Results Based Management - NCRD

1
Orientation Workshop on
Results Based Management
Rifat Shams
DAY 1
SESSION 1
Introduction to the Training and

Participants: Setting the Tone!
Knowing Beyond Names
Find someone:
1. Who has visited at least two countries
2. Who reads one book each month
3. Who reads news paper daily
4. Who uses face book for networking
5. Who loves one game and sportsman
6. Who plays one musical instrument
7. Who had enjoyed 5 minutes of fame in life
4
Let us build the orientation
workshop with your
expectations, level and work
nature
5
Join Permanent groups
Mingle Exercises and Line Up Shoot!
Age Wise
Experience Wise
`Your height
Date of birth
Expectation Tree!
Where are you on Outcomes on
branches
the RBM Tree?
Process on truck
And where do
you want to be? Key learning
on roots 7
7
At the end of this three days workshop the participants will be able
to:
Understand the basics of RBM and result based planning,
monitoring , evaluation & Reporting System;
Get familiar with the components of RBM System and relevance
to phases of project cycles
Use logical frameworks to plan, monitor, evaluate & report
projects;
Help staff link RBM with the family planning projects
Understand the need and importance of FP 2020 and indicators
for monitoring and reporting of projects
Ground Rules
1. We will participate and play games!
2. Participate and voice their ideas and
let others to do the same
3. Respectfully listen when others
presenting.
4. Attend all sessions - & on time!
5. Others .?
9
Meet your
Mentor Exercise
10
Best Participant Award
Criteria for Best Participant

award
Active Participation
Help Other Colleagues
Remain Punctual
Respect Working Norms
Enhance Learning
process
Award Distribution on Last Day
11
The journey
starts with
a warm wish to
have a
wonderful
learning
process!
12
DAY 1
SESSION 2
Conceptual Clarity and Introduction to

Project Life Cycle
What Are Going to Do
Basic concepts and definitions
What is the Project Cycle Management
Elements of PCM
Phases of Project Cycle Management
Role of Project manager at each phase of project cycle
Questions and (hopefully) answers
14
Why This Session?
Understand the complexes and process of
PCM
The Project Cycle Management and Logical
Framework Approach are two instruments
used by the donor community for
development projects
These instruments give a logical structure to
analyze and address complex problems of
whatever nature
15
What Is a Project?
A project is a series of activities aimed
at bringing about clearly defined
objectives within a precise time-period
and a determined budget
16
What Is a Project?
Projects represent the commitment of human and

physical resources to produce specific outputs in a
given time and budget framework.
Projects vary in scale, purpose and duration. They
may be initiated within a community, requiring
modest inputs and producing tangible outputs
within a relatively short timeframe. At the other
extreme, projects may require substantial financial
resources and only generate benefits in the long
term. 17
What Is a Project?
Projects may stand-alone or be integrated into a
programme, with several projects contributing to
one overall goal. Despite the difference in scale
and nature of projects, there are aspects of sound
project management that are universal.
18
Clarifying some Basic
Terminologies
Vision
Mission/ Goal
Organization
Project/ Program
Structure
System
Processes
Objective and Result chain
19
Project Cycle Management
Project Cycle Management is a term used to
describe the management activities and decision-
making procedures used during the life-cycle of a
project
20
What is PCM Method?
A methodology to manage the whole

project cycle, i.e., planning,
implementation, evaluation, with fully
utilizing PDM (Project Design Matrix)
21
Project Cycle Management
Evaluation Programming
& Audit
Implementation Identification
Formulation 22
Why Using the PCM?
It makes sure that the projects are
Supportive, relevant, feasible, well managed and

sustainable
Its a useful tool but not magic wand!
23
Development of PCM
Background of PCM Method
Late 1960s: USAID produces the Logical Framework
1970s: International Organizations begin to
research/introduce the Logical Framework
Early 1980s: GTZ develops ZOPP Method
24
Development of PCM
Late 1980s: European countries adopt the
ZOPP Method
Early 1990s: FASID starts research and
development of PCM Method
1994: JICA begins full-scale introduction of
the PCM Method
1996:FASID develops Evaluation model
Up to the present: around 13,000 people
have completed PCM training course by
FASID
25
The Cycle
Programming
Evaluation &
Auditing Identification
Implementation Formulation
26
The Cycle
Programming
Evaluation &
Country Strategy Paper
27
The Cycle
Programming
Evaluation &
Pre-feasibility Study
Financial Proposal
28
The Cycle
Programming
Evaluation &
Feasibility Study
Financial Agreement
29
The Cycle
Programming
Evaluation &
Monitoring reports
Annual plans (budget,
resource schedules,)
30
The Cycle
Programming
Evaluation &
Final Evaluation
Audit Reports
31
Project / Programme cycle
Describe four phases
of result based
management:
1. Initial
Assessment
2. Planning
3. Implementation &
Monitoring
4. Evaluation
32
Phases of Project Cycle
Six stages are typically identified in the project
cycle (Figure 2). They are:
1. Identification: generation of the initial project
idea and preliminary design
2. Preparation: detailed design of the project
addressing technical and operational aspects
3. Appraisal: analysis of the project from
technical, financial, economic, gender, social,
institutional and environmental perspectives
33
Phases of Project Cycle
4. Proposal preparation, approval and financing:
writing the project proposal, securing approval
for implementation and arranging sources of
finance
5. Implementation and monitoring:
implementation of project activities, with on-
going checks on progress and feedback
6. Evaluation: periodic review of project with
feedback for next project cycle
34
Linkages between Approach and
Stages in Project Cycle
Stage in the Project Cycle
Identification: How can a project be identified
in a participatory manner?
Design: How can a project be designed so that
it meets the practical and strategic needs of the
stakeholders, especially the poorest of the poor
and those who are usually excluded from
development projects?
Appraisal: How can appraisal address the social
and gender dimensions of a project?
35
Cont.
Proposal preparation: How does a proposal
reflect the gender and socio-economic
dimensions of a project?
Implementation and monitoring: How can a
target community participate in project
implementation and monitoring?
Evaluation: How does an evaluation establish
whether a project meets its objectives especially
the needs of disadvantaged people?
36
Country Strategy Paper
(CSP)
Based on:
Organizational objectives
Partner and government policy
Are instrument for:
Guiding, managing, reviewing donor assistance
programs
Includes:
National policy agenda, analysis of political situation,
past and on going donor cooperation programmes,
and donor response strategy
37
DAY 1
SESSION 3
Logical Framework Approach - Project

Planning Methodology
What is a Result?
A result is a describable, measurable, developmental

change resulting from a cause and effect relationship.
39
Two important things
to remember:
Result = Change
Cause Effect
40
Features of Results
Results may appear within a short time

or take years to be fully realized;
be planned or unforeseen;
be either positive or negative;
be reflected at the level of individuals,
groups, institutions or society.
41
What is Results Based
Management?
RBM is an approach to management that

seeks to focus an organizations efforts
and resources on the achievement of
results. It is organizations primary
performance measurement tool.
42
Why RBM?
Accountability
Result of pressure to demonstrate efficient,
effective use of public funds.
Effectiveness
Effective program and project management;
extent of achievement of project objective
43
RBM SYSTEM
1. Logical Framework Analysis
2. Performance Measurement
3. Work Breakdown Structure (WBS)
4. Management Information and Reporting System
(Refer to Page 14)

44
Logical Framework
The two terms Logical Framework (LF or Log frame) and the
Logical Framework Approach (LFA) are sometimes
confused. The Log Frame is a document, the Logical
Framework Approach is a project design methodology.
Note: For most purposes the three terms; Logical Framework

Approach, ZOPP and OOPP are terms for the same project
design methodology or process. The terms OOPP and ZOPP
mean respectively; Objectives Oriented Project Planning and
in German Ziel Orientierte Projek Planung. All three terms
refer to a structured meeting process which we will refer to
as LFA.
45
Logical Framework
The design methodology is a rigorous process, which if used as
intended by the creators will impose a logical discipline on the
project design team. If the process is used with integrity the
result will be a high quality project design. The method is not
without it's limitations, but most of these can be avoided with
careful use of different techniques. Many things can go wrong
in the implementation phase of a project, but if the design is
flawed, implementation starts with a severe handicap. A few
steps are as follows:
Situation analysis
Stakeholder analysis
Problems analysis
Objective Analysis
SWOC analysis
Risk analysis
46
Situation Analysis
This is a document that describes the situation

surrounding the problem. The source could be a
feasibility study, a pre-appraisal report, or be a
compilation done specifically for the project
design workshop. Typically the document
describes the problem situation in detail,
identifies the stakeholders and describes the
effects of the problems on them.
47
Stakeholder or Participation
Analysis
This stage is an analysis of the people, groups, or organizations

who may influence or be influenced by the problem or a
potential solution to the problem. This is the first step to
understanding the problem. We might say, without people or
interest groups there would be no problem. So to understand
the problem, we must first understand the stakeholders.
The objectives of this step are to reveal and discuss the
interest and expectations of individuals and groups that are
important to the success of the project.
48
focus on direct Partner
Key concept is
boundary partners
The individuals,
groups, and
organizations you
work with directly and
anticipate
opportunities for
influence
49
spheres of influence
The rest of the

world UNFPA
/ PI
project / program
Dept of Health
& Population
Welfare
Community
50
= boundary partners
Stakeholders Analysis
Stakeholder: any individual, group of people,
institution or firm that have a relationship with
the project
The aim is to maximize benefit and minimize
negative impact
To be done in the initial phase of the design
Always include gender differences
Ideally prepared in a workshop
51
Stakeholders analysis
52
Level of participation
The level of least involvement is to receive benefits (or

decisions). Stakeholders are expected to be passive, their
needs may be defined by others, and they have no control
over the services provided.
To take action prescribed by others, such as contributing
labour or attending a training workshop, implies slightly
greater participation but it may not be motivated by ones
own decisions.
53
Level of participation
To be consulted on problems, needs and strategies to be
adopted, often means that participants voice their opinions
but do not have responsibility or ownership for the
outcomes of the consultation. Donor agencies, government
or senior management are not necessarily accountable for
incorporating the views of the stakeholders into the design of
programmes or processes.
To be part of decision-making means that stakeholders are
empowered to make appropriate decisions, to organize
themselves, identify and implement solutions to their
problems and take responsibility for the results.
Adapted from Two Halves Make a Whole: Balancing Gender
Relations in Development, Canadian Council for International
Cooperation, Ottawa, 1991 54
WHAT DOES THE TERM REACH
REFER TO?
The term Reach is used by some institutions to refer to all

the people or groups who will benefit from, or be involved in
the project/programme or process, either directly or
indirectly in short, all the stakeholders taken together.
Reach may also include the geographic scope for a country
programme (e.g. national, regional, two provinces etc).
UNFPA often uses the term Coverage when identifying the
Reach of its country programmes.
55
Project Stakeholders Analysis
Stakeholder Characteristics Interests & Cross cutting Potentiality Implications
expectation issues & &
s deficiencies conclusions
EC Positive Promotion Particular Long Keen to
attitude toward of Human interest in experience in work in the
support of civil Rights gender the area area
society Increase equality Good Interested
Present in the security Relevant presence of in dealing

country through issue linked to network with the issue
stability of the Human Rights
region
APFOL Very deeply Train its Interested in Very deeply Interested
rooted presence personnel human rights rooted in cooperating
in the territory Train its and workers presence in with the
workers rights the territory project
Establish a Not so keen Excellent Welcomes
long lasting to work on knowledge of support

cooperation gender needs and 56
and network discrimination problems
Stakeholder Analysis - Example
Criteria Example: Community leaders
Problems: what are key Has some responsibility to ensure safety of community
problems for this group?
Interests: what motivates Wants to ensure safer community
them?
Potential: how they can Knowledge of the local situation & power relations
contribute to the issues
identified?
Interaction, how can the Through monthly local committee meetings
team relate to this group?
Others actions: Is any Also work with INGO Disaster Relief and several church
other organization groups
supporting this group?
Donors specific action: The National Society working for many years with
Any previous or current community leaders with the support of XYZ donors. 57
project or service targeting Currently no active work on disaster management
this group?
Stakeholder analysis suggested solution
Institutions Potential target groups Others
UNICEF, Elderly
STAKE- Water
Government Oxfam, Children Women
HOLDER committee
Helpage
Difficult Easily Have to walk Easily
Need training
Problems Limited power relations with affected by far to get affected by
and support
government unclean water water unclean water
Providing
Regaining
support to Be healthy, be Health of their Health of their Health of the
Interests control in the
clinical health able to study family family community
South
care
Learn and Learn and Learn and Maintain new
Provide basic Provide
promote promote promote or repaired
infrastructure expertise and
Potential hygiene & hygiene & hygiene & water /
for health, resources for
sanitation sanitation sanitation sanitation
education health care
practices practices practices facilities
Work through Inter-agency Regular focus Regular focus Regular focus
Community
Interaction established coordination group group group
meetings
channels meeting meetings meetings meetings
Working with Working Targeted by Targeted by

Targeted by Helpage Previously
UNICEF & together, and Unicef &
Others action Oxfam (for International supported by
Oxfam & with Govt. Oxfam (for
health) (for health) Govt.
JRCS and JRCS health) 58
Good
Coordinates Community-
ABC relations, Malaria Malaria
through IA based First None
Organization Auxilary programme programme
platform Aid
status
Problem Analysis
The problem analysis takes place in 3 steps:
Precise definition of the framework and
subject analysis
Identification of major problems
Visualization of the problem in form of
diagram (problem tree)
59
Problem Analysis
If there is no agreement between participants on the
statement of the problem, it is unlikely there will be
agreement on the solution. This stage therefore seeks
to get consensus on the detailed aspects of the
problem.
The first procedure in problem analysis is
brainstorming.
All participants are invited to write their problem
ideas on small cards.
The participants may write as many cards as they
wish.
The participants then group the cards or look for
cause-effect relationship between the themes on the
cards by arranging the cards to form a problem tree. 60
Effect Effect Effect
Main Problem
WHY? WHY? WHY?
Cause 1 Cause 2 Cause 3
WHY? WHY? WHY?

C1.1 C1.2 C2.1 C2.1 C2.1 C3.1 C3.2
61
Project Problem Tree
Civil society is not Workers human
sufficiently strong rights are
violated
Workers are not aware

of their rights
APFOL is not fully Need for new

Insufficient leadership
capable to laws regarding
capabilities among
safeguard workers workers rights
workers
rights
Low literacy Traditional Insufficient Workers right

rate acceptance of number of trade not a priority of
difficult working union and trade govt agenda
condition union members
Many workers 62
are not aware of
trade unions
Low resilience to disaster risks Low resilience to health-related risks Economic situation deteriorates
Poor capacity in the Eastern District to reduce

deaths and injuries from disasters
Poor disaster Poor disaster Weak disaster

management management capacity in response structures
capacity in schools communities of local government
No DRR No Poor No Poor Provincial Few

subjects School knowledge community knowledge of disaster skilled
how to disaster risks, centres staff at
taught DM Units
prepare & plans in vulnerabilities under- provincia
respond to place , capacities equipped l level
disaster
People in the community have many demands on their time

63
Access to the villages is not possible (poor road quality)
External factors which may possibly affect feasibility
Slection of Objectives
As we cannot solve all of the problems we need to prioritize items from
objectives tree.
1. Define potential solutions
2. Select the most appropriate solution
What will the organisation not do?
What will other organisation tackle or are already tackling?
Existing capacities and opportunities: what can the affected people do
themselves?
Constraints and risks; how vulnerable is the intervention to external factors?
What will the organisation do?
Which objectives are compatible with the Red Cross Red Crescents
fundamental principles, mandate and policies?
Which combination of objectives does our organisation and team have the
capacity to effectively address? 64
Refer to the SWOT and Stakeholder Analysis to help decide
Objectives Analysis
In this step the problem statements are converted into
objective statements and if possible into an objective tree. Just
as the problem tree shows cause-effect relationships, the
objective tree shows means-end relationships. The means-end
relationships show the means by which the project can achieve
the desired ends or future desirable conditions. Frequently
there are many possible areas that could be the focus of an
"intervention" or development project. The next step
addresses those choices
65
Project Objective Tree
Civil society
Civil societyplays
is not
an Workers
Workers human
human rights are
sufficientlyrole
important strong rights are violated
guaranteed
Workers workers
Pakistani are not are
aware
of theirabout
aware rights
their rights
Workers APFOLisiscapable
APFOL not fully
of New laws
Need forregarding
new
Pakistaniare
Insufficient trained to
citizens
leadership
leadership and capable to workers
safeguarding workers rights are drawn
laws regarding
capabilities
are not aware
amongof
advocacy safeguard workers
rights and implemented
workers rights
workers
their rights
rights
Higher
Low literacy Traditional
Traditional APFOL number
Insufficient
Increasing Workers
Workers right
right
literacy
rate rate acceptance
acceptance ofof potentiality
number
of unionsof trade
not
formed not
not a priority of
a priority of
difficult working
difficult working fully developed
union and trade govt agenda
govt agenda
condition
condition union members
Workers are
Many workers Local sections are established in 66
generally aware
are not aware of each APFOL regional office plus
of trade
trade unions
unions Sialkot and Gadoon Amazai
Developing Objectives Suggested Solution
Increased opportunities for womens
Overall health and well-being
participation in social and economic activities
improved
Reduced vulnerability to water and sanitation

related diseases
Enhanced practice of safe Improved access to Improved access to Improved access

hygiene and sanitation in and use of safe and use of adequate to clinical health
the household water sanitation facilities facilities
Household Household Low rainfall Sufficient Community Sufficient Sufficient Clinics

training on H&S does not functioning capacity to functioning health have
H&S knowledge limit overall water points manage sanitation facilities regular
provided increased water constructed / facilities facilities built or staff
supply rehabilitated improved constructed rehabilitated
Capacity of the government does not deteriorate

67
Civil war / hostilities do not return

Increased resilience to Increased resilience to health- Economic situation improves
disaster risks related risks
Improved capacityCommunity
in the Eastern District to Governement
School capacity capacity building
reduce deaths and injuries from disasters capacity building
building strategy strategy strategy
disaster management disaster management Disaster response

capacity of schools is capacity of communities structures of local
improved is improved government are improved
DRR is Improved Community Detailed Provincial

School Skilled
knowledge disaster assessments
taught DM Units disaster staff in
how to plans carried out
establish prepare &
centres place at
developed
respond to well- provincial
ed
disaster equipped level
People in the community have no new demands on their time

68
Access to the villages is possible (good road quality)
Increased resilience to Increased resilience to health- Economic situation improves
disaster risks related risks
Improved capacityCommunity
in the Eastern District to Governement
School capacity capacity building
reduce deaths and injuries from disasters capacity building
building strategy strategy strategy
disaster management disaster management Disaster response

capacity of schools is capacity of communities structures of local
improved is improved government are improved
DRR is School Improved Community Detailed Provincial Skilled

taught DM Units knowledge disaster assessments disaster staff in
how to plans carried out centres place at
establish prepare & developed
well- provincial
ed respond to equipped level
disaster
People in the community have no new demands on their time

69
Access to the villages is possible (good road quality)
Solution analysis suggested solution
Increased opportunities for participation Overall health and well-
in social and economic activities being improved
Reduced vulnerability to water and sanitation related

diseases
Health services solution

Water, sanitation and hygiene solution
Enhanced practice of safe Improved access Improved access Improved access
hygiene and sanitation in to and use of safe to/use of adequate to clinical health
the household water sanitation facilities facilities
Low Sufficient
Household Household Sufficient Community Sufficient Clinics have
rainfall functioning
H&S H&S functioning capacity to health regular staff
does not sanitation
water manage facilities built
training knowledge limit facilities
points facilities or
provided increased overall
improved rehabilitated
water
supply
70
Capacity of the government does not deteriorate
Civil war / hostilities do not return

Alternatives Analysis
The objective tree usually shows the large number of possible

strategies or means-end links that could contribute to a
solution to the problem. Since there will be a limit to the
resources that can be applied to the project, it is necessary for
the participants to examine these alternatives and select the
most promising strategy. After selection of the decision
criteria, these are applied in order to select one or more
means-end chains to become the set of objectives that will
form the project strategy.
71
Activities Planning
After defining the objectives, and

specifying how they will be measured
(OVIs) and where and how that
information will be found (MOVs) we get to
the detailed planning phase. We now
determine what activities are required to
achieve each objective.
72
Where to start?
This is a little like the chicken and the egg

problem. It is tempting to say; always start at the
situation analysis stage, and from there
determine who are the stakeholders. Another
argument is that the stakeholders define the
problem so it is necessary to start with
identifying the stakeholders. Each problem
situation will require a different approach.
73
DAY 2
SESSION 1
Orientation to Logical Framework

Matrix - LFM
FIND A MAN IN THE COFFEE BEANS
75
Logical Bridge Exercise Instructions
1. Your team will be provided with straws, tape, string, and scissors.
2. You have 10 minutes to build a bridge that is:

Self-standing.
Wider than the bottom of the glass.
Higher than a glass.
Should be able to hold the glass.
3. When done, your team should do a cheer!

Points will be awarded for:
First team finished: 2 points
Rigid Bridge: 10 points
76
76
Logical Framework Analysis
Key Terms:
1. Inputs/Activities
2. Results: Impact, Outcome, Outputs
3. Indicators
4. Assumptions and Risks
77
Logical Framework Red Crescent
Objectives Indicators Means of

Assumptions
(How to measure verification
(What we want to (What else to be
change) (Where / how to get
achieve) aware of)
information)
Goal
Outcomes
Outputs
Activities Inputs Costs
78
UNDP MODEL
79
CIDA Model
80
Increased resilience Increased resilience to Economic situation
to disaster risks health-related risks improves
Improved capacity in the Eastern District to Project

reduce deaths and injuries from disasters
Purpose
disaster management disaster management
capacity of schools is capacity of communities Outcomes
improved is improved
Improved Community Detailed

DRR is School Outputs
taught DM Units knowledge disaster assessments
prepare & plans carried out
respond to developed
disaster
People in the community have no new demands on their time External factors
which may
possibly affect 81
Access to the villages is possible (good road quality) feasibility
How?
Horizontal logic
Project risks
Project description Project monitoring
Expected Indicators Means of Assumptions and

results verification risks
Impact
Outcome
82
Output
Vertical logic How?
Impact
Outcome 2
Outcome 1
Results & Indicators
Results & Indicators
Output 1 Output 2
Output 3 Output 4
Result & Result &
Result & Indicators Result & Indicators
Indicators Indicators
Activities
Activities Activities Activities
83
Results Chain
Output Outcome Impact

Inputs Activities
Results Results Result
84
Objectives hierarchy
GOAL (IMPACT)
OUTCOMES
OUTPUTS
ACTIVITIES
INPUTS
85
Inputs
The human organization & physical

resources contributed directly or
indirectly by the stakeholders of a
project.
86
Activities
The coordination, technical

assistance & training tasks
organized & executed by
project personnel.
87
Levels of Results
Output Results (short-term)
Outcome Results (medium-term)
Impact Results (longer-term)
88
Characteristics of Effective
Results
Specific
(in relation to beneficiaries, gender, location)
Measurable
Achievable
Relevant
Time bound 89
Results statements
Normally expressed in
terms such as:
Increased
Decreased
Improved
Enhanced
Strengthened
90
Some Relevant example
Increased use of RH services by women and

men;
Improved awareness among married couples
about FP methods
Enhanced staff competencies on latest FP and
RH methods
91
Output Results
The developmental
changes that are the
logical consequence of
project activities.
92
Output Result
Immediate, visible, concrete developmental
change that is the tangible consequence of
project inputs/activities
Commonly expressed in terms of

individuals/groups
Should be achieved by the mid point of a

project
93
Outputs
Question: In real life, what may be the product you want in
building the bridge?
Answer: Completed bridge connecting two different towns.
94
Outcome Results
The developmental
changes that are the
logical consequence of
achieving a combination
of output results.
95
Outcome Result
The developmental change in the beneficiaries
of the project
Commonly expressed in terms of

community, institution, organization
Should be achieved by the end of a project
96
Outcomes
Question: In real life, what may be the primary
outcome you want to achieve with the bridge?
Answer: Increase trade and social interaction
between two towns.
97
Impact Result
The long-term developmental

change that is the logical
consequence of achieving a
combination of outputs and
outcomes.
98
Impact
Result
The higher level, long-term effects that are
usually not measurable until after a project
ends
Linked to the project goal
Expressed in terms of region, country,

province
Projects are not responsible for measuring

results at the impact level 99
IMPACT/ GOAL
Question: In real life, what may be the overall reason you
want to build a bridge between 2 communities?
Answer: Improved economy in two towns.
100
Results Chain
101
Results
chain
Impact
Output Outcome
Long
Activities Short Medium
Result of other
Within control Effect of Several
Variables
Output Results
Activities Individual
Country Region
Group Institution
Society
Organization
Activities Community
102
Results Chain
Output Outcome Impact

Inputs Activities
Results Results Result
Train teachers Improved classroom

practices
Improved education
Increased capacity of
at provincial level
teachers 103
Goal
All individuals and couples
in target areas enjoy good
reproductive health
Purpose
Increased use of RH services
by all individuals in target
areas
Output Output
Comprehensive RH services
available for all individuals Client-oriented RH services are
in target areas available
Activity Activity Activity Activity
Equipment of health Training of staff Establishment of Establishment of

facilities procurement system service norms and
procedures
Input Input Input 104

Technical assistance Funds for equipment of Trainers support
facilities
Purpose
More effective use

of resources
Output
Increased availability of financial management tools for
planning, monitoring and reporting
Activity Activity Activity

Training of staff in
financial planning and Upgrading of computers Developing of financial
analysis management tools
Input Input Input

105
Staff Funds Equipment
Exercise: Cause & Effect
Understanding the Results Chain Sequencing Activity
Internal Logic: If .then.if.then
106
107
Indicators are like the dashboard
of a car
Indicator Dashboard
Total kilometers driven
Speed 12400 km Petrol
How much did we

do?
Oil
How fast are we How many

Not Enough Enough
going? resources did we
use to get there?
109
Are people happy
with our work? 109
Indicators
Indicators measure whether results
have been achieved
Indicators denote change over time
Indicators illustrate the cause and

effect relationships between inputs and
results
110
Indicators
Quantitative indicators:
Measures of quantity
Examples: # of, % of, frequency of .
Qualitative indicators:
Involve peoples perceptions about a subject
Examples: quality of, extent of, degree of
111
Should be a Balance
Between
Qualitative indicators
Judgments & perceptions
regarding a given situation or
subject e.g., quality of, extent to
which, degree of, satisfaction
with
&
Quantitative indicators
Measures of quantity
e.g. # of, % of, frequency of
112
Indicators Selection Criteria of
UNFPA
Direct: The indicators should closely track the result they are
intended to measure.
Objective: There should be no ambiguity or confusion about
what is being measured and what data is being collected.
Practical: Choose indicators that are reasonable with respect
to cost, frequency and timeliness of data collection.
Adequate: The number of indicators tracked for a given
results should be the minimum necessary to ensure that
progress toward the expected result is sufficiently captured. 113
Measuring Results
Indicators must be identified to measure
output and outcome results.
An indicator is a pointer, measurement, a
number, a fact, an opinion, or a perception
that helps you to measure the progress
towards achieving results.
Indicators are to be used during
implementation to monitor progress toward
the achievement of expected results
114
Quantitative indicators Qualitative indicators
Number of government officials who Extent to which men respond

have attended learning programmes favorably to womens participation
addressing RH issues. in a community committee.
Number of information materials on Level of satisfaction of the

FP and RH issues targeted specifically beneficiaries with the RH services
to men. offered.
Percentage of organizational units Degree of staff participation in
that have established results-based developing results-based work
work plans. plans.
Number of jobs filled through Level of staff satisfaction with
competitive recruitment based on learning opportunities available.
competencies.
115
Examples of Indicators
Result: Improved awareness among 300 married
couples about the use of FP methods and techniques
in district XYZ
Indicators:
# of awareness session held with married women and
men
# of training conduction for married women and men
# of couples attending awareness sessions
Level of interest shown by the trainees during sessions
and training
# and type of material developed and distributed 116
Establish Baseline
Information & Targets
Baseline information tells you what the situation is
now in a programme or management area.
For example:
How many people need services or training on
FP;
What is the health status in a community or
region for a specific target group;
What is the level of understanding among staff
117
about their responsibilities.
15 Core FP2020 Indicators
Indicator 1: Contraceptive Prevalence Rate,
Modern Methods (mCPR)
Indicator 2: Total number of contraceptive
users by method
Indicator 3: Percent of women whose
demand for modern
contraception is satisfied
Indicator 4: Percentage of women with an
unmet need
118
Indicator 5: Annual expenditure on FP from
government domestic budget
Indicator 6: Couple Years of Protection (CYP)
Indicator 7: Number of unintended
pregnancies
pregnancies averted due to
contraceptive
Indicator 9: Number of maternal deaths
averted due to contraceptive use
Indicator 10: Number of unsafe abortions
119
KEY: Measured by PMA2020 Surveys; Measured indirectly with PMA2020 inputs; Not measured by PMA2020
Indicator 11: Percent of women who were
provided with information on
family planning during their last
visit with a health service
provider
Indicator 12: Mean score on Method
Information Index
120
Indicator 13: Percent of women who make
family planning decisions
alone or jointly with their
husbands/partners or jointly
with provider
Indicator 14: Adolescent Birth Rate
Indicator 15: Percent informed of
permanence of sterilization
121
FP2020 Core Indicators
Indicator Name Definition Data Source and Conceptual Disaggregation Links to Other
Initiatives
Availability Framework
Category
Indicator 1a: The proportion of Surveys such as the Outcome When possible (in Contraceptive
Contraceptive women of prevalence
Demographic and years with a DHS
reproductive
Prevalence Rate, or rate (any
Health Surveys
Modern age who are using method) is a
(DHS), PMA2020) by:
(or whose partner is
Methods (mCPR) tracking indicator
the CDC-assisted wealth quintile,
using) a modern for
age,
contraceptive Reproductive Health
MDG 5 target 5B:
method at a marital status,
Surveys (RHS), MICS
Achieve, by 2015,
particular point in urban/rural,
time. and other nationally ethnicity, universal access
to
etc.
reproductive
health.
sponsored surveys. Included in draft
WHO 122
Service Statistics
indicator shortlist
Indicator 1b: The proportion of Surveys such as the Outcome
total family
Percent Demographic and
planning
distribution of users by Health Surveys
users using each
modern method (DHS),
modern method of
family planning. the CDC-assisted
Reproductive Health
Surveys (RHS), MICS
and other nationally
sponsored surveys.
123
Indicator 2: Number The number of additional Service Statistics Output
of additional family women (or their
planning users
partners) of reproductive age
currently
using a modern contraceptive

method
compared to 2012.
Indicator 3: The percentage of fecund Surveys such as Output When possible (in The proportion of
Percentage of women of reproductive age who the DHS, RHS, women
years with a DHS
want no more children or to MICS, and other
women with an or PMA2020) by: (married/union)
postpone having the next nationally
unmet need for with an
method, wealth
child, but are not using a sponsored
modern unmet need for
contraceptive method. surveys. Service quintile
contraception family planning is a
Statistics comparing the
tracking indicator
lowest to the
for MDG 5
highest quintile),
target 5B: Achieve,
age, marital
by 2015 universal
status, parity,
access to
urban/rural,
reproductive health.
ethnicity, etc.
Included in draft
WHO indicator
shortlist
124
Indicator 4: Percent The percent of women (or Surveys such as Outcome When possible The proportion of
of women their partners) the Enabling (in demand for family
whose demand is who desire either to have DHS, RHS, Environment years with a planning that is
satisfied with no further children or to MICS, and DHS or satisfied
a modern method other nationally PMA2020) by: (any method) is a
Indicator 5: Annual postpone the next child
expenditure sponsored wealth quintile tracking
who are currently using a
on FP from surveys. (comparing indicator for the
government modern contraceptive
domestic budget Service the lowest Global
method. Total annual public
Statistics to the highest Strategy for
sector recurrent COIA, NIDI, KFF quintile), age,
expenditures on family Country marital Womens and
planning. This availability will Childrens Health.
includes expenditures by all status,
levels of government. depend on
urban/rural,
COIA and
ethnicity, etc.
NIDI
implementatio
n.
All 69 countries
are
expected to be
available at
some point.
125
Indicator 6: The estimated protection Service Statistics Output USAID
Couple-Year of provided by family planning
services during a one year
Protection
period, based upon the
(CYP)
volume of all contraceptives
sold or distributed free of

charge to clients during that
period. The CYP is calculated
by multiplying the quantity
of each method distributed
to clients by a conversion
factor, which yields an
estimate of the duration of
contraceptive protection
provided per unit of that
method.
126
Indicator Name Definition Data Source Conceptual Disaggregation Links to Other
and Initiatives
Indicator 7: The number of Framework
pregnancies that Availability
Number of unintended Category
occurred at a time when
pregnancies Estimated using
women (and their Impact
partners) either did not modeling
Impact
want additional children
Estimated using
or wanted to delay the
next birth. Usually modeling
measured with regard to
last or recent
pregnancies, including
current pregnancies.
Indicator 8:
The number of
Number of unintended
unintended pregnancies
pregnancies averted due
that did not occur during
to contraceptive use
a specified reference
period as a result of the

protection provided
by contraceptive use
during the reference
127
period.
Indicator 9: Number The number of maternal Estimated using Impact
of maternal deaths deaths that did not occur
modeling Impact
averted due to during a specified reference
period as a result of the Estimated using
contraceptive use
protection provided by
modeling
Indicator 10:
contraceptive use during the
Number of unsafe
reference period.
abortions averted
The number of unsafe
due to contraceptive
abortions that did not occur
use
during a specified reference
period as a result of the

protection provided by
contraceptive use during the
reference period.
128
(14) Indicators that will be reported annually for a subset of 10 countries and in years with a DHS
Percent of women provider. The contact could occur in PMA202 Process wealth quintile, Included in
either a clinic or community setting. 0 Survey age, draft WHO
who were provided Information DHS in marital status, indicator
could have been provided via a select and parity
with information on number of mechanisms, including years Disaggregate shortlist
family planning counseling, IEC materials or where possible
talks/conversations about FP. (in years with
during their last visit An index measuring the extent to a DHS or
with a health service which women were made aware of PMA2020)
alternative methods of contraception by wealth
provider and were provided adequate
information about them. quintile, age,
marital status,
The index is constructed from three
Indicator 12: Method (3) questions (Were you informed and parity
Information Index
about other methods? Were you
informed about side effects? Were
you told what to do if you
experienced side effects?)
The index score is created by summing
the number of women who respond
yes to all three questions.
Information will also be available for
each indicator independently.
129
Indicator 13: Percent The percent of women who make PMA2020 Survey Process Disaggregate where The adolescent
of women who make decisions on matters, such as birth rate
DHS in select years Impact possible (in years with
family planning whether and when to initiate and
(ages 15-19) is a
decisions alone or terminate contraceptive use and PMA2020 Survey Output a DHS or PMA2020) by
tracking
jointly with their choice of contraceptive method,
husbands/partners either by themselves or based upon DHS, MICS, RHS in wealth quintile, age,
indicator for
consensus joint decision-making MDG 5
select years and parity
with their husband/partner.
PMA2020 Survey
Disaggregate where target 5B:
DHS is select years Achieve, by
Indicator 14: possible (in years with
The number of births to adolescent (and 2015, universal
Adolescent birth rate
females, aged 15-19 occurring during a DHS or PMA2020) by access to
select countries-not
Indicator 15: Percent a given reference period per 1,000
a wealth quintile, age,
adolescent females. reproductive
informed of
standard question) health.
permanence of marital status, and
Among women who said they were
sterilization.
using male or female sterilization, parity
the percent who were informed by
the provider that the method was
permanent.
130
Standard Indicator Levels
GOAL IMPACT Measures ultimate change desired in

people (KAP) or a condition, (not
always feasible or necessary)
OUTCOME OUTCOME Measures key changes necessary for

goal (usually in people, KAP, or a
condition).
OUTPUT OUTPUT Measures the immediate product of an

activity (can be knowledge if leads to
outcome of practice).
ACTIVITY
PROCESS Measure the activities (processes), i.e.
attendance at the activities.
INPUT INPUT Measures the resources used for the

activities.
131
LOGFRAME Example - Polio Campaign
Objectives Indicators MOV A
Goal: Improve the health in target Impact Indicator:

communities by reducing the rate of % children that died under 5 years of age from
Polio. polio. (child mortality rate)
Outcomes: Increased 1) understanding Outcome Indicator:

of immunization importance and % of children under 1 yr fully immunized for
schedule, and 2) immunization of polio. (Immunization coverage)
children under the age of I year in
target communities.
Outputs: Output Indicators:

People trained in polio immunisation # of health caretakers participating in Polio
awareness. Immunization Awareness workshops.
Polio immunisation awareness raising # Polio Immunization Awareness workshops
sessions held. held.
Activities: Recruit resource people to Process Indicator:

run polio awareness raising sessions. # resource people recruited.
Inputs: Polio immunization booklets, Input Indicator:

trainers, facilities, etc. # polio immunization booklets printed. 132
HOW ARE RESULTS VERIFIED?
Means of verification (MOV)

refers to:
Data collection methods
Data sources - the include: self-assessment
individuals or questionnaires, individual
and group interviews,
organizations that will surveys, focus groups,
provide the information before and after pictures
you need, and (for a construction project),
field visits, observation by
the data collection
an outside observer. It is
methods you will use to important to ensure that
gather the necessary resources and skills are
information. available to use these data
collection methods.
133
Assumptions
Assumptions are necessary conditions for a project
to perform
Availability and commitment of health staff in
designated countries;
Cultural acceptance of RH issues at national and
community levels.
Leadership commitment to implementation of
RBM within all Divisions.
134
Plan Downward
Goal
Assumptions
Purpose
Assumptions
Outputs
Assumptions
Activities
Assumptions
135
And then
Inputs think upwards
Risks Analysis
Risks are the negative factors that hamper the project progress
Risk analysis identifies how likely it is that the conditions
necessary to achieve the expected results will not be present.
Risk analysis allows you to consider strategies to manage the
risks you identify. Some external factors may be beyond your
control, but other factors will be manageable with slight
adjustments in the project or approach. It is recommended
that stakeholders take part in the risk analysis as they offer
different perspectives and may have key information about the
context.
The risks associated with achieving Outputs are generally low
because project managers can make changes as needed to
ensure that results are achieved.
136
DAY 2
SESSION 2
Introduction to Performance
Measurement Framework
Monitoring and Evaluation
(M&E)
Project monitoring is the continuous gathering

of information on project activities during the
implementation phase of the project. It is a
mechanism which oversees and measure actual
performance of a project against set targets on
periodic basis. Monitoring helps taking
corrective action, in case of deviation or
problem in achieving planned targets, during 138
the course of implementation.

(M&E)
What is monitoring?
Day-to-day follow up of activities during
implementation to measure progress and
identify deviations
Routine follow up to ensure activities are
proceeding as planned and are on schedule
Routine assessment of activities and results
Answers the question, what are we doing? 139
Understanding Monitoring
140
(M&E)
Why monitor activities?
Tracks inputs and outputs and compares them
to plan
Identifies and addresses problems
Ensures effective use of resources
Ensures quality and learning to improve
activities and services
Strengthens accountability
Program management tool
141
(M&E)
Through monitoring the project manager ensures that:
INPUTS are available on time;
WORKPLANS are followed as closely as possible;
PROBLEMS are identified and resolved;
EVERYONE concerned is kept informed;
RESOURCES are used efficiently;
STAFF and PARTICIPANTS are carrying out their
responsibilities.(WIPER)
142
Monitoring and Evaluation (M&E)
Project Evaluation is undertaken at

different points of project; inception, mid
term and conclusion of a project to
measure the impact, achievements, and
overall performance of a project. Evaluation
provides feedback which is used for
improving similar projects in future. 143
Evaluation involves determining to

what extent objectives are being, or
have been, achieved. Monitoring is
concerned with efficiency (doing the
job right), while Evaluation is
concerned with effectiveness (doing
the right job). 144
What is evaluation?
Episodic assessment of overall achievement and
impacts
Systematic way of learning from experience to
IMPROVE current activities and promote better
planning for future action
Designed specifically with intention to attribute
changes to intervention itself
Answers the question, what have we achieved and
what impact have we made 145
The evaluation asks and answers a sequence of questions:
What were the objectives of the project ( or
the particular activities under evaluation)?
What outcomes indicators should be used as
benchmarks for comparisons with actual
outcomes?
What were the differences between actual
and benchmark outcomes?
What are the lessons learnt and best 146
practices of the project?

Why evaluate activities?
Determines program effectiveness
Shows impact
Strengthens financial responses and
accountability
Promotes a learning culture focused on service
improvement
Promotes replication of successful
interventions 147
Monitoring and evaluation (M&E) of
development activities provides
government officials, development
managers, and civil society with
better means for learning from past
experience, improving service
delivery, planning and allocating
resources, and demonstrating results
as part of accountability to key
stakeholders. 148
M&E whats the difference?
Monitoring
Ongoing, continuous
Internal activity
Responsibility of project staff and management
Continuous feedback to improve programme & report on
performance
Evaluation
Periodic and time bound; `episodic assessment`
Can be internal, often external
Responsibility of evaluator with staff and management
Periodic feedback
149
Types of evaluation
Type Purpose
Formative Initial assessment of the target populations and
contextual environment. Determines concept and
design
Process Seeks to identify the extent to which planned
activities have been achieved and assesses the
quality of the activities/services
Outcome Examines specific program outcomes and

accomplishments. What changes were observed,
what does it mean, and if changes are a result of
the interventions?
Impact Gauges the programs overall impact and 150
effectiveness. Aims to strengthen design and
replication of effective programs and strategies
Results Based Monitoring
What does this mean? What are results? And why are we
focusing on RBM?
What would be the challnges?
151
Traditional vs RBM
Traditional M&E focuses on the monitoring and evaluation of
inputs, activities, and outputs (i.e., on project or program
implementation).
Results-based M&E, in contrast, combines the traditional

approach of monitoring implementation with the
assessment of Results.
152
Reasons for Measuring Results
A way to tell success from failure
Seeing success means ability to reward
it
Identifying succes gives opportunity to
learn
Identifying failures gives opportunity
for correction 153
Results can lead to broad support.

Benefits of RBM
A results-based M&E system:
Provides answers to the what then
question
Provides crucial information about
organizational performance.
Can help policy makers, decision makers,
and other stakeholders answer the
fundamental questions of whether
promises were kept and goals achieved 154
Benefits of RBM
A results-based M&E system:
promote credibility and confidence in the
work.
Is a management and motivational tool
Provides managers with crucial information
on whether the theory of change guiding the
intervention is appropriate, correct, and
adequate to the changes being sought 155
through this intervention.
Results Chain
156
Monitoring Results
157
Monitoring Results
158
Monitoring Results
159
Monitoring Systems
Frameworks for inspiration
WHY M&E SYSTEM
M&E should be part of the design of a program
Ensures systematic reporting
Communicates results and accountability
Measures efficiency and effectiveness
Provides information for improved decision
making
Ensures effective allocation of resources
Promotes continuous learning and improvement
161
Measuring what is beyond our
control
A monitoring system, is needed in this

specific indicators for which types of
changes we want to see are essential.
How do we get the right indicators?

162
Understanding Monitoring
163
M&E Framework
Level Description Frequency

Inputs Resources that are put into the project. Lead to Continuous
the achievement of the outputs
Outputs Activities or services that the project is providing. Quarterly

Outputs lead to outcomes
Outcomes Changes in behaviors or skills as a result of the 2-3 years

implemented project. Outcomes are anticipated (short to medium
to lead to impacts term)
Impacts For Example: Measurable changes in health 3-5 years

status, particularly reduced STI/HIV transmission (long term) 164
and reduced AIDS impact. Impact results are
effects of the intervention
Questions and answers
The monitoring system should provide answers
to the questions the managers ask to make
informed decision.
There should be clarity on the processes
bottlenecks of time and responsibilities on all
levels
Which of your identified questions are the most
relevant ones? only these should be in the
165
system
INFORMATION COLLECTION
WHO WHAT HOW
(LEVEL OF (INFORMA
INFORMATION) TION)
COLLECTION ANALYZING DISTRIBUTION
Donors
Partners
166
Implementing
Agency
The Information Trap
167
Information
How do we avoid the information trap?
168
What we want to know
Define what we want to know
Be clear on What I need this information for.
Clarify if I have access to this information.
Be clear on How will I gather it?
Remember there is a difference between data

and information.
Clarify, who needs what type of information
and for what purpose. 169
After information
Follows Reporting...
What do we report on, to whom and why?
170
How?
Performance Measurement Framework (PMF)

Expected Performance Managers Baseline Data Collection Frequency of Responsibility
Results Indicators Questions Indicator Sources Methods Collection for info.
Collection
Impact: From the

From the LFA
LFA
Outcome: From the

From the LFA
LFA
Output: From the

From the LFA
LFA
Activities From the

From the LFA 171
LFA
Match Indicator with Data Collection Method
1.___. #/% of participating schools A. Survey Questionnaire
successfully conduct a minimum of one B. Self Administered Questionnaire
mock crisis drill per year. C. PRA - Participatory Rapid
2.___. # of community volunteers trained Assessments (Participatory Rural
and certified as FP and RH Community
Facilitators. Appraisal)
3.___. % of teachers reporting that FP and D. Key Informant Interviews
RH activities have been helpful.
E. Focus Group Discussions
4.___. % community members who report a
sense of place (belonging/identity) in F. Case Studies
their community. G. Field Observations
5.___. # of non-training events in which FP/
RH project team participated to H. Secondary Data Sources
disseminate program approach. I. Checklist / Event Form
6.___. # FP and RH community awareness J. Attendance/Certification
campaigns designed with the district
health and population welfare dept. Records.
7.___. # of specific types of community FP K. Proposal and Approval Sign Off.
and RH promotion materials developed
and used. L. Meeting Minutes
M. Inventory of materials
172 172
Match Indicator with Data Collection Method: Answer
G, I. #/% of participating schools A. Survey Questionnaire
successfully conduct a minimum of
one mock crisis drill per year. B. Self Administered Questionnaire
J. # of community volunteers trained C. PRA - Participatory Rapid
and certified as FP and RH
Community Facilitators. Assessments (Participatory Rural
A, D, E. % of teachers reporting that FP and Appraisal)
RH activities have been helpful.
D. Key Informant Interviews
A, D, E. % community members who report
a sense of place E. Focus Group Discussions
(belonging/identity) in their
community. F. Case Studies
I, D, E. # of non-training events in which FP/ G. Field Observations
RH project team participated to
disseminate program approach. H. Secondary Data Sources
K, L, D, E. # FP and RH community I. Checklist / Event Form
awareness campaigns designed
with the district health and J. Attendance/Certification Records.
population welfare dept.
K. Proposal and Approval Sign Off.
M, G, D,E. # of specific types of community
FP and RH promotion materials L. Meeting Minutes
developed and used.
M. Inventory of materials
Steps in the monitoring system
Formulate goal and outcomes
Select outcome indicators to monitor
Gather baseline information
Set specific targets and a timetable for
achievment
Regularely collect data to assess wether the
targets are being met
Analyse and report the results
174
10 Steps RBM System
175
176
While carrying out M&E, recognize
that change is
Continuous
Complex
Non-linear
Multidirection
al
Not
controllable
177
Looking at the Bigger Picture
Seeing
yourself as
a part of a
interconnect
ed
web of
relationships
and systems 178
Monitoring Results
179
180
DAY 3
SESSION 1
Understanding FP 2020:
Performance Accountability &
Monitoring Tool
Bill & Melinda Gates
Institute
for Population and
Reproductive Health
PMA2020: Progress & Opportunities for

Advocacy
PMA 2020 Overview
Responds to:
Need for more frequent data to mark
progress
Evolution of smart-phone technology & cell

provider reach
183
PMA 2020 Overview
Objectives:
Monitor progress against the goals and

principles of FP2020
Establish rapid data collection to produce
annual estimates
Establish an information feedback loop
for national, regional, community action
Build sustainable country capacity for
continuous monitoring
184
PMA 2020 Overview
10 countries planned
Year 1: Ethiopia, DR Congo, Ghana, Kenya,
Uganda
Year 2: Burkina Faso, India (UP), Indonesia,
Nigeria, Cote dIvoire
2 linked mobile-assisted, sentinel surveys

Household & Female Survey measuring
demand and use
Service Delivery Point Survey measuring
supply and access 185
PMA2020 Survey Features
Innovative mobile technology
Annual (or semi-annual) indicators
Provides consistency with DHS measures

and introduces new indicators of quality,
choice, access
Creates a community feedback loop to prompt

program improvement 186
PMA2020 Survey Features
Establishes a platform that is expandable to

other health sectors
Strengthens local capacity
Network of partner universities/research

institutions
Network of resident enumerators

187
188
189
Measuring access, equity, quality,
choice
Female Survey (51 questions/31 on FP)
All indicators can be disaggregated by age, marital

status, wealth quintile, education, region, urban/rural
For Users (most recent visit)
Did you obtain the method you wanted? If not, why
not?
Who made the final decision on the method you
received? 190
Did you pay anything for the services received? If
yes, how much?
choice
Female Survey (51 questions/31 on FP)
Were you told of other methods?

Were you told of side effects of your method? What to do
if you experienced side effects?
Would you return to this provider? Refer relative/friend to
provider?
If sterilized, were you told that this method was 191
permanent?
choice
SDP Survey (56 questions/42 on FP)
For Discontinued Users

What was your method? When did you stop
using? Why did you stop using?
For Women with Unmet Need

Reason for not using a method? 192
choice
Service Accessibility
How many days a week is FP offered? Are services
offered today?
What methods are counseled? Provided? Referred?
Charged?
Have any methods been out of stock in the last 12
months? Which methods?
193
choice
If implants provided, are there trained
personnel to insert? Remove? Are key
supplies in place? (repeated for IUDs)
Are unmarried adolescents counseled,
offered, referred for contraceptive
methods?
Are CHWs supported from facility? If so,
how many? What FP services do they 194
offer?
choice
SDP Survey (56 questions/42 on
FP)
Has mobile outreach team worked from facility? How
many times in last year?
Does facility charge fees for FP services? How much by
method?
Service Quality
Does facility have system for client feedback? Ask to see.
Has there been change?
When was the last time a supervisor from outside this 195
facility came here to visit?
choice
SDP Survey (56 questions/42 on
FP)
Integrated services
If delivery/maternity: Is FP counseled during the post-

partum visit? Are services offered/referred? (repeated
196
for post-abortion, HIV-related services)
Key Indicators Brief*
197
15 Core FP2020
Indicators
Indicator 1: Contraceptive Prevalence Rate,
Modern Methods (mCPR)
Indicator 2: Total number of contraceptive
users by method
Indicator 3: Percent of women whose
demand for modern
contraception is satisfied
Indicator 4: Percentage of women with an 198
unmet need
15 Core FP2020
Indicators
Indicator 5: Annual expenditure on FP from
government domestic budget
Indicator 6: Couple Years of Protection
(CYP)
pregnancies
pregnancies averted due to
199
contraceptive
15 Core FP2020 Indicators
use Indicator 9: Number of maternal deaths
Indicator 10: Number of unsafe abortions
Indicator 11: Percent of women who were
provided with information on
family planning during their last
visit with a health service
provider
Indicator 12: Mean score on Method
Information Index 200
15 Core FP2020
Indicators
Indicator 13: Percent of women who make
family planning decisions alone
or jointly with their
husbands/partners or jointly with
provider
Indicator 14: Adolescent Birth Rate
Indicator 15: Percent informed of permanence
of sterilization
201
PMA2013/Ghana
Round 1 Results
202
mCPR Trends: 1988-2013
(Among Married Women, aged 15-49)
203
204
Unmet Need for Family Planning
(Married Women, age 15-49)
205
Current Use & Unmet Need, by Wealth Quintile
(Among Married Women)
206
Fertility Indicators
207
Total Fertility Rate Trends: 1988-2013
208
Indicators of Access, Equity, Quality & Choice
among current female users
209
210
211
212
213
Service Delivery Points
(n=149: 106 Public, 43 Private)
214
Service Delivery Points
(n=149: 106 Public, 43 Private)
215
Contraceptive Stock Outs: past 12 months
216
mCPR and Unmet Need by Region:
where use is low, unmet need is high and vice-versa
217
218
219
T hank you!
Day 3
Session I continues
Reflecting results in progress
reports
Using Performance
Information
Reflecting Results
Use performance information to
examine strategic trade-offs
Reach Results
Resources 222
Illustration shows how expected results,
resources and reach must be balanced.
If you want to increase the reach of the
programme with the same resources,
then you may have to reduce your
expectations for results.
Use performance information to
strengthen cause - effect links
Programme
Management based
on:
- Valid and reliable
information on
Outputs Purposes Goal
performance and risk
- Stakeholders Indicators Indicators Indicators
participation in review
and decision making
- Review of strategies
Programme Programme
Resources Activities Management decisions to allocate or reallocate 224
resources and and review strategies
How does RBM apply to reporting?
Reporting using the RBM approach involves:

Describing the results expected for a specific period;
Identifying the actual results achieved during the
period;
Analyzing and explaining the difference between what
was expected and what was actually achieved;
Identifying any changes you plan to make in the next
period in order to increase the likelihood that the
expected results will be achieved.
Reflecting the necessary conditions and risks with the
mitigating strategies 225
How does RBM apply to reporting?
Programme managers / Directors will refer back to the

logframe indicators when monitoring and evaluating
performance and preparing reports.
Unit managers / department heads at Headquarters and in
the field will refer to their annual results-based office
workplan when monitoring performance and preparing
reports.
Staff members will refer to their results-oriented Individual
Performance Plan when preparing their performance
appraisal reports.
226
A Simple RBM Model
Regular Monitoring and Evaluation
Planned Results Actual Results

Planning Implementation
Regular Feedback and Adjustment
227
Day 3
Session II
Developing Strategic Result Framework for FP and RH
Jointly by Health and Population Welfare Departments
Some Relevant
Examples
Developing Strategic Result Framework for FP and RH
MYFF 2000-2003 Results FrameworkUNFPA Goals, Outputs, Indicators and Strategies
Goal Goal Indicators Outputs Output Indicators
1) All Couples and (a) Unmet need for i) Increased (a) Percentage of service delivery points (SDPs)
individuals enjoy good family planning availability of offering at least three of the following
reproductive health, (b) Maternal mortality comprehensive reproductive health services:
including family ratio reproductive health - Modern family planning methods;
planning and sexual (c) Proportion of births services. - Maternal health and assisted delivery;
health, throughout life. assisted by skilled - Prevention and management of RTIs,
attendants including STDs, and HIV/AIDS;
(d) Adolescent fertility - Management of the consequences and
rate complications of unsafe abortion;
(e) HIV prevalence in - Information, education and counselling on
persons aged 15-24 human sexuality and reproductive health, including
(f) Infant mortality rate family planning
(g) National mechanisms (a) Percentage of SDPs offering information,
to monitor and reduce education, counselling and access to services to
sexual violence adolescents
ii) Improved quality of (a) Percentage of SDPs offering at least three

reproductive health modern methods of contraception
services. (b) Percentage of SDPs providing quality RH services
in accordance with established protocols
iii) Improved (a) National policy in place to address harmful

environment for practices
addressing practices
that are harmful to
women's health.
(a) Life iv) National (a) Intersectoral mechanisms to
2) There is a expectancy development plan review development and sectoral
balance between at birth by and sectoral plans plans
population sex in line with ICPD (b) Number of government officials
dynamics and (b) Annual Programme of who have attended learning
social and population Action. programmes addressing gender
economic growth and issues
development. GNP per v) Increased (a) National database of sex-
capita availability of sex- disaggregated population-related
growth disaggregated data, with plans to update at
rates population-related regular intervals
data.
3) Gender (a) Gender gap in vi) Increased (a) Percentage of primary and
equality and enrolment rates information on secondary schools that have
empowerment of at the primary gender issues. adopted gender-sensitive RH
women are and secondary curricula
achieved. level (b) Number of information materials
(b) Adult female on gender issues targeted
literacy rate specifically to men
(c) Proportion of
women
parliamentarian
s
Strategies
Advocacy - Strengthening National Capacity - Building and Using a Knowledge Base - Promoting, Strengthening and Coordinating Partnerships
Strategic Result Framework
NARRATIVE PERFORMANCE Means of ASSUMPTIONS/RISK INDICATORS
SUMMARY MEASUREMENT Verification
Performance Assumptions - Risk Indicators -
Programe Indicators ASSUMPTIONS
Goal The necessary conditions that
must exist for the cause-effect
relationships between outcomes
and impact to behave as
expected.
RISK INDICATORS
Outcomes Performance Assumptions - Risk Indicators
Indicators
. Outputs Performance Assumptions - Risk Indicators

Indicators -
232
From the FP and RH Perspective
Goals:
Attain a balance between resources and population within the broad
parameters of the ICPD paradigm.
Address various dimensions of the population issue within national
laws, development priorities while remaining within our national social
and cultural norms
Increase awareness of the adverse consequences of rapid population growth
both at the national, provincial, district and community levels
To plan, organize and implement family planning, advocacy and service
delivery activities through the Family Welfare Centers, Mobile Service Units,
Reproductive Health Service Centers, Registered Medical Practitioners,
Hakeems and homoeopaths.
Promote family planning as an entitlement based on informed and voluntary
choice
Attain a reduction in fertility through improvement in access and quality of
reproductive health services.
Reduce population momentum through a delay in the first birth, changing
spacing patterns and reduction in family size desires. 233
From the FP and RH Perspective
Short Term:
Reduce population growth to 1.9 percent per annum by
2004.
Reduce fertility through enhanced voluntary contraception
to 4 births per woman by the year 2004.
Long Term:
Reduce population growth rate from 1.9 per cent per annum
in 2004 to 1.3 percent per annum by the year 2020.
Educe fertility through enhanced voluntary contraceptive
adoption to replacement level 2.1 births per woman by 2020.
Universal access to safe family planning methods by 2010. 234
Group Work
Here we develop a result chain and indicators
DAY 4
SESSION 1
Developing Implementation
plan for operationaling RBM
How should RBM be operationalized?
Reinforce RBM culture throughout department,

RBM policy;
Programming process;
Tools and guidelines;
Feedback and lessons learned;
Results Framework;
Managing-for-results data base;
Results-based work plans;
Competency-based and results-oriented
performance management system;
Integrated financial and programme management
system 237
Building Capacity for RBM
Integrate RBM into ongoing efforts;

Ensure consistency and standards;
Long-term training strategy;
Identify priority groups;
Strengthen learning culture.
238
Building Capacity for RBM
Integrate RBM into ongoing efforts;

Ensure consistency and standards;
Long-term training strategy;
Identify priority groups;
Strengthen learning culture.
239
What does it mean to manage for
results?
For UNFPA, managing for results entails the following:
Establishing clear organizational vision, mission and
priorities which are translated into a four-year (long
term) framework of goals, outputs, indicators,
strategies and resources;
Encouraging an organizational and management
culture that promotes innovation, learning,
accountability and transparency;
Delegating authority and empowering managers and,
at the same time, holding managers accountable for
results;
Adopting a participatory and team-based approach to
programme and organizational management;
240
What does it Mean to Manage for

Results?
Focusing on achieving results through strategic
planning, regular monitoring of progress
through indicators, evaluation of performance
to identify what works and what does not,
and reporting on performance;
Creating supportive mechanisms, policies and
procedures, building and improving on what is
in place, including the operationalization of
the logframe;
Sharing information and knowledge, learning
lessons and feeding these back into improving 241
decision-making and performance;
What does it Mean to Manage for Results?
Optimizing human resources and building

capacity among the national partners to
manage for results;
Making the best use of scarce financial
resources in an efficient manner to achieve
results;
Strengthening and diversifying partnerships at
all levels towards achieving results;
Responding to the realities of country situations
242
and needs, within the organizational mandate.
Results-Based
Planning and Management
Situation and problem analysis

Strategic Formulate intended results and
Planning strategies
Select indicators
Performance Set baselines and targets
monitoring Collect data on performance
Analyze and report performance
Performance Integrate monitoring and evaluation
Management findings
Use performance information for
future planning and decision making
243
Formation of Provincial RBM
Working Group
Steer and Supervise the implementation of

RBM work at the province level,
Coordinate with both Departments at
provincial level,
Meeting Quarterly to share Progress.
Share Results with Secretaries of departments,
Identify issues and suggest measures for
redress

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1

Introduction to the Training and

Criteria for Best Participant

Conceptual Clarity and Introduction to

Projects represent the commitment of human and

A methodology to manage the whole

Supportive, relevant, feasible, well managed and

Its a useful tool but not magic wand!

Logical Framework Approach - Project

A result is a describable, measurable, developmental

Results may appear within a short time

RBM is an approach to management that

3. Work Breakdown Structure (WBS)

4. Management Information and Reporting System

(Refer to Page 14)

Note: For most purposes the three terms; Logical Framework

This is a document that describes the situation

This stage is an analysis of the people, groups, or organizations

The rest of the

The level of least involvement is to receive benefits (or

The term Reach is used by some institutions to refer to all

Present in the security Relevant presence of in dealing

long lasting to work on knowledge of support

Working with Working Targeted by Targeted by

Cause 1 Cause 2 Cause 3

WHY? WHY? WHY?

Workers are not aware

APFOL is not fully Need for new

Low literacy Traditional Insufficient Workers right

Poor capacity in the Eastern District to reduce

Poor disaster Poor disaster Weak disaster

No DRR No Poor No Poor Provincial Few

People in the community have many demands on their time

Reduced vulnerability to water and sanitation

Enhanced practice of safe Improved access to Improved access to Improved access

Household Household Low rainfall Sufficient Community Sufficient Sufficient Clinics

Capacity of the government does not deteriorate

Civil war / hostilities do not return

disaster management disaster management Disaster response

DRR is Improved Community Detailed Provincial

People in the community have no new demands on their time

disaster management disaster management Disaster response

DRR is School Improved Community Detailed Provincial Skilled

People in the community have no new demands on their time

Reduced vulnerability to water and sanitation related

Health services solution

Civil war / hostilities do not return

The objective tree usually shows the large number of possible

After defining the objectives, and

This is a little like the chicken and the egg

Orientation to Logical Framework

2. You have 10 minutes to build a bridge that is:

3. When done, your team should do a cheer!

Objectives Indicators Means of

Activities Inputs Costs

Improved capacity in the Eastern District to Project

Improved Community Detailed

Project description Project monitoring

Expected Indicators Means of Assumptions and

Output Outcome Impact

The human organization & physical

The coordination, technical

Outcome Results (medium-term)