The document provides an agenda and overview for a 1-day training course on understanding and producing effective logframes. The training will cover the basics of logframes including terminology, examples, and building a logframe from problem analysis through completion. Attendees will learn to think through projects using a logical framework model and develop a logframe for a project working in small groups. Key aspects of logframes like assumptions, indicators, and ensuring the logframe is a useful planning tool are also discussed.
Cross Cultural Training PowerPoint PresentationAndrew Schwartz
(ReadySetPresent Cross-Cultural Training PowerPoint Content)
155 slides include: 21+ slides on cross-cultural regional attributes: Asia, Africa, Europe, Middle East, North American, and Latin America, 22 slides on Religious belief systems & Practices, 7 slides on Non-verbal languages across cultures, 19 slides on noting the global challenges and looking for intercultural/cross-cultural opportunities, 9 tips dealing with cultural differences, 9 slides of tips and techniques on intercultural adjustments for expatriates, 15 slides on Intercultural Dialogue tips and techniques, 5 slides on negotiation across cultures, 8 slides on conflict resolution across cultures, how to’s and more.
Community Mobilisation and Capacity BuildingAnkuran Dutta
This presentation is related to the community participation, mobilisation issues of community radio. It also includes the capacity building for community radio. The presentation was made at the Community Radio Awareness Consultation at Guwahati on 27.02.2015 organised by the Ministry of Information and Broadcasting, Govt. of India and One world Foundation, New Delhi.
Cross Cultural Training PowerPoint PresentationAndrew Schwartz
(ReadySetPresent Cross-Cultural Training PowerPoint Content)
155 slides include: 21+ slides on cross-cultural regional attributes: Asia, Africa, Europe, Middle East, North American, and Latin America, 22 slides on Religious belief systems & Practices, 7 slides on Non-verbal languages across cultures, 19 slides on noting the global challenges and looking for intercultural/cross-cultural opportunities, 9 tips dealing with cultural differences, 9 slides of tips and techniques on intercultural adjustments for expatriates, 15 slides on Intercultural Dialogue tips and techniques, 5 slides on negotiation across cultures, 8 slides on conflict resolution across cultures, how to’s and more.
Community Mobilisation and Capacity BuildingAnkuran Dutta
This presentation is related to the community participation, mobilisation issues of community radio. It also includes the capacity building for community radio. The presentation was made at the Community Radio Awareness Consultation at Guwahati on 27.02.2015 organised by the Ministry of Information and Broadcasting, Govt. of India and One world Foundation, New Delhi.
Theory of Change Mapping using a Youth Development Example4Good.org
Harvard researcher Carol Weiss advises communities desiring to make mindful social change that there is nothing as practical as good theory. Because change takes time, it’s important to track and document the process by which one aims to initiate and enforce change. Relaying your message of change to the public may sound challenging and difficult, but it can be done! Every community needs a roadmap for success that clearly states assumptions, inputs, outputs, and outcomes. This webinar will use a youth development as one example of how to take an idea and translate it into what is called a “theory of change.”
Dr. jhansi rani M R - cross cultural management (IHRM)MRJhansiRani
All the topics connected to Cross cultural management are covered such as Socio-cultural context, Culture and employee management issues, responding to diversity, challenges of localization, global integration cultural shock and cultural sensitivity etc.
communication For Development And social ChangeFatima Muritala
A review on Communication fro Development for social change
Submitted to the Department of Mass Communication,Bayero University Kano, for a continuous assessment
An overview of how to undertake a problem tree analysis as part of the formative evaluation of a project's design. This is taken from the Evaluation Toolbox www.evaluationtoolbox.net.au
Theory of Change Mapping using a Youth Development Example4Good.org
Harvard researcher Carol Weiss advises communities desiring to make mindful social change that there is nothing as practical as good theory. Because change takes time, it’s important to track and document the process by which one aims to initiate and enforce change. Relaying your message of change to the public may sound challenging and difficult, but it can be done! Every community needs a roadmap for success that clearly states assumptions, inputs, outputs, and outcomes. This webinar will use a youth development as one example of how to take an idea and translate it into what is called a “theory of change.”
Dr. jhansi rani M R - cross cultural management (IHRM)MRJhansiRani
All the topics connected to Cross cultural management are covered such as Socio-cultural context, Culture and employee management issues, responding to diversity, challenges of localization, global integration cultural shock and cultural sensitivity etc.
communication For Development And social ChangeFatima Muritala
A review on Communication fro Development for social change
Submitted to the Department of Mass Communication,Bayero University Kano, for a continuous assessment
An overview of how to undertake a problem tree analysis as part of the formative evaluation of a project's design. This is taken from the Evaluation Toolbox www.evaluationtoolbox.net.au
Shaping Ideas – LogFrame Workshop at the oikos Winter School 2008Martin Herrndorf
Great projects start from great ideas – but these need shaping and modelling. This workshop introduces a method (LogFrame) for forming an idea into a project, reaching clarity about the overall goal and mission, the specific change mechanisms and the ultimate actions. LogFrames also help to set indicators of success and to reflect and ques-tions the key assumptions behind the pro-ject. Whether done alone or as a group exer-cise, they create common understanding and clarity towards outside parties. In the work-shop, participants will not only learn about the method, but apply it to their ideas to take them to the ‘next level’.
This is the first work on the training to prepare a Logical Framework of a Project for the Project Cycle Management Class at the HUFS. Therefore, I highly recommend readers to add their own modification .
5 The Logical Framework - a short course for NGOsTony
A series of modules on project cycle, planning and the logical framework, aimed at team leaders of international NGOs in developing countries.
There is a handout to go with this module, a Logframe with blanks. http://www.slideshare.net/Makewa/exercise-watsan-logframe-with-blanks
Presentation from Attilio Orecchio and Alessandro Carbone (ThinkEurope Consulting) about european project design, logical frame approach and important keywords
ASSIGMENT 1 MGT 252Project Finance and BudgetingAssignment 2.docxfredharris32
ASSIGMENT 1 MGT 252
Project Finance and Budgeting
Assignment 2
1. What are the two budgets of major concern for a project? Describe the purpose of each.
2. What is the difference between a Static Budget and a Flexible Budget? What are the pros and cons of each?
3. What are the four constraints that must be considered when developing a project budget? Why?
4. In doing risk analysis for your project, you have identified the following risks items:
Risk
P (Risk Probability)
I (Cost Impact)
Risk Contingency
A
.7
$20,000
B
.25
$30,000
C
.5
$16,000
D
.10
$45,000
E
.3
$18,000
F
.30
$10,000
Total
$139,000
a) Calculate the expected value of each of these risks.
b) How much would you request for this project to be added to your budget as risk contingency?
c) Why wouldn’t you request the entire $139,000?
d) What would you do in the event Risk D occurs?
Advocacy Project
·
· Due Sunday November 8, 5:59 PM
Expand view
Choose a diverse population to research as the focus of this project and develop a 30-minute Microsoft® PowerPoint® presentation. Military Family
Conduct an anthropological study of the population. You may choose to observe the population, interview members of the population or service providers, or participate or collaborate with members of the population in a routine activity. If you choose to complete an interview, you must provide a confidentiality statement to the interviewees. (I’m going to bring someone from the Navy base to speak about the programs for the youth) You can log on to Navy Base El Centro and just view the base page to get an idea of services and what goes on
Support your findings with peer-reviewed research. (We all gathered different things, I myself gathered flyers from the base with different services)
Include the following information from your anthropological study in the presentation:
· Preferred communication methods
· Common or shared habits
· Services used and needed
· Types of interactions between members of the population and with people who are not members of the population
Identify common mental health counseling needs.
Explain the counseling approach that best fits the needs of the population and make suggestions for implementation.
Allow 5 minutes for questions at the end of the presentation.
Format your presentation consistent with APA guidelines.
Click the Assignment Files tab to submit your assignment
For the references page at the end of the power point you can leave it blank I can add what I have flyers and the other team members can add theirs too.
Grading sheet
What he wants in the power point presentation
This assignment is due in Week Six.
Content
80 Percent
Points Earned
X/9.6
The presentation is about a diverse population.
The presentation shows the student conducted an anthropological study of the population.
The presentation includes peer-reviewed research to support findings.
The presentation includes the following information:
Preferred communicati ...
Project Management for Social Impact Training - Online
Topics:
Project Cycle Management
Logical Framework Approach
Project Management for Social Impact
Project Design
Project Setup
Social innovation research on coworking clusters
Develops a new model of entrepreneurship and social innovation by favouring cooperation and operational bridging between public actors, universities, training centres and "mainstream" clusters together with civil society.
Planning for impact: Basic communication strategiesODI_Webmaster
This presentation from Jeff Knezovich of the Overseas Development Institute was given at a workshop held on research packaging at ESRF in Tanzania in August 2008. It was prepared for the Micro-level Perspectives of Growth project currently being undertaken by the University of Dar es Salaam Department of Economics. More information on the project can be found at http://www.esrftz.org/mlpg
Developing Leadership and Management (6HR510)SensitiLinaCovington707
Developing Leadership and Management (6HR510)
Sensitivity: Internal
The Task
Section 1:
Critically evaluate the contemporary definitions of leadership and management examining current perspectives of the roles and responsibilities of both leaders and managers generally.
This section should account for approximately 60-65% of your total word count (probable ballpark 2,000 to 2,100 words)
You should be using in the region of 20 – 25 appropriate and robust academic references to supplement and validate your evaluation
Sensitivity: Internal
2
Assignment Considerations
Only pick four or five key models or theories and focus your attention on them (rationale is that if you try to focus on too many different models or theories you establish no depth of awareness or understanding in any of them).
Make sure you use multiple academic perspectives when discussing each key theory.
Think about the evolutionary process of management and leadership and consider writing your assignment through that mechanism.
Remember to use both leadership and management theories / models.
Remember also – you are not writing for you but for your audience (in this case your tutors).
Sensitivity: Internal
3
Structuring Work
Using the information provided in Lecture 4 (week of 22nd February) build a body of dialogue around each key model or theory.
Do not use single sentence, or simply use limited, paragraphs (2-10 lines) to create that awareness and understanding as this limits insight and awareness of the point you wish to discuss.
Construct good robust paragraphs using at least 3 (ideally 4) appropriate academic sources to help inform the reader of the point you are making.
Avoid using the same source multiple times in the same paragraph, it slightly undermines the credibility of your evaluation.
Each paragraph is more likely to be in the region of 15 – 20 lines and using multiple academic sources gives the reader a chance to appreciate the breadth and depth of your research (which is always a plus).
Sensitivity: Internal
4
The Task
Section 2:
Based on your evaluation in section one, propose a minimum of three critical skills and behaviours required to be a successful 21st century leader. Consider specific methods of leadership and management development that could develop these critical skills and recommend how to implement and evaluate these development interventions effectively. (LO3)
(You may present your recommended interventions and respective evaluations in a table format for section 2).
This section will account for approximately 35-40% of your word count
You should be using in the region of 10 – 12 appropriate and robust academic references to supplement and validate your proposals
Sensitivity: Internal
5
Assignment Considerations
Pick ONLY three skills and / or behaviours and construct a rationale outlining the purpose and value of these skills and why development in these areas would be beneficial for prospective 21st century leaders.
Co ...
David Mundell MP and Desmond Swayne MP: Funding for Small OrganisationsNIDOS
Presentation from Rt Hon David Mundell MP, Parliamentary Under Secretary of State for Scotland, and Rt Hon Desmond Swayne MP, Minister for International Development, on funding for small organisations.
"A World without Poverty: Scotland and the Sustainable Development Goals" Joa...NIDOS
Presentation from Joanna Keeting (Scottish Government) at "A World without Poverty: Scotland and the Sustainable Development Goals" at The Gathering 2015
"A World without Poverty: Scotland and the Sustainable Development Goals" May...NIDOS
Presentation from May East (CIFAL Scotland and UNITAR) at "A World without Poverty: Scotland and the Sustainable Development Goals" at The Gathering 2015
Global Poverty Action Fund (GPAF) Funding SeminarNIDOS
How to make a good application to DFID's Global Poverty Action Fund (GPAF). Training from the Network of International Development Organisations in Scotland (NIDOS). www.nidos.org.uk
1. Welcome to a 1-day course “Understanding and Producing Effective Logframes” 28 th January 2011 NIDOS Training Programme, Edinburgh www.nidos.org.uk
2.
3.
4.
5. A logframe can look something like this…. Objectives & activities Purpose Goal Outputs Activities Means Indicators Means of verification Assumptions Cost
6. … Or can include different terms. Don’t over-focus on the language and the variations in the various logframe models. Just use the format which the donor/NGO requires. The important lesson is to learn to think through projects using the logic model, and not to focus on the differences in terminology too much.
7.
8.
9.
10.
11.
12.
13.
14. What information should I include in a LF? Firstly, think of your project in terms of ... PLAN IMPLEMENT THE WIDER GOAL: Explain the bigger picture that your project will contribute towards YOUR PROJECT PURPOSE: In specific terms, explain what your project will achieve, by when, where and who will be affected. YOUR PROJECT ACTIVITIES List the activities which your project will actually do. We only do the activities – all of the above will follow. YOUR PROJECT OUTPUTS: List the impact/results which your project will have .
15. Completing the first column of the LF The broad development impact or ‘big picture’ to which this project will contribute, i.e. normally a national or sector level achievement. Statement Wording: “To contribute to, to reduce, to improve…” “To contribute to a reduction in the national population growth by lowering the fertility rate from 6.0 to 5.6.” The overall purpose of this project. In one sentence, state the expected impact or effect on the target group, by when and where, of this project. Statement Wording: “To increase, To improve...” To increase , from 10% to 30%, the effective use of modern contraceptive by eligible groups in village x, over the project period..” The specific and direct results/impact that the project will deliver, after activities have been done. These are under the control of the project. Statement Wording: “...delivered/produced/changed, etc.” “Primary health care clinic renovated, fully equipped and functioning. Clinic staff keeping regular records” The tasks that need to be carried out to deliver the planned results. We only ‘do’ the activities – the rest will follow if the logic is correct. Statement Wording: “Prepare, design, construct, research…, etc.” Train clinic staff in record keeping. Renovate clinic. Project Description Goal Purpose Outputs Activities
16. Test the ‘if’ logic… if ACTIVITIES are undertaken then OUTPUTS will be produced if OUTPUTS are produced then the PROJECT PURPOSE will be achieved if the PROJECT PURPOSE is achieved then the project will contribute towards the GOAL Start here
17.
18. Example of Goal, Purpose, Outputs and Activities Goal Purpose Outputs Activities Project Description Indicators Source of Verification Assumptions To contribute to improved health, particularly of under 5s and the general health of the river ecosystem. Improved quality of river water in Tabo Province, by end of 2013. 1.1 Reduced volume of toilet waste discharged into river 1.2 Reduced volume of household refuse directly dumped into the river system 1.1.1 Conduct baseline survey of households 1.1.2 Prepare and deliver public awareness campaign 1.1.3 Prepare engineering specifications for latrines and expanded sewage network. 1.2.1 Etc. 1.2.1 Etc.
19. In reality, it is never quite as simple as that. There are certain assumptions we are basing our project success on (4 th column) For example...
26. How are we going to measure the success of our project? Indicators (2 nd column)
27.
28.
29.
30.
31.
32.
33. Goal-level Indicators Project Description Indicators Goal Many organisations/donors do not expect a Project to measure impact or change at the goal level. This is because the project usually only contributes to the achievement of the goal, rather than actually achieving the goal. However, performance indicator statements and associated data can usefully be drawn from appropriate, already-existing sources such as Amnesty International, FAO, Transparency International, World Bank, UN, national government reports, HDI Index, etc. Therefore, it is worth sourcing relevant data, to include as an indicator at goal-level, but the project shouldn’t specifically collect it. Purpose Outputs Activities
34. How are we going to collect the information to measure the indicators? Means of Verification
35.
36.
37.
38. The order for normally completing the boxes is shown below….
57. PROBLEM TREE: BUS EXAMPLE Loss of confidence in bus company People are late Passengers hurt or killed Frequent bus accidents Effects Core problem Drivers not careful enough Bad conditions of vehicles Bad road conditions Vehicles too old No ongoing maintenance Causes
58. OBJECTIVES TREE: BUS EXAMPLE Customers have a better image of the bus company Passengers arrive at scheduled time Less passengers hurt Frequency of bus accidents considerably reduced Drivers drive carefully and responsibly Keep vehicles in good condition Improve road conditions Replace old vehicles Regularly maintain and check vehicles Outputs Activities Purpose
78. This presentation featured in the NIDOS training programme: www.nidos.org.uk Contact details: Jill Gentle Independent Consultant (specialising in project management, participatory tools, community development methodologies) [email_address] 07773 016356
Editor's Notes
Alternative Fomulations of the Logical Framework System Although the logical framework system most commonly used is a matrix of 16 cells, there are some alternative formulations. These include: • A training manual produced by USAID in 1980 described eight possible variations in the logical framework system such as additional columns for verifying assumptions and for specific quantified targets and additional rows for intermediate outputs and subsector goals. • A training manual produced by FAO in 1986 with Activities as a row between Input and Output, creating a matrix with 5 rows and 4 columns. • ZOPP replaced Inputs by Activities in the bottom row (GTZ, 1988). They saw activities as a crucial feature of the logical framework whereas inputs could be specified elsewhere in the project documentation. • The NORAD matrix has only three columns - the middle column combines a description of indicators with the means of verification. Although they differ in detail, these alternatives all maintain the matrix layout of the logical framework system as developed by PCI. USAID (1980). Design and Evaluation of Aid-Assisted Projects. Training and Development Division, Office of Personnel Management, U.S. Agency for International Development, Washington DC.
It is also useful to standardize the way in which the hierarchy of project objectives is described. A useful convention to follow in this regard is: for the Overall Objective to be expressed as ‘To contribute to…..`; the Purpose to be expressed in terms of benefits to the target group being ‘Increased/improved/ etc……….’, Results to be expressed in terms of a tangible result ‘delivered/produced/conducted etc’, and Activities to b e expressed in the present tense starting with an active verb, such as ‘Prepare, design, construct, research …..’.
If means (inputs) are provided then activities will be produced If activities are undertaken then outputs will be produced If outputs are produced then component objectives will be achieved If component objectives are achieved then the project purpose will be supported If the project purpose is supported this should then contribute towards the overall goal Each level thus provides the rationale for the next level down. The goal helps define the purpose, the purpose the component objectives; and so on…
During the Conceptual Design stage the plan for the project or program is being formulated in general terms and, normally, detailed indicators are not yet formulated at this stage. Nevertheless, indicators already play a crucial role in getting more precise information on the context of the intervention and on the problems to be tackled. During this identification stage, organizations will try to reinforce the quality of the situational analysis by using specific indicators. When completing the logical framework indicators formulated at the level of results, purpose and overall goal, will be the starting point for monitoring and evaluation. However, during implementation, managers will also be interested in other aspects of the intervention, like depletion of budget or specific bottlenecks caused by external factors. In this context, some organizations distinguish input indicators, output indicators, etc. referring basically to the type of monitoring for which they are used.
Column 2 provides the objectively verifiable indicators (OVIs) for the overall goal, project purpose and outputs. OVIs are criteria for assessing project progress at the different levels. OVIs must be objectively verifiable – this means that two independent observers should come to the same conclusion. OVI enable project managers both to see whether the project has achieved what it set out to achieve at each level and to have a measure of its achievement.
Activity – based on the statements provide in slide 12, develop some illustrative OUTPUT indicators for the Delta River case
Activity – based on the statements provide in slide 12, develop some illustrative OUTPUT indicators for the Delta River case
Activity – based on the statements provide in slide 12, develop some illustrative OUTPUT indicators for the Delta River case
Together with the indicators, the sources where to find the information referred to in the indicator, are also identified. Identification of these SoVs at this stage is highly recommended, since discussions on where to find the information or how to collect it, often lead to reformulation of the indicator. In the worst case that the information referred to in the indicator cannot be obtained, the indicator becomes useless and a new one should be formulated.