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Manual for

Training Local Monitors for Data Collection

for

Monitoring Evaluation and Learning Study

SUSTAINING  AND  ENHANCING  THE  MOMENTUM  FOR  INNOVATION  AND  LEARNING  AROUND  THE  SYSTEM  OF  RICE  INTENSIFICATION  (SRI)  IN  THE  LOWER  MEKONG  RIVER  BASIN      

IN  THE  LOWER  MEKONG  RIVER  BASIN  (SRI-­‐‑LMB)  

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Contents Acronyms: ......................................................................................................................................................3  

Context ...........................................................................................................................................................4  

Objectives of the training: ..........................................................................................................................4  

Capacity needs of the LMs ........................................................................................................................4  

Planning the Sessions .....................................................................................................................................5  

Using this guide .............................................................................................................................................6  

Session 1. About the Project and the Study ...................................................................................................7  

Session Description 1 .................................................................................................................................7  

Session Description 2 .................................................................................................................................7  

Session Description 3 .................................................................................................................................8  

Session 2. Familiarizing the LMs with the study questionnaire and steps for data collection ......................9  

Session Description 1: Introducing the study questions ............................................................................9  

Session Description 2: Introducing various steps for data collection ........................................................9  

Session 3: Identifying and approaching the three target groups ..................................................................10  

Session Description: .................................................................................................................................10  

Session 4: Field visit preparation and data collection protocols/ethics .......................................................11  

Session Description: .................................................................................................................................12  

Session 5: Pre-testing/Piloting of the questionnaire in the field and feedback sharing ...............................12  

Session Description: Field trip and debriefing session (review and final discussion) .............................13  

Annex 1: Required skills and competencies of LMs ...................................................................................15  

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Acronyms:

ACISAI Asian Centre of Innovation for Sustainable Agriculture Intensification

AIT Asian Institute of Technology

CFPAR Central Farmers’ Participatory Action Research

EU European Union

FAO United Nations Food and Agriculture Organization

FFS Farmer’s Field School

FPAR Farmers’ Participatory Action Research

LM Local Monitors

LMB Lower-Mekong Basin

LMU Local Management Unit

MEI Monitoring, Evaluation and Impact

MEL Monitoring, Evaluation and Learning

NGOs Non-Governmental Organizations

NR National Researcher

PCU Project Coordination Unit

PMU Project Management Unit

SRI System of Rice Intensification

SRI-LMB System of Rice Intensification in the Lower Mekong River Basin

RR Regional Researcher

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Context This document is expected to serve as guidelines to the national researchers for training the selected Local

Monitors (LMs) for data collection works. The proposed sessions below is for a two day training for local

monitors.

The objective of the training is to familiarize the LMs with the questionnaire and impart them practical

skills to collect accurate and reliable data/information from the study sites. The training will focus on the

key required skills and capacities in the LMs to undertake the data collection for ‘Monitoring, Evaluation

and Impact’ (MEI) study.

Objectives of the training:

1.   LMs understand the context and rationale for the MEI study

2.   Discuss the overall processes in MEI

3.   Describe the field strategy for the assessment

4.   LMs are able to identify three different target groups

5.   Become familiar with the data collection questionnaire

6.   Practice skills required to use the questionnaire effectively

Capacity needs of the LMs

To undertake the data collection effectively, below are the some of the specific capacity needs of the

recruited LMs:

1.   To be able to represent the project team and introduce themselves as part of the larger project

2.   Basic knowledge about SRI

3.   Understanding the three different target groups

4.   Steps to follow a proper interview

5.   ‘Do’s and don’ts’ during an interview

6.   Accustomed and comfortable with the questionnaire and each of its terms

7.   To be able to conduct the interviews and record the responses correctly

National Researcher (NR) should add any other attribute/capacity need that they find relevant as per their

context and level of the recruited LMs.

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Planning the Sessions The training of LMs will be based on non-formal and experiential form of adult learning. The below

framework describes components of an experiential learning approach:

This session guide is based on the above framework for effective adult learning. The overall objectives of

this guide has been categorized into five themes, namely:

1.   Briefing about the Project: basic minimum information about the project and purpose of the study

that the local monitors need to know to approach and explain the respondents for his/her

participation in the study.

2.   Understanding and approaching three different target groups

3.   Familiarization with the study questionnaire to be used for field data collection

4.   Study protocol/ethics

5.   Real world connect: Pre-testing/Piloting of the questionnaire in the field and feedback sharing

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Each of the capacity needs listed above have been kept in mind while designing the following sessions and

will be dealt through multiple sessions (often cross cutting or overlapping) during the training.

Using this guide The guide contains five session plans, aimed at training LMs systematically through familiarizing them

with the project and the MEI study, and practice with, specific data collection questionnaire. Each session

contains the following sections:

1.   Background

2.   Objectives

3.   Materials needed

4.   Time needed

5.   Session description

6.   Leading questions, if any

7.   Wrap up

8.   Notes, if any

The guide contains suggested times for each activity and session. The time required for each activity will

vary depending on the number of LMs to be trained and the skill level of LMs. Prior to beginning the

training, the facilitator/trainer should review the training guide with implementing partners of the project

in order to adjust the training schedule to suit the context of a particular training.

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Session 1. About the Project and the Study Background:

It is important to well verse the LMs briefly about the purpose of the study. This information comes handy

not only for preparing the LM why he/she is conducting this study, but also to build rapport when the LM

approaches the target respondents for the study. People may be reluctant to participate unless they know

why the information is being gathered. This helps in building trust between the LM and the respondents.

Also, to convince and seek permission (if need be) from the local authorities to conduct the study (especially

for non-FPAR and control groups).

Objective:

This session is aimed at briefly acquainting the LMs to the project and the study.

Materials needed: A brief presentation in local language, projector, computer/laptop, flip chart and pens.

Time needed: 1 Hour (20 minutes for each description)

Session Description 1

Introduction of the project:

The project is about experimenting with some non-conventional practices in rice cultivation. These

practices are called ‘Systems of Rice Intensification’ (SRI). We will discuss about these practices in the

next session and when we go through the questionnaire, later in this session. The project is for five years

but field experiments will be undertaken for three years’ period; i.e. from year 2 to year 4. We are now in

year 2. The project is having field experiments in four countries, Cambodia, Lao-PDR, Thailand and

Vietnam.

Activity: Introduction + training expectation or capacity needs from LMs

Mind Jog:

At this stage, NR could ask the LMs if they have heard about SRI and what they know about it. This will

help in drawing their attention and start thinking about SRI.

Session Description 2

Introducing the LMs about the MEI study

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One of the important component of the project is to do close monitoring and evaluation of the ongoing field

experiments, crop management practices and the results that are coming. This is important to see what is

working and what is not working and how different social groups vary in their response to adopting these

(SRI) practices. So, a study has been planned to assess these aspects and we are part of that study called

‘Monitoring, Evaluation and Impact’ (MEI) study.

Key Actors of the Study:

o   Local Monitor: One in each district of the project implementation

o   National Researcher: One in each country from National Universities or research institutions

o   Regional Researcher: One for overall coordination of the study, based at Asian Institute of

Technology (AIT), Thailand

Session Description 3

Basic Principles of SRI

Some of the basics principles of SRI are mentioned below, these should be explained to the LMs:

1. Very young seedlings should be used, to preserve the plant’s inherent growth potential for rooting and

tillering;

2. Transplanting single seedling per hill should be done quickly, carefully, shallow and skillfully, in order

to avoid any trauma to the roots, which are the key to plants' success;

3. Reduction in the plant population radically by spacing hills widely and squarely, so that both the roots

and canopy have room to grow and can have greater access to nutrients, sunlight, etc; No Principle Practice

4. Provide growing plants with sufficient water to meet the needs of roots, shoots and soil biota, but never

in excess, so that the roots do not suffocate and degenerate;

5. Active soil aeration improves rice crop growth by benefiting both roots and beneficial aerobic soil

organisms;

6. Augmenting organic matter in soils, as much as possible, improves performance of the rice crop, by

improving soil structure and functioning and supporting beneficial soil organisms.

Wrap up: Summarizing the presentations and discussion

Notes:

• Keep it short – the objective is just to help them understand how this study activity relates to the overall project operation and goal.

• The session should be open for any question & answer from the LMs.

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Session 2. Familiarizing the LMs with the study questionnaire and steps for data collection

Background: This is the most important aspect of the entire training. LMs need to know each and every

work of the questionnaire and their synonyms which are better understood by respondents to help them

understand the questions correctly and hence obtain a valid response.

Objective: To explain the LMs about each question and terms used and to acquire relevant information.

Materials needed: Set of soft and hard copy of the questionnaire, projector, computer/laptop, flip chart

and pens.

Time needed: 2.5 hour

Session Description 1: Introducing the study questions

Explaining each question, clearing confusion about the words and intentions of every questions.

Activity: Asking the LMs to fill the questionnaire before the session, and asking them “if they would have

changed any answers after the trainer explains each questions in the class?”

Activity: A role play among the LMs to alternatively become respondent and LM

Session Description 2: Introducing various steps for data collection

This session will help LMs to know how to formulate their interviews, and ensure they obtain spontaneous

information from the respondents. Some of the suggestive steps to be explained to the LMs are as follows:

Step 1: Rapport formation/introduction

Step 2: Briefly share the purpose and linkage with the ongoing FPAR in their village/neighbourhood

Step 3: Obtaining their consent

Step 4: Appointment for the interview

Note:

• Give special effort to describe qualitative and quantitative nature of the questions

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Step 5: Questionnaire administration – explain each question and terminology in a way that is

comprehendible to them (if needed rephrase or explain in local context)

Step 6: Recording the information correctly and accurately

Step 7: Thanking for their time

Activity: Pair-wise interview, mini focus group discussion among LMs etc

Wrap-up: Summarizing the presentations and discussion and clarifying any query that come up

Session 3: Identifying and approaching three target groups

Background: The study aims to monitor and evaluate three groups of farmers, namely: FPAR, Non-FPAR

and Control groups. LMs will be engaging with all three groups and hence it is important that they

understand the difference among these groups and able to approach them in field accordingly.

Objective: To describe each of the three target groups and how LMs should distinguish these groups in

order to collect the respective group’s data.

Materials needed: A brief presentation in local language, projector, computer/laptop, flip chart and pens.

Time needed: 30 minutes

Session Description:

Data has to be collected from each of the three target groups in each district. The three target groups can be

described as below:

1.   FPAR group: Farmer participants of the direct intervention of the project.

2.   Non- FPAR group: Farmers from the same village/neighbourhood where the FPAR have been

conducted but have not attended and followed the project’s direct intervention

3.   Control Group: Farmers with similar agro-ecological and socio-economical profiles as that of

FPAR group, but they would have, neither been directly nor indirectly, influenced by the project’s

intervention (from other villages or communes)

Note:

• The trainer thoroughly observes each of the activity, and seeks opinion from the LMs, and gives feedback/answers

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The required number of samples from each group and then from each sub group (e.g. based on the categories

like women, land holding, age etc) in the districts will be provided by NR. NR will also facilitate the

introduction of LMs with the LMU staff and trainers. Then at the time of data collection, LMs can approach

each group as per the below suggestions:

1.   FPAR group: LMs should contact the field trainer from the implementing partner of the project in

their district and seek her/his suggestion to establish contact with the names provided by the NR.

2.   Non-FPAR group: LMs have to establish good rapport with the district trainer from the LMU and

ask for the list probable farmers in this group. Then, as per the provided number of required samples

by NR, LMs should collect the data.

3.   Control group: In consultation with NR, and as described above, one or more village/commune will

be identified in each district with similar agro-ecological and socio-economical profiles. NR will

also provide the required number of samples from this group and LMs should collect the required

number of data.

Wrap-up: Summarizing the discussions and clarifying any query that come up

Session 4: Field visit preparation and data collection protocols/ethics Background: This session will guide the LMs with the practical preparatory activities before going to the

field and during the field study activities. It may include the protocols (Dos and Don’ts) of the study, and

planning the schedule, route and target households to be studied in each day.

Objective: To explain the LMs about steps involved in preparing for and conduction of the field visits.

Materials needed: Hand outs, a brief presentation in local language, projector, computer/laptop, flip

chart and pens.

Time needed: 30 minutes

Note:

• For control group, LMs may need extra support from NR as those villages could be totally unknown to the project and project partners and hence no contact at all. The NR should do the necessary networking at local level to facilitate establishing some contact in these villages.

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Session Description:

Study protocol for households/respondents during the field visit

NR should explain the following ‘Dos and don’ts’ of a good interview for data collection. NR should also

include any other if they feel important for their context.

•   Rapport formation step is very crucial for the whole exercise.

•   Preferably going first time with other local project staff/trainer. For this LMs will have to take the

effort and adjust according to their suitability. At all times, we should remember that MEI study

related work in not part of their responsibility.

•   Preferably, we should take farmers’ appointment before going to the field. This will reduce the

occurrences of non-meeting and postponement due to other engagements

•   In some questions they may have difficulty to recall the amount of money, labour, fertilizer etc, so

we should be patient.

•   In some cases replies would not be as planned or expected; so LMs should re-ask or re-phase

questions and record accordingly.

•   Some questions they may take time to understand, LMs should help them by asking related 2-3

questions. For instance net income from rice cultivation, so should help them to calculate total input

cost and total harvest and unit price at that time.

•   If the respondents are using local units e.g. for money or land unit then record that and do not start

converting there into the standard units; that can be done later.

Wrap-up: Summarizing the presentations and discussion and clarifying any query that come up

Session 5: Pre-testing/Piloting of the questionnaire in the field and

feedback sharing

Note:

• NR is suggested to prepare and share the contextualized ethical code of conduct and Do’s and Don’t at field (or even basic things as filling the question paper with ball pen not pencil). etc)

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Background: It can be a different experience to interview a real target respondent, in this case a “farmer”

than peer-practicing at classroom. Depending the observation and feedbacks, pre-testing also helps in

reframing and/or rephrasing some of the confusing questions.

Objective: To explain the LMs about steps involved in preparing for and conduction of the field visits.

Materials needed: Travel arrangements, at least two set of questionnaire per LM, flip chart and pens.

Time needed: 3 hours, excluding travel time (2 hour in the field + 1 hour feedback session and closing)

Session Description: Field trip and debriefing session (review and final discussion)

If possible it will be better to try this questionnaire at the sample district, if not, to the “farmers” living near

the training venue. NR should do the before-hand planning of the pre-test area/site. The NR accompanies

the LMs; observes them while conducting study, and does a quick “on-the-spot” feedback. Detailed

feedback follows back at the training venue.

The trainer shows/shares the “model” study questionnaire with best possible intended answers

Wrap-up: Summarizing the whole activity, discussion and clarifying any query that come up

Session 6: Effective use of time in the field during data collection

Background: It is important for both, the data collector and the respondent to take the least possible time in “collecting” information in the field. Previous experiences with this questionnaire has shown us ways in which the time taken in field can be reduced significantly (almost by half).

Objective: To give guidance to the LMs on how to reduce the time taken from each respondents and also save their own time.

Notes:

• Once assured of the data accuracy and reliability, the trainer sends the LM to the field.

• It is suggested that the supervisor meets the LMs once each month during data collection period for further discussion and assurance of data accuracy.

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Materials needed: Hand outs, a brief presentation in local language with examples from questionnaire,

projector, computer/laptop, flip chart and pens.

Time needed: 30 minutes

Session Description: It is data collection time in the field and not the questionnaire completion time

What does it mean to say “It is data collection time in the field and not the questionnaire completion time”? There are several questions that require information in standard units such as tons/hectare (ha) or USD/ton or kg/ha of fertilizer or liter/ha of pesticide. Whereas the respondent may have a rice field of let’s say for example 0.7 ha and is giving responses in local currency rather than in USD and a local measurement of area than ha. So, in order to record the information as per the requirement of the questionnaire, LMs may start conversions of these units at the time of interview. Particularly, as the rice field would generally not be one ha, all the information will need to be converted accordingly. In field it would generally be done using calculators (mostly on mobile phones), it would take lot of time from the respondents and field hours of LMs per interview would be much higher.

What is the alternative? If LMs are instructed clearly to record the land area details in the 1st section of the questionnaire correctly and to follow one unit throughout the questionnaire (like local currency or USD) then it will take much less time in the field and respondent will also not be sitting idle when LM is doing the calculations. Whereas, at the desk level, using excel features, all these conversions can be done much “quickly and accurately”. This method was followed during data collection and time required for data collection was reduced to almost half and it takes very less time to convert all the units into standard units and per ha type changes at the desk level.

Wrap-up: NR could show some examples in a presentation form to make the point clearer.

Notes:

• NR should identify most comfortable units as per the local usage patterns, for various questions and give clear instructions to the LMs to use them only and not to use both, i.e. standard and local units, as that may create confusion later during data entry and may lead to wrong/inaccurate data.

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Annex 1: Required skills and competencies of LMs

The following are the tasks and responsibilities to be carried out by LMs hired to carry-out data collection in the field:

The incumbent will:

•   Participate in a two-day training that will be arranged and offered by the the NR;

•   Familiarize with the questionnaires that will be provided;

•   To undertake visits to the FPAR and Non-FPAR activity sites that will be assigned to him/her by the NR;

•   Complete the relevant questionnaires using participatory interview methods at the site;

•   Verify all questionnaires will have been correctly, coherently and legibly completed prior to departure from the

individual sites visited;

•   Return all completed questionnaires to the NR;

•   Participate in a group debriefing session that will be held by NR;

Essential prerequisites

• Fluency in the language spoken by the beneficiaries to be visited

• Completion of secondary school education.

• Ability to travel to remote areas, and spend many hours in the field, as might characterise some WFP sites

Desirable prerequisites

• Previous experience with and/or knowledge of WFP mandate and activities

• Previous experience in conducting sociological studys, collecting data through respondent interviews, knowledge of

participatory research methods

• University studies in sociology, psychology or other areas related to communication and social research

For the recruiter (NR):

The incumbent must be assessed on his/her ability to communicate in an open, non-judgemental manner. LMs must

be good listeners, and extroverted by non-boisterous personalities are to be preferred to introverted, taciturn or

extroverted and aggressive personalities. Personal appearance is important and manner of dress should be taken into

consideration. LMs should be assessed for their ability to communicate on equal terms with beneficiaries.