The document discusses project identification, which is the first stage of the project cycle. It defines project identification as finding project ideas that can contribute to development objectives. The key phases are identified as actual identification, description, screening, and prioritization. Project ideas can come from various stakeholders like governments, private sector, NGOs, and international agencies. Sources of ideas are at the micro level from unsatisfied needs and underused resources, and at the macro level from government policies and plans.
Chamberlain College of NursingNR351 Transitions in Professional .docxsleeperharwell
Â
Chamberlain College of Nursing NR351 Transitions in Professional Nursing
Time Management Plan Template
Student Name:Date:
Directions:
1. Carefully read the Time Management Plan Guidelines and Grading Rubric found under Week 2 Assignments, which provides specific details on how to complete this assignment.
2. Rename this template by clicking File, then Save As. Change the file name so it reads Your Last Name Time Management Plan.docx. For example, if your last name is Smith, type Smith Time Management Plan.docx.
3. Save the document as a .docx compatible with Microsoft Word 2010 or later.
4. Type your name and date at the top of this template.
5. Type your answers directly on the template. Follow all instructions. Save frequently to prevent loss of your work.
6. Prior to the due date, post general questions about this assignment to the Q & A Forum so your classmates can read the advice, too. You may also e-mail private questions to your instructor.
7. Submit this assignment by clicking on the orange Submit Assignment button on the Week 2 Time Management Plan Assignment page by the end of Week 2, Sunday at 11:59 p.m. MT.
NOTE: Assigned Template MUST be used for this assignment. Failure to do so may result in loss of points and/or Academic Integrity violation investigation.
Times
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
12 a.m.â1 a.m.
1 a.m.â2 a.m.
2 a.m.â3 a.m.
3 a.m.â4 a.m.
4 a.m.â5 a.m.
5 a.m.â6 a.m.
6 a.m.â7 a.m.
7 a.m.â8 a.m.
8 a.m.â9 a.m.
9 a.m.â10 a.m.
10 a.m.â11 a.m.
11 a.m.â12 p.m.
12 p.m.â1 p.m.
1 p.m.â2 p.m.
2 p.m.â3 p.m.
3 p.m.â4 p.m.
4 p.m.â5 p.m.
5 p.m.â6 p.m.
6 p.m.â7 p.m.
7 p.m.â8 p.m.
8 p.m.â9 p.m.
9 p.m.â10 p.m.
10 p.m.â11 p.m.
11 p.m.â12 a.m.
Academic Integrity Policy Attestation:
By typing my name in the box to the right, I attest and affirm that I have watched the entire Integrity Matters Tutorial and will comply with the Academic Integrity Policy of Chamberlain College of Nursing.
Answer:
Academic Integrity Question #1:
What is one example of plagiarism that was mentioned in the Chamberlain Integrity Matters Tutorial?
Answer:
Academic Integrity Question #2:
Other than not sharing passwords, what is one way students can avoid plagiarism that was mentioned in the Chamberlain Integrity Matters Tutorial?
Answer:
Self-Evaluation: Challenges (see Rubric)
What are your greatest challenges with time management?
Answer:
Self-Evaluation: Strategies (see Rubric)
What effective strategies will you use to overcome these challenges?
Answer:
Time Management Plan Template.docx 1/17/2020 cjm/sm
4
A case study of health
and agriculture social
enterprises in Kenya
Eliada Griffin-EL and Emily Darko .
013 Student Autobiography Template College ExamplLisa Brown
Â
1. The document discusses steps to get writing help from HelpWriting.net, including creating an account, submitting a request form with instructions and deadline, and reviewing writer bids before choosing a writer and placing a deposit.
2. After receiving the paper, the customer ensures it meets expectations and pays the writer if pleased, or requests revisions. HelpWriting.net guarantees original, high-quality work or a full refund.
3. The document provides instructions for obtaining writing assistance from HelpWriting.net, including account creation, submitting requests, choosing a writer, receiving papers, and requesting revisions if needed.
FULL TITLE:
Learning to Cost-Effectively Assess and Manage Social Performance
ROOM: Impala/Lake Turkana
FACILITATED BY: Freedom from Hunger
Mr. Christian Loupeda (USA)
Best practices are techniques that have consistently shown superior results compared to other methods. Benchmarking involves comparing one's processes and performance metrics to industry leaders. There is no single benchmarking process, but it typically involves 12 steps: selecting topics, defining processes, identifying partners, collecting data, determining gaps, setting future targets, and reviewing. Examples of best practices from different organizations focus on continuous improvement, teamwork, variety of options, clear objectives, social behavior, and good management. Some best practices that could benefit a college include using solar power, rainwater harvesting, developing social behavior among students, clear management, and offering a variety of courses.
Christian Essay Topics. Christianity Essay Studies of Religion I - Year 12 H...Liz Milligan
Â
Essay on Christianity Christianity Essay for Students and Children in .... Christianity essay Religious Studies - GCSE OCR Thinkswap. DOC ESSAY 2 CHRISTIAN AND CULTURE wellington matsembe - Academia.edu. School essay: Religious essays. Extensive Christianity Essay Topics - 2021 TopicsMill. Christianity and relationship with a God - Free Essay Example .... Essay on Faith Faith Essay for Students and Children in English. Religion Essay - Christianity Studies of Religion II - Year 11 HSC .... How to Write an Essay on Religion? Its Topics amp; Importance. Challenges in Christianity - Free Essay Example PapersOwl.com. Mere Christianity Essay Topics. Topics for christianity essays. Differences between the Catholics and Pentecostals Essay Example .... Origin of Christianity Essay Example Topics and Well Written Essays .... Christianity Essay Studies of Religion II - Year 11 HSC Thinkswap. The Impact of Christianity Response Essay Example Topics and Well .... Fascinating Christianity Essay Thatsnotus. Christianity vs. Islam - Free Essay Example PapersOwl.com. Christianity Full Essay, Ethics, Beliefs, Sacred Texts!!! Studies of .... The Christian Church Free Essay Example. Christianity Essay Studies of Religion I - Year 12 HSC Thinkswap. Christianity Essay. The Rise Of Christianity Essay Free Essay Example. Christianity and Hinduism Essay Example StudyHippo.com. Christian vs Islam - Free Essay Example PapersOwl.com. Christian worldview essay topics. Essay: Apologetics and the .... Christianity Essay on Significance of Baptism for Adherents Studies .... Traditional Christianity Essay. HSC Christianity Essay Studies of Religion I - Year 11 HSC Thinkswap. Religions Essay Essay on Religions for Students and Children in .... 005 Church Essays Life In Christ On The Christian History And Theology .... Essays On Selected Christian Topics 9781452067360 eBay. Phenomenal Christianity Essay Introduction Thatsnotus Christian Essay Topics Christian Essay Topics. Christianity Essay Studies of Religion I - Year 12 HSC Thinkswap
Hands On China coordinates volunteer opportunities in Shanghai to address social and environmental challenges. It connects locals and foreigners with charities, and supports projects through donations, fundraising, and community development. MBA students also conduct research on sustainability issues in China. Transitioning to more sustainable and responsible practices requires addressing labor conditions, governance, product impacts, and developing strong community relationships internally and externally.
This document outlines a research project to conduct a socio-economic impact assessment of corporate social responsibility (CSR) activities undertaken by public sector units in Uttar Pradesh, India. The project will examine the impact and effectiveness of CSR programs related to education, healthcare, poverty alleviation, and sustainable development. Key objectives are to evaluate how CSR funds are used and their benefits to society, identify areas for improvement, and provide recommendations. Primary and secondary data will be collected through surveys, interviews, and reports. The 30-month project requires a budget of Rs. 20.3 lakh and will analyze CSR activities, their outcomes, and produce a report on findings and policy inputs.
Chamberlain College of NursingNR351 Transitions in Professional .docxsleeperharwell
Â
Chamberlain College of Nursing NR351 Transitions in Professional Nursing
Time Management Plan Template
Student Name:Date:
Directions:
1. Carefully read the Time Management Plan Guidelines and Grading Rubric found under Week 2 Assignments, which provides specific details on how to complete this assignment.
2. Rename this template by clicking File, then Save As. Change the file name so it reads Your Last Name Time Management Plan.docx. For example, if your last name is Smith, type Smith Time Management Plan.docx.
3. Save the document as a .docx compatible with Microsoft Word 2010 or later.
4. Type your name and date at the top of this template.
5. Type your answers directly on the template. Follow all instructions. Save frequently to prevent loss of your work.
6. Prior to the due date, post general questions about this assignment to the Q & A Forum so your classmates can read the advice, too. You may also e-mail private questions to your instructor.
7. Submit this assignment by clicking on the orange Submit Assignment button on the Week 2 Time Management Plan Assignment page by the end of Week 2, Sunday at 11:59 p.m. MT.
NOTE: Assigned Template MUST be used for this assignment. Failure to do so may result in loss of points and/or Academic Integrity violation investigation.
Times
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
12 a.m.â1 a.m.
1 a.m.â2 a.m.
2 a.m.â3 a.m.
3 a.m.â4 a.m.
4 a.m.â5 a.m.
5 a.m.â6 a.m.
6 a.m.â7 a.m.
7 a.m.â8 a.m.
8 a.m.â9 a.m.
9 a.m.â10 a.m.
10 a.m.â11 a.m.
11 a.m.â12 p.m.
12 p.m.â1 p.m.
1 p.m.â2 p.m.
2 p.m.â3 p.m.
3 p.m.â4 p.m.
4 p.m.â5 p.m.
5 p.m.â6 p.m.
6 p.m.â7 p.m.
7 p.m.â8 p.m.
8 p.m.â9 p.m.
9 p.m.â10 p.m.
10 p.m.â11 p.m.
11 p.m.â12 a.m.
Academic Integrity Policy Attestation:
By typing my name in the box to the right, I attest and affirm that I have watched the entire Integrity Matters Tutorial and will comply with the Academic Integrity Policy of Chamberlain College of Nursing.
Answer:
Academic Integrity Question #1:
What is one example of plagiarism that was mentioned in the Chamberlain Integrity Matters Tutorial?
Answer:
Academic Integrity Question #2:
Other than not sharing passwords, what is one way students can avoid plagiarism that was mentioned in the Chamberlain Integrity Matters Tutorial?
Answer:
Self-Evaluation: Challenges (see Rubric)
What are your greatest challenges with time management?
Answer:
Self-Evaluation: Strategies (see Rubric)
What effective strategies will you use to overcome these challenges?
Answer:
Time Management Plan Template.docx 1/17/2020 cjm/sm
4
A case study of health
and agriculture social
enterprises in Kenya
Eliada Griffin-EL and Emily Darko .
013 Student Autobiography Template College ExamplLisa Brown
Â
1. The document discusses steps to get writing help from HelpWriting.net, including creating an account, submitting a request form with instructions and deadline, and reviewing writer bids before choosing a writer and placing a deposit.
2. After receiving the paper, the customer ensures it meets expectations and pays the writer if pleased, or requests revisions. HelpWriting.net guarantees original, high-quality work or a full refund.
3. The document provides instructions for obtaining writing assistance from HelpWriting.net, including account creation, submitting requests, choosing a writer, receiving papers, and requesting revisions if needed.
FULL TITLE:
Learning to Cost-Effectively Assess and Manage Social Performance
ROOM: Impala/Lake Turkana
FACILITATED BY: Freedom from Hunger
Mr. Christian Loupeda (USA)
Best practices are techniques that have consistently shown superior results compared to other methods. Benchmarking involves comparing one's processes and performance metrics to industry leaders. There is no single benchmarking process, but it typically involves 12 steps: selecting topics, defining processes, identifying partners, collecting data, determining gaps, setting future targets, and reviewing. Examples of best practices from different organizations focus on continuous improvement, teamwork, variety of options, clear objectives, social behavior, and good management. Some best practices that could benefit a college include using solar power, rainwater harvesting, developing social behavior among students, clear management, and offering a variety of courses.
Christian Essay Topics. Christianity Essay Studies of Religion I - Year 12 H...Liz Milligan
Â
Essay on Christianity Christianity Essay for Students and Children in .... Christianity essay Religious Studies - GCSE OCR Thinkswap. DOC ESSAY 2 CHRISTIAN AND CULTURE wellington matsembe - Academia.edu. School essay: Religious essays. Extensive Christianity Essay Topics - 2021 TopicsMill. Christianity and relationship with a God - Free Essay Example .... Essay on Faith Faith Essay for Students and Children in English. Religion Essay - Christianity Studies of Religion II - Year 11 HSC .... How to Write an Essay on Religion? Its Topics amp; Importance. Challenges in Christianity - Free Essay Example PapersOwl.com. Mere Christianity Essay Topics. Topics for christianity essays. Differences between the Catholics and Pentecostals Essay Example .... Origin of Christianity Essay Example Topics and Well Written Essays .... Christianity Essay Studies of Religion II - Year 11 HSC Thinkswap. The Impact of Christianity Response Essay Example Topics and Well .... Fascinating Christianity Essay Thatsnotus. Christianity vs. Islam - Free Essay Example PapersOwl.com. Christianity Full Essay, Ethics, Beliefs, Sacred Texts!!! Studies of .... The Christian Church Free Essay Example. Christianity Essay Studies of Religion I - Year 12 HSC Thinkswap. Christianity Essay. The Rise Of Christianity Essay Free Essay Example. Christianity and Hinduism Essay Example StudyHippo.com. Christian vs Islam - Free Essay Example PapersOwl.com. Christian worldview essay topics. Essay: Apologetics and the .... Christianity Essay on Significance of Baptism for Adherents Studies .... Traditional Christianity Essay. HSC Christianity Essay Studies of Religion I - Year 11 HSC Thinkswap. Religions Essay Essay on Religions for Students and Children in .... 005 Church Essays Life In Christ On The Christian History And Theology .... Essays On Selected Christian Topics 9781452067360 eBay. Phenomenal Christianity Essay Introduction Thatsnotus Christian Essay Topics Christian Essay Topics. Christianity Essay Studies of Religion I - Year 12 HSC Thinkswap
Hands On China coordinates volunteer opportunities in Shanghai to address social and environmental challenges. It connects locals and foreigners with charities, and supports projects through donations, fundraising, and community development. MBA students also conduct research on sustainability issues in China. Transitioning to more sustainable and responsible practices requires addressing labor conditions, governance, product impacts, and developing strong community relationships internally and externally.
This document outlines a research project to conduct a socio-economic impact assessment of corporate social responsibility (CSR) activities undertaken by public sector units in Uttar Pradesh, India. The project will examine the impact and effectiveness of CSR programs related to education, healthcare, poverty alleviation, and sustainable development. Key objectives are to evaluate how CSR funds are used and their benefits to society, identify areas for improvement, and provide recommendations. Primary and secondary data will be collected through surveys, interviews, and reports. The 30-month project requires a budget of Rs. 20.3 lakh and will analyze CSR activities, their outcomes, and produce a report on findings and policy inputs.
Building Organizational Capacity Preview and FeedbackBonner Foundation
Â
This session was led by Rachayita Shah and Ariane Hoy at the Bonner Fall Directors Meeting. This session previewed and gained feedback on aspects of the series designed to help upper class students (specifically juniors) understand the sectors (especially nonprofit) and how they might engage in building the capacity of an organization. This series also focuses on student career development, helping them identify future pathways.
The document defines impact assessment as the process of identifying and measuring the future consequences of current or proposed projects. Impact assessments are carried out to ensure projects are economically viable, socially equitable, and environmentally sustainable. The objectives of impact assessments are to evaluate project effectiveness, demonstrate success to obtain further funding, learn how efforts impact communities to improve interventions, and properly allocate resources. Examples provided assess the impacts of microfinancing, establishing schools, and population control projects, including outputs like increased literacy, employment, and standards of living. Impact assessments help improve project effectiveness by encouraging beneficial activities and processes while including terms that support intended outcomes.
Outside inc - is social intrapreneurship the new driver for innovation?Anis Bedda
Â
Outside Inc - Marieke den Nijs
Title: Is Social Intrapreneurship the new driver for innovation?
Intrapreneurship Conference 2014
www.intrapreneurshipconference.com
#Intracnf14
The document discusses implementing socioeconomic development in mainstream economics and Islamic finance through ethical models. It proposes setting up models for ethics and socioeconomics in both fields.
It describes how microfinance aims for a double bottom line of financial and social performance. Microfinance institutions are assessed using both financial ratios and social indicators. The document also discusses the need for microfinance to consider environmental impacts and have an environmental bottom line.
The document proposes implementing socioeconomic development in Islamic finance based on Islamic economic values like equality, social justice, and sustainable development. It suggests reinforcing Islamic heritage and integrating ethics and morality as defined by Islamic law into economic models and practices.
PDE Week 3 Developing and evaluating programs using the logic modelkpravera
Â
This document provides an overview of logic models and their components for program planning and evaluation. It defines the key elements of a logic model as the situation, inputs, outputs, outcomes, and assumptions. The situation establishes the problem a program aims to address. Inputs refer to the resources invested in the program. Outputs are the activities and people reached. Outcomes are the short-term, intermediate, and long-term results of the program. Assumptions recognize beliefs about how the program will work. A logic model displays the relationships between these elements and can be used as a communication tool.
1. Community development is a process conducted by community members to not only create more jobs and infrastructure, but also help their community become better able to manage change. It builds physical, financial, human, social and environmental capitals.
2. Development means increasing choices, while growth just means more of the same. Development can occur without growth and growth can occur without development.
3. Economic development is part of community development by seeking to build all five community capitals, not only enhancing the economy but also the environment, social structures, attitudes and assets.
Vulnerability Management Program Development ProgramSusan Cox
Â
The document discusses establishing a leadership development program at Entergy's fleet department to address problems caused by a lack of effective leadership. The program will focus on improving current leaders' skills and training employees to become future servant leaders. It will develop skills like compassion, adaptability, managing change, and strategic thinking. The program's strategies and objectives will be discussed along with the participants. The goal is to improve leadership abilities to benefit both Entergy and its fleet department through this training initiative.
This document discusses the theory of change approach to project management. It explains that a theory of change identifies the intended outcome of a project, how the change process will occur, and what needs to happen for the outcome to be achieved. It provides examples of how to develop indicators, baselines and targets to measure progress towards the intended outcome. The document also discusses how to identify the activities and outputs needed to achieve changes in attitudes, behaviors and other interim outcomes that are necessary to achieve the overall intended outcome of the project.
This document provides an overview of entrepreneurship and entrepreneurial characteristics. It defines an entrepreneur as someone who recognizes opportunities, raises resources, and takes on risks to exploit opportunities. Key characteristics of successful entrepreneurs discussed include ambition, enthusiasm, creativity, decision-making ability, perseverance, and being a self-confident planner. Examples are given of entrepreneurs who demonstrated these traits, such as Steve Jobs of Apple. The document also distinguishes entrepreneurs from managers, noting that entrepreneurs take more risks as owners while managers are employees focused on implementation.
Putting High Performance Economic Development into PracticeAtlas Integrated
Â
Putting High Performance Economic Development into Practice: A Guide for Economic Development Leaders and their Boards | EDAC Performance Measurement in Economic Development Seminar
My slides for a course on Strategic Doing for the Economic Development Institute. I teach the fundamentals of strategic doing in an advanced strategy lab.
The Future of Corporate Social Responsibility - employee volunteering. Cross-sector initiatives to accelerate social innovation. A presentation of Social Entrepreneurs Melbourne.
How To Write Essay About Myself TelegraphCynthia King
Â
Overcrowding in cities is caused by rapidly growing urban populations. This can lead to problems like poor quality housing and rising crime rates. Effects of overcrowding include loss of access to fresh water, increased pollution, traffic congestion, and higher risks of disease transmission.
The 1920s saw several notorious crimes that impacted American culture. Al Capone controlled crime in Chicago during Prohibition, earning $60 million from illegal alcohol. He was behind the St. Valentine's Massacre. The case of Leopold and Loeb was disturbing as the young boys kidnapped and killed a boy for ransom. Notorious crimes and trials in the 1920s greatly influenced American society and daily life.
Vision mission goals and objectives for the school library media centerJohan Koren
Â
The document discusses the key differences between a vision, mission, goals, and objectives for a school library media center. A vision describes what the organization aims to become in the future, while a mission outlines what the organization does, how it does it, and who it serves. Goals are broad outcomes, while objectives are specific targets needed to achieve goals. The document provides examples of effective vision, mission, goal, and objective statements for school library media centers and discusses how they should all align and work together as part of the strategic planning process.
The Going the Extra Mile (GEM) project aims to help people overcome challenges to employment and move closer to or into work. An evaluation team from the University of Gloucestershire conducted extensive monitoring and evaluation of GEM using both qualitative and quantitative methods. Process evaluations found that GEM provided innovative, relevant support during the pandemic. Outcomes evaluations found improvements in areas like skills, confidence and social connections. A social return on investment model estimated ÂŖ2.50 returned for every ÂŖ1 invested in GEM. Inclusive evaluation methods like digital storytelling captured personal impact stories. The evaluation aims to inform the design of any successor to GEM.
Capital Plus Finance Social Impact Learning 2019SoPact
Â
Capital Plus Financial provides a report on their social impact and learnings from 2019. As a community development financial institution, their mission is to provide affordable housing and financing to low-to-moderate income families. They have invested over $250 million into underserved communities in Texas, providing financing to first-time homeowners who often lack credit. In 2019, they began formally measuring their impact through surveys of beneficiaries and analyzing metrics related to housing, health, education, safety, and community. Key findings include that over 90% of homeowners feel safer in their new homes and 84% report their children attend school more regularly. The report reflects on learnings around improving disaster preparedness communication and striving for deeper impact through thriving communities.
Bringing Reform in a Highly Centralized Organization Please resp.docxcurwenmichaela
Â
"Bringing Reform in a Highly Centralized Organization"
Please respond to the following:
¡
From the weekly readings and first e-Activity, analyze two (2) major pressures that a public administrator faces from shareholders, customers, stakeholders, and employees. Propose two to three (2-3) key actions that public administrators can take in order to maintain a leadership style in the face of such pressures. Justify your response.
¡
From the weekly readings and second e-Activity, compare the U.S. health system that you have researched to the centralized healthcare in European health systems. Propose two (2) actions that both health systems could take in order to make each structure more cost effective and operationally efficient. Provide a rationale for your response
E activity:
¡
Read the following articles located in Week 4 of the course shell and be prepared to discuss:
o
â
Leading in The Shared-Power World of 2020
â
o
â
Leading to Make a Difference: A Field Experiment on the Performance Effects of Transformational Leadership, Perceived Social Impact, and Public Service Motivation
â
o
â
Symposium Conclusion: Future Research on the Dimensions of Collaboration
â
¡
Use the Internet to research a large independent health system within the U.S. that utilizes a combination of centralized and decentralized leadership operational approaches (e.g., Kaiser, etc.). Next, use the Internet to research centralized healthcare in European health systems. Be prepared to discuss.
Reading:
Professional Ethics in Public Service
The question of ethics and public confidence is not a new one. In 1952 Adlai Stevenson, governor of Illinois said, "Public confidence in the integrity of the government is in-dispensable to faith in democracy, and when we lose faith in the system, we lose faith in everything we fight and spend for."
Ethics, the standards of behavior that tell us what we ought to do in our personal and professional lives, applies to all individuals, organizations, and society as a whole. High ethical standards are especially important in the public sector because they are key to credibility and lead to increased support for government agencies and political leaders.
Creating a culture of ethics in an organization can best be accomplished with the adoption of a values-based code of ethics. The ideal time to undertake the effort is when the individuals and the organization are unanimous in their commitment. Ethics codes cannot serve as a "flu shot" to prevent a problem, nor can the codes be used as an "antibiotic" to cure an ethics problem. Once established, the code must apply to everyone including elected and appointed officials, professional staff, and commissioners, as well as volunteers, vendors, and contractors.
Case study
A major goal of an ethics program is to increase awareness of ethics and values in the workplace. An example of creating a culture of ethics can be found in the development of a code of ethics and values undertaken by the cit.
The document provides guidance on caring for and maintaining house plants. It discusses repotting plants into larger pots as they grow, watering plants judiciously depending on conditions, spraying plants to increase humidity, rotating plants for equal light exposure, providing appropriate light and fertilizer, controlling pests and weeds, and mowing grass at regular intervals. Maintaining proper drainage, spacing plants appropriately, and avoiding overwatering or toxic chemicals are also recommended.
The document provides instructions for drawing terrain and landscapes in SketchUp. It describes how to create a base rectangle and fill it with water, then use the sandbox tool to generate terrain grids that can be adjusted and smoothed to form natural-looking landscapes. Trees and other landscape components can then be added before exporting the 2D graphic file.
Building Organizational Capacity Preview and FeedbackBonner Foundation
Â
This session was led by Rachayita Shah and Ariane Hoy at the Bonner Fall Directors Meeting. This session previewed and gained feedback on aspects of the series designed to help upper class students (specifically juniors) understand the sectors (especially nonprofit) and how they might engage in building the capacity of an organization. This series also focuses on student career development, helping them identify future pathways.
The document defines impact assessment as the process of identifying and measuring the future consequences of current or proposed projects. Impact assessments are carried out to ensure projects are economically viable, socially equitable, and environmentally sustainable. The objectives of impact assessments are to evaluate project effectiveness, demonstrate success to obtain further funding, learn how efforts impact communities to improve interventions, and properly allocate resources. Examples provided assess the impacts of microfinancing, establishing schools, and population control projects, including outputs like increased literacy, employment, and standards of living. Impact assessments help improve project effectiveness by encouraging beneficial activities and processes while including terms that support intended outcomes.
Outside inc - is social intrapreneurship the new driver for innovation?Anis Bedda
Â
Outside Inc - Marieke den Nijs
Title: Is Social Intrapreneurship the new driver for innovation?
Intrapreneurship Conference 2014
www.intrapreneurshipconference.com
#Intracnf14
The document discusses implementing socioeconomic development in mainstream economics and Islamic finance through ethical models. It proposes setting up models for ethics and socioeconomics in both fields.
It describes how microfinance aims for a double bottom line of financial and social performance. Microfinance institutions are assessed using both financial ratios and social indicators. The document also discusses the need for microfinance to consider environmental impacts and have an environmental bottom line.
The document proposes implementing socioeconomic development in Islamic finance based on Islamic economic values like equality, social justice, and sustainable development. It suggests reinforcing Islamic heritage and integrating ethics and morality as defined by Islamic law into economic models and practices.
PDE Week 3 Developing and evaluating programs using the logic modelkpravera
Â
This document provides an overview of logic models and their components for program planning and evaluation. It defines the key elements of a logic model as the situation, inputs, outputs, outcomes, and assumptions. The situation establishes the problem a program aims to address. Inputs refer to the resources invested in the program. Outputs are the activities and people reached. Outcomes are the short-term, intermediate, and long-term results of the program. Assumptions recognize beliefs about how the program will work. A logic model displays the relationships between these elements and can be used as a communication tool.
1. Community development is a process conducted by community members to not only create more jobs and infrastructure, but also help their community become better able to manage change. It builds physical, financial, human, social and environmental capitals.
2. Development means increasing choices, while growth just means more of the same. Development can occur without growth and growth can occur without development.
3. Economic development is part of community development by seeking to build all five community capitals, not only enhancing the economy but also the environment, social structures, attitudes and assets.
Vulnerability Management Program Development ProgramSusan Cox
Â
The document discusses establishing a leadership development program at Entergy's fleet department to address problems caused by a lack of effective leadership. The program will focus on improving current leaders' skills and training employees to become future servant leaders. It will develop skills like compassion, adaptability, managing change, and strategic thinking. The program's strategies and objectives will be discussed along with the participants. The goal is to improve leadership abilities to benefit both Entergy and its fleet department through this training initiative.
This document discusses the theory of change approach to project management. It explains that a theory of change identifies the intended outcome of a project, how the change process will occur, and what needs to happen for the outcome to be achieved. It provides examples of how to develop indicators, baselines and targets to measure progress towards the intended outcome. The document also discusses how to identify the activities and outputs needed to achieve changes in attitudes, behaviors and other interim outcomes that are necessary to achieve the overall intended outcome of the project.
This document provides an overview of entrepreneurship and entrepreneurial characteristics. It defines an entrepreneur as someone who recognizes opportunities, raises resources, and takes on risks to exploit opportunities. Key characteristics of successful entrepreneurs discussed include ambition, enthusiasm, creativity, decision-making ability, perseverance, and being a self-confident planner. Examples are given of entrepreneurs who demonstrated these traits, such as Steve Jobs of Apple. The document also distinguishes entrepreneurs from managers, noting that entrepreneurs take more risks as owners while managers are employees focused on implementation.
Putting High Performance Economic Development into PracticeAtlas Integrated
Â
Putting High Performance Economic Development into Practice: A Guide for Economic Development Leaders and their Boards | EDAC Performance Measurement in Economic Development Seminar
My slides for a course on Strategic Doing for the Economic Development Institute. I teach the fundamentals of strategic doing in an advanced strategy lab.
The Future of Corporate Social Responsibility - employee volunteering. Cross-sector initiatives to accelerate social innovation. A presentation of Social Entrepreneurs Melbourne.
How To Write Essay About Myself TelegraphCynthia King
Â
Overcrowding in cities is caused by rapidly growing urban populations. This can lead to problems like poor quality housing and rising crime rates. Effects of overcrowding include loss of access to fresh water, increased pollution, traffic congestion, and higher risks of disease transmission.
The 1920s saw several notorious crimes that impacted American culture. Al Capone controlled crime in Chicago during Prohibition, earning $60 million from illegal alcohol. He was behind the St. Valentine's Massacre. The case of Leopold and Loeb was disturbing as the young boys kidnapped and killed a boy for ransom. Notorious crimes and trials in the 1920s greatly influenced American society and daily life.
Vision mission goals and objectives for the school library media centerJohan Koren
Â
The document discusses the key differences between a vision, mission, goals, and objectives for a school library media center. A vision describes what the organization aims to become in the future, while a mission outlines what the organization does, how it does it, and who it serves. Goals are broad outcomes, while objectives are specific targets needed to achieve goals. The document provides examples of effective vision, mission, goal, and objective statements for school library media centers and discusses how they should all align and work together as part of the strategic planning process.
The Going the Extra Mile (GEM) project aims to help people overcome challenges to employment and move closer to or into work. An evaluation team from the University of Gloucestershire conducted extensive monitoring and evaluation of GEM using both qualitative and quantitative methods. Process evaluations found that GEM provided innovative, relevant support during the pandemic. Outcomes evaluations found improvements in areas like skills, confidence and social connections. A social return on investment model estimated ÂŖ2.50 returned for every ÂŖ1 invested in GEM. Inclusive evaluation methods like digital storytelling captured personal impact stories. The evaluation aims to inform the design of any successor to GEM.
Capital Plus Finance Social Impact Learning 2019SoPact
Â
Capital Plus Financial provides a report on their social impact and learnings from 2019. As a community development financial institution, their mission is to provide affordable housing and financing to low-to-moderate income families. They have invested over $250 million into underserved communities in Texas, providing financing to first-time homeowners who often lack credit. In 2019, they began formally measuring their impact through surveys of beneficiaries and analyzing metrics related to housing, health, education, safety, and community. Key findings include that over 90% of homeowners feel safer in their new homes and 84% report their children attend school more regularly. The report reflects on learnings around improving disaster preparedness communication and striving for deeper impact through thriving communities.
Bringing Reform in a Highly Centralized Organization Please resp.docxcurwenmichaela
Â
"Bringing Reform in a Highly Centralized Organization"
Please respond to the following:
¡
From the weekly readings and first e-Activity, analyze two (2) major pressures that a public administrator faces from shareholders, customers, stakeholders, and employees. Propose two to three (2-3) key actions that public administrators can take in order to maintain a leadership style in the face of such pressures. Justify your response.
¡
From the weekly readings and second e-Activity, compare the U.S. health system that you have researched to the centralized healthcare in European health systems. Propose two (2) actions that both health systems could take in order to make each structure more cost effective and operationally efficient. Provide a rationale for your response
E activity:
¡
Read the following articles located in Week 4 of the course shell and be prepared to discuss:
o
â
Leading in The Shared-Power World of 2020
â
o
â
Leading to Make a Difference: A Field Experiment on the Performance Effects of Transformational Leadership, Perceived Social Impact, and Public Service Motivation
â
o
â
Symposium Conclusion: Future Research on the Dimensions of Collaboration
â
¡
Use the Internet to research a large independent health system within the U.S. that utilizes a combination of centralized and decentralized leadership operational approaches (e.g., Kaiser, etc.). Next, use the Internet to research centralized healthcare in European health systems. Be prepared to discuss.
Reading:
Professional Ethics in Public Service
The question of ethics and public confidence is not a new one. In 1952 Adlai Stevenson, governor of Illinois said, "Public confidence in the integrity of the government is in-dispensable to faith in democracy, and when we lose faith in the system, we lose faith in everything we fight and spend for."
Ethics, the standards of behavior that tell us what we ought to do in our personal and professional lives, applies to all individuals, organizations, and society as a whole. High ethical standards are especially important in the public sector because they are key to credibility and lead to increased support for government agencies and political leaders.
Creating a culture of ethics in an organization can best be accomplished with the adoption of a values-based code of ethics. The ideal time to undertake the effort is when the individuals and the organization are unanimous in their commitment. Ethics codes cannot serve as a "flu shot" to prevent a problem, nor can the codes be used as an "antibiotic" to cure an ethics problem. Once established, the code must apply to everyone including elected and appointed officials, professional staff, and commissioners, as well as volunteers, vendors, and contractors.
Case study
A major goal of an ethics program is to increase awareness of ethics and values in the workplace. An example of creating a culture of ethics can be found in the development of a code of ethics and values undertaken by the cit.
The document provides guidance on caring for and maintaining house plants. It discusses repotting plants into larger pots as they grow, watering plants judiciously depending on conditions, spraying plants to increase humidity, rotating plants for equal light exposure, providing appropriate light and fertilizer, controlling pests and weeds, and mowing grass at regular intervals. Maintaining proper drainage, spacing plants appropriately, and avoiding overwatering or toxic chemicals are also recommended.
The document provides instructions for drawing terrain and landscapes in SketchUp. It describes how to create a base rectangle and fill it with water, then use the sandbox tool to generate terrain grids that can be adjusted and smoothed to form natural-looking landscapes. Trees and other landscape components can then be added before exporting the 2D graphic file.
The document proposes establishing the Youth Unity Peace Forum of Eastern Ethiopia to promote unity, peace and development among youth in the region. It would do this through activities like public forums that allow youth to discuss issues and ways to achieve regional unity. The forum aims to minimize conflicts, promote human rights and empower youth and women. It would focus on educating youth about valuing other ethnic groups and religions to foster understanding between different communities.
1. The Youth Forum convened 250 young people from over 70 countries to discuss topics of concern like education, jobs, and accountability. Participants presented a Youth Forum Declaration highlighting their discussions.
2. The Declaration called for education that empowers people and the planet, better measuring youth unemployment, and building state accountability. It also recommended enhancing UNCTAD's role in capacity building and implementation of sustainable development goals.
3. Speakers at the event recognized challenges like youth unemployment and debt, and the need to ensure rural youth are not left behind. They emphasized including youth in decision making and seizing opportunities to unlock their potential.
Objective & Organization List - Copy.docxNesriYaya
Â
1. The document describes the general objectives of BIFLE Universal Charity and Development Association.
2. The organization focuses on objectives such as reducing human trafficking and illegal immigration, improving health, education and economic opportunities, and promoting peace, democracy and human rights.
3. The objectives are described in both English and Amharic and include 12 points covering issues such as balanced nutrition, environmental protection, and developing a socially responsible community.
This document provides a literature review on the history and development of screw jacks. It discusses how screw jacks were commonly used on World War II-era jeeps and trucks. The principles of using a screw as a machine to lift loads can be traced back to Archimedes in 200 BC. Leonardo da Vinci first demonstrated using a screw jack for lifting in the late 1400s. However, screw jacks did not see widespread development and use until the late 1800s during the Industrial Revolution, when inventors incorporated screws into machine tools. The document outlines some of the key inventors and developments in screw jack technology over the centuries.
This document outlines Ethiopia's Technical and Vocational Education and Training (TVET) Infrastructure and Facilities Development Program. The program consists of 6 Project Components (PCs) aimed at improving TVET infrastructure, facilities, governance and human resources. PC1 focuses on physical infrastructure development for TVET institutions, establishing special centers/institutes, and quality assurance authorities. PC2 aims to establish digital infrastructure for TVET delivery and research. The remaining PCs cover areas such as revising the TVET governance and leadership structure, building human resource capacity, and improving the legal framework and financing of the TVET sector.
This document outlines an Ethiopian TVET program aimed at improving research, innovation, industry linkage, and technology transfer. The program's key components are developing an innovative mindset, promoting open science practices, strengthening applied research culture, and enhancing innovation. The expected outcomes include establishing research systems, commercializing discoveries, developing innovation centers, and facilitating technology transfers to benefit communities and industries. The program seeks to transform Ethiopia's economy from agrarian to industry-led by equipping TVET institutions and partnerships with innovative capabilities.
The document outlines a program to enhance community engagement and science culture development in TVET institutions in Ethiopia. It discusses three components of community engagement: 1) developing a community vocational career guide, 2) strengthening industry extension services, and 3) improving knowledge and technology transfer. It also discusses two components of science culture development: 1) integrating STEM into TVET and 2) developing indigenous talent and skills. The overall goal is to improve the quality, relevance, access, and equity of community engagement and science culture practices in TVET institutions.
The document discusses establishing and maintaining a petty cash fund. It describes creating a petty cash account with an initial $100 deposit. It also explains using petty cash slips to record small expenditures as they are made and replenishing the fund with a journal entry by debiting the expense accounts and crediting cash for the amount spent. If the cash on hand does not equal the expected amount when replenishing, a cash over/short account is used.
Training on Financial Accounting Part II.pptNesriYaya
Â
The document provides an overview of the accounting cycle and closing process. It discusses how closing entries are used to bring revenue, expense, and dividend accounts to a zero balance at the end of the accounting period. Specifically, it explains that revenues are closed by debiting the revenue accounts and crediting income summary, expenses are closed by crediting the expense accounts and debiting income summary, income summary is closed by debiting it and crediting retained earnings, and dividends are closed by debiting retained earnings and crediting dividends. Sample journal entries and T-account illustrations are provided to demonstrate the closing process.
Training on Financial Accounting Part I.pptNesriYaya
Â
This training introduces financial accounting concepts. The objectives are to understand basic accounting concepts including the FASB, financial statements, assumptions, principles, accrual and cash basis accounting, and the accounting equation. Key topics covered include the definition of accounting and financial accounting, the roles of the FASB and elements of financial statements. The presentation also discusses recognition and measurement concepts, basic assumptions and principles, and cash versus accrual accounting methods.
The document discusses the accounting cycle and closing process. It begins by outlining the steps in the accounting cycle, including analyzing source documents, journalizing transactions, posting to accounts, preparing a trial balance, financial statements, and closing entries. It then discusses the classified balance sheet format which subdivides asset, liability, and equity accounts for more information. Finally, it explains the closing process which involves closing revenue and expense accounts to the income summary account, then closing income summary and dividends to retained earnings to bring beginning balances to zero for the next accounting period.
Colby Hobson: Residential Construction Leader Building a Solid Reputation Thr...dsnow9802
Â
Colby Hobson stands out as a dynamic leader in the residential construction industry. With a solid reputation built on his exceptional communication and presentation skills, Colby has proven himself to be an excellent team player, fostering a collaborative and efficient work environment.
Org Design is a core skill to be mastered by management for any successful org change.
Org Topologiesâĸ in its essence is a two-dimensional space with 16 distinctive boxes - atomic organizational archetypes. That space helps you to plot your current operating model by positioning individuals, departments, and teams on the map. This will give a profound understanding of the performance of your value-creating organizational ecosystem.
Comparing Stability and Sustainability in Agile SystemsRob Healy
Â
Copy of the presentation given at XP2024 based on a research paper.
In this paper we explain wat overwork is and the physical and mental health risks associated with it.
We then explore how overwork relates to system stability and inventory.
Finally there is a call to action for Team Leads / Scrum Masters / Managers to measure and monitor excess work for individual teams.
Originally presented at XP2024 Bolzano
While agile has entered the post-mainstream age, possibly losing its mojo along the way, the rise of remote working is dealing a more severe blow than its industrialization.
In this talk we'll have a look to the cumulative effect of the constraints of a remote working environment and of the common countermeasures.
Specific ServPoints should be tailored for restaurants in all food service segments. Your ServPoints should be the centerpiece of brand delivery training (guest service) and align with your brand position and marketing initiatives, especially in high-labor-cost conditions.
408-784-7371
Foodservice Consulting + Design
Ganpati Kumar Choudhary Indian Ethos PPT.pptx, The Dilemma of Green Energy Corporation
Green Energy Corporation, a leading renewable energy company, faces a dilemma: balancing profitability and sustainability. Pressure to scale rapidly has led to ethical concerns, as the company's commitment to sustainable practices is tested by the need to satisfy shareholders and maintain a competitive edge.
A presentation on mastering key management concepts across projects, products, programs, and portfolios. Whether you're an aspiring manager or looking to enhance your skills, this session will provide you with the knowledge and tools to succeed in various management roles. Learn about the distinct lifecycles, methodologies, and essential skillsets needed to thrive in today's dynamic business environment.
Integrity in leadership builds trust by ensuring consistency between words an...Ram V Chary
Â
Integrity in leadership builds trust by ensuring consistency between words and actions, making leaders reliable and credible. It also ensures ethical decision-making, which fosters a positive organizational culture and promotes long-term success. #RamVChary
Enriching engagement with ethical review processesstrikingabalance
Â
New ethics review processes at the University of Bath. Presented at the 8th World Conference on Research Integrity by Filipa Vance, Head of Research Governance and Compliance at the University of Bath. June 2024, Athens
Employment PracticesRegulation and Multinational CorporationsRoopaTemkar
Â
Employment PracticesRegulation and Multinational Corporations
Strategic decision making within MNCs constrained or determined by the implementation of laws and codes of practice and by pressure from political actors. Managers in MNCs have to make choices that are shaped by gvmt. intervention and the local economy.
Impact of Effective Performance Appraisal Systems on Employee Motivation and ...Dr. Nazrul Islam
Â
Healthy economic development requires properly managing the banking industry of any
country. Along with state-owned banks, private banks play a critical role in the country's economy.
Managers in all types of banks now confront the same challenge: how to get the utmost output from
their employees. Therefore, Performance appraisal appears to be inevitable since it set the
standard for comparing actual performance to established objectives and recommending practical
solutions that help the organization achieve sustainable growth. Therefore, the purpose of this
research is to determine the effect of performance appraisal on employee motivation and retention.
2. EMI Self Introduction
īŧYour Name
īŧYour Position
īŧEducational Background
īŧYour familiarity with project
īŧ Special Occasion
īŧ Others perceptions about you
13. 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
14. EMI
Objectives of the Training
General Objective
To enhance participantsâ knowledge and skills and attitude with
regard to project planning, implementation, monitoring and
evaluation.
15. EMI Specific objectives
After the end of the session participants will be able to
īIdentify development and its relation with project
ī Define project management
ī Explain identification and formulation
ī Discuss Project implementation
īCompare and contrast project monitoring and evaluation
17. 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 motherâs 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
âconstructing health centerâ and have a discussion with the village local administrators about the
project idea. And all agreed that the villageâs 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.
18. EMI Activity
Based on the above case answer the following questions
īDo you think that this project, constructing health center,
was problem solving?
īDo you think that this project was successful? If not why?
īWhat results were expected to be achieved by the project?
īHow do you evaluate the contribution of the project towards
development of the village?
20. EMI
Reflection
ī Discuss the meaning of development.
ī Discuss the difference economic growth, economic
development and sustainable development.
21. 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.
22. EMI
ī In 1950âs and 1960âs development was conceived in terms of growth
targets such as increase in per capita Gross National Product (GNP) and
Gross Domestic Product (GDP).
ī During the 1970âs the concept of development had been re-defined in
terms of multidimensional concepts.
Concept of Development Cont âĻ
23. EMI
The term development encompasses three fundamental elements: Change,
Improvement and Sustainability
ī 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
24. EMI
īImprovement, 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 . . .
25. EMI
ī 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.
The Meaning of Development Cont . . .
26. EMI
Sustainable development, thus, seeks to resolve conflict between âthe
various competing goals, and involves the simultaneous pursuit of
economic prosperity, environmental quality and social equity famously
referred to as three dimensions.
The Meaning of Development Cont . . .
27. 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
28. 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 . . .
29. 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
30. EMI
ī How do you define a development result?
ī How do you explain result chain? And
ī At which level of the result chain we expect result?
Activity
31. EMI
âyou can lead a horse to water, but you canât make it drink.â
Let us clarify the concept of result using the old proverb:
33. EMI
ContâdâĻ
ī§ 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 horsesâ own
decision and not subject to our control.
ī§ Think of:
īall the training courses, meetings, workshops and conferences organized by
different bodies,
īall the reports that are being produced,
īlatrines and schools built, and
īmosquito nets distributed.
Development Result
34. EMI
ī§ All of these things are outputs â or, in keeping with this metaphor, about
bringing the horse to water.
ī§ But who makes sure that:
īpeople use the knowledge they acquire at all those events?
īWho ensures that people use the latrines,
īchildren go to schools,
īthat mosquito nets are used and not sold?
īWho ensures that people change their behaviors?
Development Result
35. EMI
ī§ Most people answer that it is too hard to influence people to change their behavior.
ī§ Thus, because people know they canât make a horse drink water, they focus on the
things they can easily control:
īleading the horse to water,
īmaking sure the water tank is full,
īmonitoring the quality of the water, and
īensuring that the horse can easily reach the water.
ī§ 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
36. EMI
ī Results are changes in a state or condition that derive from a cause
and effect relationship.
ī And development result is a statement of expected change in a
development intervention/ projects.
ī 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
38. 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.
44. EMI
Definition of Project
ī According to the project management institute (PMI) a project is âa temporary endeavor
undertaken to create a unique product, service, or a result. (PMI, 2017)
ī 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.
ī In general projects are referred to by development economists as âthe cutting edge of
developmentâ.
Definition of Project and its Characteristics
45. EMI
âĸ have well defined objectives
âĸ have defined start and finish dates
âĸ are designed and implemented to produce specific results
âĸ require financial, material and human resources
âĸ involve one or more individual or groups
âĸ are unique (i.e. they will not be repeated precisely in the same way
in the future)
âĸ have definite location and target group (beneficiaries)
Project Characteristics . . .
46. EMI
The characteristics of a project . . .
Items characterizes Specific issue
Uniqueness âĸ Unique product /goods and services/
âĸ Unique context
âĸ Unique process
Duration âĸ Temporary and limited timeframe
Numerous constraints âĸ Quality, Time, Costs, Scope
Project life cycle âĸ They emerge from need/demand/resource and finish with the
delivery of a satisfactory product or service
Involvement of multiple
parties [stakeholders]
âĸ Different interest
âĸ Different fields
âĸ Different organizations
âĸ Different culture
Context of relative uncertainty âĸ Environmental uncertainty [complexity, unpredictability]
âĸ Technological uncertainty [size,]
âĸ Resources uncertainty , number , complexity]
47. EMI
Difference and similarities between project and programs
Project Program
Differences
ī Is specific in objectives/purpose
ī Has specific area/geographic unit
ī Has specific target groups
ī Has clearly determined and
allocated fund
ī Has specific life
ī Has got general objectives
ī May not have specific area
ī May not have specific target
groups
ī May not have clear and detailed
financial allocation
ī May not have specific time of
ending
Similarities
ī Has purpose/objectives
ī Require input (financial, manpower, material, etc)
ī Generate output (goods and/or services)
ī Operate over space and time.
52. EMI
Example of result chain by considering Monitoring and evaluation training as an intervention
53. 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 wasnât initially a success. The
organizers had anticipated that more than 3,000 SMS would be sent but, in the end,
there were only 53.
54. EMI
Activity
Based on the above case answer the following questions
īDo you think that this project was problem solving?
īDo you think that this project was successful? If not why? And At
which level of result chain the project failed
īWhy did the project fail?
56. 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 womenâs 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
ī§ Identify the different types of results that the project brought to the
community?
57. EMI Types of Results
ī§ Result can be intended or unintended and it can also be positive or negative.
But the result chain focus on expected results.
58. EMI
Project Cycle: Phases and Stages
ī 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 âproject cycleâ.
ī For each stage the activities and persons or organizations involved may vary.
ī Different organizations/donors have developed their own cycles and
requirements at each stage/phase.
59. EMI
ī Project Cycle Management (PCM) is a method to control projects,
programs and project portfolios through all its phases of the project cycle.
ī 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 . . .
60. 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
61. EMI
Project Cycle: Phases and Stages
Phase Stage
I. Pre-Investment
īˇ Identification
īˇ Preparation/formulation
īŧ Pre-feasibility study
īŧ Feasibility study
1. Appraisal/selection
2. Appraisal
3. Decision
II. Investment
īˇ Implementation
īŧ Tendering, Negotiating and Contracting
īŧ Detailed Engineering Design
īŧ Construction, Erection & Commissioning
īŧ Monitoring
īŧ Evaluation (on-going & terminal)
III. Operation īˇ Operation
īˇ Ex-post evaluation
64. EMI
What is project identification
ī§ Project identification refers to finding project ideas
which can contribute towards achieving specified
development objectives.
ī§ Project identification is the first and the most crucial of
the stages in the project cycle.
1
65. EMI
Phases of Project Identification
There are four key phases of project identification.
These are:
âĸActual project identification
âĸDescription of project idea
âĸScreening
âĸPrioritization
1
66. EMI
Activities
1. Who identifies projects?
2. What are the sources of project ideas?
3. Identify different project ideas related to your organization?
1
67. EMI ī§ Development Projects might be identified by different
stakeholders including:
īGovernment sector ministries,
īRegional and local governments administration,
īPrivate sector companies (local or foreign),
īState owned enterprises and organizations,
īDevelopment banks,
īBilateral and multilateral agencies,
1
68. EMI
ī§ Individuals
ī§ Groups of individuals (community)
ī§ Local leaders
ī§ NGOs
ī§ Policy makers
ī§ Planners
ī§ International development agencies
ī§ Government pronouncements
Project ideas conceived by:
1
69. EMI Sources of project ideas
Project ideas are born at:
âĸ The micro-level
âĸ The macro-level.
1
70. EMI At Micro-level project ideas emanate from:
ī§ Unsatisfied demand or needs,
ī§ Unused or underutilized resources
ī§ To remove shortages in essential materials, services or facilities
ī§ The initiatives of private or public enterprises in response to incentives
provided by the government,
ī§ The necessity to complement or expand investments previously
undertaken,
ī§ The desire of local groups or organizations
1
71. EMI
Macro-level: Project ideas emerge from:
ī§ National, sectorial, or regional plans and strategies
ī§ Constraints in the development process
ī§ A governmentâs decision to correct social and regional inequalities or to satisfy
basic needs of its people
ī§ Unusual events such as droughts, flood, earthquakes, hostilities, etc.
ī§ A governmentâs decision to create local project implementing capacity in such
areas as construction, etc.
ī§ Foreign firms.
ī§ Workshops and development experiences of other countries
ī§ Multilateral agencies or bilateral development organizations
1
72. EMI
Activities
1. Discuses top-down and bottom-up approach project
identification
2. Advantage and disadvantage of Top-down and bottom up
approach
1
73. EMI
There are two major
approaches to project
identification
(a)Top-down approach
(b)Bottom-up approach
Approaches/methods of identification
1
74. EMI
ī§ Projects are identified based on demands from beyond the
community.
ī§ This may include directives from:
īinternational conventions (such as Kyoto Protocol/climate change)
īinternational institutions or NGOs that have determined particular
priorities and thus projects
īnational policy makers identifying projects that pertain to party
manifestos and/or national plans.
1
Top-Down Approach
75. EMI
ī§ It may be a rapid response to disasters like floods, war
outbreak because there is limited time and chance to
consult the beneficiaries.
ī§ It can be effective in providing important services like
education, health, water, roads etc.
ī§ It can contribute to wider national or international
objectives and goals
Advantages
1
76. EMI
ī§ Does not help in modifying strongly established ideas and
beliefs of people.
ī§ Assumes external individuals know better than the
beneficiaries of the service.
ī§ Communities have little say in planning process
ī§ Community develops dependency syndrome on outside
assistance and does not exploit their own potential.
ī§ The development workers (change agents) become
stumbling blocks to people-led development âĻ there is a
tendency to impose their own biases, etc. on people.
Limitations
1
77. EMI
ī§ In this approach the community/ beneficiaries are
encouraged to identify and plan the projects
themselves with or without outsiders.
1
Bottom-Up Approach
78. EMI
ī§ Interveners accomplish more with limited resources since people tend to
safeguard what they have provided for themselves.
ī§ Develops peopleâs capacity to identify problems and needs and to seek
possible solutions to them.
ī§ Provides opportunities of educating people.
ī§ Helps people to work as a team and develop a âWEâ attitude - makes project
progressive and sustainable.
ī§ Resources are effectively managed; dependence reduces, there is increased
equity, initiative, accountability, financial and economic discipline.
Advantages
1
79. EMI
ī§ Not always effective for projects that require urgency
to implement
ī§ Time-consuming and requires patience and
tolerance.
ī§ The agency using this approach is never in control
and cannot guarantee the results it would want.
ī§ The priorities of communities may not fit with
Limitations
1
80. EMI
Methods of Project Identification
ī§ SWOT Analysis
ī§ Problem analysis and Objective analysis
ī§ Problem tree and objective tree
ī§ Alternative analysis
ī§ Stakeholder analysis
1
82. 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:
ī§To assess the performance and capacity of the participating units,
divisions of organization.
ī§Each participating unit has to undertake SWOT analysis.
83. EMI SWOT stands for:
âĸ Strengths - the positive internal attributes of the organisation
âĸ Weaknesses - the negative internal attributes of the
organisation
âĸ Opportunities - external factors which could improve the
organisationâs prospects
âĸ Threats - external factors which could undermine the
organisationâs prospects
84. EMI Why problem analysis?
ī Helps determine real as opposed to apparent development needs
ī 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).
ī Builds better understanding of underlying causes of development
issues
ī Builds stakeholder consensus
ī Identifies potential constraints
1
85. EMI WhyâĻ.
īIdentifies real cause of the problem
īHelps establishment of meaningful relationship
with other implementers
īHelps establish the actual size of the problem and
likely resources needed
īHelps establish organizationâs comparative
advantage
1
86. 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:
īļ Problem tree analysis workshop with key
stakeholders
īļ Focus group interviews with key stakeholders
īļ Participatory Rural Appraisal (PRA)
1
88. EMI
Developing a problem treeâĻ.
ī§ Creating a problem tree helps to separate the core
problem from its cause and effects.
ī§ The first step in creating a problem tree is to agree on the
nature of the core problem.
ī§ Once this core problem has been identified its
relationship to causes and effects can be represented in a
diagram.
ī§ It is followed by objective tree.
1
89. 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
91. 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
92. 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
93. 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
94. EMI
âĻ
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
95. 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
96. EMI Alternative Tree Analysis
ī§ 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.
ī§ is a process in which specific project strategies are selected from
among the objectives and means raised in Objectives Analysis,
based upon selection criteria.
97. EMI
ī§ 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.
ī§ Each of the sub-units of the objective tree can represent an alternative
strategy for the future project.
ī§ The project objectives set the framework for the strategy of the
project.
98. 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
99. 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.
101. EMI
ī A stakeholder is someone who has a vested interest in the project now
or in the future
ī Anybody who is affected by or can affect the project (âĻ individual,
community, group, organization etc...)
ī KEY STAKEHOLDERS: are those who can significantly influence,
or are important to the success of the project
ī 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
103. EMI
ī§ 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.
ī§ Importance: indicates the priority given by you to satisfying
stakeholdersâ needs and interests through the project.
ī§ Importance is likely to be most obvious when stakeholder interests in
a project converge closely with your objectives.
107. 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?
109. EMI
Example of Stakeholder Communications Plan
Stakeholders Info. Needs Process Time Period
Sponsor
ī High level
ī Exceptions only
ī Needs to update senior
mgt.
ī Talk and short email
showing milestones.
ī Gantt chart and
milestone chart
ī Weekly
Team
ī Detail for their tasks
ī Overview of project
ī Senior mgt.
understanding
ī Status meetings
ī Daily talks
ī Gantt chart review
ī Weekly status
ī Daily talks
ī
111. EMI ETHIOPIAN MANAGEMENT INSTITUTE MONITORING & EVALUATION
2.1. Session Objective
By the end of this session participants will be able to:
ī Exercise the analysis and planning phase of the project;
ī Distinguish the vertical logic and the horizontal logic in the
project matrix;
ī Use the log frame matrix as a tool for planning, monitoring
and evaluation of any project
112. EMI ETHIOPIAN MANAGEMENT INSTITUTE MONITORING & EVALUATION
2.2. The Logical Framework Approach
ī There are two phases of the Logical Framework Approach (LFA): the analysis
phase and the project planning phase.
ī Each phase involves four steps â 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)
113. EMI ETHIOPIAN MANAGEMENT INSTITUTE MONITORING & EVALUATION
Project Planning Matrix (LFM) 4by4
Project
Elements
Objectively Verifiable
Indicators (OVI)
Means of Verification
(MoV)
Assumptions and Risks
Goal
Project Purpose
Outputs
Activities Inputs
114. 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
116
08/08 Adugna
115. EMI
Characteristics
ī§ Goal: Change in the quality of life
ī§ Outcome: 1. Change in Behavior
2. Institutional change
ī§ Output: Product/service/K&S
116. 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 projectâs 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.
117. EMI
A
m
d
e
G
i
z
a
w
1
1
9
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
118. 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-âthe super
goalâ.
Purpose
Description of the
impact or effect the
project is expected to
achieve as a result of its
outputs.
Qualitative and/or
quantitative measures or
parameters used to show
the extent to which the
purpose is met or
fulfilled
Sources of information
and methods, the means,
for verifying (checking)
indicators-used to
establish what has been
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
quantitative measures or
parameters used to show
the extent to which the
outputs are produced.
Sources of information
and methods, the means,
for verifying (checking)
indicators-used to
establish what has been
achieved.
Output to purpose
Main external conditions
/events over which the
project has no control but
which must prevail if
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 projectâs activities.
Activity to output
Main external conditions
/events over which the
project has no control but
which must prevail if
outputs are to be
achieved.
119. 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
120. EMI ETHIOPIAN MANAGEMENT INSTITUTE MONITORING & EVALUATION
Group Exercise
âĸ 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
121. 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 âĻ
10 pilot districtsâ 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
1
2
3
0
8
/
0
8
/
2
0
1
7
A
d
u
g
n
a
122. 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 âĻ
10 pilot districtsâ 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
0
8
/
0
8
/
2
0
1
7
1
2
4
A
d
u
g
n
a
123. 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.
124. EMI
ī Temporary does not necessarily mean the duration of the project is short.
ī Temporary does not typically apply to the product, service, or result created by the
project; most projects are undertaken to create a lasting outcome.
ī For example, a project to build a national monument will create a result expected to last for
centuries.
ī Projects can also have social, economic, and environmental impacts that far outlive
the projects themselves.
Characteristics of Project
125. EMI
ContâdâĻ
ī§ 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.
ī Unique means that this is new,
ī has never been done before.
ī Maybe it has been done in a very similar fashion before but never exactly in this way.
Examples:
ī§ 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..
127. EMI
ī§ 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.
Characteristics of Project..
128. EMI
Characteristics of Project..
ī§ Project -Progressive elaboration
īSince the result/product/services are unique, it is difficult to know
everything upfront.
īSpecification become more clearer later
130. 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.
132. EMI
ī 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.
ī 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)
133. 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 â 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
134. EMI
ī The core tool used within PCM for project planning and management is
described as Logical Framework Approach (LFA).
ī 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
ī Using the log-frame structure, planners test the design of a proposed project to
ensure its relevance, feasibility and sustainability.
ī In addition to its role during project preparation, the LFA is also a key
management tool during implementation and evaluation.
135. EMI
Activity
Identify whether the items on the list are programs, projects, or operation
ī Conduct local youth tobacco prevention
ī Conduct a national nutrition and behavior survey.
ī Test a patient for HIV:
137. EMI
Specified Time
ī 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
ī 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
138. EMI
According to Specification
ī 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.
ī 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.
īFor example, the customer may not have defined the requirements completely,
or the business situation may have changed (happens in long projects).
īIt 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.
147. EMI
ī§ Before you get together a group of people, it is important to get to
know the environment in which your project will take place.
ī§ Getting to know the context can be done in several ways:
īReading reports, books, documents, websites
īStudying maps
īTalking with (local) experts
īField visits
Getting to know the context
149. EMI
ī§ What is a project stakeholder?
īIf you can gain or lose from the success or failure of a project, you
have a âstakeâ in the project.
Stakeholders:
150. 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:
151. EMI
ī A stakeholder is someone who has a vested interest in the project now
or in the future
ī Anybody who is affected by or can affect the project (âĻ individual,
community, group, organization etc...)
ī It includes sponsors, project team, support staff, customers, users,
suppliers, and even competitors of the project
ī Includes a much wider set of actors than the immediate beneficiaries
of the project.
Stakeholders:
152. EMI
Stakeholders:
ī KEY STAKEHOLDERS: are those who can significantly influence, or are
important to the success of the project.
ī The actors (organizations, groups, individuals) that are directly or indirectly
involved in or affected by the planned project;
ī The interests, expectations, potentials and possible resistance of these actors.
ī 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.
153. EMI
ī 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:
īWho will be affected? (+/-)
īWho could influence the process or outcomes?
ī Which individuals, groups or organizations need to be involved; and
īWhose capacity needs to be enhanced to enable them to participate?
154. EMI
ī project user groups/community
ī affected groups/community (if any)
ī community based organizations /CBOs/
ī project financers and implementers
ī concerned local, national and international governmental organizations and
NGOs
Examples of common stakeholders group in many devât
interventions include;
155. 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.
157. EMI
ī§ 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.
ī§ Importance: indicates the priority given by you to satisfying
stakeholdersâ needs and interests through the project.
ī§ Importance is likely to be most obvious when stakeholder interests in
a project converge closely with your objectives.
161. EMI
Exercise
ī 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.
ī Identify the different stakeholders of the proposed project
ī Drawing out stakeholdersâ interests in relation to the project
ī Assessing the influence and importance of stakeholders
ī Combining influence and importance in a matrix diagram
ī Identifying appropriate stakeholder participation
162. 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?
164. EMI
Analysis is âthe process of breaking a complex topic into smaller parts to
gain a better understanding of itâ.
The key problem analysis tool is the Problem Tree â 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
170. 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 peopleâs hygiene habits are poor.
1. Analyze the situation of the community using problem and objective tree
174. 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
177. EMI
We will do the Alternatives Analysis in four steps:
īFirstly, we will identify the different approaches we can take
īNext, we will draw up a range of criteria
īAnalyze each approach against your criteria
īCompare the approaches
Alternatives analysis
178. 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
179. EMI
īWhile 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
īIn 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 âDâ
can be created which is equal to set A+B, and a group âEâ which is
equal to set B+C.
182. 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
183. EMI
Efficacy
īMeasures 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
īAnalyzes 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
īExamines 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.
184. 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.
186. EMI The Logical Framework Approach: Planning
In this second stage of the LFA we take our analysis and develop it into a project plan.
ī We will set our Goal and Outcome, and define the Outputs, Activities and Inputs needed.
ī 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:
ī Describe the Project Effects (Narrative Summary â Outcome and Goal)
ī Describe the Project Operations (Narrative Summary â Outputs. Activities and Inputs)
ī Describe the Project Context (Assumptions and Preconditions)
ī Establish Indicators and define Means of Verification (Project Monitoring and Evaluation)
193. EMI
Example
ī 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.
ī 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.
ī 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
200. EMI
The Goal (in some Log-frames you may see this expressed as âImpactâ) refers to the
higher level objectives.
The Goal is the ultimate objective the project will contribute to â a general, long-
term change â often or at national level or related to a specific sector.
Donât 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?
201. EMI
ī 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.
ī Try to select a Goal that is most consistent with:
ī Government policy â it should reflect national aims and priorities or, at least, not contradict them
ī Donor policy
ī Your own organization's mission and purpose
ī For example:
ī Increased access to safe water in community X may improve health leading to:
ī Reduced child mortality (Health Goal)
ī Improved incomes as the population has more productive days (Poverty Reduction Goal)
ī Increased access to safe water may also reduce womenâs labour leading to:
ī A more supportive environment for female participation in decision making (Inclusiveness Goal)
205. EMI Developing a Result Statement
When developing result statements, we ask the following questions:
ī§ What the expected change is: (a situation, a condition, the level of knowledge,
behavior)?
ī§ The direction of the change: (increase or decrease )
ī§ For whom the expected change will occur: (the target group)?
ī§ Where the expected change will occur: (country, region, district, village, etc.)?
206. EMI
Developing a Result StatementâĻ..
List of result statements
ī§ Increased literacy
ī§ More women can get maternal health care services
ī§ Peace in country X
Discussion Questions:
ī§ Evaluate whether the above list of statements describe strong result
statements or not?
ī§ If your answer is no, rewrite the statements to make strong result statement?
223. EMI Project Implementation
ī The project design requires an implementation plan (also called work plan) for the
activities listed in the log-frame.
ī The work plan demonstrates that the project is feasible in terms of responsibilities,
schedule and resources.
ī It is the basis for monitoring the operations of the project.
ī 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.
ī The work plan usually needs to be adjusted just before the project operations start
and during the implementation.
224. EMI
ī A work breakdown matrix, which lists the activities and specific tasks.
ī A responsibility matrix, which sets out who is responsible for each activity.
ī A calendar of activities, which states when each activity will be completed.
ī 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:
225. EMI
ī 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.
ī It helps the team in charge of implementation to see whether the activities are
carried out:
īon time
īby the right people
īwithin the planned budget. and
ī It also gives you an insight into whether the activities actually lead to the outputs in
the log-frame
226. 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.
228. EMI The work breakdown matrix
In a project, the term âscopeâ can refer to:
ī Product scope â the full set of features and functions that characterize project results.
ī Project scope â the work required to deliver project results according to their specified
features and functions.
ī During the Project Identification and formulation considerable work have been completed
to identify the product scope.
ī On the other hand, Project Identification and formulation give less emphasis on the project
scope.
ī 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.
229. EMI
ī 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 âwork packages.â
ī The WBS is the tool that project managers use to plan the project scope.
ī The WBS serves as the basis for all of the other project management tools, including
scheduling, network analysis, budgeting, and controlling.
ī The WBS organizes and defines what work must be done to successfully implement your
intervention design.
ī 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
230. EMI
The WBS can be used to:
ī guide the process of activity identification and sequencing;
ī provide a basis for more accurate estimates of project duration;
ī more accurate estimates of project cost;
ī estimating resources (such as vehicles, people, supplies, building materials);
ī identify required departmental, subcontracting, vendor services;
ī show the hierarchy of work needed to complete a project; and
ī indicate the interfaces between them.
231. EMI
ī Using the WBS tool, you break down the work that needs to be done into
increasingly smaller work units to be managed.
ī The objective is to identify all the project activities that need to be completed for the
project.
ī You break down the work into smaller units by asking yourself âHow?â
You can identify what needs to be done by asking âhow?â
232. EMI
Example:
ī§ 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?
ī§ Some of the tasks are to recruit & train the staff and provide equipment.
How do you recruit & train staff?
233. EMI
ī 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?
ī If the answer is no, you have forgotten to include essential project activities.
ī How detailed should the Work Breakdown Structure get?
ī i.e., how many levels of subtasks do you need? It depends.
ī It doesnât have to be the same level for every activity or task.
ī Break it down until itâs specific enough that you can identify who will do the
work.
240. EMI Responsibility matrix
ī The responsibility matrix sets out who does what.
ī The project team allocates responsibilities for each work packages to different people and
organizations.
ī The responsibility matrix sets out who is responsible for each work packages by allocating duties
to different people within the team.
ī This helps in coordinating the work of team members, contractors or partners.
241. EMI
Responsibility matrix (using RACI Chart)
Responsible
ī 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)
īAn Accountable must approve (sign off) the work that the Responsible person provides.
Consulted
īThose whose opinions are sought; and with whom there is two-way communication.
Informed
īThose 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.
244. EMI
Resource (inputs) plan
ī 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.
ī 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.
ī The resources required to implement the activities associated with each output should be tabulated.
ī The table should list resource requirements and the amount of each resource required.
2
5
0
246. EMI
Scheduling Project Activities
The steps in the schedule planning process include:
ī Activity Definition âComprehensively identifying the activities that need to be performed to
produce the project deliverables.
ī Activity Sequencing â Identifying the relationships that exist among the various schedule
activities.
ī Activity Resource Estimating â Allocating the type and quantity of resources available/required to
perform each schedule activity.
ī Activity Duration Estimating â Estimating the time required to complete project activities.
ī Schedule Development â Creating a project schedule based on activities, sequences, durations,
resources and schedule constraints.
247. EMI Activity Definition and Sequencing
ī Starting from the WBS, the project team develops an activity list which
comprehensively records all of the activities within the scope of the project .
ī Next, the project team develops a network diagram which identifies and
documents the relationships between the WBSâs activities through graphic
illustrations by considering the following interdependencies.
ī The project team must wait for the latrine cap to be built before it can be installed.
ī The project team does not need to await completion of the latrine cap before digging the latrine
hole.
ī The training activities can be completed independently of the latrine construction activities.
248. EMI
PRECEDENCE DIAGRAMMING METHOD
ī§ 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.
ī§ 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.
ī§ Finish-to-start (FS). A logical relationship in which a successor activity cannot start
until a predecessor activity has īŦnished.
For example, installing the operating system on a PC (successor) cannot start until
the PC hardware is assembled (predecessor).
249. EMI
PRECEDENCE
ī§ Finish-to-finish (FF). A logical relationship in which a successor activity cannot
īŦnish until a predecessor activity has īŦnished.
For example, writing a document (predecessor) is required to īŦnish before editing
the document (successor) can īŦnish.
ī§ 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.
ī§ Start-to-finish (SF). A logical relationship in which a successor activity cannot
īŦnish 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).
250. EMI
PRECEDENCE DIAGRAMMING METHOD
ī§ 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.
ī§ 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.
251. EMI
PRECEDENCE DIAGRAMMING METHOD
ī§ 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.
ī§ 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.
253. EMI
ī Once the sequence of activities is identified, it is tempting to move straight to
activity duration estimating.
ī First, however, the important step of estimating resources must be completed.
ī The relationship between resource estimating and duration estimates is intuitive.
ī For example
ī Everyone knows that it will take one person longer to dig a hole than a team of
five people.
ī Furthermore, duration estimates will vary considerably depending on the tool
used to make the hole.
Activity Resource Estimating
254. EMI ī§ The number of factors that affect duration estimation including (but not limited to)
the following:
Budget
ī§ If money is in short supply, the project might choose to invest in a âlow costâ
resource mix. For example, more manual workers and less machinery are a
preferable low-cost alternative.
ī§ This resource decision, however, will extend the duration of the latrine excavation
activities.
Regulations
ī§ 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).
ī§ These regulations influence resource availability and consequently duration
estimates.
255. EMI
Other Factors that Influence Resource Availability
ī§ A number of other factors influence resource availability, and thereby will influence
activity duration estimates. Some examples of these factors include:
ī§ Weather Constraints impede an agricultural project where community participation is impossible
during harvest season;
ī§ Material Constraints impede a housing project which requires scarce construction materials, making it
necessary to adopt an alternate strategy that is more time consuming;
ī§ Logistics Constraints impede an emergency relief project from accessing transport extending the time
required to fill food warehouses;
ī§ Human Resources Constraints impede a health project from accessing qualified labor, extending
duration estimates for technically complex activities.
256. EMI
Activity Duration Estimating
ī§ 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 projectâs
network diagram, units of time (in this case, days of work) are inserted below each of
the project activities.
257. 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
258. EMI
CRITICAL PATH SCHEDULING (CPS)âĻ.
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
259. EMI
Activity Duration Estimating âĻ.
ī§ Now the network diagram is complete and can be used to help the project team identify:
ī§ The Projectâs Critical Path
ī§ The critical path is the series of tasks that determines the minimum amount time required to
complete project activities.
ī§ The Project Float (or Lag) â 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
ī§ 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.
265. EMI
CRITICAL PATH SCHEDULING (CPS)âĻ.
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.
âĸFree slack or free float is the amount of time an activity can be delayed without delaying the
early start of any immediately following activities
267. 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
269. 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
271. EMI
Schedule Compression
ī§ Crashing
âĸ Used to shorten the schedule duration for the least incremental cost by adding
resources
âĸ Examples of crashing include approving overtime, bringing in additional resource
âĸ Crashing works only for activities on the critical path
âĸ Crashing does not always produce a viable alternative and may result in increased
risk and/or cost
âĸ Fast tracking
âĸ Activities or phases normally done in sequence are performed in parallel for at least
a portion of their duration
âĸ An example is constructing the foundation for a building before completing all of the
architectural drawings
âĸ Fast tracking may result in rework and increased risk
âĸ Fast tracking only works if activities can be overlapped to shorten the project
duration
277
272. EMI
Resource (inputs) plan âĻ
ī§ 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.
ī§ 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.
ī§ The resources required to implement the activities associated with each output
should be tabulated.
ī§ For the implementation plan, it is rarely necessary to estimate resource requirements
at sub-activity level.
ī§ The table should list resource requirements and the amount of each resource
required.
282. EMI
Project Monitoring and Evaluation plan
âĸProject 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.
âĸOnce 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.
âĸThis helps in managing the results by continuously providing evidence on the performance of the
project.
âĸ Project monitoring and evaluation is also called Performance Measurement Framework (PMF) or the
Results Framework.
âĸ Project monitoring and evaluation serves as the reference document for concurrent performance
monitoring of the project.
âĸThe two commonly used project monitoring and evaluation temples are shown in the matrix below.
283. EMI
Project Monitoring and Evaluation planâĻ
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.
290. 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&Eâs 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.
291. 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 beneficiariesâ commitment and increases their understanding of the
design, planning and implementation of the project
293. EMI
Monitoring
Monitoring is the routine collection and analysis of
information to track progress
against set plans and check compliance to established
standards.
294. EMI
âĸ Draw an image which reflects what monitoring means to you?
298. EMI
ī§Monitoring has also been associated by some to an ultrasound,
which allows us to follow the stages of a project, from
beginning to end.
ī§An ultrasound helps to highlight possible problems, allowing
us to take corrective measures if needed.
300. EMI
ī§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. Thatâs what
monitoring is. It ensures that we donât lose sight of why we are
doing things and keeps us connected to our objectives.
304. 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.
305. EMI
Tools for implementation monitoring
âĸImplementation plan provides the tools to be used for operational monitoring
:
âĸ Gant Chart
âĸ Work breakdown structure
âĸ Budget
306. 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
307. 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 â run (under â 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 â run (under â run) is usually expressed in percentage terms and
defined as follows.
Actual cost X value of work completed x 100
Value of work completed
308. 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.
309. 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.
310. EMI progress VS process monitoringâĻ
ī§ A process check-list is developed by making a list of all the steps
that are followed as part of the ideal process implementation.
ī§ Process monitoring is usually done using these process
checklists.
ī§ The activities and the processes are observed and recorded on
the checklist.
ī§ In case any deviation is observed from the ideal required
process, it is recorded.
311. EMI
Evaluation
ââĻthe 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.â
314. 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.
315. 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 âjointnessâ 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.
316. EMI
Based on when they are conducted:
Ex-ante evaluation:
īAn ex-ante evaluation is made to assess the potential impact of a project intervention
before implementation.
īEx-ante evaluation is a process that supports the preparation of proposals for new
interventions.
īIts 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.
ī It is done to estimate costs and benefits and assesses the potential impact of an
intervention before it is implemented.
īEx-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.
ī 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.
317. 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.
318. 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 interventionâs 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.
319. EMI
The complementarities between monitoring and evaluation can, therefore, be classified into :
âĸ Sequential complementarity,
âĸ Information complementarity, and
âĸ 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.
320. 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.
321. 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.
322. 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.
323. 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