCC curriculum/manual for SAT participants, providing practical tools is essential to application and transfer. The C-Modules included regionally relevant examples and a variety of practical tools that allowed SAT participants to apply SBCC within their own work environments. Some examples of these tools are: the problem tree worksheet, audience prioritization checklist, and creative brief template. SAT participants went back to their organizations after the trainings and used the various tools to see how to improve their current programs and to plan and design SBCC programs in resource mobilization. Transfer has taken several different forms orientation on SBCC for colleagues, use of tools within the organization, using the C-Modules as a reference guide, and facilitation of the full C-Modules for colleagues. Time should be invested in partner selection. While C-Change worked through an existing network and their local partners, partner selection was not based on a clear criteria and capacity assessment. C-Change relied heavily on SAT to select three to four partner organizations from about 25 network partners per country. From each organization one staff member was selected to participate. Depending on the organization, selected partners included executive directors, program managers, and program officers. In the future, it is worth the time commitment and forward planning to have in-depth discussions related to selection criteria, capacity assessment results, and clear communication with potential partners about the commitment needed and long-term expectations. This includes an early selection of country focal points and more TOT oriented technical support, such as how to facilitate the SBCC-CAT and design mentoring sessions. The SBCC capacity of SAT staff needs to be increased, not just their network partners capacity. SAT network partners received an SBCC package that included training, mentoring, Table 3: Selected Results from C-Change s Performance Monitoring Plan to Measure Increased Capacity in SBCC C-Change Indicator Result Indicator Explanation % of people trained who exhibit application of SBCC knowledge and skills # of people trained who were able to plan an SBCC intervention # of local organizations with which C-Change engages in SBCC capacity strengthening activities # online communities of practice established % of trained SAT partners who provide trainings/technical assistance to others in at least one SBCC topic area % of participants from collaborating organizations within SAT who exhibit increased knowledge after participation in an SBCC training 88% Measured by completion of training assignments 30 Measured through participation of a training of three or more modules and completion of assignments during/after training 23 The number of SAT partners that participated in the activity 1 The number of online platforms established for SAT partners to exchange and communicate 86% Included technical assistance within a participant s organization and to other country network member organizations 82% Measured through the completion of group work within the training Tailored, Long-Term Capacity Strengthening with 7

8 and materials. SAT country staff was not able to attend the first phase of the activity due to competing priorities and the inability to be away from the office for 10 days. As a result, SAT country staff was unable to provide needed country-level technical assistance to its network partners in SBCC. Efforts were made by C-Change, based on requests by SAT country staff, to provide facilitated online learning modules in SBCC to increase staff capacity. SAT staff was unable to complete the online modules because of competing priorities and lack of time. C-Change s provision of technical assistance to the SAT network partners from Washington, DC, while effective, was not efficient or sustainable. Local technical capacity in SBCC needs to be available at the country level to support network partners, either through local consultants or SAT country staff. Mentoring visits could be frequent, targeted, and integrated into other support visits or meetings if provided from a country level. Clear goals and outcomes should be set early. In addition to a CS framework and curriculum, clear end goals and outcomes are needed to increase the capacity of network partners. SAT committed to increase the capacity of their network partners in SBCC and relies on trained partners to become technical focal points for SBCC within their country networks. SAT plans to support these partners to facilitate SBCC capacity assessments within their country networks, lead a C-Modules training, and provide individualized technical assistance in SBCC to other partners based on need. C-Change and SAT need a detailed plan and timeline to communicate with SAT partners from the start of the first SBCC training. It is also important to note that relationship building takes time. Working with networks is essentially like working with two entities: the network and each of their network member organizations that participated in the activity. C-Change and SAT spent a significant amount of time relationship building and designing and redesigning how to best implement the activity within their existing structures. This dynamic relationship with a regional network was also affected by changes in the network s strategic priorities, individual network member performance, and financial management. Organizational development and funding should be integrated with technical assistance in SBCC. C-Change s technical assistance on SBCC was complemented by SAT support to network partners that included, community competency through operations research, coaching visits, subgranting, organizational capacity strengthening, peer-to-peer learning, lessons sharing conferences, and exchange visits. While the SBCC activity complemented SAT organizational development support, the two were often operating in parallel. This was in large part due to competing priorities within SAT and within network member organizations. In future programming it will be crucial to integrate organizational development with SBCC technical assistance. It is challenging to balance integration and face-to-face technical assistance with time away from a work site, but it is essential to the integration of SBCC into a regional network. Despite these challenges, it is crucial to invest in existing networks and organizations. SAT recently released its five-year strategic plan for , which includes SBCC as a new priority area for the organization. References Leclerc-Madlala S SAT regional prevention of key drivers lessons sharing series end of project pre-publication final report. Salas M. et al VIPP: Visualization in participatory programs. Bangladesh: UNICEF Sarah Meyanathan and Emily Bockh, FHI 360 prepared this case study. C-Change would like to acknowledge the work of and its partners, especially Gareth Coats and Lindiwe Dladla for their support and assistance throughout the process. This publication is made possible by the generous support of the American people through the US Agency for International Development (USAID) under Cooperative Agreement No. GPO-A It was produced by C-Change, managed by FHI 360, a project to improve the effectiveness and sustainability of social and behavior change communication (SBCC) as an integral part of development efforts in health, environment, civil society, and other sectors. 8 Tailored, Long-Term Capacity Strengthening with