PM PPT for Dire Dawa Poly.pptx

EMI
Project planning and Management
For
Dire Dawa Polytechnic College
Jan 2021, Bishoftu

EMI Self Introduction
Your Name
Your Position
Educational Background
Your familiarity with project
 Special Occasion
 Others perceptions about you

EMI
 Mobiles silent or switch off!
 Ask questions anytime!
 Bring good mood!

EMI Trainees Duties
What are the individual duties and
responsibilities?

EMI
Evaluation Team
 Day 2------
 Day 3 ------
 Day 4------
 Day 5------

EMI
Evaluation Points
 Topics Covered
 Facilitators Knowledge & Methodology
 Class Participation
 Administrative Issues
 Any Emerging Issues

EMI
Training Contents
1. Basic concepts of development and project
2. Concepts of project management
3. Project identification and formulation
4. Project implementation
5. Project monitoring and evaluation

EMI
Objectives of the Training
General Objective
To enhance participants’ knowledge and skills and attitude with
regard to project planning, implementation, monitoring and
evaluation.

EMI Specific objectives
After the end of the session participants will be able to
Identify development and its relation with project
 Define project management
 Explain identification and formulation
 Discuss Project implementation
Compare and contrast project monitoring and evaluation

EMI
Group Exercise
Read the case in group and give your possible answer for
the discussion questions.

EMI
Case
Dergaga is a rural village located 20 km away from the capital city of the country. Though the
villagers are near to the capital city, they do not have road that links the village to the city for
vehicle transportation. For this reason, the villagers are expected to travel on foot to reach to the
city. Since the villagers do not have a health center in their village, the city is the nearest place
for the villagers to get health services. In this village large number of mothers face health
problem during their pregnancy. Mothers give birth at home with non professional traditional
delivery assistance. When a mother face delivery complication, the community believes that it is
because of the mother’s sin and they will go to their religious leaders to ask permission to take
the mother to the health center. Through this process large number of mothers lose their life in
the village.
By looking that there is no health center in the village, an NGO came to the village with a project
“constructing health center” and have a discussion with the village local administrators about the
project idea. And all agreed that the village’s number one problem is lack of the health center.
The NGO has successfully constructed a health center and handover to the appropriate local
government and made operational according to the quality, budget and time frame specified in
the project document. But yet mothers do not come to the health center for delivery and the
problem continues.

EMI Activity
Based on the above case answer the following questions
Do you think that this project, constructing health center,
was problem solving?
Do you think that this project was successful? If not why?
What results were expected to be achieved by the project?
How do you evaluate the contribution of the project towards
development of the village?

EMI
Reflection
 Discuss the meaning of development.
 Discuss the difference economic growth, economic
development and sustainable development.

EMI
Concept of Development
Development is the process of positive change in an entire social system
so as to improve the well being of human life.
It is a socio-economic transformation of society, a movement from
traditional way of thinking, dealing with improving/transforming various
issues like health & education, and production to modern methods and
techniques.

EMI
 In 1950’s and 1960’s development was conceived in terms of growth
targets such as increase in per capita Gross National Product (GNP) and
Gross Domestic Product (GDP).
 During the 1970’s the concept of development had been re-defined in
terms of multidimensional concepts.
Concept of Development Cont …

EMI
The term development encompasses three fundamental elements: Change,
Improvement and Sustainability
 Change, i.e. something new or different is introduced.
Examples:
1. Changes in the quantity of goods and services available in society (increased
Production)
2. Changes in access to goods, opportunities, and resources.
The Meaning of Development

EMI
Improvement, i.e., the change is for the better.
Examples:
1. Improved health, nutrition, and physical fitness
2. Increased life expectancy
3. Increased family income
The Meaning of Development Cont . . .

EMI
 Sustainability, i.e., the change or improvement need to be maintained, not
one time occurrence.
Examples:
1. Regular allocation of resources that support the improvement
2. Improved capacity of supporting structures and institution
3. One of the greatest challenges of development work is how to
achieve all three aspects of development- Change, improvement
and sustainability.

EMI
Sustainable development, thus, seeks to resolve conflict between “the
various competing goals, and involves the simultaneous pursuit of
economic prosperity, environmental quality and social equity famously
referred to as three dimensions.

EMI
A. National Development Policies: A government must have
clear policy statements.
Example: Reduction of poverty, illiteracy and disease.
B. Strategy: In the context of the policy direction, the chosen
Strategies for poverty reduction.
Example: Enhancement of agricultural production;
increased social service expenditures
Concept of Development Project

EMI
C. Legislation: Policies take effect through legislation which
establishes the institutional framework.
Example: Empowering the Ministry of Agriculture to take the
necessary action.
D. Programs: Policies are implemented through programs that
have broadly expressed development objectives.
Example: Policies - enhancing agricultural production; Program-
expand and diversify the output of the agricultural sector.
Concept of Development Project Cont . . .

EMI
2
9
Development Plan
Program 1
Project 1 Project 2 Project 3
Program 2
Project 1 Project 2
Program 3
Project 1 Project 2
Development
Strategies
Development
Goal
National Development Planning & Projects

EMI
 How do you define a development result?
 How do you explain result chain? And
 At which level of the result chain we expect result?
Activity

EMI
“you can lead a horse to water, but you can’t make it drink.”
Let us clarify the concept of result using the old proverb:

EMI
What do you observe in the picture below?

EMI
Cont’d…
 We can indeed bring horses to the water tank because, if required, we can
force them there, but we cannot make them drink. It is the horses’ own
decision and not subject to our control.
 Think of:
all the training courses, meetings, workshops and conferences organized by
different bodies,
all the reports that are being produced,
latrines and schools built, and
mosquito nets distributed.
Development Result

EMI
 All of these things are outputs – or, in keeping with this metaphor, about
bringing the horse to water.
 But who makes sure that:
people use the knowledge they acquire at all those events?
Who ensures that people use the latrines,
children go to schools,
that mosquito nets are used and not sold?
Who ensures that people change their behaviors?
Development Result

EMI
 Most people answer that it is too hard to influence people to change their behavior.
 Thus, because people know they can’t make a horse drink water, they focus on the
things they can easily control:
leading the horse to water,
making sure the water tank is full,
monitoring the quality of the water, and
ensuring that the horse can easily reach the water.
 Most reporting systems focus on how many horses get led to the water tank, and how
difficult it was to get them there, but never quite get around to finding out whether
the horses drank the water and kept working.
Development Result

EMI
 Results are changes in a state or condition that derive from a cause
and effect relationship.
 And development result is a statement of expected change in a
development intervention/ projects.
 There are various levels of results linked by result chain which
describes how you will go from the current situation to the desired
situation.
The Concept of Development Result

EMI
As shown in the figure below developing a RC the basic rationale is to plan
from right to left by initially focusing on impacts and intended outcomes and
then identifying outputs, activities, and inputs required to achieve them. Then
tracking the performance then goes from left to right.

EMI
Result framework terminologies

EMI
Definition of Project
 According to the project management institute (PMI) a project is “a temporary endeavor
undertaken to create a unique product, service, or a result. (PMI, 2017)
 A project is a group of linked activities leading to the delivery of a product or service,
clearly identified and usually in a context of limited time and resources. It is expected
to produce future benefits of a fairly specific kind.
 In general projects are referred to by development economists as “the cutting edge of
development”.
Definition of Project and its Characteristics

EMI
• have well defined objectives
• have defined start and finish dates
• are designed and implemented to produce specific results
• require financial, material and human resources
• involve one or more individual or groups
• are unique (i.e. they will not be repeated precisely in the same way
in the future)
• have definite location and target group (beneficiaries)
Project Characteristics . . .

EMI
The characteristics of a project . . .
Items characterizes Specific issue
Uniqueness • Unique product /goods and services/
• Unique context
• Unique process
Duration • Temporary and limited timeframe
Numerous constraints • Quality, Time, Costs, Scope
Project life cycle • They emerge from need/demand/resource and finish with the
delivery of a satisfactory product or service
Involvement of multiple
parties [stakeholders]
• Different interest
• Different fields
• Different organizations
• Different culture
Context of relative uncertainty • Environmental uncertainty [complexity, unpredictability]
• Technological uncertainty [size,]
• Resources uncertainty , number , complexity]

EMI
Difference and similarities between project and programs
Project Program
Differences
 Is specific in objectives/purpose
 Has specific area/geographic unit
 Has specific target groups
 Has clearly determined and
allocated fund
 Has specific life
 Has got general objectives
 May not have specific area
 May not have specific target
groups
 May not have clear and detailed
financial allocation
 May not have specific time of
ending
Similarities
 Has purpose/objectives
 Require input (financial, manpower, material, etc)
 Generate output (goods and/or services)
 Operate over space and time.

EMI
Introduction to RBM
A shift in practices

EMI
Arrange the following result chain components of a project in to its correct logic.
Group Exercise

EMI
Activity
Consider this training program as a project and try to
develop its result framework.

EMI
Example of result chain by considering Monitoring and evaluation training as an intervention

EMI
Case
ABC is an organization that uses information and communications technology (ICT)
to help citizens hold the government accountable in the provision of public services
such as water. One of its projects aimed to encourage citizens to use SMS messages
to report broken water pumps as a way of putting pressure on local authorities to fix
them. The SMS message also was sent to local radio stations that were responsible
for following up with local authorities and reporting on the actions that they took in
response. This sounds like a great project but it wasn’t initially a success. The
organizers had anticipated that more than 3,000 SMS would be sent but, in the end,
there were only 53.

EMI
Activity
Based on the above case answer the following questions
Do you think that this project was problem solving?
Do you think that this project was successful? If not why? And At
which level of result chain the project failed
Why did the project fail?

EMI
Relationship between Program Level and Project-Level Results Frameworks

EMI
Activity
In order to free the time of women and girls who had to spend hours
each day collecting water, an NGO provide pipe water throughout the
community. By doing this the project saved women’s labor and time
and as an impact, women were free to do other things to be
economically activity and participate more on village life. However,
women missed the time they were spending together supporting each
other by discussing their issues.
Questions
 Identify the different types of results that the project brought to the
community?

EMI Types of Results
 Result can be intended or unintended and it can also be positive or negative.
But the result chain focus on expected results.

EMI
Project Cycle: Phases and Stages
 Accordingly, projects from all sectors whether social services, agriculture,
industry or public works follow a similar path moving from conception to
reality. This path is often referred as a “project cycle”.
 For each stage the activities and persons or organizations involved may vary.
 Different organizations/donors have developed their own cycles and
requirements at each stage/phase.

EMI
 Project Cycle Management (PCM) is a method to control projects,
programs and project portfolios through all its phases of the project cycle.
 The project cycle comprises six interlinked stages through which a project
passes in its life which in turn are grouped in to three major phases as
presented in the table below.
Project Cycle: Phases and Stages Cont . . .

EMI
P r oject Cycle
8/15/2012
Problems & Potentials
Identification
Evaluation
Formulation
Implementation Appraisal
Approval
1
2
3
4
5
6
Operation
Impact
Terminal
World Bank Model of project Cycle

EMI
Project Cycle: Phases and Stages
Phase Stage
I. Pre-Investment
 Identification
 Preparation/formulation
 Pre-feasibility study
 Feasibility study
1. Appraisal/selection
2. Appraisal
3. Decision
II. Investment
 Implementation
 Tendering, Negotiating and Contracting
 Detailed Engineering Design
 Construction, Erection & Commissioning
 Monitoring
 Evaluation (on-going & terminal)
III. Operation  Operation
 Ex-post evaluation

EMI
Implementation
Formulation
Monitoring and
Evaluation
Identification
The project cycle
64
Closing

EMI
What is project identification
 Project identification refers to finding project ideas
which can contribute towards achieving specified
development objectives.
 Project identification is the first and the most crucial of
the stages in the project cycle.
1

EMI
Phases of Project Identification
There are four key phases of project identification.
These are:
•Actual project identification
•Description of project idea
•Screening
•Prioritization
1

EMI
Activities
1. Who identifies projects?
2. What are the sources of project ideas?
3. Identify different project ideas related to your organization?
1

EMI  Development Projects might be identified by different
stakeholders including:
Government sector ministries,
Regional and local governments administration,
Private sector companies (local or foreign),
State owned enterprises and organizations,
Development banks,
Bilateral and multilateral agencies,
1

EMI
 Individuals
 Groups of individuals (community)
 Local leaders
 NGOs
 Policy makers
 Planners
 International development agencies
 Government pronouncements
Project ideas conceived by:
1

EMI Sources of project ideas
Project ideas are born at:
• The micro-level
• The macro-level.
1

EMI At Micro-level project ideas emanate from:
 Unsatisfied demand or needs,
 Unused or underutilized resources
 To remove shortages in essential materials, services or facilities
 The initiatives of private or public enterprises in response to incentives
provided by the government,
 The necessity to complement or expand investments previously
undertaken,
 The desire of local groups or organizations
1

EMI
Macro-level: Project ideas emerge from:
 National, sectorial, or regional plans and strategies
 Constraints in the development process
 A government’s decision to correct social and regional inequalities or to satisfy
basic needs of its people
 Unusual events such as droughts, flood, earthquakes, hostilities, etc.
 A government’s decision to create local project implementing capacity in such
areas as construction, etc.
 Foreign firms.
 Workshops and development experiences of other countries
 Multilateral agencies or bilateral development organizations
1

EMI
Activities
1. Discuses top-down and bottom-up approach project
identification
2. Advantage and disadvantage of Top-down and bottom up
approach
1

EMI
There are two major
approaches to project
identification
(a)Top-down approach
(b)Bottom-up approach
Approaches/methods of identification
1

EMI
 Projects are identified based on demands from beyond the
community.
 This may include directives from:
international conventions (such as Kyoto Protocol/climate change)
international institutions or NGOs that have determined particular
priorities and thus projects
national policy makers identifying projects that pertain to party
manifestos and/or national plans.
1
Top-Down Approach

EMI
 It may be a rapid response to disasters like floods, war
outbreak because there is limited time and chance to
consult the beneficiaries.
 It can be effective in providing important services like
education, health, water, roads etc.
 It can contribute to wider national or international
objectives and goals
Advantages
1

EMI
 Does not help in modifying strongly established ideas and
beliefs of people.
 Assumes external individuals know better than the
beneficiaries of the service.
 Communities have little say in planning process
 Community develops dependency syndrome on outside
assistance and does not exploit their own potential.
 The development workers (change agents) become
stumbling blocks to people-led development … there is a
tendency to impose their own biases, etc. on people.
Limitations
1

EMI
 In this approach the community/ beneficiaries are
encouraged to identify and plan the projects
themselves with or without outsiders.
1
Bottom-Up Approach

EMI
 Interveners accomplish more with limited resources since people tend to
safeguard what they have provided for themselves.
 Develops people’s capacity to identify problems and needs and to seek
possible solutions to them.
 Provides opportunities of educating people.
 Helps people to work as a team and develop a “WE” attitude - makes project
progressive and sustainable.
 Resources are effectively managed; dependence reduces, there is increased
equity, initiative, accountability, financial and economic discipline.
Advantages
1

EMI
 Not always effective for projects that require urgency
to implement
 Time-consuming and requires patience and
tolerance.
 The agency using this approach is never in control
and cannot guarantee the results it would want.
 The priorities of communities may not fit with
Limitations
1

EMI
Methods of Project Identification
 SWOT Analysis
 Problem analysis and Objective analysis
 Problem tree and objective tree
 Alternative analysis
 Stakeholder analysis
1

EMI
Activities
1. Discuses SWOT Analysis ?
2. Identifies SWOT of your organization?
1

EMI
SWOT Analysis
SWOT analysis is a tool for institutional appraisal and a
brainstorming exercise in which the representatives of the
organization participate fully.
Purpose:
To assess the performance and capacity of the participating units,
divisions of organization.
Each participating unit has to undertake SWOT analysis.

EMI SWOT stands for:
• Strengths - the positive internal attributes of the organisation
• Weaknesses - the negative internal attributes of the
organisation
• Opportunities - external factors which could improve the
organisation’s prospects
• Threats - external factors which could undermine the
organisation’s prospects

EMI Why problem analysis?
 Helps determine real as opposed to apparent development needs
 Helps to bond program participants together (identify issues, roles
of deferent partners in resolving the issues, timescale and resources
needed to achieve a given solution/objective).
 Builds better understanding of underlying causes of development
issues
 Builds stakeholder consensus
 Identifies potential constraints
1

EMI Why….
Identifies real cause of the problem
Helps establishment of meaningful relationship
with other implementers
Helps establish the actual size of the problem and
likely resources needed
Helps establish organization’s comparative
advantage
1

EMI
When and how it should be used
o Problem analysis can be undertaken at any stage of the
project cycle, but most useful at the stage of
IDENTIFICATION and DESIGN
o The three main techniques used for PA are:
 Problem tree analysis workshop with key
stakeholders
 Focus group interviews with key stakeholders
 Participatory Rural Appraisal (PRA)
1

EMI DEVELOPING A PROBLEM TREE
1

EMI
Developing a problem tree….
 Creating a problem tree helps to separate the core
problem from its cause and effects.
 The first step in creating a problem tree is to agree on the
nature of the core problem.
 Once this core problem has been identified its
relationship to causes and effects can be represented in a
diagram.
 It is followed by objective tree.
1

EMI
Steps in developing a problem tree
Step 1. Identify a problem situation
Step 2. Check with stakeholders /planning group to see if they
consider it as a problem
Step 3. Identify immediate effects
Step 4. Identify immediate causes
Step 5. Establish a cause and effect relationship between the
various problems and build a problem tree.
1

EMI
1
FORMAT OF A PROBLEM TREE
Secondary
Effects
Secondary
Effects
Primary
Effects
Secondary
Effects
Primary
Effects
Primary
Effects
Primary
Cause
FOCAL
PROBLEM
Secondary/
Root Cause
Secondary/
Root Cause
Primary
Cause
Primary
Cause
Secondary/
Root Cause

94
High un employeemnt
Poor quality of
TVET training
Low cooperation
of industry
Weak
participation of
stackholders
In comptent
Traniners/Teachers
Low
motivation
Lack of technical skill
Poor
incentive
Poor training
&
development
Weak
partnership
Effect
Cause
Problem Tree
Low self
employeement
Low employment
Oppourtunity
Low tailoring of
educational policy
Poor
infrastructure
Poor
personnel
selection
Lack of
awarrense
Insufficent
workshops
Insufficent
Machinerie
s & facilities

EMI
Developing the objective tree
Step 1. Reformulating all elements in the problem tree into positive
desirable conditions.
Step 2. Review the resulting Means-End relationship to assure validity
and completeness of the objective tree. Check if all the
statement in the objective tree makes sense.
Step 3. If necessary, revise the statements
Step 4. Delete the objective statement of the problem if it appears
unrealistic or unnecessary
1

EMI
…
FORMAT OF AN OBJECTIVE TREE
Aim of
Objective
Aim of
Objective
Means of
Objective
Aim of
Objective
CENTRAL
OBJECTIVE
Means of
Objective
Means of
Objective

97
decreased un
employeemnt rate
enhanced quality
of TVET training
increased
cooperation of
industry
Strong
participation of
stackholders
comptent
Traniners/Teachers
Increased
motivation
Improved technical
skill
Enhanced
incentive
package
increased
training &
development
strong
partnership
End
Mean
s
Diagram of objective
tree
increasedself
employeement
Increased
employment
Oppourtunity
tailored
educational policy
Poor
infrastructure
strong
personnel
selection
Increased
awarrense
Well
equiped
workshops
Increased
Machinerie
s & facilities

EMI Alternative Tree Analysis
 is a technique for identifying alternative solutions or course of
action that can be used to achieve the same or alternative
objectives and the display of this information in a simple format.
 is a process in which specific project strategies are selected from
among the objectives and means raised in Objectives Analysis,
based upon selection criteria.

EMI
 The aim of alternative strategy analysis is division of the objectives
tree into more consistent smaller sub-units that may, compose the
core for a project.
 Each of the sub-units of the objective tree can represent an alternative
strategy for the future project.
 The project objectives set the framework for the strategy of the
project.

100
decreased un
employeemnt rate
enhanced quality
of TVET training
increased
cooperation of
industry
Strong
participation of
stackholders
comptent
Traniners/T
eachers
Increased
motivation
Improved technical
skill
Enhanced
incentive
package
increased
training &
development
strong
partnership
End
Mean
s
Diagram of alternative
tree
increased self
employeement
Increased
employment
Oppourtunity
tailored
educational policy
Poor
infrastructure
strong
personnel
selection
Increased
awarrense
Well
equiped
workshops
Increased
Machinerie
s & facilitie
s
decreased un
employeemnt rate
enhanced quality
of TVET training
increased
cooperation of
industry
Strong
participation of
stackholders
comptent
Traniners/T
eachers
Increased
motivation
Improved technical
skill
Enhanced
incentive
package
increased
training &
development
strong
partnership
End
Mean
s
Diagram of alternative
tree
increased self
employeement
Increased
employment
Oppourtunity
tailored
educational policy
Poor
infrastructure
strong
personnel
selection
Increased
awarrense
Well
equiped
workshops
Increased
Machinerie
s & facilitie
s

EMI
Criteria for evaluating alternatives
Relevance
This refers to the coherence that the alternative has with the policies of the implementing institution and with the
priorities of the target population.
Efficacy
Measures the degree to which the alternative solves or best contributes to solving the problem that was identified.
Efficiency
Analyzes what alternative generates the greatest benefit at the least cost. The cost-benefit and cost-effectiveness
analyses are useful for evaluating this criterion.
Financial viability
the availability of financial resources for funding the alternatives, as well as on the opportunity cost of the
alternatives.
Technical viability
Technical capability (specialized human resources and adequate equipment) to implement the program or project.
Institutional viability
The institutional capacity which depends on various factors, such as the institutional setting in which the program or
project will be implemented
Environmental Impact
Analyzes the environmental impact and cost compared to the benefit of each alternative.

EMI
 A stakeholder is someone who has a vested interest in the project now
or in the future
 Anybody who is affected by or can affect the project (… individual,
community, group, organization etc...)
 KEY STAKEHOLDERS: are those who can significantly influence,
or are important to the success of the project
 Stakeholder analysis is a technique you can use to identify and assess
the importance of key people, groups of people, and institutions that
may influence the success of your activity or project. KEY
STAKEHOLDERS: are those who can significantly influence, or are
important to the success of the project
Stakeholders& key Stakeholders

EMI
 Influence: is the power which stakeholders have over a project - to
control what decisions are made, facilitate its implementation, or exert
influence which affects the project negatively.
 Importance: indicates the priority given by you to satisfying
stakeholders’ needs and interests through the project.
 Importance is likely to be most obvious when stakeholder interests in
a project converge closely with your objectives.

EMI
Stakeholder Communications
How will the project team update stakeholders?
When are progress reports due? What communication
mechanisms will be used? Who
is responsible for communications?

EMI
Stakeholder Communications Plan
Who? What? How? When?
Sponsor
Team
Boss

EMI
Example of Stakeholder Communications Plan
Stakeholders Info. Needs Process Time Period
Sponsor
 High level
 Exceptions only
 Needs to update senior
mgt.
 Talk and short email
showing milestones.
 Gantt chart and
milestone chart
 Weekly
Team
 Detail for their tasks
 Overview of project
 Senior mgt.
understanding
 Status meetings
 Daily talks
 Gantt chart review
 Weekly status
 Daily talks


EMI
Logical Framework in project planning and
management

EMI ETHIOPIAN MANAGEMENT INSTITUTE MONITORING & EVALUATION
2.1. Session Objective
By the end of this session participants will be able to:
 Exercise the analysis and planning phase of the project;
 Distinguish the vertical logic and the horizontal logic in the
project matrix;
 Use the log frame matrix as a tool for planning, monitoring
and evaluation of any project

2.2. The Logical Framework Approach
 There are two phases of the Logical Framework Approach (LFA): the analysis
phase and the project planning phase.
 Each phase involves four steps – therefore a total of eight steps which allows one
to formulate and design a project designing matrix.
The Analysis Phase involves:
1. Stakeholders or participant analysis
2. Problems analysis
3. Objectives analysis
4. Alternatives analysis
The Project Planning Phase Involves:
1. Defining the project elements
2. Assessing the assumptions or the external factors
3. Developing indicators
4. Identifying the means of verification (MoV)

Project Planning Matrix (LFM) 4by4
Project
Elements
Objectively Verifiable
Indicators (OVI)
Means of Verification
(MoV)
Assumptions and Risks
Goal
Project Purpose
Outputs
Activities Inputs

EMI
Equivalence of Terminologies
Goal Impact Aim of Objective
Outcome Intermediate result Purpose (central
objective)
Output Immediate result Means of objective
Activity Course of action Interventions
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08/08 Adugna

EMI
Characteristics
 Goal: Change in the quality of life
 Outcome: 1. Change in Behavior
2. Institutional change
 Output: Product/service/K&S

EMI
Term Description
Goal It describes the long term desired solution or change to which the project contributes. It is related to the main
problem or need the project addresses. It cannot be achieved by the project alone. Other projects also
contribute.
Project Purpose This is the reason for undertaking the project and describes a more immediate situation that is expected as a
consequence of the implementation of the project. In other words it illustrates a change in the target group
that is brought about by the project.
Outputs Outputs describe the goods, services and products that we expect the project to deliver or make available
during its implementation.
Activities The actions and steps taken to accomplish the outputs
Indicators The indicators are the signs or measurements against which the project’s progress and performance can be
measured.
Means of
Verification
This refers to the source of information or data that will be used to determine whether the indicator has been
reached or not.
Inputs Input refers the resources that are needed to carry out the planned activities and the budget summary. They
include things such as finance or money, materials and equipments, time and human resource.
Assumptions Assumptions describe external factors such as events, situations, conditions or decisions which are beyond
the control of managing the project, but which need to exist for the project to succeed. Assumptions allow us
to see the extent to which our project is at risk and enable us to take precautionary measures.

EMI
A
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The Logic of LogFrames
Project Description Indicators Source of
Verification
Assumptions
Goal
Objective(s)/
Outcome(s)
Deliverables/
Outputs
Activities
If the OBJECTIVES are accomplished;
Then this should contribute to the overall goal
If DELIVERABLES are produced;
Then the OBJECTIVES are accomplished
If adequate RESOURCES/INPUTS are provided;
Then the ACTIVITIES can be conducted
If the ACTIVITIES are conducted;
Then RESULTS can be produced

EMI
ETHIOPIAN MANAGEMENT INSTITUTE Monitoring & Evaluation
Narrative Summary Verifiable indicators Means of
Verification
Important
Assumptions
Goal
Description of the
higher-level objective
to which the project
will contribute
Qualitative and/or
quantitative measures or
parameters used to show
the extent to which the
goal is met or fulfilled.
Sources of information
and methods, the means,
for verifying (checking)
indicators-used to
establish what has been
achieved.
Goal Sustainability
Main external conditions/
events necessary to
sustain the objective in
the long term-“the super
goal”.
Purpose
Description of the
impact or effect the
project is expected to
achieve as a result of its
outputs.
Qualitative and/or
purpose is met or
fulfilled
indicators-used to
achieved.
Purpose to Goal
Main external conditions
/events over which the
project has no control but
which must prevail if
goal is to be achieved.
Outputs
Description of the
results the project
should achieve during
its lifetime
Qualitative and/or
outputs are produced.
indicators-used to
achieved.
Output to purpose
purpose is to be
achieved.
Activities
Description of the
activities that the
project will undertake
to produce its stated
outputs.
Inputs
Goods, facilities and/or
services needed to carry
out the stated activities.
Monitoring
Means to be used check
(monitor) progress of
the project’s activities.
Activity to output
outputs are to be
achieved.

EMI Example of LFM
Project Elements Objectively Verifiable
Indicators (OVI)
Means of Verification
(MoV)
Assumptions and
Risks
Goal: Reduce HIV
prevalence & Incidence
Incidence rate
Prevalence rate
Sentential survey
EDHS
Outcome:
People utilized VCT Service
Change in Behavior
No. of people tested BSS Survey
HMIS
Outputs: Trained
counselors, VCT Centers,
Kits Availability
No of trained Councilors
No of VCT centers
Report
Activities
1. Training
2. VCT Centre construction
3. Procurement of kits
Inputs: stationeries, trainees, trainers, hall,
construction materials, Vans

Group Exercise
• Based on your previous exercise (objective tree analysis)
identify
1. Potential activities ,
2. Indicators and means of verification for the results ,
3. Assumptions at each result level and
4. Develop the LFA

EMI
Quiz: Chain of Results
Input Activity Output Outcome Impact
Extreme poverty and hunger eradicated
Women equality and empowerment framework and
policies in place at all levels
Low-income families in 60 districts demonstrate skills
necessary to sustain gender equality …
10 pilot districts’ planning officers able to undertake
gender-sensitive budgeting
Training for 100 EDC staff
3 new project vehicles mobilized
Reduction in child mortality
50 consultations with village heads
30 village heads of 5 target districts of Somali
regional state capable of undertaking participatory
planning
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EMI
Quiz: Chain of Results
Input Activity Output Outcome Impact
Extreme poverty and hunger eradicated
Women equality and empowerment framework and policies in
place at all levels
Low-income families in 60 districts demonstrate skills
necessary to sustain gender equality …
10 pilot districts’ planning officers able to undertake gender-
sensitive budgeting
Training for 100 HEW staff
3 new project vehicles mobilized
Reduced child mortality
50 consultations with village heads
30 village heads of 5 target districts of Somali regional state
capable of participatory planning
x
x
x
x
x
x
x
x
x
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2
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7
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EMI
What is a project?
A project ends when its objective have been achieved or when
the project is terminated because its objective will not or cannot
be met, or when the need for the project no longer exists.

EMI
 Temporary does not necessarily mean the duration of the project is short.
 Temporary does not typically apply to the product, service, or result created by the
project; most projects are undertaken to create a lasting outcome.
 For example, a project to build a national monument will create a result expected to last for
centuries.
 Projects can also have social, economic, and environmental impacts that far outlive
the projects themselves.
Characteristics of Project

EMI
Cont’d…
 Unique product, service, or result. Projects exist to bring about a product, service or
result that hasn't existed before. In this sense, a project is unique.
 Unique means that this is new,
 has never been done before.
 Maybe it has been done in a very similar fashion before but never exactly in this way.
Examples:
 A Motor company is in the business of designing and assembling cars. Each model
that the company designs and produces can be considered a project. The models
differ from each other in their features and are marketed to people with various
needs. But assembling a specific model car is not a project.
Characteristics of Project..

EMI
Projects drive change. Projects drive change in organizations.

EMI
 Projects enable business value creation. Business value in projects refers to the
benefit that the results of a specific project provide to its stakeholders. The benefit
from projects may be tangible, intangible, or both.

EMI
 Project -Progressive elaboration
Since the result/product/services are unique, it is difficult to know
everything upfront.
Specification become more clearer later

EMI
Project Cycle
Development project planning involves a number of different stages
through which project planning proceeds from inception to
implementation are called project cycle. It is the life cycle through
which the project advances from infancy to maturity.

EMI
Project Life Cycle – Model

EMI
 PCM is the term given to the process of planning and managing
projects. PCM is based around a project cycle, which ensures that all
aspects of projects are considered.
 Project Cycle Management obliges practitioners in project design to
focus of the real needs of the beneficiaries by requiring a detailed
assessment of the existing situation, and by applying the logical
framework method.
Project cycle management (PCM)

EMI
Principles of PCM
1. Adherence to the phases of the project cycle to ensure a structured and well-
informed decision making process.;
2. The phases in the cycle are progressive – each phase should be completed for
the next to be tackled with success;
3. An integrated approach which links the objectives of each project into the
objectives of the higher level
4. New project identification draws on the results of monitoring and evaluation as
part of a structured process of feedback and institutional learning
5. Client orientation through the use of stakeholders participations in key stages of
the PCM

EMI
 The core tool used within PCM for project planning and management is
described as Logical Framework Approach (LFA).
 The LFA is an effective technique for enabling stakeholders to identify and
analyze problems and to define objectives and activities which should be
undertaken to resolve these problems
 Using the log-frame structure, planners test the design of a proposed project to
ensure its relevance, feasibility and sustainability.
 In addition to its role during project preparation, the LFA is also a key
management tool during implementation and evaluation.

EMI
Activity
Identify whether the items on the list are programs, projects, or operation
 Conduct local youth tobacco prevention
 Conduct a national nutrition and behavior survey.
 Test a patient for HIV:

EMI
Specified Time
 Projects have a specified completion date. This date can be self-imposed by
management or externally specified by a customer or government agency. The
deadline is beyond the control of anyone working on the project.
Within Budget
 Projects also have resource limits, such as a limited amount of people, money, or
machines that are dedicated to the project. While these resources can be adjusted
up or down by management, they are considered fixed resources to the project
manager.
Project constraints

EMI
According to Specification
 The customer, or the recipient of the project's deliverables, expects a certain level
of functionality and quality from the project. These expectations can be self-
imposed, such as the specification of the project completion date, or customer-
specified, such as producing the sales report on a weekly basis.
 Although the project manager treats the specifications as fixed, the reality of the
situation is that any number of factors can cause the specification to change.
For example, the customer may not have defined the requirements completely,
or the business situation may have changed (happens in long projects).
It is unrealistic to expect the specification to remain fixed through the life of the
project. Systems specifications can and will change, thereby presenting special
challenges to the project manager.

EMI Problem identification and Planning

EMI The main output of the LFA is the logframe matrix. This consists of a matrix with four rows and
four columns, which summarizes the project

EMI
Reflection
 How do you explain the use of LFA as a tool to manage the
different stages of project cycle?

EMI
 Before you get together a group of people, it is important to get to
know the environment in which your project will take place.
 Getting to know the context can be done in several ways:
Reading reports, books, documents, websites
Studying maps
Talking with (local) experts
Field visits
Getting to know the context

EMI
Reflection Questions
Who are stakeholders?
When do we identify our stakeholders in a project cycle?
And Why?

EMI
 What is a project stakeholder?
If you can gain or lose from the success or failure of a project, you
have a “stake” in the project.
Stakeholders:

EMI
Basic premise behind stakeholder analysis is that different groups have
different concerns, capacities and interests, and that these need to be
explicitly understood and recognized in the process of problem
identification, objective setting and strategy selection.
Stakeholders:

EMI
 A stakeholder is someone who has a vested interest in the project now
or in the future
 Anybody who is affected by or can affect the project (… individual,
community, group, organization etc...)
 It includes sponsors, project team, support staff, customers, users,
suppliers, and even competitors of the project
 Includes a much wider set of actors than the immediate beneficiaries
of the project.
Stakeholders:

EMI
Stakeholders:
 KEY STAKEHOLDERS: are those who can significantly influence, or are
important to the success of the project.
 The actors (organizations, groups, individuals) that are directly or indirectly
involved in or affected by the planned project;
 The interests, expectations, potentials and possible resistance of these actors.
 Stakeholder analysis is a technique you can use to identify and assess the
importance of key people, groups of people, and institutions that may influence the
success of your activity or project.

EMI
 Stakeholder analysis should always be done at the beginning of a
project, even if it involves simply making a quick list of stakeholders
and their interests.
Findings can provide early and essential information about:
Who will be affected? (+/-)
Who could influence the process or outcomes?
 Which individuals, groups or organizations need to be involved; and
Whose capacity needs to be enhanced to enable them to participate?

EMI
 project user groups/community
 affected groups/community (if any)
 community based organizations /CBOs/
 project financers and implementers
 concerned local, national and international governmental organizations and
NGOs
Examples of common stakeholders group in many dev’t
interventions include;

EMI
1. List potential actors and try to find useful categories, such as
A. beneficiaries, users, target groups
B. donors, executing organizations, partner organizations
C. actors to be consulted or informed
D. opponents: actors who will be negatively affected by the project.
2. religious and traditional leaders
3. informal social net-works which may mobilize or contribute resources to the project and serve as
channels of communication about the project
4. political parties
5. the private sector and professional bodies, which may mobilize or contribute resources to the
project; and other groups who may have an interest on the project.

EMI
Exercise
 Villagers are concerned about a new dam which has been proposed in their valley.
The dam will help provide drinking water for the city. It is decided that the project
should focus on ensuring that the views of villagers are listened to so that their
livelihoods are not adversely affected.
 Identify the different stakeholders of the proposed project
 Drawing out stakeholders’ interests in relation to the project
 Assessing the influence and importance of stakeholders
 Combining influence and importance in a matrix diagram
 Identifying appropriate stakeholder participation

EMI
Analysis is ‘the process of breaking a complex topic into smaller parts to
gain a better understanding of it’.
The key problem analysis tool is the Problem Tree – which is a key stage
in the Logical Framework Approach (LFA). It's easy to develop, widely
accepted, and the results can be easily transposed when building the
Log-frame.
Problem Analysis

EMI
Group Exercise
In a rural community area children always suffer from diarrhea. Due to this,
they often miss school and there is high child mortality rate. In addition this
situation put pressure on family budget due to high health cost. In this
community people drink dirty water, relieve themselves in open air, children
are often undernourished and people’s hygiene habits are poor.
1. Analyze the situation of the community using problem and objective tree

EMI
Objective analysis
The Objectives Analysis is the stage where the problems expressed in the Problem
Tree are converted into objectives.
The result is an Objectives Tree, which is analyzed and fine-tuned to give us a basis
for selecting project strategy.
There are three steps:
1. Restate the negatives from the Problem Tree as positives
2. Review your objectives
3. Test the Objectives Tree

EMI
We will do the Alternatives Analysis in four steps:
Firstly, we will identify the different approaches we can take
Next, we will draw up a range of criteria
Analyze each approach against your criteria
Compare the approaches
Alternatives analysis

EMI
Identification of alternative strategies from the objective tree
As shown in the figure below from the objective tree means that are connected together
to realize core objective can be considered as one strategy

EMI
While we have been analyzing each alternative approach separately, it
is clear that, except in very unusual cases, a single approach is not
enough. So, We need a strategy which combines several approaches
In this example groups A and C are exclusionary, but groups A and B
are complementary, as are B and C. Therefore, a new group called “D”
can be created which is equal to set A+B, and a group “E” which is
equal to set B+C.

EMI
After identifying the various alternatives, the next step is to analyze them.
The criteria for analyzing them vary according to the type of project and the context in
which it is being carried out.
Some of these criteria are:
Relevance
This refers to the coherence that the alternative has with the policies of the
implementing institution and with the priorities of the target population.
Criteria for evaluating alternatives

EMI
Efficacy
Measures the degree to which the alternative solves or best contributes to solving the
problem that was identified. This criterion has a great deal of weight, since it has to do with
moving from the problem situation to the desired situation.
Efficiency
Analyzes the balance between the benefit and the cost of each alternative from the economic
point of view; in other words, what alternative generates the greatest benefit at the least cost.
The cost-benefit and cost-effectiveness analyses are useful for evaluating this criterion.
Financial viability
Examines the financial viability of each alternative. It centers on evaluating the availability
of financial resources for funding the alternatives, as well as on the opportunity cost of the
alternatives.

EMI
Technical viability
This is the technical capability (specialized human resources and adequate equipment) to
implement the program or project.
Institutional viability
This refers to the institutional capacity which depends on various factors, such as the
institutional setting in which the program or project will be implemented.
Environmental Impact
Analyzes the environmental impact and cost compared to the benefit of each alternative.
If the information is insufficient to make a comparison of the various alternatives, collecting
data through feasibility studies for each alternative should be considered.

EMI The Logical Framework Approach: Planning
In this second stage of the LFA we take our analysis and develop it into a project plan.
 We will set our Goal and Outcome, and define the Outputs, Activities and Inputs needed.
 We will identify Preconditions and Risks, and outline our Monitoring and Evaluation systems.
At the end, we will have a completed Log-Frame.
The Planning stage will usually go as follows:
 Describe the Project Effects (Narrative Summary – Outcome and Goal)
 Describe the Project Operations (Narrative Summary – Outputs. Activities and Inputs)
 Describe the Project Context (Assumptions and Preconditions)
 Establish Indicators and define Means of Verification (Project Monitoring and Evaluation)

EMI
Relationship between your Objectives Tree
and Log-frame like this:

EMI
Example
 A big flood hit the a community, killing over 60 people and injuring more than 100.
The most severely affected communities were those of poorer families living on the
coast.
 Over 5,000 people were displaced and took shelter in temporary camps. Although the
majority of displaced People had not lost homes, most were severely shocked and not
willing to return home due to fear of further flood. Of these, over 2,000 people lost
their homes.
 The displaced were initially accommodated in 20 temporary camps and in local
schools. These were typically overcrowded and lacked sufficient basic services. In
particular, there were concerns that the unsanitary conditions and insufficient water
supply would lead to significant public health risks. The government response has so
far not been well managed and may not be adequate

EMI
The Goal (in some Log-frames you may see this expressed as ‘Impact’) refers to the
higher level objectives.
The Goal is the ultimate objective the project will contribute to – a general, long-
term change – often or at national level or related to a specific sector.
Don’t think about being able to measure your Goal during the lifespan of the project
-your Outcome is a measurable, time bound deliverable, but your Goal is not.
What is a Project Goal?

EMI
 The Problem Tree often gives us a range of negative consequences of the core problem that may fall into various
sectors. When these are transformed through the Objectives Tree into positive changes, we can see that we often
have a choice of Goal.
 Try to select a Goal that is most consistent with:
 Government policy – it should reflect national aims and priorities or, at least, not contradict them
 Donor policy
 Your own organization's mission and purpose
 For example:
 Increased access to safe water in community X may improve health leading to:
 Reduced child mortality (Health Goal)
 Improved incomes as the population has more productive days (Poverty Reduction Goal)
 Increased access to safe water may also reduce women’s labour leading to:
 A more supportive environment for female participation in decision making (Inclusiveness Goal)

EMI
 Assessment of Assumptions

EMI Developing a Result Statement
When developing result statements, we ask the following questions:
 What the expected change is: (a situation, a condition, the level of knowledge,
behavior)?
 The direction of the change: (increase or decrease )
 For whom the expected change will occur: (the target group)?
 Where the expected change will occur: (country, region, district, village, etc.)?

EMI
Developing a Result Statement…..
List of result statements
 Increased literacy
 More women can get maternal health care services
 Peace in country X
Discussion Questions:
 Evaluate whether the above list of statements describe strong result
statements or not?
 If your answer is no, rewrite the statements to make strong result statement?

EMI Alternative temple for M&E plan

EMI Project Implementation
 The project design requires an implementation plan (also called work plan) for the
activities listed in the log-frame.
 The work plan demonstrates that the project is feasible in terms of responsibilities,
schedule and resources.
 It is the basis for monitoring the operations of the project.
 It allows the project manager to see whether all the planned activities are
implemented in the planned time, by the right staff and within the planned budget.
 The work plan usually needs to be adjusted just before the project operations start
and during the implementation.

EMI
 A work breakdown matrix, which lists the activities and specific tasks.
 A responsibility matrix, which sets out who is responsible for each activity.
 A calendar of activities, which states when each activity will be completed.
 A resource (inputs) plan, which sets out the requirements for staff, equipment and
materials and for the budget preparation, giving the cost of the resources needed.
The work plan consists of the following four matrices:

EMI
 Those tools allow the project team in charge of execution to monitor the
implementation of the project activities and outputs.
The work plan is a key tool for monitoring project operations.
 It helps the team in charge of implementation to see whether the activities are
carried out:
on time
by the right people
within the planned budget. and
 It also gives you an insight into whether the activities actually lead to the outputs in
the log-frame

EMI The first step of planning is to outline the
components needed to achieve the objectives. These
are based on the deliverables that were identified in
our log-frame.

EMI The work breakdown matrix
In a project, the term ‘scope’ can refer to:
 Product scope – the full set of features and functions that characterize project results.
 Project scope – the work required to deliver project results according to their specified
features and functions.
 During the Project Identification and formulation considerable work have been completed
to identify the product scope.
 On the other hand, Project Identification and formulation give less emphasis on the project
scope.
 During the implementation planning, the project scope must be defined and described in
detail so that project stakeholders can execute the work required to successfully deliver
project outcomes and outputs.

EMI
 The WBS is a hierarchical decomposition of the work of a project. Put simply, the
WBS arranges the project scope in an outline or hierarchy of ‘work packages.’
 The WBS is the tool that project managers use to plan the project scope.
 The WBS serves as the basis for all of the other project management tools, including
scheduling, network analysis, budgeting, and controlling.
 The WBS organizes and defines what work must be done to successfully implement your
intervention design.
 You will create a WBS by dividing your project into logical, manageable work segments
that can be easily tracked by the project manager.
The work breakdown matrix

EMI
The WBS can be used to:
 guide the process of activity identification and sequencing;
 provide a basis for more accurate estimates of project duration;
 more accurate estimates of project cost;
 estimating resources (such as vehicles, people, supplies, building materials);
 identify required departmental, subcontracting, vendor services;
 show the hierarchy of work needed to complete a project; and
 indicate the interfaces between them.

EMI
 Using the WBS tool, you break down the work that needs to be done into
increasingly smaller work units to be managed.
 The objective is to identify all the project activities that need to be completed for the
project.
 You break down the work into smaller units by asking yourself “How?”
You can identify what needs to be done by asking “how?”

EMI
Example:
 Assume one of the deliverables of project is data collection. And the main steps for
data collection are to conduct interviews, receive approval and develop a database.
How do you conduct the interviews?
 Some of the tasks are to recruit & train the staff and provide equipment.
How do you recruit & train staff?

EMI
 With the completed WBS, the team should ask itself the following question:
If we complete all of these activities, will the project achieve its goal?
 If the answer is no, you have forgotten to include essential project activities.
 How detailed should the Work Breakdown Structure get?
 i.e., how many levels of subtasks do you need? It depends.
 It doesn’t have to be the same level for every activity or task.
 Break it down until it’s specific enough that you can identify who will do the
work.

EMI
Group exercise
Develop work breakdown matrix for your project?

EMI Responsibility matrix
 The responsibility matrix sets out who does what.
 The project team allocates responsibilities for each work packages to different people and
organizations.
 The responsibility matrix sets out who is responsible for each work packages by allocating duties
to different people within the team.
 This helps in coordinating the work of team members, contractors or partners.

EMI
Responsibility matrix (using RACI Chart)
Responsible
 A Responsible includes those who do the work to achieve the task. For each task there
is typically one role that is the lead in completing the work, although others can be
delegated to assist in the work, if required
Accountable (Approval)
An Accountable must approve (sign off) the work that the Responsible person provides.
Consulted
Those whose opinions are sought; and with whom there is two-way communication.
Informed
Those who are kept up-to-date on progress, often only on completion of the task or deliverable;
and with whom there is just one-way communication.

EMI
Resource (inputs) plan
 A resource plan sets out the requirements and costs for all necessary inputs: personnel, basic
office premises or facilities, equipment and materials, or services such as special subcontracting
supplies, training workshops and other miscellaneous inputs.
 The results-based management approach prepares the resource plan on the basis of the work packages
in the work breakdown matrix. For each work packages , a list of inputs is prepared, and these can
then be aggregated by category (raw materials, equipment, personnel, etc.) to produce an overall
project procurement plan.
 The resources required to implement the activities associated with each output should be tabulated.
 The table should list resource requirements and the amount of each resource required.
2
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EMI
Resource (inputs) plan …
7/30/
2
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EMI
Scheduling Project Activities
The steps in the schedule planning process include:
 Activity Definition –Comprehensively identifying the activities that need to be performed to
produce the project deliverables.
 Activity Sequencing – Identifying the relationships that exist among the various schedule
activities.
 Activity Resource Estimating – Allocating the type and quantity of resources available/required to
perform each schedule activity.
 Activity Duration Estimating – Estimating the time required to complete project activities.
 Schedule Development – Creating a project schedule based on activities, sequences, durations,
resources and schedule constraints.

EMI Activity Definition and Sequencing
 Starting from the WBS, the project team develops an activity list which
comprehensively records all of the activities within the scope of the project .
 Next, the project team develops a network diagram which identifies and
documents the relationships between the WBS’s activities through graphic
illustrations by considering the following interdependencies.
 The project team must wait for the latrine cap to be built before it can be installed.
 The project team does not need to await completion of the latrine cap before digging the latrine
hole.
 The training activities can be completed independently of the latrine construction activities.

EMI
PRECEDENCE DIAGRAMMING METHOD
 The precedence diagramming method (PDM) is a technique used for constructing a
schedule model in which activities are represented by nodes and are graphically
linked by one or more logical relationships to show the sequence in which the
activities are to be performed.
 PDM includes four types of dependencies or logical relationships. A predecessor
activity is an activity that logically comes before a dependent activity in a schedule.
A successor activity is a dependent activity that logically comes after another
activity in a schedule.
 Finish-to-start (FS). A logical relationship in which a successor activity cannot start
until a predecessor activity has ﬁnished.
For example, installing the operating system on a PC (successor) cannot start until
the PC hardware is assembled (predecessor).

EMI
PRECEDENCE
 Finish-to-finish (FF). A logical relationship in which a successor activity cannot
finish until a predecessor activity has finished.
For example, writing a document (predecessor) is required to finish before editing
the document (successor) can finish.
 Start-to-start (SS). A logical relationship in which a successor activity cannot start
until a predecessor activity has started.
For example, level concrete (successor) cannot begin until pour foundation
(predecessor) begins.
 Start-to-finish (SF). A logical relationship in which a successor activity cannot
finish until a predecessor activity has started.
For example, a new accounts payable system (successor) has to start before the
old accounts payable system can be shut down (predecessor).

EMI
PRECEDENCE DIAGRAMMING METHOD
 The precedence diagramming method (PDM) is a technique used for constructing a
schedule model in which activities are represented by nodes and are graphically
linked by one or more logical relationships to show the sequence in which the
activities are to be performed.
 PDM includes four types of dependencies or logical relationships. A predecessor
activity is an activity that logically comes before a dependent activity in a schedule.
A successor activity is a dependent activity that logically comes after another
activity in a schedule.

EMI
 Once the sequence of activities is identified, it is tempting to move straight to
activity duration estimating.
 First, however, the important step of estimating resources must be completed.
 The relationship between resource estimating and duration estimates is intuitive.
 For example
 Everyone knows that it will take one person longer to dig a hole than a team of
five people.
 Furthermore, duration estimates will vary considerably depending on the tool
used to make the hole.
Activity Resource Estimating

EMI  The number of factors that affect duration estimation including (but not limited to)
the following:
Budget
 If money is in short supply, the project might choose to invest in a ‘low cost’
resource mix. For example, more manual workers and less machinery are a
preferable low-cost alternative.
 This resource decision, however, will extend the duration of the latrine excavation
activities.
Regulations
 In some countries, projects are constrained by labor laws that limit work schedules
(hours per day, days per week, holidays per year, family leave policies).
 These regulations influence resource availability and consequently duration
estimates.

EMI
Other Factors that Influence Resource Availability
 A number of other factors influence resource availability, and thereby will influence
activity duration estimates. Some examples of these factors include:
 Weather Constraints impede an agricultural project where community participation is impossible
during harvest season;
 Material Constraints impede a housing project which requires scarce construction materials, making it
necessary to adopt an alternate strategy that is more time consuming;
 Logistics Constraints impede an emergency relief project from accessing transport extending the time
required to fill food warehouses;
 Human Resources Constraints impede a health project from accessing qualified labor, extending
duration estimates for technically complex activities.

EMI
Activity Duration Estimating
 Once resource estimates are complete, the network diagram should be revisited and
duration estimates will be added to all the activities. Returning to the latrine project’s
network diagram, units of time (in this case, days of work) are inserted below each of
the project activities.

EMI
Duration of activities
Duration of Activities: A number of approaches can be used to estimate the time required in carrying out a project
activity. These are;
(a) Single Estimates, also called Deterministic Approach. This estimate is used in projects which a lot of
previous experience is available
(b)Multiple Estimates also called Probabilistic Approach. Here probabilities are used to each of the
multiple estimate. Three estimates are involved in this approach.
The most likely time (m): This represents the most likely estimate and is known as modal value in
statistics.
Optimistic time (a): This is the minimum time required to complete the activity under most favorable
conditions.
Pessimistic Time (b): This represents the maximum time needed to complete the project activity under
unfavorable situations.
The single expected time (t) required is given by the following formula as follows.
t= (a+4m+b)
6

EMI
CRITICAL PATH SCHEDULING (CPS)….
Example
3. Duration of activities
Activity Estimated Duration
Expected
Duration
(t)
No. Task Optimistic
(a)
Most Likely
(m)
Pessimistic
(b)
A
B
C
D
E
F
G
H
I
Field Survey & Design
Repair Canal Structure
Re-design Drainage System
Repair Barrage
Lay Road Foundation
Build Canal Structures
Construct Drainage System
Surface Road
Trial Operations
1
2
4
7
1
2
6
0.5
0.5
0
1.5
11.75
9.5
12
2
5
11.5
1
1
0
5
18
12
17
9
8
20
1.5
1.5
0
2
12
9
12
3
5
12
1
1
0

EMI
Activity Duration Estimating ….
 Now the network diagram is complete and can be used to help the project team identify:
 The Project’s Critical Path
 The critical path is the series of tasks that determines the minimum amount time required to
complete project activities.
 The Project Float (or Lag) – In project management, float or slack is the amount of time that
a task in a project network can be delayed without causing a delay to project completion
date.
Schedule Development
 Based on the estimate generated through the previous steps, the project team can now
develop a project schedule. Within the development sector, the preferred tool for project
schedule development is the Gantt chart.

EMI
Group exercise
 Try to determine the critical path of your project?

EMI
CRITICAL PATH SCHEDULING (CPS)….
Example
Determining Critical path
Start and Finish Times of Activities: The earliest and latest times at which each activity can
start and finish can be computed using the relations. This helps to know;
(a) The Earliest Start Time (EST) ~~~~~How soon can the activity start.
(b) The Earliest Finish Time (EFT) ~~~~~How soon can the activity finish.
(c) The Latest Start Time (LST) ~~~~~~~How late can the activity start.
(d) The Latest Finish Time (LFT) ~~~~~How late can the activity finish.
•Free slack or free float is the amount of time an activity can be delayed without delaying the
early start of any immediately following activities

EMI Group Exercise
Develop the network diagram and identify the critical path based on the following
data?
Activity Duration Predecessor Earliest start date
A 2 None
B 3 A
C 2 A
D 3 B
E 4 B
F 2 C
G 2 F
H 3 D,E,G

EMI
Exercise
- Draw precedence diagramming and determine the critical path
- Determine ES EF and LS LF time
- Develop Gant Chart
Activity
code Activity description
preceding
activity
estimated time
(month)
A select and appoint project director 1
B select and appoint 5 departmental directors A 1
C acquire land required for the schools B 2
D arrange for saplings of trees though subcontract B 1
E planting of 18,200 saplings school land C&D 3
F construction of 2 secondary school building C 12
G construction of 10 primary school buildings C 24
H make the school ready for work E,F,G 6

EMI
Schedule Compression
 Crashing
• Used to shorten the schedule duration for the least incremental cost by adding
resources
• Examples of crashing include approving overtime, bringing in additional resource
• Crashing works only for activities on the critical path
• Crashing does not always produce a viable alternative and may result in increased
risk and/or cost
• Fast tracking
• Activities or phases normally done in sequence are performed in parallel for at least
a portion of their duration
• An example is constructing the foundation for a building before completing all of the
architectural drawings
• Fast tracking may result in rework and increased risk
• Fast tracking only works if activities can be overlapped to shorten the project
duration
277

EMI
 A resource plan sets out the requirements and costs for all necessary inputs:
personnel, basic office premises or facilities, equipment and materials, or services
such as special subcontracting supplies, training workshops and other miscellaneous
inputs.
 The results-based management approach prepares the resource plan on the basis of
the activities in the work breakdown matrix. For each activity, a list of inputs is
prepared, and these can then be aggregated by category (raw materials, equipment,
personnel, etc.) to produce an overall project procurement plan.
 The resources required to implement the activities associated with each output
should be tabulated.
 For the implementation plan, it is rarely necessary to estimate resource requirements
at sub-activity level.
 The table should list resource requirements and the amount of each resource
required.

EMI

EMI
Project Monitoringand Evaluation

EMI
What did you observe from this?

EMI
Project Monitoring and Evaluation plan
•Project monitoring and evaluation plan is needed to capture and monitor project performance. Project
monitoring and evaluation, therefore, is a tool by which the outcomes or objectives are monitored and
evaluated concurrently.
•Once the results chain is developed, it is essential to translate it into a project monitoring and evaluation
that can monitor and assess the achievement of project results.
•This helps in managing the results by continuously providing evidence on the performance of the
project.
• Project monitoring and evaluation is also called Performance Measurement Framework (PMF) or the
Results Framework.
• Project monitoring and evaluation serves as the reference document for concurrent performance
monitoring of the project.
•The two commonly used project monitoring and evaluation temples are shown in the matrix below.

EMI
Project Monitoring and Evaluation plan…
Key components of the project monitoring and evaluation plan are mentioned below:
1. Statement of expected results in their hierarchy-outputs, outcome and impact - or the conditions that
are to be achieved
2. Indicators informing what information to seek so that to knows that the result is achieved
3. Assumptions that is expected to be true to achieve next level result
4. Frequency describing when the measurement of the indicator is made
5. Method of data collection
6. Source of data from where data is received at the defined periodicity
7. Baseline or the starting value of the indicator before the intervention situation or condition
8. Milestones that are planned for the changed condition, as the project moves forward
9. Target of the condition to be achieved at the completion of the project
10. Responsibility of who will fetch the information at the desired periodicity from the defined source.

EMI Triangulate Data Sources and Methods

EMI
Participatory Monitoring and Evaluation
Participatory M&E, as the name suggests, is a process through which all the project stakeholders at
various levels are engaged in monitoring an evaluating a project.
Unlike conventional M&E, in participatory M&E, all stakeholders of the project including donors,
implementation agencies, primary stakeholders and other stakeholders share control over the process,
content and results of the M&E activity.
Also, all stakeholders are involved in identifying or taking corrective action in case any issues or
deviation is observed
Participatory M&E’s core principle is that it considers the project beneficiaries as active participants and
not just information providers.
It believes that their capacities should be built so that they can be actively engaged in analyzing and
reflecting on the project performance so that the performance can be improved based on the inputs from
the ground.

EMI
Why is Participatory M&E necessary?
Why is Participatory M&E (PM&E) necessary and what are its advantages?
Engaging all stakeholders has increasingly been considered as important for the M&E process as it offers
new ways of assessment and deriving learning from the project.
PM&E makes the M&E process more inclusive and responsive to the needs and expectations of the
primary stakeholders of the project.
PM&E aims not only to measure the effectiveness of a project but also ensures accountability to its
beneficiaries and increases transparency in the M&E process of the project.
Making the process participatory empowers the project beneficiaries and inculcates a sense of ownership
amongst the stakeholders of the project.
PM&E further improve the process of formulating corrective action for improving the performance and
outcomes of the project.
PM&E also helps to build the beneficiaries’ commitment and increases their understanding of the
design, planning and implementation of the project

EMI What do you observe from the picture?

EMI
Monitoring
Monitoring is the routine collection and analysis of
information to track progress
against set plans and check compliance to established
standards.

EMI
• Draw an image which reflects what monitoring means to you?

EMI
Monitoring has also been associated by some to an ultrasound,
which allows us to follow the stages of a project, from
beginning to end.
An ultrasound helps to highlight possible problems, allowing
us to take corrective measures if needed.

EMI
The spider represents the staff involved in the project. The
spider may leave the web occasionally, but it always remains
connected to the centre of the web and returns to it. That’s what
monitoring is. It ensures that we don’t lose sight of why we are
doing things and keeps us connected to our objectives.

EMI
Implementation monitoring vs. results monitoring
Both types of monitoring are important in tracking results and they are complimentary.
Implementation monitoring
Implementation monitoring tracks the means and strategies (i.e. inputs, activities and
outputs stipulated in work plans) used to achieve an outcome.
The means and strategies are backed up by budgetary resources, staffing and activity
planning. Annual work plans are the means and strategies that are used to effectively
conduct activities and achieve outputs, and ultimately outcomes.
Every target must be viewed as an intermediate effort on the way to achieving an outcome.
Hence, means and strategies should be implemented to help achieve targets.

EMI
Tools for implementation monitoring
•Implementation plan provides the tools to be used for operational monitoring
:
• Gant Chart
• Work breakdown structure
• Budget

EMI
Three approaches can be used in measuring physical progress.
1. Quantifying Output of the activity in absolute terms. For example number of wells constructed for a water
supply project.
Work Performed x 100 (%)
Work Planned
2. Valuing the output of the activity.
Value of work done x 100 (%)
Total Value of work planned
3. Using time spent on the project/activity.
Time spent to date x 100 (%)
Total time to complete

EMI Financial Progress /Expenditure/ Monitoring
Costs incurred to date: this can be obtained by summing up costs incurred in accomplishing
various project activities
Budgeted costs to date: this can be readily obtained from the cost projections made at the
beginning.
Value of work done to date: when costs are measured, an estimate should be made of the extent
of work accomplished. The value of work done can then be obtained as follows
Budgeted costs X % of work accomplished
Cost over – run (under – run) to date: There is cost over-run when the cost incurred is more than the value
of work done and vise versa. Cost over – run (under – run) is usually expressed in percentage terms and
defined as follows.
Actual cost X value of work completed x 100
Value of work completed

EMI
Results monitoring
Results monitoring is concerned with how outputs are translated into different
levels of outcomes.
However, it must be stressed that the interaction between means and strategies
(inputs, activities and outputs) and outcome targets is crucial in achieving the
overall development goal of a project.
Hence, while implementation monitoring is concerned with how outputs are
achieved using inputs and activities, results monitoring is concerned with the
alignment of the outputs with outcomes.

EMI
progress VS process monitoring
Progress monitoring, as the name suggests, aims to assess the progress of a project towards its
objectives and target milestones. It is advisable to do progress monitoring concurrently or
intermittently along with the project implementation to ensure that the project is on track
Process monitoring, as the name suggests, includes monitoring of the processes and the activities
done as part of the project implementation. Its objective is to focus on the quality of the
implementation rather than focusing only on the targets or the milestones achieved by the
project.
For example, progress monitoring looks at the number of training sessions held, or the percentage
of work completed; while process monitoring evaluates the quality of training or the level of
community involvement.

EMI progress VS process monitoring…
 A process check-list is developed by making a list of all the steps
that are followed as part of the ideal process implementation.
 Process monitoring is usually done using these process
checklists.
 The activities and the processes are observed and recorded on
the checklist.
 In case any deviation is observed from the ideal required
process, it is recorded.

EMI
Evaluation
‘…the systematic and objective assessment of an ongoing or
completed project including its design, implementation and results.
The aim is to determine the relevance and fulfillment of objectives,
development efficiency, effectiveness, impact and sustainability.’

EMI
Based on who conducts the evaluation:
Internal evaluation
In internal evaluation, sometimes called self-evaluation, a unit and/or
individuals reporting to the management of the donor, partner or
implementing organization conduct the evaluation.
The advantage of using internal evaluator is that insiders know the
organization and therefore may be able to interpret the results better than an
external body.
The disadvantage of using internal evaluator is that internal evaluator may
avoid negative conclusions.
In other words, strengths and weaknesses might not be interpreted fairly when
data and results are analyzed by internal staff members.

EMI
External evaluation
This is a type of evaluation in which the evaluation of a development project is conducted
by entities and/or individuals outside the implementing or donor agency.
Many organizations may not have the resources to carry out the ideal evaluation. In such
cases external evaluation consultant is recruited to lead the evaluation process.
An external evaluator may be more objective, free from organizational bias and may
contribute fresh perspectives.
Joint evaluation
In joint evaluation different implementing and donor agencies as well as partners
participate in the evaluation. The degree of ‘jointness’ may vary depending on the extent to
which individual partners cooperate in the evaluation process, contribute resources for the
evaluation and combine their evaluation reporting.

EMI
Based on when they are conducted:
Ex-ante evaluation:
An ex-ante evaluation is made to assess the potential impact of a project intervention
before implementation.
Ex-ante evaluation is a process that supports the preparation of proposals for new
interventions.
Its purpose is to gather information and carry out analyses that help to ensure that the
objectives can be met and that the method used is cost-effective.
 It is done to estimate costs and benefits and assesses the potential impact of an
intervention before it is implemented.
Ex-ante evaluation can provide an idea of what range of impact to expect after the
project is implemented. It can also assist in setting up an appropriate M&E system for ex-
post impact assessment.
 Ex-ante evaluation is a tool for improving the quality of new or renewed projects and
for providing information on the basis of which decision-makers can judge the value of a
proposal.

EMI
Ongoing evaluation:
Ongoing evaluations review ongoing activities to provide guides for corrective
implementation measures in order to achieve intended results better. As such, ongoing
evaluation is conducted during the implementation stage.
Periodic evaluation of ongoing interventions is conducted to analyze the use of resources,
the quality of work, and the continuing relevance of the intervention. It is also used to
review implementation progress and predict likely effects of the project and highlight
necessary adjustments in work design.
Mid-term evaluation which is conducted at the middle of a project life, serve as a means of
validating the results of initial assessments obtained from monitoring activities.
Ongoing evaluations address problems associated with the day-to-day management of the
project and also can indicate the need for changes in project objectives and targets.

EMI
Ex-post evaluation:
An ex-post evaluation assesses the interventions performance, quality, relevance,
efficiency and impact immediately after implementation is completed.
An ex-post evaluation is linked to an ex-ante evaluation, and is best conducted where a
baseline has been originally defined, targets have been projected, and data has been
collected on important indicators.
Information collected through monitoring is also fundamental for the success of ex-post
evaluation.
This kind of evaluation provides an overall assessment of the intervention’s performance,
cost effectiveness, its relevance to development goals, and acceptance of the results by end
users and/ or its impacts.
Ex-post evaluation also assesses the extent to which an intervention has succeeded in
meeting its objectives.

EMI
The complementarities between monitoring and evaluation can, therefore, be classified into :
• Sequential complementarity,
• Information complementarity, and
• Interactional complementarity
Sequential complementarity:
Sequential complementarity comes in from the fact that monitoring information can generate questions
evaluation will have to address or evaluation information may give rise to new areas or domains of monitoring to
be initiated.
Information complementarity:
Information complementarity arises from the fact that both M&E can use the same data, but answer different
questions based on different analyses. Evaluation usually includes analysis of monitoring data. However, these
data may not be adequate to provide reliable analysis and explanations on performance. In such cases, evaluation
activities may engage in additional data collection, usually primary data collection.
Interactional complementarity:
Interactional complementarity refers to the fact that decision-makers make use of both M&E information in
tandem to make decisions.

EMI
Differences between monitoring and evaluation
Monitoring data does not provide the basis for attribution and causality for
change, nor for evidence of how changes are being achieved.
Monitoring cannot address the strengths and weaknesses in the design and
implementation of project/program/policy.
As a result, evaluation information is necessary to address these and other
questions that remain unanswered by monitoring information.
Hence, monitoring and evaluation are two distinct functions, and yet
complimentary to each other.

EMI
Although both monitoring and evaluation can be done at project
levels, monitoring is concerned with checking on progress to
determine if objectives are achieved or not; while
Evaluation is a more reflective process aimed at assessing an
intervention and its results according to agreed criteria such as
effectiveness, efficiency, quality, relevance, impact and sustainability.

EMI
While monitoring gives information on where an intervention is at a
given time or over time relative to targets, evaluation gives evidence of
why targets are or are not achieved
As such, monitoring is descriptive in nature while evaluation attempts
to address issues of causality and at times calls for value judgment.
In general, evaluation is much wider in scope than monitoring. It
deals with making an assessment of overall achievements.

EMI
An evaluation may address questions such as:
1.Have we met the original objectives?
2.Have we achieved the results we intended to achieve?
3.How efficiently were the results achieved?
4.Could we have achieved the output in another way, more effectively
or more efficiently?
5.What would have happened without the intervention?
Monitoring usually leads to corrective action at the operational level,
while evaluation leads to affirmation or modification of objectives,
resources and processes

PM PPT for Dire Dawa Poly.pptx

PM PPT for Dire Dawa Poly.pptx

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