agenda taller c4d

C4D Learning Workshop for Trainers –Nicaragua, 21-26 June 2010

1

Day 1 Foundation: Setting the stage- Where do we stand and start off from…?

A.m. I Opening Unity in Diversity (introduction dynamics) Objectives & Agenda -overview of the 6 days Mood Meter, Eyes and Ears, Graffiti Wall, Review of Trainers’ Application (journal) Ground rules & Logistics

A.m. II Framing C4D in Changing Development Context: * Time-lines & stories

Lunch break P.m. III *Presentation 1:

Background Concepts in C4D - Vision and Mission, Strategic shift, trends, types Human Rights’ Based: Hand-out from Liz Gibbons? Strategic Framework: Advocacy, Social Mobilization, Behaviour Change Communication, Communication for Social Change C4D Process and Competency

P.m. IV Full Spectrum Transformative response –Creation Source (Monica and Josselyne’s approach) A Dynamic process of Inquiry

Pm V Barrio de Paz: Illustration of a change we want to see: What values were sourced, what systems were shifted, what technical approaches were used to achieve this transformation?

5 – 5:30

Mood meter, Eyes & Ears

Review Questions for Trainers’ application:

o Where did you agree most?

o Where did you disagree most?

o What do you think worked and why?

o How will it help in developing Programme Managers and C4D staff?

o How will you integrate it when you facilitate C4D Learning Workshops? What materials would you add?


2

Day 2 Fact-finding: Where do we want to go? What is the change we want to see?

8 - 8.30 Eyes & Ears review previous day

A.m. I *Concept Presentation 2 - Causality Analysis

What do we want to happen? (Shared vision) What is happening now? What will happen if we don’t change? (Current situation and destination) Why is there a difference between what we want to happen and the current situation? (Programme constraints, causality analysis) Who should be involved in this process of change? (Programme stakeholders and participants) What is the problem communication must address? (Behaviour & social change dimension, C4D formative research and planning) =Group work 1: Using a local issue –from LNA- define Shared Vision, Current Behavior, Current Destination, Key Constraints -Report back –NB: take time to assure all understand and get it!

A.m. II Review Slides with Conceptual Framework and Program participants; deconstruct examples… = Group work 2: Given main constraints, carry out a rough Causality Analysis to identify the issues and analyze the areas for Social and Behavioral Research (i.e. what key program issues/ who are the key players?)

Lunch break P.m. III -Report Back on Group work 2.

P.m. IV *Concept Presentation 3: Identify Areas of Research

Intro: Quali-Quanti Card game Social & behavioral Determinants; Formative-Summative Research Research linked to stages in Prog. Cycle; Purpose, Questions and Rigeur; Participatory methods; Body/community Mapping Ask questions on when to start introducing ideas on Monitoring

P.m. V *Participants’ and Behavior analysis: including Card/Steps sorting competition! Orbits of Influence; Participants Analysis & segmentation, Behavior analysis, Barriers & Benefits, Stages of “change” and Types of Communication Action, reaching participants. Ask questions on when to start introducing ideas on Monitoring

5 – 5:30



3

Day 3 How do we get there? Developing a road map….., including sign posts and mile stones…!

8 - 8.30 Eyes & Ears review previous day; A.m. I = Group work 3: From the Causal analysis and key areas that Communication must address, identify Key areas for Social and

Behavioral Research; what do we need to find out about the issues and the actors?

A.m. II -Report back on previous Group work…(link 3 assignments) Time permitting also Review Trainers’ Application of previous day’s sessions -Ask questions on when to start introducing ideas on Monitoring?

Lunch break

P.m. III *Concept Presentation 4: Communication Strategy development: •Hierarchy of results, *Objective setting •Participant Prioritisation •M&E •Indicator Setting Monitoring and Evaluation - Officer *Explore examples of how Research is enhanced when we use a Human Rights/Transformative Lens What indicators and what makes them SMART? Who monitors and who is involved in Evaluation? 1.Three levels of indicators: behavior and social change; institutional change; policy change 2. Comparative advantages of qualitative and quantitative indicators Participatory R, M & E Community Mapping Body Mapping, etc Using evidence: case-stories/videos e.g. youth participation in small groups and plenary. Distinguish the value of and practice the use of probing questions and dialogue

P.m. IV =Group work 4: Look at the program problem identified in Day 2 that communication must address – 1.Select ONE area of intervention you think is most important (demand or supply side) 2.Write ONE SMART objective for that element 3.Based on your communication objective, define your primary, secondary and tertiary participant groups 4. For each Participant groups, Identify Communication Objectives: key desired behavior, current behavior, reason for current behavior, key barrier to and key benefit for desired behavior For each Objective, identify the indicator

5 – 5:30



4

Day 4 Are we getting there? Implementation and Accountability


A.m. I *Concept Presentation: Message and Material Production

Creative Approaches; Methods and Channels - Link to own experience – Practice with basket of participatory techniques

At the beginning of the week, give a set of 2 participants each the background slides that go with one of the themes. PD, Edutainment, Use of celebrities, Pretesting, Fun theory and ask that they prepare a 5 min. introduction on that theme, using the slides, their experience and local examples.

Brainstorm which one they could use within own work context, focus content also on inclusion/exclusion, marginalization Wrap this session up with the “What has 50 years of Communication taught us!”

A.m. II Group Assignment 5: Identify for each participant group, what choice of communication Method & Channel (no report back)

Lunch break P.m. III Group Assignment 6: using the template, complete the C4D Planning Format, Prepare presentation to the Plenary

P.m. IV Group Assignment 6 continued…

5 – 5:30



5

Day 5 What Next –Sustained Action…


A.m. I Brainstorm criteria to review Presentation of C4D plans, Groups Present and Plenary Feedback

A.m. II Review of Trainers’ Application – Questions; Learning Styles:

Lunch break P.m. III Preparing Participatory Learning

events/ involvement: With Facilitators:

With participants:

With Organizations:

Pre- WS: Flow of the 5 days: Post workshop:

P.m. IV Design considerations for the C4D Learning workshop: Human rights framework: Language, principles: BEPA; Values as in Foundation Module; Criteria to find local examples and Illustrations of good practice Documentation: Acknowledgments, Credits, Referral to Sources

5 – 5:30



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Day 6 We commit. .… Building New Practices

8 – 8.30 Eyes & Ears review previous day

A.m. I Preparing Practice sessions as teams of co-facilitators

In small groups of 2 -3, new C4D trainers will assume responsibility for certain sessions/presentations and review the flow, the content, examples so they are familiar and comfortable with it and can act as resource person on that topic for the others.

A.m. II Preparing Materials: Review C4D Learning workshop materials and make it your own, with local examples, cases and illustrations

Lunch break P.m. III Community of Practice:

Each participant chooses, writes and signs a Commitment for the next 6 months: written with indicators of success, who, what, where, when, with whom? Actions as part of Training Plan with UNICEF counter parts Institutional support –own employer, UNICEF and its allies

P.m. IV Post-workshop Actions: Evaluations Reporting on/documenting this experience Agreements about on-going debriefing and documentation of Training events and plan for October refresher

Closing

agenda taller c4d

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