Section 2: Participatory Activities

Activity Set #4: Project Design and Planning

In this set of activities, participants will learn the basic elements of project design and planning, and will design and plan a project that might be implemented by their organization. Sub-activities include:

Sub-Activity #4.1: Project Planning Matrix
Sub-Activity #4.2: Setting Results-Based Objectives
Sub-Activity #4.3: Indicators
Sub-Activity #4.4: Work Breakdown (Activities)
Sub-Activity #4.5: Budgeting
Sub-Activity #4.6: Scheduling the Work
Sub-Activity #4.7: Monitoring Plan


Sub-Activity #4.1: Project Planning Matrix

OBJECTIVES
Participants will be able to name the necessary elements of project planning.

KEY QUESTION
What are the elements of project planning?

TIME
1 hour

METHODOLOGY
Discussion, explanation of the format

MATERIALS
Newsprint, markers, masking tape, Reference #10: Project Planning, Reference #11: Example of Project Planning Matrix

PREPARATION
On newsprint, prepare project planning matrix format.

STEPS

1. Ask participants if they have ever been involved in developing detailed plans for a project? Ask them to name the types of things that they planned. List responses on newsprint. (e.g., objectives, who will do what, budgets, etc.)
2. Refer to the previously prepared matrix, and relate the items named by participants to those on the matrix. Explain that there are a variety of ways of creating a matrix. This is one way. Most matrices include these items in some format or another.
   • Results-based Objectives
   • Indicators
   • Work Breakdown (Activities)
   • Budget
3. Indicate that in the next activities each group will be developing plans for the project they identified. Review the project or projects that were identified in Sub-Activity #3.5.

CLOSURE
Repeat the key question. Ask participants if the activity has enabled them to answer it. If necessary, clarify items.

Sub-Activity #4.2: Setting Results-Based Objectives OBJECTIVES
Participants will gain an understanding of results-based objectives, and will be able to formulate these for a project.

KEY QUESTIONS
What is a results-based objective? What are the elements of a good objective?
How do we formulate results-based objectives for a project?

TIME
1 – 1 ½ hours
METHODOLOGY
Discussion, group work and presentations

MATERIALS
Newsprint, markers, masking tape, Reference #12: Results-Based Objectives

PREPARATION
On newsprint, write a definition of results-based objectives, and a checklist of the essential elements of a good objective. Display these in the training hall. Prepare templates to guide each group in preparing their objectives. Assemble materials.

STEPS

1. Refer to the previously prepared definition of results-based objectives, and go over the essential elements of a good objective. Give gender-integrated examples. Show relationship between objectives (short-term, specific), and longer -term goals.
2. Divide into the project-specific groups established earlier in the workshop. Each group is to write three objectives. The template prepared by the facilitator can be used to guide groups in preparing their objectives. (See template in Reference #12: Results-Based Objectives, or below in Tips for Facilitators. Groups should write their objectives on newsprint so that they can be easily presented in plenary.
3. Allow about 30 minutes for the groups to write their objectives. Then assemble in plenary and have each group present its objectives. While groups are presenting, the other participants should assess the objectives using the checklist.
4. Lead participants in a review of each objective, referring to the checklist and asking if the objective meets the criteria of a good objective.

CLOSURE
Repeat the key questions. Ask participants if the activity has enabled them to answer these. If necessary, clarify items.

Tips for Facilitators Give examples of objectives that are G-SMART. G = Gender sensitive S = Specific M = Measurable A = Achievable R = Realistic/Results Oriented T = Time Bound Provide groups with the following template to assist them in preparing their objectives. Identify the beneficiary of the change Identify the product to be produced, or the type of change to be achieved Quantify the change Identify the target date

Sub-Activity #4.3: Indicators

OBJECTIVE
Participants will be able to define the concept of “indicators,” of performance or progress, and develop indicators for results-based objectives.

KEY QUESTION
What are “indicators”? What pieces of information might we use to indicate progress toward our project objectives?

TIME
1 hour

METHODOLOGY
Question & answer, discussion and explanation.

MATERIALS
Newsprint or board, markers, masking tape, Reference #13: Indicators

PREPARATION
In preparation for this activity, facilitators should become familiar with the concept of indicators and examples shown in Reference #13. On newsprint write the definition of an “indicator” and display this in the meeting hall. Prepare checklist for assessing indicators.

STEPS

1. Pose the following question. If a group or community intends to arrive at a certain destination, how do they know they are headed in the right direction? How will they know if they are making progress toward their destination? Explain that signs or pieces of information they encounter along the way are indicators. An indicator is a “piece of information” that we use to measure or assess progress toward a specific objective or goal.
2. Explain the difference between quantitative indicators and qualitative indicators. Highlight the essential qualities of good indicators. Provide examples.
3. Divide participants into their project-specific groups. Each group is to identify up to three indicators for the results-based objectives they developed in sub-activity #4.2, and is to state the methods they will use to collect the indicator data.
4. Allow about 30 minutes for group work, then assemble in plenary and have each group present its indicators. As each group presents its indicators, the other participants should assess these using the checklist.
5. Lead participants in a review of each indicator, referring to the checklist and asking if the indicator meets the criteria.

CLOSURE
Read the key questions and ask the participants if the activity enabled them to respond to these. If necessary, clarify uncertainties.

Tips for Facilitators The concept of “indicators” can be confusing as the term is used differently by different organizations, and it can also be applied to a variety of project elements and situations, e.g., indicators of work progress, indicators of gender integration, benchmark indicators, indicators of good project management, etc. In this set of activities, the term “indicator” is directly related to the intended results of the project. An indicator is a specific piece of information that the project can use to judge whether or not it has successfully achieved an intended result. The facilitator should highlight that an “indicator” is not the same as an “objective” or intended result. It is not the indicator that the project is seeking to achieve, rather it is the results-based objective that it is seeking to achieve. For any single objective there can be a variety of indicators, and these can change, but the objective remains intact.

Sub-Activity #4.4: Work Breakdown (Activities)

OBJECTIVES
Participants will identify and plan activities that will lead to the intended results of their projects.

KEY QUESTION
What activities will we undertake to achieve our results-based objectives?

TIME
2 hours

METHODOLOGY
Group work, presentations and discussion in plenary

MATERIALS
Newsprint, markers, masking tape, Reference #14: Activity Planning

PREPARATION
On newsprint, prepare diagram showing chain relationship between activities, objectives (short-term results), and goals (longer -term, broader results). Prepare template for group work. Assemble materials.

STEPS

1. Review the objectives and indicators that participants have developed. Explain that the next step in project planning is to identify the main activity sets that will be carried out in order to achieve each project objective. Present diagram showing relationship between activities, objectives and goals.
2. Distribute template for developing activities, and review this with participants.
3. Divide into the project-specific groups and have each group complete templates for activities that will lead to achieving their results-based objectives.
4. Allow about one hour for group work, then assemble in plenary for presentations.
5. Discuss the relationship between the planned activities and the intended results.

CLOSURE

Repeat the key question. Ask participants if the activity has enabled them to answer it. If necessary, clarify items.

Tips for Facilitators The activity template that is provided is just one example of a template. The facilitator may wish to use a different template, depending on what is currently being used by participants. The facilitator may need to provide ideas and examples to the groups to assist them complete their activity templates. The facilitator should circulate during the group work and offer assistance as required.

Sub-Activity #4.5: Budgeting OBJECTIVES
Participants will prepare a budget estimate for their projects.

KEY QUESTION
How can we estimate the costs of our proposed project?

TIME
1 ½ hours

METHODOLOGY
Facilitator-led discussion, group work and presentations in plenary

MATERIALS
Newsprint, markers, masking tape,

PREPARATION
On newsprint, list basic budget components (see Reference #15: Budgeting). Prepare budget template to guide group work.

STEPS

1. Ask participants if they have ever participated in preparing a budget for a project. Ask them to identify the types of things they included in the budget. As participants respond, sort items into the major categories of personnel, travel, and other costs. Explain that in most projects, costs can be broken down into these categories.
2. Form the project-specific groups and have each group complete a budget for the project activities they have identified. Provide groups with a budget template to guide their work.
3. Allow about one hour for group work, then assemble in plenary for presentations. Discuss issues or problems that the groups had in preparing their budgets.

CLOSURE
Repeat the key question. Ask participants if the activity has enabled them to answer it. If necessary, clarify items.

Tips for Facilitators The facilitator should circulate during the group work and provide advice and assistance as required. The facilitator should highlight that different organizations have different formats for preparing their budgets. This is a useful, and relatively easy format to use.

Sub-Activity #4.6: Scheduling the Work OBJECTIVES
Participants will learn how to formulate a work plan to implement the project.

KEY QUESTION
How can we schedule our planned activities?

TIME
2 hours

METHODOLOGY
Buzz group discussion, presentation and explanation

MATERIALS
Newsprint, markers, Reference #16: Schedule of Work

PREPARATION
Assemble materials. Prepare work plan template to guide group work.

STEPS

1. Discuss and highlight the importance of a schedule that specifies what will be done, when and by whom.
2. Explain the format of a work plan. The format is given in Reference #16: Schedule of Work
3. Form the project-specific groups, and have participants begin to prepare a schedule for the activities they have identified.
4. Allow about one hour for group work, then assemble in plenary for presentation and discussion.

CLOSURE
Repeat the key question. Ask participants if the activity has enabled them to answer it. If necessary, clarify items.

Tips for Facilitators The format of the work plan can be change according to the needs of project, so facilitators should give examples of how and when this can be done

Sub-Activity #4.7: Monitoring Plan

OBJECTIVES
Participants will prepare a plan for monitoring their projects.

KEY QUESTION
How can we monitor our project?

TIME
2 hours

METHODOLOGY
Group work, presentations and discussion in plenary

MATERIALS
Newsprints, markers, masking tape, Reference #17: Monitoring Plan

PREPARATION
On newsprint, draw a monitoring framework. Prepare template of framework for small group work.

STEPS

1. In pairs, have participants discuss the questions:
   • what is meant by monitoring?
   • why is it important to monitor the project?
   • what specifically should be monitored?
2. Allow about 15 minutes for paired discussions, then have participants present their points in plenary.
3. Highlight the importance of gender incorporation into monitoring and evaluation.
4. Refer to the newsprint showing the monitoring framework template. Explain what is meant by each item or column in the framework.
5. Form project-specific groups. Each group is to complete a monitoring framework for their project.
6. Allow about one hour for group work, then assemble in plenary for presentations.
7. Discuss whether the frameworks are gender-sensitive.

CLOSURE
Repeat the key question. Ask participants if the activity has enabled them to answer it. If necessary, clarify items.

Tips for Facilitators The facilitator should highlight the importance of making sure the monitoring framework and monitoring processes are gender -sensitive.

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