Chapter I - មិត្តនិស្សិត · The SWOT analysis is a simple tool that helps to order thoughts and findings into four categories: Strengths, Weaknesses, Opportunities

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Chapter I: Pre-Project Analysis


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Chapter I: Pre-project analysis

Introduction

Before launching a project, there are two essential stages that you need to work through to help ensure that you will achieve the desired results. The fi rst stage is pre-project analysis and will be described below. The second stage is project planning, which will be outlined in Chapter 2.

Pre-project analysis is an essential precursor to designing a project. It provides project managers, staff, partners and potential target groups with relevant information, and helps to clarify the scope of the project and the context within which it will take place. It can also help determine whether or not the project should be undertaken at all. Carrying out the analysis provides you with the following elements for planning your project:

Identifi cation and an understanding of a situation or problem.It helps to formulate a strategic overview of the project’s goals.Convincing arguments for justifying the initiation of your specifi c project.An informed basis for requesting suitable resources to meet project goals.The creation of joint ownership and understanding with potential partners or target groups.

This chapter is intended to be used as a guide for pre-project analysis and an introduction to some practical tools. We recommend adopting a participatory approach throughout and involving as broad a remit of stakeholders as is consi-dered feasible. This will ensure that there is joint ownership and understanding.Three recommended tool s for analysis are described below. The process is neit-her linear, nor should the various methods of analysis be conducted in any spe-cifi c sequence – in fact they may run simultaneously and be mutually supportive of each other. Their description as discrete methods in this chapter is for the purpose of clarity and convenience only. The tools for analysis are:

Situation analysis A situation analysis provides a snapshot of the current state of affairs, and facilitates understanding of the context and broader environment within which the project will take place. It is the starting point for pre-project analysis. Stakeholder and needs analysis are an inherent part of situation analysis but for the sakeof clarity are described as separate methods.

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Stakeholder analysisA stakeholder analysis helps to identify and assess the importance and interests of key people, groups of people, or institutions who are likely to play a role in the project, be affected by the project, have avested interest in the project or activity, and may have an influence on the successful outcome of the project.

Needs analysisA needs analysis helps you to understand a situation, prioritise identified needs, respond appropriately, and make decisions on whether there is any particular course of action required.We have recommended the use of two tools to structure your thinking and take the analysis to the next level. These are:

SWOT analysisThe SWOT analysis is a simple tool that helps to order thoughts and findings into four categories: Strengths, Weaknesses, Opportunities and Threats. These can then be fed into project planning.

Problem analysisProblem analysis – in conjunction with situation analysis and stakeholder analysis – helps to structure the problems identified and focuses the project team on the key problems of the target areas that should be addressed. Problem analysis furthermore identifies underlying issues that may affect the long term sustainability of the project. It feeds directly into an analysis of objectives which is a key stage within the planning stage.

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The diagram below is a graphic representation of the Project Cycle Management pro-cess and shows the positioning of the elements contained in this chapter.

1.1 Situation analysis

Before entering the planning stage, it is good to obtain a snapshot in time and space to clearly understand the situation and the context within which the project will take place. This can become a key part of stakeholder/community mobilisation, and re-quires the adoption of a participatory approach. This section summarises the process involved to carry out a situation analysis.

1.1.1 What is situation analysis?

A situation analysis can be described as the gathering and analysis of information to guide project planning and activities. It identifi es, quantifi es, and informs and is gen-erally used to:

�.� Situation analysis


Situation Analysis

Stakeholder Analysis

Needs and Priority Analysis

SWOT Analysis

Problem Analysis

Module 1: Pre-Project Analysis

Feedback/ lessonslearned

Module 3: Implementation/

Monitoring

Module 1: Pre-Project Analysis

Module 2: Project Planning

Module 4: Evaluation

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Identify stakeholders (for example potential target groups, partners such as otherNGOs, service providers, potential funders, state institutions with which the project needs to collaborate and other players in the same sector).

Ensure the project design is appropriate to the situation.

Assess the likely impact of the project within a broader context.

Assess situational factors that will infl uence project implementation and effective-ness, such as potential risks.

NoteSituation analysis is the starting point in the pre-project analysis phase. Stake-holder, needs and problem analysis are part of the situation analysis but are described as decrete methods for the sake of clarity.

1.1.2 Why is situation analysis necessary?

A situation analysis will identify the features in a given internal and external environ-ment which helps to inform the strategic options for the project at the project planning stage.

1.1.3 Who is situation analysis for?

Situation analysis helps to inform the project planning team. This team may comprise of decision makers in project management, relevant project staff as well as representa-tives from stakeholder or target groups participating in the analysis phase.

1.1.4 How will the information be used?

The information will be used to make choices, set priorities, and affi rm and validate decisions.

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1.1.5 How do you conduct a situation analysis?

Key to conducting a situation analysis is focusing on the information that is really needed to inform the project planning stage. To help you focus, you should keep the following two questions in the back of your mind:

“What are we trying to achieve?”“What information do we need?”

The information gathered may include some, or all of the following elements:

stakeholder identification and analysis (see Section 1.2 on stakeholder analysis)problems and issues identification and analysisvisions and opportunitiesphysical environmentorganisational environmentinfrastructurelegal, policy, and political institutionseconomic conditionssocial and cultural conditions.

There are 3 main steps to situation analysis:

Step 1: Gathering and collecting the information

Some of the methods and tools used for data collection are similar to those outlined in more detail in other sections of this handbook. These include: needs analysis, back-ground documentation review, surveys and focus groups. Depending on the scope of the analysis, other useful tools such as a problem tree and an objective tree could be useful. We have briefly outlined how to use a problem tree later in this chapter (p. 49) and the objective tree is discussed in Chapter 2.

Some useful questions that will guide you when you are gathering information could be:

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Who are we and what are we aiming to achieve?

Review perceptions of your organisational: image;experience;organisational culture; goals, etc.

Who are our collaborators and potential partners?

alliances, policy, and implementing partners;other NGOs or development agencies with complementary programmes eg. com-munity development initiatives or Disabled Peoples Organisations in the focus area.

Who are our target groups?

primary and secondary target groupsneeds and main problemsbenefi ts and assistance they are seekingcurrent access to servicescurrent assetsare there any groups who are excluded from accessing services?

Increasing community involvementIf you want to make this process more participatory, you can involve the poten-tial target groups in the gathering and analysis of their own situation by:• working closely with the potential target group representatives to develop the questions;• asking them to help work with you to collect the information;• involving them in the analysis of the information gathered.Remember, however, that it is important to be clear about what the project can and can’t do to ensure that expectations are not raised and do not lead to even-tual disappointment.

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Which other organisations work in the same sector?

Are there other blindness prevention or cross disability organisations operating in the area?What value do we add individually, and collectively?What are their strengths and weaknesses?Is there potential for collaboration with other organisations?

What is the political/policy climate like?

Regulatory or governmental policies supportive or hindering?What type of impact do they have on our target groups?

What is the economic environment?

Impact on resources

What is the technological environment like?

Do we have access to effi cient communication tools?Do we have access to spare parts?Do we have the ability to maintain technology and skills to operate the technology?What local technology, maintenance, service or procurement businesses exist?

What are the potential strengths and assets of the target area that could be devel-oped?

What are resources and skills of the institutions in the target areas that you can build on?What are your organisation’ s skills, knowledge and experiences of services you could build on?What are resources and skills within the communities (community organisations, individuals) that you could build on?

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NoteWhen analysing the current situation, do not only focus on what is lacking and problems. There may be a wide variety of capacities that can be utilised for future initia-tives. There may also be strong social relationships that fuel local associations and networks and that could be strengthened by the project. A realistic assessment of the existing potential community based assets can help you formulate a solid project plan, addressing the needs in the project area while using and building up what is already there.

To what extent are disability and gender equity supported or hindered within this socio/political environment?

The social role of women, children and people with disabilities in society?Cultural and religious beliefs?Policy environment? Regulations?

Step 2: Analysing the information gathered

Once the information has been gathered, the analysis is most effectively carried out in a planning meeting with representation by key personnel and a broad-based representa-tion of stakeholders and potential target groups. The purpose of this meeting is to re-view, refi ne, and accept the data, as well as to identify gaps.

The situation analysis takes into account both internal and external factors and therefore can produce a large amount of information, much of which may not be highly relevant.A SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis is a straight-forward method that provides direction and serves as a basis for developing a project plan. It is recommended to act as an interpretive fi lter to reduce the information to a manageable number of key issues. SWOT analysis accomplishes this by assess-ing a project plan’s strengths (what we can do) and weaknesses (what we cannot do) in addition to opportunities (potential favourable conditions) and threats (potentially unfavourable conditions).

The SWOT analysis uses the information gathered in the situation analysis and struc-tures it into internal issues (strength and weaknesses of your situation) and external issues (opportunities and threats of your situation).

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Situation Analysis

External AnalysisInternal Analysis

Strengths Weaknesses Opportunities Threats

SWOT Profi le


Internal analysis factors such as: External factors such as:

• Experience • Organisations working in the same • Key staff sector/mandate• Access to resources • Target groups• Operational effi ciency • Suppliers• Operational capacity • Partners/alliances• Financial resources • Social changes• Organisational culture/structure • New technologies• Organisational image • Economic environment • Political and regulatory environment • Culture, traditions and indigenous way of life

We recommend that you use the following SWOT format to bring the information gathered into a logical order.

Figure 1. SWOT analysis diagram


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StrenghtsExperienced and committed staff

Available resourcesSkills of project staff

WeaknessesLack of resources (fi nancial, human etc)

Lack of skillsLack of infrastructure

OpportunitiesGovernment policy changes

Workshops to explain programsTraditions in favour of the project

ThreatsUnderfunding

Project aims not in line with Government policy Project aims not in line with Traditions

The SWOT analysis identifi es the attributes, which will assist the planners/implement-ers in accomplishing the project (Strengths and Opportunities) and the obstacles that must be overcome or minimised to achieve desired results (Weaknesses or Threats).

Examples of what the strengths, weaknesses, opportunities and threats might look like are outlined below.After completion of the SWOT analysis you have gained a SWOT profi le. The SWOT profi le essentially tells you what is good and bad about your situation or a certain project idea under discussion. If the SWOT analysis is used to assess a project idea, then it can either show that the project idea is too weak and that the team should refrain from going into the planning process, or it may illustrate that the project idea is strong and the team can start the actual planning process to translate the project idea into action.

Before you go into the formulation of a strategy for your project, bear in mind that:

Strengths – should be maintained, built up and leveragedOpportunities – need to be priorities or optimisedWeaknesses – should be minimised or eliminatedThreats – should be countered and mitigated (see also risk analysis, p. 81)

A SWOT analysis should be done in a participatory manner. The consideration of a va-riety of viewpoints (management, employees, target group representatives, suppliers, and strategic partners) will improve the quality of the SWOT analysis results greatly.

SWOT analysis can also be used to check the project plan for areas of potential prob-lems and strengths. The results of analysis can feed into the risk analysis and develop-ment of a plan B if necessary (see Chapter 2, p. 81).


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CautionThe SWOT analysis is a useful tool to reduce and structure a large quantity of information into a clear profi le. However you need to be aware that the SWOT analysis may oversimplify a situation by classifying situational factors in categories in which they may not always fi t. Some information may even be arbitrary and interpreted differently. For example, the introduction of a new technology can either be seen as a threat or an opportunity depending on the viewpoint of the respective person or organisational body. However going through the SWOT analysis raises the planning team’s awareness about infl u-encing internal and external factors which can then be factored into the strategic planning of your project.

Step 3: Using the information analysed

This information can be used for generating strategic alternatives and preparing for more concrete planning.

1.2 Stakeholder analysis

1.2.1 What is stakeholder analysis?

Stakeholder analysis involves the identifi cation of individuals, groups of people or institutions who are either affected by, or have a vested interest in the project, an as-sessment of their interests, and an understanding of the ways in which those interests affect project viability and risks. It contributes to project design by identifying the goals and roles of different groups, and helping to formulate appropriate forms of engage-ment with these groups.

It helps to determine who should be involved in one way or an other in order for the project to be successful.

There are three steps involved:

step 1: the identifi cation of key stakeholders; step 2: determining their level of interest and infl uence;step 3: establishing strategies for their involvement in the project.

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37�.� Stakeholder analysis

What is a “stakeholder”?

A stakeholder is any person, group or institution that has an interest in a devel-opment activity, project or programme. This defi nition includes both intended target groups and intermediaries, those who are positvely or negatively im-pacted by the project, and those involved or excluded from decision-making processes.

1.2.2 Why is stakeholder analysis necessary? Stakeholder analysis can be one of the fi rst, and most critical, steps in building rela-tionships needed for the success of a project. It provides a starting point, by estab-lishing which groups to work with, and setting out an approach so this can be a-chieved. It also enables project managers to assess the social environment in which they will operate.

A stakeholder analysis can be used to:

Identify and defi ne characteristics of key stakeholders (potential target groups, direct and indirect partners such as other NGOs, state institutions and other play-ers in the same sector).Identify the real development needs of the target group (see also Needs Analy-sis p. 44).Draw out the interests of stakeholders in relation to the problem(s) the project is see king to address or the existing strategies the project is seeking to strength-en.Identify the different points of view and confl icts of interests between stake-holders to help manage the relationships during the project.Help identify relations between stakeholders that may enable project sponsor-ship, ownership and cooperation.Assess the capacity of different stakeholders and stakeholder groups to par-ticipate.Help to assess the different types and levels of participation by different stakeholders at different stages of the project cycle.Identify ways to improve projects and reduce or remove negative impacts on vulnerable groups.

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1.2.3 Who conducts a stakeholder analysis?

Stakeholder analysis should be conducted with all relevant stakeholders where pos-sible. The level of participation should be in proportion with the planned activity. In-cluding potential target groups in all three stages of the analysis will increase owner-ship and buy in. However, it may also be more time consuming and costly, so ensuring a handful of representatives are present may be suffi cient.

CautionStakeholder analysis is aimed at enhancing stakeholder involvement in partici-patory processes. Where stakeholders are not involved, the analysis can end up being biased in favour of the interests and agenda of those directing the exercise. Care must be taken to redress any biases later in the process by allowing the inclusion of more stakeholders as their interest comes to light.

1.2.4 Who is stakeholder analysis for?

Stakeholder analysis helps the project team to design and manage the project to the best possible benefi t of those target groups and stakeholders addressed and involved.

1.2.5 How do you conduct a stakeholder analysis?

Step 1: Identify and list the stakeholders

This can be done individually, by brainstorming as a project team or with a broader group of potential stakeholders depending on the level of participation you want to achieve.

Think of all the people who will be affected by the project. These may be people who:

are directly affected by the project activity and may benefi t of it (primary stakeholders);have infl uence or power over its success or failure (key stakeholders);who may be required to participate in it as they have an intermediary role in it; who may have a vested interest in the project’s success or failure (secondary stake-holders such as for example family members and care takers of people with disabili-ties, local health workers, health department offi cials, other NGOs, private doctors, etc.)

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Primary stakeholder: benefi t from or be adversely affected by a project. They are the people whose well-being may be dependent on a service that the project addresses. Primary stakeholders are the reason why a project is carried out.

Secondary stakeholders: include all other people, organisations or institutions with an interest in project. They are often the means by which the project results can be achieved.

Step 2: Determine interests, importance and infl uence

Draw out key interests for each stakeholder group on the list. Some key questions are:

What are the likely expectations of the project by the stakeholder?What benefi ts are there likely to be for the stakeholders?What are the major problems in the stakeholders’ points of view?What resources are the stakeholders likely to commit (or not want to commit) to the project?What other interests does the stakeholder have that may confl ict with the project?How are the stakeholders likely to regard each other?What are the major differences between different stakeholders’ perceptions? Do stakeholders have the same perceptions of the given situation? If not, why? If yes, do they give the same importance to the situation? If not, why?

The last point in particular is very important as different perceptions may exist and the project may inadvertently feed into a confl ict and trigger community divisions. You should therefore ensure that you are building on the common interests which both parties agree upon. The Do No Harm approach is particularly valuable in strongly divided, post and pre-confl ict communities. It seeks to identify groups and the things that bind them and things that divide them. More information can be found about the Do No Harm approach at http://www.cdainc.com/dnh/.

Next assess the infl uence and importance of each stakeholder on the project:

Infl uence refers to how powerful the person or group is.Importance refers to those whose problems, needs and interests directly coincide with the aims of the project.

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Note If these “important” stakeholders are not involved the project cannot succeed!

Step 3: Prioritise stakeholders

There should now be a sizeable list of individuals, groups, institutions or organisations that may be affected or have infl uence on the project. In order to effectively manage these stakeholders they will need to be sorted into smaller groups and prioritised into levels of importance. This will help you to determine how you will deal with them dur-ing the planning and implementation stages of the project.For most projects the stakeholders can be classifi ed into four major groups. These are decision makers, planners and implementers, collaborators and direct target groups.

Decision makers:The more people your project might affect the more likely it is that the project will have an impact on people who have power or infl uence within your organisation. This group of stakeholders could turn out to be strong supporters of your project, or they may try to impede its progress.

Planners & implementers:These are the people from whom you will require an active participation for the suc-cessful planning and implementation of your project. Most of the people in this group are likely to come from within your own organisation or the community itself. Some you may have executive authority over, but many you will require “goodwill” from to complete your project. You must look at both aspects of the project critically, especially the people who will be required to execute the plan, as many well planned projects fail due to the non-compliance by the people expected to perform critical tasks.

Collaborators:These are mainly people, from other agencies, partners, or host governments who might be required to participate in the project in order to implement it successfully. Most likely their participation will be required in the project implementation phase and therefore you will “assume” their collaboration for this phase. It is critical that these be identifi ed early and strategies planned to bring them on board. Knowledge of government policies, national plans and initiatives is key to ensuring you have the right local collaborators.


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4��.� Stakeholder analysis

Target groups:All projects have groups who are to benefi t possively by its implementation. They will normally be the target group identifi ed in the needs assessment. It may be helpful here not only to consider the direct target groups of the project, but also those people who the project may have an impact on. Particularly when this is a positive impact, these people can be mobilised to provide support for your project. This will invariably be broader than people living with a disability, and will include families and the wider community.

Figure 2. Stakeholder priority matrix

Decision Necessary(Reporting)

Active in Project(Participation, Communication &

Reporting)

Interest Only(Information)

Need to be Informed(Communication)

Participation required

Deci

sion

mak

ing

auth

ority

High

Low

Low

High

For many projects there will now be an extensive list of stakeholders. To ensure that addressing their needs does not become a project itself, and in order to arrive at a manageable list of key stakeholders, you need to prioritise them for importance. Once you have done this you can then plan how you will involve them in your project. A simple tool to prioritise the different stakeholders can be to plot them on a simple stakeholder priority matrix.


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Participation required

Deci

sion

mak

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auth

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High

Low

Low

High

Example:

Primary stakeholders:1. children with low vision;2. persons with eye medical problems;

Secondary stakeholder:3. headmaster of schools for blind children;4. teachers of blind children;5. manager of eye units in hospitals;6. Ministry of Health;7. Ministry of Education;8. parents;9. staff of vocational training programme;10. related services that refer persons with LV to specialised services. Place the different stakeholders in the four boxes. A result of this exercise will help determine which stakeholders you should involve in your project and what type of involvement they should have.

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1 2

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Step 4: Establish strategies for stakeholder involvement

The last step in the stakeholder analysis is to list the key stakeholders and stipulate how the project team will involve them in the project (e.g. attending a meeting, taking part in the decision making process, contributing materials, money or labor, providing

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Children with low vision problem

Access to medical services and

sighted educationGood 1

– involvement of representatives in the needs analysis. – monitoring of satisfaction with services during the project implementation. – participation in interim and fi nal evaluation of the project.

Primary Stakeholders

Primary Stakeholders

Eye units in hospital a, c

Provider of medical services

Good 5– recepient of further staff training, involvement of key staff in planning, provider of low vision services, active in monitoring and evaluation

School for blind children

Education of students

with low visionPositive 5 – offer education for students with low vision,

– further training of staff members, etc.

How will the Project involve them

(Type and Frequency)

School for blind children

Education of students

with low vision

Power and Infl uence in the project

(1-5 rating,1=low 5=high)

What is their attitude towards

the project?

information or answering questions for a survey). This should be done by listing them on a chart. It is helpful to list them in the order of the priority they have as determined in your priority matrix.

Figure 3. Stakeholder analysis chart

Note You may fi nd that the stakeholder analysis process is enhanced by being facilitated and chaired by someone external to the project and who also understands the his-tory of your project and activities.

Planning how the project will involve them in order to win their support will directly contribute to its successful implementation. How this is done will depend on the re-sults of the previous analysis. Involvement will depend on the appropriate type and level of participation. Involvement level may also change during the course of the project, so partnerships should be fl exible and designed to grow.

Where the stakeholder is a group, a decision should be made on whether the whole group or individual representatives of the group participate.

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Note There are different approaches to carrying out a stakeholder analysis. Work-shops, focus group discussions and individual interviews are three common techniques.

1.3 Needs and priority analysis

This section provides an outline of the needs analysis process, dealing with why, how, and who benefi ts from the project.

1.3.1 What is a needs and priority analysis?

Needs analysis is often approached in a very narrow way, in that it is considered just a survey of people’s needs, wants and/ or preferences. However, needs by nature are defi ned by relating or comparing the expressed views in a given community to what currently exists. Needs analysis therefore defi nes the gap between what exists and what is needed. It is not just about developing a list of needs, but rather it examines the nature, urgency and priority of needs.

Needs analysis differs from situational analysis, in that it assesses what problems and opportunities exist and what needs to be added or scaled up to address them or strengthen them; whereas the situational analysis identifi es priority problems in a complex situation and considers the underlying dynamics with a view to identifying potential points of intervention. It also focuses on capacities, current policies, relevant services, and current and potential stakeholders.

1.3.2 Why conduct a needs analysis?

The project will benefi t from conducting a needs analysis in several ways, as outlined in the table on the next page.

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45�.3 Needs and priority analysis

Figure 4. Direct and indirect benefi ts of a needs analysis

Direct benefi ts Indirect benefi ts

• provides a strong basis for planning • raises your profi le• helps develop short & long term plans • builds partnerships • helps set priorities • informs stakeholders • helps allocate scarce resources • improves communications • helps makes diffi cult decisions e.g. • develops skills & knowledge

reduce services add services close initiatives open initiatives

One of the most important benefi ts of a needs analysis is that it can involve key stakeholders in what is being done. The stakeholders can participate in identifying problems and planning actions. The more you involve the stakeholders, the more ac-curate your assessment is likely to be.A needs analysis also helps the partner organisation to review its mandate and be-come a more accountable organisation. The fi ndings will assist you in assessing how well you are doing, what you could be doing better, what new ideas are worth consid-ering, and maybe even highlight some activities that you should stop doing. You will also be able to check that what you are doing is necessary. This will better equip you to evaluate your success later.

A thorough needs analysis may encourage decision makers to make resources availa-ble to any resulting new initiative, which might not have been otherwise made availa-ble.

CautionAsking people about their needs may raise expectations that these needs will be met; if nothing happens as a result of the needs analysis, planners may expe-rience a backlash.


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1.3.3 Who is the needs analysis for?

Project planners, project managers and identified stakeholders find needs analysis to be an invaluable tool in the design and planning of effective interventions.

1.3.4 How is needs analysis planned and implemented?

To ensure a thorough needs analysis, an eight step process is recommended, but in view of all activities some preparation is required beforehand.

Preparation

Establish a planning committee or team who will make decisions and guide the pro-cess. Perform a situation analysis (see above) which clarifies the organisational context of the needs analysis, then set some objectives. Decisions also have to be made on the purpose of the assessment, which in turn will inform the design of the needs analysis. Method selection criterion need to be established, and the pros and cons of available methods should be weighed up to assist with making the appropriate choice.

Step 1: Determine the information needed

Develop a concrete understanding of the information you will require to accurately identify and assess the needs of the target group. The data you require could for ex-ample be scientific, facts and figures (quantitative), or experiential (qualitative); you may very well find that a combination of both is essential. As you select the factors to consider, remember that it is better to develop factors and criteria which you may later discard as irrelevant, than to find out at the end of the process that you did not get enough information.

Step 2: Identify appropriate sources of information and informants

Having outlined the type of information you need, you should next identify the key in-formants and/or information sources that are best suited to provide the information.In order to achieve success and stakeholder buy-in you must seek direct participation and input from those who are, or will be, affected by the project. For example, any at-tempt to design services without seeking the input of those who are prospective users of the service will result in the planners being viewed as patronising and paternalistic, making successful outcomes for your project extremely difficult.

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Step 3: Formulate appropriate questions

Now that information sources have been identifi ed you can develop questions which will elicit the information you seek. Questions must be clear, unbiased, and specifi c.

Step 4: Develop a plan to collect the information

This step requires the development of an action plan for gathering the actual infor-mation by using a combination of methodologies of which six important ones are suggested here. Using a variety of methodologies increases objectivity, and benefi ts from differing perspectives.

Stakeholder surveysThere are two broad categories, pencil and paper done on site (may be in conjunction with focus group or large meeting) or by mail/e-mail, and guided/administered in per-son or over the telephone. Surveys must be as brief and concise as possible while still being comprehensive enough to collect the desired information.

Literature reviewsRecords may be printed information or computer databases, annual reports, fi les, studies, and research papers etc. that may contain or provide insights on relevant in-formation.

Focus groupsFocus groups are an excellent way of gathering detailed information quickly. The par-ticipants should be drawn from the target group, keep the group small (6-8 recom-mended), and make it attractive for participants to attend, by providing transportation and refreshments. Prepare questions in advance and take notes at the meeting.

Large group meetings This open forum or public meeting is a useful way of getting many people involved at the same time in your assessment. Important considerations are: accessible meeting location, broad representation, and good facilitation.

Individual interviews In depth interviewing is a valuable tool in needs analysis. Key informants involved are the stakeholders you identifi ed at the start of the assessment process.Interviews have benefi ts that cannot be derived from any other means of data collec-tion. They provide a lot of intimate detail and a great deal of insight into the commu-nity being assessed.



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Direct observationObserve activities within the environment consistent with the field of work which is relevant to the issue(s) being considered as part of the assessment.

If you would like some more information about these methods, please refer to Chap-ter 5: PCM Methods, Tools and Templates where some of them are explained in more detail.

Step 5: Implement the plan

Now it’s time for you to actually collect the data. You will administer surveys and/or conduct the interviews, focus groups and or meetings you have designed.Information is collected orally, visually, electronically and in printed form. Visual images such as photographs and videos can also be powerful tools. Whatever format is employed, proper and appropriate documentation is critical.

Step 6: Analyse the data

You now need to verify and analyse the data. All the information you collect should first be grouped together. Carry out an analysis of what the information tells you, such as the trends you have discovered, whether there are barriers to interventions, what discrepancies and gaps have you found, etc. Conclusions can usually be drawn about the needs of the target group that will help guide the planning process.

Step 7: Summarise the information

You should summarise what your needs analysis has revealed. The summary should contain as a minimum:

how you collected your information;what you found;what your interpretation of the information is;what you plan to do with the information.

Step 8: Feed back findings to stakeholders

Communicate the information you have gathered and analysed to your target group, partners, participants, and other stakeholders.

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This will help raise your profile and respect within the community and enable you to bring the stakeholders of the project into the project planning process. Involving im-portant stakeholders during the analysis phase helps ensure that they are supportive to the planning and implementation of the project as they identify with the new ini-tiative. Communication is an ongoing process that should take place throughout the life of the project.

Concluding comments

When you have completed your needs analysis, you can expect to have a clear picture of what is needed and what will be expected of you. Your efforts will now be focused, and furthermore, you will have gained credibility and support with your key groups and be better positioned to enter into productive partnerships.

You are now ready to develop the objectives for your project and an action plan.

1.4 Using a problem tree to structure the results of your analysis

Before you can start to design the project, you need to analyse the problems identified during the pre-project analysis. Problems are facts that cause difficulties and discom-fort. Problems in the target area make the situation for the different stakeholders un-satisfactory.

Problem analysis helps the planning team together with the relevant stakehold-ers to identify the cause and effect of the problems identified. Projects should always adress the indentified core problem and causes to be able to be relevant for the target groups. The problem tree is a visual problem-analysis tool that can be used to specify and investigate the causes and effects of a problem and to highlight the rela-tionship between them. It is a tool for the analysis of the relevant causes of the main problems which will later form the basis for formulating solutions and objectives. As its name implies, this tool resembles a tree. The roots of the tree, in the lower part of the drawing, metaphorically represent the causes of the main problem.

�.4 Using a problem tree to structure the results of your analysis


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1.4.1 What are the benefits of doing a problem analysis?

Problem analysis - in connection with situation analysis and stakeholder analysis – helps to identify the needs in the project area.It unites participants in the analysis and planning exercise by agreeing upon the problems that should be addressed by the project. It helps to identify underlying issues that may affect the long term sustainability of the project. It structures the information gathered and focuses your project by mapping out clearly problems and their interrelation (causal relationships).It helps to establish the size of the problem and resources needed to tackle it. It leads to the identification of the overall objective to which the project will contribute (e.g. Vision 2020 or other national strategies) and the specific objec-tive of the project.

1.4.2 Who does the problem analysis?

Problem analysis should ideally be done by the project team in a participatory manner, involving the key stakeholders of the project.

1.4.3 How do you do problem analysis?

A suitable tool to structure the identified problems is a problem tree. A problem tree illustrates dependent and independent variables that affect a particular problem. It can be used to identify underlying causes of problems.

The questions you need to ask when developing the problem tree are:

What is the main problem that we would like to address with our project? Which factors lead to the main problem?What are the effects of the main problem?

This will help you to highlight the cause and effect relationship of the identified prob-lems.

In Chapter 2 we develop the problem tree further and create a hierarchy of objectives which help to determine the scope of your project.

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1.4.4 How do you develop a problem tree?

We suggest to follow the following steps when developing a problem tree:

1. Write down all problems that come to mind, and that were identified during the needs and situation analysis on meta-plan cards or pieces of paper (one problem per card).

2. Identify the core problem (this may involve considerable trial and error before set- tling on one).

3. Group the problem cards according to the cause and effect relationship of the problem. The question you need to ask while grouping the cards is:

a. Does this problem lead to the next one? b. Is this problem caused by another one?

Sometimes two or three problems together may lead to the next one.

The result is the creation of a problem hierarchy. We recommend using a pinboard for the development of the problem tree as problem cards can easily be moved round during the stakeholder discussion. An example of a problem tree is outlined below. This example describes a situation where persons with low vision are unable to receive clinical and educational services in a catchment area y.



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Exclusion from

comm

unity life

High un-

employm

ent rate of persons w

ith visual im

pairement

High dependen-

cy of persons with

visual impairem

ent on their care takers

Full potentials of persons w

ith visual im

pairement

insuffi ciently devel-oped

Clinical and educational services for persons w

ith LV are scare, not acces-

sible, fragmented

Schools are not suffi ciently pre-pared to provide

education for chil-dren w

ith low vision

Curriculum at

schools for blind children is not a-

dapted for needs for children w

ith LVdapted for needs for

Specialised training for teachers

unavailable

No aw

areness about the need to

provide special edu-cation/ training for

children with LV

Exclusion of children w

ith LV from

mainstream

schools

Training pro-gram

mes at univer-

sities unsuffi ciently developed

Additional support for children

with LV often not

available

National strate-

gy for the preven-tion of blindness

not developed

Specialised equippm

ent is unavailable

Staff is insuf-fi ciently trained

Clinical services for persons w

ith low

vision are not developed

End

Mean

Figure 5. Problem Tree


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NoteYou should be aware that problems can be subjective. What you perceive as a problem may not be a problem to other stakeholders. The participatory approach to problem analysis ensure that different perspectives are taken into account and a common understanding of the key problem that should be addressed by the project is developed.

When you use the problem tree to build the project plan (objectives tree) always keep the results of the situation analysis, stakeholder analysis and need analysis in mind. Be mindful of your resources and potentialities to ensure that problems are addressed in a realistic way building on what you have and proofed to have work well.

CautionThe use of the problem tree requires a lot of trial and error to identify the hier-archy of problems. However it is a good way to build consensus between team members regarding the core problem by discussing problems and their causal relationships.

Conclusion

Project managers frequently view pre-project analysis as unnecessary extra work and the temptation is to plunge into the actual project plan and its implementation. This is a short-sighted view. Pre-project analysis has been proven to minimise project cost and optimise project performance. The time and effort spent on it is usually regained many times in the course of the project. Pre-project analysis also assesses the viability and provides the vital framework against which success can be later measured.


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1.5 Some essential things to remember

This fi nal section summarises some of the essential components you have just read about to help you in your pre-project analysis.

You need to remember to gain an appreciation for the current state of affairs before you plan the future, and the changes necessary to get you there. You should also in-clude and consult those that will be affected by the project for opinions and ideas as much as possible. The pre-project analysis checklist on the following page provides some pointers of some of the key things to consider.

Pre-project analysis checklist

What is your organisation’s mandate? What is your organisation’s vision?

What is your expertise? What worked well in the past? Can you build on that? What are your other assets? Does your organisation have any weak-nesses? Can you overcome them?

What are the characteristics of the target area? Demography? Prevalence of disabilities? Socio-demographic characteristics? Services provided? Trans-port?

Have you identifi ed the main stakeholders that you need to consider for your

project? Who are your networking partners? Who are other organisations and institutions in the same or a related work fi eld that could become po-tential collaborating partners? Are they willing to contribute to the project (material, funds, human resources, knowledge and experience, etc.)?

How will you involve the most important stakeholders in the analysis and

project design? Are you going to adopt a different approach for involvement for different stakeholder groups? What are your most important sources of information?

What are the interests and needs of the relevant stakeholders? Do their in-terests and needs differ? In which way and why? Can you build consensus between them? What are their common objectives?

�.5 Some essential things to remember

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Who are your main target groups? What are their characteristics? Where are they located? What are their needs? What benefi ts do they seek from your project? Do they have unlimited access to the services offered? Are they able to afford services provided? In which ways can you involve them in the proj-ect design to ensure that you address the real needs?

Are the governmental policies supportive or hindering to the new project idea? Does it have any impact on your target group?

Recommended reading and reference list

Stakeholder analysisPerformance and Effectiveness Dept., DFID (1995) Technical note on Enhancing Stakeholder Participation in Aid Activities – www.dfi d.gov.uk/pubs/fi les/sddstak.pdf

Performance and Effectiveness Dept., DFID (2002) DFID Tools for Development – Handbook for those engaged in Development Activity – www.unssc.org/web1/ls/downloads/toolsfordevelopment%20dfi d.pdf

Rietbergen-McCracken, J and Narayan, D (1998) – Publisher World Bank – Participa-tion and Social Assessment Tools & Techniques – www.worldbank.org

Participatory approachesChevalier, J and Buckles, D (2006) SAS – Social Analysis System Toolkit – Concepts and Tools for Collaborative Research and Social Action – www.sas-pm.com

SWOT analysisShapiro, J (1998) Overview of Planning – www.civicus.org

Do no harm approachAnders, Mary B (2000) Options for Aid in Confl ict – Lessons from Field Experience.

Recommended reading and reference list

Documents

Chapter I - មិត្តនិស្សិត · The SWOT analysis is a simple tool that helps to order thoughts and findings into four categories: Strengths, Weaknesses, Opportunities