Impact Planning and Learning Framework (IPLF) - Final draft · 2012-08-22 · Impact Planning and Learning Framework (IPLF) - Final draft ... The process begun in 2008 but only picked

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Impact Planning and Learning Framework (IPLF) - Final draft

December 2010


TABLE OF CONTENTS

FOREWORD……………………………………………………………………………………………………………………...3

ACRONYMS..................................................................................................................................3

LIST OF TABLES AND FIGURES………………………………………………………………………………………………………..5

1.0 INTRODUCTION ....................................................................................................................4

2.0 INTEGRATED PLANNING AND LEARNING FRAMEWORK OVERVIEW ........................................5

3.0 PLANNING..............................................................................................................................7

4.0 MONITORING ....................................................................................................................... 18

5.0.REVIEWS .............................................................................................................................. 21

6.0.EVALUATION........................................................................................................................ 22

7.0.ORGANISATIONAL LEARNING ............................................................................................... 29

8.0. REPORTING ........................................................................................................................ 30

9.0.ANNEXES.............................................................................................................................. 32


FOREWORD (by the SG - draft)

This organisation wide guide – the IPLF – covers six core elements of CIVICUS impact planning and

learning cycle – assessment and planning, monitoring, reviewing, evaluating, reporting, and learning.

For the CIVICUS community, it represents an important step in our dynamic journey of organisational

transformation into an effective, efficient and accountable global network of civil society

organisations. This transformation is founded on our internal aspiration to remain a dependable role

model within the civil society sector but also from our broad mandate as a global network which has

often made it difficult to establish clear priorities, to powerfully demonstrate achievement of goals

and to effectively account to a wide array of stakeholders at all times.

This framework has come at the right time in response to these internal drives and challenges. It will

remain a key pillar of our operations, ensuring that work identified in our current strategic plan (2008

-2012) is planned, implemented, monitored, reviewed, and reported effectively and efficiently. The

IPLF will seek to support programmatic and organisational development initiatives relevant to our

vision and mission and also provide a common platform for planning impact driven work. When

properly utilised, it will no doubt contribute significantly to longer-term culture shift at CIVICUS where

learning permeates all aspects of our being.

Staff, members and the Board of CIVICUS are necessarily the primary audience this framework and it

is hoped that they will find it a worthy guide and reference document. Because of this wide audience

and expected coverage of issues, the framework has been structured in a way that provides users

with different levels of detail appropriate to their needs. The readers and users are on the hand

encouraged to view the framework as a “living” policy document since it is subject to future revisions.

Indeed, it will not only shape but will also be shaped by other processes at work in CIVICUS and as our

experience in global work evolves, and new policies become available, adjustments will be made to

ensure it remains relevant and true to our aspirations and realities.

The road towards developing this guide has been long and consultative yet a worthy learning

experience. The process begun in 2008 but only picked up in mid 2009 with the recruitment of the

Planning and Learning Manager (Sebastian Runguma) who has diligently guided the process, obtaining

excellent input from staff, Board members and other key CIVICUS constituents - members, donors,

and implementing partners. These stakeholders not only encouraged but also contributed useful

ideas, experiences, and feedback that have been embedded in this document. Umhlaba Consultants

(Brendan Pearce) validated the initial draft of the framework and helped in packaging this version,

which has also benefited tremendously from examples of best practices set out by other civil society

organisations with similar systems. CIVICUS would like to sincerely thank all these stakeholders for

their contributions. We hope that users will make the best use of this guide to improve the

effectiveness, efficiency and accountability of their own work, that of CIVICUS, and of Civil Society

Organisations in general in pursuit of a more progressive, just and fair world.

I would now like to welcome you to a practical and reflective journey in the pages ahead!

Ingrid Srinath, January 2011


ACRONYMNS

APR Annual Progress Report

AR Annual Report

CSRP Civil Society Rights Programming

CSOs Civil Society Organisations

DOP Departmental Operational Plan

EAP Evaluation Action Plan

ER Evaluation Report

FAD Finance and Administration

FGD Focus Group Discussion

G&D Gender and Diversity

GET Gender Equality Team

GDP Gender and Diversity Policy

HRD Human Resources Development

IPL Impact Planning and Learning

IPLF Impact Planning and Learning Framework

INGO International Non Governmental Organisation

IT Information Technology

IWP Individual Work Plan

LFA Logical Framework Approach

MDGs Millennium Development Goals

M&E Monitoring and Evaluation

MT Management Team

NGO Non Governmental Organisation

OP Operational Plan

PCM Project Cycle Management

PEST Political, Economic, Social and Technological Analysis

PLT Planning and Learning Team

PMEL Planning, Monitoring, Evaluation and Learning

POP Project Operational Plan

QPR Quarterly Progress Report

RBA Rights Based Approach

RBM Results Based Management

RM Resources Mobilisation

RMP Risks Mitigation Plan

SA Stakeholder Analysis

SD Strategic Direction

SMT Senior Management Team

SP Strategic Plan

SWOT Strengths, Weaknesses, Opportunities and Threats analysis

TP Thematic Plan

TOR Terms of Reference

UOP Unit Operational Plan


LIST OF TABLES AND FIGURES Tables:

Table 1: Stages of the IPLF……………………………………………………………………………….……..

Table 2: Levels of Planning and their focus……………………………………………………………..

T able 3: Major elements in Strategic Planning……………………………………………………….

Table 4: Steps and Timeframe in the Strategic Planning Process…………………………….

Table 5: Major elements in Thematic Planning…………….……………………………………….. .

Table 6: Steps and timeframe in the Thematic Planning Process……………………………..

Table 7: Major elements in Operational Planning and Budgeting………………………. …

Table 8: Steps and timeframe in Operational Planning and Budgeting Process………..

Table 9: Major elements in Project Planning…….…………………………………………………… .

Table 10: Steps and timeframe in Project Planning Process…………………………………….. Table 11: Major elements in Individual Work Planning……………………………………….....

Table 12: Steps and timeframe Individual Work Planning Process………………………..… Table 13: The M&E channel…………………………………………………………………………………..…

Table 14: Key questions for tracking inputs, processes and outputs…………………….….

Table 15: General Reviews and Evaluations Schedule…………………………………………..…

Table 16: Specific reports and their frequency……………………………………………………..…

Figures:

Figure 1: Impact planning and learning cycle………………………………….……………………....

Figure 2: Planning flow chart…………………………………………………………………………………...


1. INTRODUCTION

1.1 CIVICUS Overview, Vision and Mission

CIVICUS : World Alliance for Citizen Participation is an international alliance of members and partners

which constitute and influential network of organisations at the local, national and international levels

and span the spectrum of civil society including: civil society networks and organisations, trade unions

,faith based networks, professional associations; NGO capacity development organisations;

philanthropic foundations and other funding bodies; businesses and social responsibility programmes.

Our vision is a global community of informed, inspired, active and engaged citizens committed to creating a

more just and equitable world.

Our mission is to promote:

• Civic existence by defending people’s fundamental rights to organise and act collectively towards the public

good;

• Civic expression by strengthening the capacities of civil society organisations to freely amplify the voices of

ordinary people; and

• Civic engagement by fostering interaction between citizens, their associations and other institutions to

ensure that public institutions reflect the will of the people and are accountable to them.

CIVICUS strives to produce the best quality work across all its programmes and to continuously improve the

way it delivers its services to its members. This underscores the importance of establishing an organisation-

wide system that fosters and supports planning, tracks progress, and reflects at each stage of the process. In

particular, critically analysing the extent to which our mission is being accomplished, to learn from our

experiences and to remain faithful and accountable to our stakeholders. To this end, the Impact Planning and

Learning Framework (IPLF) has been developed.

1.2 Purpose and Objectives

The IPLF seeks to improve effectiveness, efficiency and accountability across all CIVICUS programmes and

functions. It is a reiterative process and a key pillar in our transformation as we renew ourselves. In order to

provide clearer programme logic in the implementation of the strategic plan, the IPLF will be used to

operationalise thematic plan(s) in three

Strategic Directions1:

SD1: Protecting the rights of civil society actors

SD2: Strengthening good practice within civil society

SD3: Strengthening civil society’s ability to influence the policies and practices of governments,

international institutions and the private sector.

The IPLF is intended to allow the reader to understand key concepts and elements of the impact planning and

learning cycle (IPLC) and how to use the framework in promoting programmatic and organisational

effectiveness, efficiency and accountability. It will walk the reader through the process of:

1 The IPLF will also support an enabling internal environment for the implementation of the SDs.


• planning

• monitoring

• reviews

• evaluation

• learning

• reporting

The IPLF pursues the following six specific objectives:

o Standardising how CIVICUS undertakes planning, monitoring, reviewing, evaluation, learning and

reporting activities by establishing a common set of guidelines

o Ensuring that CIVCUS generates adequate information, and processes and uses it effectively in

strengthening learning and accountability responsibilities.

o Strengthening an evaluative and learning culture and transparency across CIVICUS by emphasizing

more systematic M&E and learning activities

o Linking planning and review processes with wider organisational vision and mission, where one

informs and contributes to the other.

o Enhancing systemic holding of institutional memory by establishing a knowledge management and

learning system

o Identifying and defining key concepts, terms and practices within the impact planning and learning

cycle to build common understanding and improve efficiency of operations.

1.2 Guiding Programming Principles

CIVICUS has adopted the following programming principles to guide project and programme designs. The IPLF

will also be guided by these:

• Participation of and accountability to stakeholders:

• Focus on change and citizen and civil society rights

• Enhance efficiency and efficacy

• Ensure relevance of our interventions

• Ensure the generation and effective use of information for internal and external audiences

• Integrate planning and review processes with the wider organisational vision and mission

• Promote and encourage learning internally and externally.

• Gender equality and diversity considerations

• Building Capacity of internal and external stakeholders

• Strengthen an evaluative and learning culture across the organisation

• Ensure the efficient and effective utilisation of available resources

• Sustainability

• Transparency in our actions, methods and processes, and utilisation of resources.


2. IPLF OVERVIEW

2.1 What the IPLF is about

The IPLF is a guide for planning, monitoring, evaluation, reporting and learning from activities based on the

strategic plan. It is applicable to different work contexts – both programmatic and organisational development

- and is supported by a variety of policies, strategy papers, systems, and other strategic documents. The IPLF

follows a rights based approach that aims to promote citizen and civil society rights, focuses on change,

encourages participation, embraces transparency and accountability in order to build and support partnerships

and networks among a variety of stakeholders.

The IPLF does the following:

o Supports CIVICUS’ internal organisational development;

o Describes how to conduct planning, monitoring and evaluation, and reporting on learning activities;

o Provides guidelines and tools for managers and staff;

o Defines key concepts associated with the impact planning and learning (IPL) cycle in order to build shared

understanding among implementers and users;

o Institutionalises core IPL activities, standards and tools;

o Provides supporting information for its effective implementation.

2.2 How to Use the IPLF

There are six stages in the IPLF:

1) Assessment and Planning

2) Monitoring

3) Reviews

4) Evaluation

5) Learning

6) Reporting and dissemination

These stages are systematically linked and apply to the impact planning and learning (IPL) cycle (asses, plan, do,

review and adjust model). They are described below in terms of what they involve and the corresponding

activity (See Table 1).


Table 1: Stages of the IPLF

Stage Description Activity

Assessment

and Planning

Identifying and understanding a problem and

planning a series of actions to respond.

• Situational Analysis

• Setting priorities

• Strategic plan

• Thematic plan

• Operational plan

• Project plan

• Individual work plan

Monitoring Systematic and continuous collection and

analysis of information on the progress of

work. Monitoring occurs throughout the

implementation phase and is aided by M&E

systems, and the information is processed

and recorded.

• M&E system:

• Progress and status reports

Reviews Information generated from monitoring

activities is used for retrospective evaluation

and key lessons learnt from implementation

are derived and decisions made.

• Quarterly reviews

• Planning meetings

• Biannual reviews and reflection workshops

• Adjusting implementation approaches and

methods in the next phase of

implementation or planning

Evaluations Much deeper exercises than reviews and are

to be carried out by external consultants in

order to verify whether objectives have been

achieved, what impact our work has had on

different stakeholders and how we can

improve in the future.

• End term evaluations

• Impact evaluations

Learning What is learnt from the preceding stages and

its application to future work?

• Skills and confidence building

Reporting and

Dissemination

Feedback to stakeholders: lessons learned,

delivery on objectives/commitments.

• Dialogue and networking

• Process methodology


Figure 1: Impact planning and learning cycle

Another cycle of planning….and learning As depicted above, CIVICUS’ impact planning and learning cycle starts with assessment of the situation we

want to change (situational/problem analysis) as part of planning to formal reviews and evaluations to

determine the extent to which we have changed the situation (achievement of objectives). Implementation,

monitoring, reporting, periodic reviews and learning are the other main tasks in the cycle. These stages are

described in detail in the section that follows.

3. PLANNING

This section explains planning, the levels, and when planning activities should occur. The expected outputs and

tools available are also described.

3.1 Impact Planning Assessment and planning is the first stage in the IPLF. Following a situational analysis (see Annex B), planning is

to be guided by and focused on positive change (outcomes and impacts). Planning for change with impacts as

the goal is what is referred to as impact planning or planning for impact. CIVICUS impact planning is informed

by results based management approaches, which focuses on performance and the achievement of desired

results.

The key defining feature of the impact planning model used by CIVICUS is to plan, manage and implement

programmatic work (projects) placing change at the centre and using information collected throughout

implementation to improve performance to achieve long term and sustainable changes. While impacts are long

term and broad, they are the ultimate results CIVICUS seeks in all its interventions. Organisational, thematic,

and project objectives and activities should be aligned with CIVICUS goal level objectives. A logical framework

format is used to develop a clear connection between objectives (intervention logic) and how success will be

measured.

Implement

Monitor & report

Implement

Review/learn/ decide/adjust

Evaluate/learn/ decide

Review/learn/decide/ adjust

Monitor & report

Implement

Assess & plan for


3.2 Planning Methodology Key elements for planning

There are five key elements used for the planning, which are all aimed at inclusive participation and getting

consensus in order to have an impact focused intervention. They are:

Holistic: Include all important issues and use the logical framework analysis to develop plans.

Stakeholder participation: Meaningfully engage internal and external stakeholders.

Team process: Plan as a team and include the views of members; the team will be held accountable for the

delivery of the plan.

Adequate information: Planning should also draw from past experiences, lessons learnt and recommendations

captured in evaluation and assessment reports, feasibility studies, and situational analyses.

Creativity: Promote innovative ideas and encourage new perspectives. As much as possible and appropriate

seek to move beyond the traditional ways of doing things.

Indicators

One of the critical steps in designing and implementing a programme of work is the selection of indicators to

help in the monitoring, review and evaluation of the achievement of objectives. The following are

considerations for selecting indicators:

• Indicators are used as the main measurement tool in order to systematically monitor and evaluate

progress. Appropriate performance indicators (input, output, outcome and impact indicators) must be

identified during the planning phase and used for all levels of planning, and should contain realistic

benchmarks (targets).

• Number of indicators: Not more than four indicators should be developed for measuring a given result,

and these should be prioritised.

• Quantitative as well as qualitative indicators may be selected, but they must be SMART: specific,

measurable, achievable, realistic, and timely.

• Each indicator must have a target or benchmark, which takes into account baseline data, previous

experiences, internal capacities, and the external environment.

• Indicators should be captured in plans and proposals by using a logical framework format. These indicators

will used to guide reviews and evaluations.

• Indicators must be tracked regularly and throughout implementation. Data on the indicators should be

collected throughout the year, processed, recorded and utilised.

• Frequency in data collection depends on the type of indicator:

- input indicators need to be tracked continuously


- process and output indicators can be tracked quarterly

-outcome indicators should be tracked annually

-impact indicators need to be reviewed at the middle and end of the strategic plan or project period.

• Baseline data collection must be undertaken on time. It should be established at the start of each

intervention to ensure that there is valid measurement of progress on objectives.

3.3 Levels of Planning

CIVICUS has the following five levels of strategic and operation planning:

i. Strategic planning process: takes place every five years and results in a strategic plan

ii. Thematic Planning process: takes place every five years and results in thematic plans

iii. Project Planning: takes place after the thematic plan (initially) and thereafter when necessary

iv. Operational planning: takes place annually and results in annual operational plans (Project operational

plans – POPs; and Departmental Operational Plans – DOPs)

v. Individual Work Planning: takes place each quarter (3 months)

The hierarchy and link between the five levels of planning is as shown in figure 2 below:

Figure 2: Planning flow chart

Table 2: Levels of Planning and their focus

Planning Stage Level of Planning Focus /

measures Regularity

Strategic Broad strategic level and organization-

wide. Done by Board, CEO, and key

managers. Interested with strategic

resources

Impacts Every five years

Thematic Programme level focus on key themes

identified in the Strategic Plan. Provides

key pointers to the Secretariat.

Could be done by same people as SP but

should involve key board members, CEO,

Managers and key staff.

Outcomes Every five years.

Can\should be combined

with strategic planning

Operational Operationalises the thematic plan(s).

Takes the outcomes identified and sets

outputs, activities, budgets, capacities,

etc. Done by Departments and

consolidated into an organization OP

Outputs

Key milestones

Annually

Project Breaks down the OP into smaller defined

projects that could run across different

departments. Done by Project Teams with

input or participation from Department

Outcomes and

outputs

Milestones

Annually or as often as

required depending on the

nature and duration of the

project.

4. Project

planning

5. Individual

work planning 3. Operational

planning process

2. Thematic

planning

process

1. Strategic

planning

process


Manager.

Individual work

planning

Assigns specific tasks/activities to be done.

Done by staff member.

Outputs and

activities

Quarterly and broken into

monthly schedules of work.

3.3.1 Strategic Planning

Table 3: Major elements in Strategic Planning

Components What it entails

Purpose Strategic planning provides the big picture of where we are, what we want to achieve, and

how to go about achieving it. It helps to clarify, consolidate and establish our strategic

approach for the next five years. The result is the strategic plan, which becomes our main

organisational driver. The CIVICUS Board approves our strategic directions, thematic

priorities, programmes of work, and budgets for the next five years which emanate from the

strategic planning process. Outputs There are two main outputs from this planning process: (1) Situational analysis report (see

Annex B) and a (2) Strategic plan (see Annex C). Comprehensive situational analysis is

conducted as one of the initial steps in the strategic planning process and its findings are

used to inform the plan. On the other hand, the strategic plan describes CIVICUS vision,

mission, and values; strategic issues, choices and directions; thematic priorities

(programmatic focus); organisational and programme objectives; implementation strategy

(approaches to work); M&E plan; financial and human resource requirements; and an

organogram (implementation structure).

Responsibility The process is coordinated by CIVICUS’ Board with support from the senior management

team and the Planning and Learning Team. Staff, members, Board, and other key

stakeholders are involved in the process.

Timing Strategic planning process commences at the beginning of the 5th

year of the ending

strategic plan regime and should be completed by end of the 2nd

quarter (June) of the same

year. This is in order to allow thematic planning to begin and to be completed by end of

October of the same year. In turn, this enables the annual operational planning process (for

the first and subsequent years of the new strategic plan period) to commence in November

and be completed by end of December of each year. On average, the strategic planning

process takes 6 months to complete.

Resources Data collected throughout the ending strategic plan period, CIVICUS research findings,

reviews and evaluation reports, and the results of the situational analysis done as part of the

strategic planning process are used as key background material to inform this planning

process. Consultations and interactions with staff and other stakeholders of CIVICUS

(members, donors, implementing partners, etc) are other important sources of information

for strategic planning.

Method and

tools

The process is based on the RBM approach which follows an objective oriented method to

planning. The strategic plan has to establish clear change objectives or results to be pursued

in the next five years. Potential process tools include Rights Based Situational Analysis of the

civil society (includes analysis of the political, economic, social and technological

environment of CIVICUS); Stakeholders analysis; Organisational assessment using tools such

as the SWOT; and use of the logical framework to organise the plan objectives and indicators

to measure progress in the plan implementation.

Monitoring and

evaluation

Tracking progress of the strategic plan is done through performance indicators that are

selected for each change objective and established in the strategic plan. Participatory mid-

year and annual review and reflection sessions, mid-term review, and end term evaluation


during the 5th

year of implementation are used to discuss and establish progress made

against the change objectives and indicators. The Planning and Learning Team and the SMT

are responsible for leading the strategic planning M&E work.

Table 4: Steps and Timeframe in the Strategic Planning Process

Major activities / actions Timing

Prepare TOR for the process and hold necessary consultations 4th

Year

Secure required inputs e.g. hire of a consultant(s) to facilitate the process December of 4th

Year

Conduct situational analysis ( civil society sector, context, etc) from a rights

perspective

January – March of 5th

Year

Hold strategic planning workshops and interactions with staff, board and

other key stakeholders

March – April of 5th

Year

Produce draft strategic plan which is then reviewed by key stakeholders of

CIVICUS

May of 5th

Year

Finalization and approval of the Strategic Plan by the Board June of 5th

Year

Utilise the plan e.g. to base thematic planning July – December of 5th

Year


3.3.2 Thematic Planning

Table 5: Major elements in Thematic Planning


Purpose Thematic Planning is a long term planning process which develops strategic priorities

identified in the strategic plan into distinct and actionable programmes of work. The

process immediately follows strategic planning. A thematic plan is required for each

priority identified in the strategic plan, and establishes clear change objectives, resource

requirements and interventions. Thematic Planning creates a direct strategic link

between work that is being implemented and the organisation’s vision and mission.

Outputs There are two main outputs from this process; (1) a concept note (not more than five

pages) which captures ideas on the objectives, focus, and implementation arrangements

for the fully developed Thematic Plan; and (2) a thematic plan based on thematic

priorities identified in the strategic plan. Each priority outlines the change objectives,

indicators, annual targets and milestones, and key activities to be implemented during

the next five years. Human, financial and other resource requirements are captured in

the funding/budget section of the plan (see guideline Annex D and template Annex E).

Scope The coverage of a Thematic Plan depends on CIVICUS’ institutional capacity (including

internal and external inputs) to successfully implement it. This is usually established

during the Thematic Planning process and in line with the ideas in the concept note

approved by the SMT after consideration of various issues, including capacity questions.

Structure Thematic Plan comprises three main elements; (1) a brief narrative, (2) a plan matrix,

and (3) Annexes such as the M&E plan. The narrative part (no more than five pages),

describes the plan goals, objectives, activities, geographical focus, targets, and M&E

plan. The plan matrix ( no more than two pages), is the core part of the Thematic Plan. It

outlines the goal of the programme, change objectives, indicators, annual targets and

milestones, and key activities to be implemented during the next five years.

Duration Thematic Plan(s) are for five years. It is useful to implement, monitor and report on

thematic plan(s) when their lifespan is aligned with that of the strategic plan.

Link with annual

operational

planning

Each department and project develops an annual operational plan with deliverables

(outputs and activities) for the year that contribute to the Thematic Plan(s). These

annual OPs focus on the annual targets/milestones identified in Thematic Plan(s).

Link with project

plans

Projects operationalise thematic plans and should fit well and operate under a specific

Thematic Plan. Donor funded projects existing prior to the adoption of the IPLF will

continue operating until they end, but all new projects should be based on this principle.

Link with resource

mobilization and

budgeting

Work identified in thematic plan(s) is to be implemented primarily from core funds. This

means that CIVICUS funding model will be thematic-based rather than project specific.

Core grant proposals (to support thematic plans) should be clear on the portions of

Thematic Plan(s) they seek to support. To a very large extent, Thematic Plan objectives

determine the budget required to achieve them. While Thematic Plan(s) seeks to

capture CIVICUS’ goals as much as possible, due consideration has to be made to align

them with the funding environment. There is no need to develop a robust plan that is

unlikely to be funded.

Methods and

tools

The thematic planning process is based on the RBM approach, which follows an

objective oriented method to planning. Thematic plan(s) should establish clear change

objectives or results to be pursued in the next five years.

Monitoring and

evaluation

Tracking progress of implementation and change, including the achievement of annual

milestones is the responsibility of department managers and project coordinators,

working closely with the Planning and Learning Team and the SMT. Each thematic plan


should have an M&E plan, with clear performance indicators. Participatory mid-year and

annual review and reflection sessions, mid-term review, and end term evaluation during

the 5th

year of implementation are used to assess progress made.

Responsibility Thematic Planning is driven by the CIVICUS’ secretariat and its completion is the

responsibility of the SMT working closely with the Planning and Learning Team. In

particular, the Planning and Learning Team coordinates and provides necessary guidance

and support.

Timing Thematic planning is done once during the course of a strategic plan regime. The process

starts immediately after the strategic plan is approved by the Board (June of 5th

Year)

and must be completed by end of October of the same year (5th

Year) to allow

Operational planning for the 1st

year of the new strategic plan to take place. The process

takes about 4 months to complete.

Resources The main resource for Thematic Plans is the inputs and outputs of the strategic plan.

This also includes findings from CIVICUS’ policy and research work, and M&E data

generated during the course of the previous strategic plan regime.

Table 6: Steps and timeframe in the Thematic Planning Process


Prepare TOR for the thematic process May of 5th

Year

Secure necessary inputs, including guidelines, situational analysis report, etc June of 5th

Year

Development and approval of Thematic Plan Concept Note July of 5th

Year

Thematic Planning meetings/workshops (organisational capacity assessments,

etc)

August of 5th

Year

Production of draft Thematic Plan(s) September of 5th

Year

Presentation and review of Thematic Plan(s) by staff, Board and other key

stakeholders of CIVICUS

September of 5th

Year

Finalization and approval of thematic plan(s) by the SMT October of 5th

Year

Utilisation of thematic plans in annual operational planning and budgeting,

fundraising, etc

November – December

of 5th

Year


3.3.3 Operational Planning and Budgeting

Table 7: Major elements in Operational Planning and Budgeting


Purpose Operational planning and budgeting is undertaken by departments and projects then

consolidated into the annual organisational operational plan and budget2. Annual

operational plans break down thematic plan(s) into manageable annual portions of work and

budget. They provide details about what needs to be done, when it needs to be done, by

whom, and what resources or inputs are needed to do it in order to achieve thematic plan

objectives and ultimately the organisational goals in the strategic plan.

Outputs This planning process leads to an annual operational plan which comprises: (1) a short

overview of the OP; (2) a plan matrix in the form of a logical framework; and (3) a budget

outlining financial resources required to implement the plan (see Annexes F and G)

Link with

Thematic

Plan(s) and

individual

work plans

OPs (POPs and DOPs) are based on and contribute to thematic plan objectives and other

organisational priorities identified during the course of the preceding year. Organisational,

department and project capacities and competencies in undertaking work, and

conduciveness of the external environment largely determine the amount and scope of work

that departments and projects capture in OPs. Quarterly work plans (IWPs) by individual

staff are developed from and contribute to the achievement of departmental OPs (includes

Unit level OPs) and project OPs.

Responsibility Departmental managers, project coordinators and the Board are responsible for developing

their annual OPs and budget through an inclusive process coordinated by the Planning and

Learning Team and supported by the SMT. The OP and budget process includes an annual

planning workshop attended by all managers and project coordinators and possibly all staff.

Timing Development of OPs and budgets takes place during the last quarter of each year. It begins

in November and ends in December when they are approved by the SMT for implementation

in the following year.

Resources The main resource for developing OPs and corresponding budgets is the Thematic Plan. In

addition, organisational priorities identified by CIVICUS management in the course of the

year are also to be considered and incorporated.

Method and

tools

OPs development is based on the RBM approach and is expected to establish clear objectives

(outputs and activities) to be pursued during the year.

Monitoring

and

evaluation

Tracking progress of OPs and budgets is the responsibility of departmental managers and

project coordinators, aided by their specific M&E plans and systems. QPRs are the main

mechanism for reporting progress in the implementation of OPs. Quarterly, mid-year, and

annual review and reflection sessions are also used.

Table 8: Steps and timeframe in Operational Planning and Budgeting Process


Preparations including development of guidelines and other inputs October

Operational planning and budgeting workshop (capacity assessment, external

environment, etc)

November

Production of draft Operational plans and budget November

Presentation of draft operation plan and budget to staff in a workshop November

Finalization and approval of Operational plans and budget by the SMT December

Approval of Consolidated organisational Budget by the Board December

2 CIVICUS’ Board is also expected to develop its annual work plan and budget


3.3.4 Project Planning

Table 9: Major elements in Project Planning


Purpose Project operational planning corresponds with the horizontal planning layer of CIVICUS organisational matrix structure.

Outputs This planning process leads to a detailed project plan which comprises: (1) a short

overview of the POP; (2) a plan matrix in the form of a logical framework; and (3) a

budget outlining financial resources required to implement the plan activities

successfully (See Annex H).

Link with strategic

thematic and

operational plans

POP should be informed primarily by; • Project document (obligations & commitments captured in the proposal/concept note) • Thematic priorities / targets identified in the thematic plan • Organisational priorities & financial considerations.

Responsibility

Process is led by the Project Coordinator. The process should be participatory and involve all project team members.

Timing Development of the POP takes place during the last quarter of each year. It begins in

November and ends in December when the POPs and budgets are approved by the SMT.

Contents

POP should clearly show what the individual project aim to achieve during the year in order to: • Achieve project deliverables agreed with the donor or identified by CIVICUS. These

are usually contained in the project proposal document or concept note • Contribute to annual targets / priorities identified in the thematic plan(s) • Contribute to/address identified organisational and project priorities

Resources The main resources for developing POPs are the Thematic Plan and Project Proposal

document and/or Concept Note. In addition, organisational priorities identified by

CIVICUS management in the course of the year should be considered and factored into

the POPs.

Monitoring and

evaluation

Tracking progress of POPs is the responsibility of project coordinators and Unit

Managers, aided by project M&E systems. QPRs are the main mechanism for reporting

progress in the implementation of POPs. Quarterly, mid-year, and annual review and

reflection sessions are also used.

Table 10: Steps and timeframe in Project Planning Process


Preparations including development of guidelines and other inputs October

Team planning and review meeting November

Development of the Project Operational Plan November

Presentation of Project Operational Plan and budget to staff in a workshop November

Finalization and approval December


3.3.5 Individual Work Planning Table 11: Major elements in Individual Work Planning


Purpose The IWP guides the actions of individual staff during a quarter and is based on the

annual operational plans (POPs and DOPs), which assigns specific tasks to individual

members of teams. The IWP is done on a quarterly basis, and broken into monthly

schedules of work as appropriate. Activities can be assigned by Line Managers and

Project Coordinators to one or more staff. Actual implementation may also be

performed solely by a staff member or in working in teams which may include

departmental colleagues, partners, or CIVICUS’ members. Line Managers and Project

coordinators as well as the Human Resources Department (HRD) use IWPs as part of

the Performance Management System.

Outputs This planning process leads to an individual work plan that uses a standard format (see

Annex I). The IWP is integrated in that it draws from and contributes to objectives

captured in both departmental and project operational plans.

Link with strategic,

thematic and

operational plans

Activities undertaken should lead to clear outputs identified in the

departmental/project operational plan, which in turn contribute to thematic objectives

and ultimately the strategic plan.

Responsibility Line Managers and Project Coordinators are responsible for allocating specific activities

to staff members in their teams. Each staff member is responsible for completing and

implementing the IWP agreed with the Line Manager and Project Coordinator(s).

Timing IWP is developed and approved by the end of the last week of each quarter. Four IWPs

are developed by each CIVICUS staff member during the course of any given year.

Contents A complete IWP outlines major activities to be undertaken by the staff member,

expected outputs, and timeframe for the completion of activities.

Resources The main resource for developing the IWP is the annual operational plan (relevant

POPs and DOP), supervisory meetings with Line Manager/Project Coordinator, and

quarterly team review and planning workshops/meetings.

Monitoring and

evaluation

Responsibility for tracking progress in the implementation of the IWP lies primarily

with the staff member. Line Managers (with input from Project Coordinators as

necessary) are expected to review individual performance as part of the Performance

Management System. They are also expected to guide and support staff members in

their teams to realise the IWPs.

Table 12: Steps and timeframe Individual Work Planning Process


Development of IWP 2nd

week of last month of each quarter

Team planning and review meeting 3rd


Finalization and approval of IWP 4th



3.4 Planning for Monitoring and Evaluation

Monitoring and evaluation must be planned early in the IPL cycle and adequate resources allocated. It must be

timely, actionable and correspond to organisational and programmatic goals. Information should be collected

from many channels and analysed in terms of what it tells us about change resulting from our interventions.

Our M&E is internally driven rather than donor focused but will have an external focus to ensure that data is

adequately shared with others.

Every CIVICUS’ project and department is required to:

• Collect information as established in their M&E systems

• Filter relevant material from raw information collected through participatory team processes

• Analyse information and use it to make decisions about next steps

• Learn from M&E information and make appropriate improvement or corrective action

• Communicate findings both internally and externally in line with the CIVICUS’ knowledge management

and learning and communication strategies

• Aim to allocate between 5-10% of the total budget in plans to M&E.

3.4.1 Scope and levels of M&E

Two levels of M&E are established by the IPLF:

(a) Organisational level monitoring and evaluation of progress towards the Strategic plan and Thematic

Plan(s) objectives and indicators; and

(b) Departmental/project level M&E, which is focused on progress in projects and departmental level work

plans3.

Table 13: The M&E channel

MONITORING EVALUATION

Inputs Outputs Outcomes Impact

o Resources: human and

financial

o Strategies/policies/

Guidelines

o Systems

o Plans: SP, OP, TP, PP,

IWP

o Funding

o Organisations

o Training

o Interventions

o Quality of services

o Knowledge

management

Short term and

medium term

effects:

o Change in trends

o Learning

o Increase in social

capital

Long term change in:

o Trends

o Civil society capacity

o Citizens’ capacity

o CIVICUS’ members

o and other constituents

3 The annual work plan of the CIVICUS’ Board falls under this M&E level.


3.4.2 Setting M&E systems

M&E systems are concerned with generating information to aid or inform implementers, managers and other

stakeholders in making appropriate decisions, actions, judgements and adjustments. While projects should

develop robust M&E systems, units and departments should develop lighter systems to track indicators

identified in their operational plans. M&E systems developed should be practical and realistic by considering

the capacities of the team to implement them and the different needs for information. They should build on

consideration of four critical questions:

• What do we want to achieve (change) and how?

• What specific objectives do we have to achieve this change?

• How best can we measure the indicators for these objectives?

• How can we collect the data efficiently and effectively and analyse it?

When setting M&E systems, care should be taken to ensure that the timing of M&E activities is done in

appropriate times i.e. when information is available and also fits with the calendar of the implementing

partners and other CIVICUS organisational activities.

4. MONITORING

This section, together with that on Reviews and Evaluation, establishes the key monitoring and evaluation

requirements and activities, in order to help us learn effectively and to demonstrate progress and difference

we make through our work. It describes the various monitoring activities that take place and their focus.

Monitoring is a process of tracking how programmes or projects are unfolding and whether they are on track

and are likely to meet the stated outcomes and impacts. It is a process of collecting information on projects

and programme implementation on a regular basis, which information should be constantly analysed and fed

into decision making on programme or project changes. This information is also fed into reporting and learning

processes within CIVICUS. CIVICUS monitoring activities focuses at tracking processes, results and risks and

assumptions.

4.1 Process monitoring (inputs, activities and outp uts) The following questions are a guide when monitoring inputs, processes and outputs at the internal

organisational levels4.

Table 14: Key questions for tracking inputs, processes and outputs

Inputs/resources Are they adequate?

Is the use appropriate when compared to previous years or similar work?

Are limited resources being maximized?

Systems and

structures

Are they enabling or restricting performance?

What systems do we need?

What areas do we need to improve?

Policies, procedures

norms and standards

Are they supportive or restricting work?

Are they clear?

Are they being complied with? What changes are needed?

4 Monitoring and reporting tools such as the QPR contain more specific questions aligned/linked to these ones


Work methods Are they efficient?

Are they being applied effectively?

Are they in line with our values?

Relationships How is the quality of our relationship with constituents? How is our relationship

with members?

Are our partnerships working?

What feedback are we getting?

How are we using that feedback?

Are CIVICUS’ targets satisfied with our results?

Activities Are we completing planned work on time?

Are we implementing work in ways that are empowering?

Are activities resulting in the expected outputs?

Outputs Are we achieving expected outputs and on time?

Are we achieving them efficiently?

How is the quality of the outputs?

Individual

performance

Are staff members delivering their planned activities as expected?

Is the individual performance congruent with team performance? How are the performance trends generally?

Organisational

functioning

Is there teamwork?

Is there required strategic leadership?

Is the coordination and management adequate and supportive of work?

Learning What are we learning from implementation?

How are we using what we learn?

How are we dealing with constraints to learning?

4.2 Monitoring risks and assumptions (external env ironment) CIVICUS’ work occurs in a rapidly changing environment and with the participation of various actors. We need

to continuously monitor the environment to identify and plan for factors that may influence our ability to

effectively and efficiently deliver our interventions. The factors identified in the situational analyses conducted

at the strategic and thematic planning phases should be regularly monitored and reviewed. As appropriate, a

mitigation or response plan should be developed by CIVICUS’ management to address key external

environmental issues that have potential or likelihood to affect our work. These issues must be monitored

throughout implementation and relevant actions taken. Tools such as the quarterly progress reports and

organisational dashboard are used.

As a guide, the following questions should be used to monitor the external environment of CIVICUS’ work:

• What changes are happening in our core areas of work?

• How are these changes affecting our work and what should be done?

• Do the assumptions listed in our various plans still hold?

• Are the risks still there?

• Have new risks emerged?

4.3 Monitoring results (outcomes and impacts)

Results are change level objectives captured in strategic and operational plans and are at two levels - outcomes

and impacts. Monitoring (and reporting) progress made towards the expected results is done regularly in order

to help us find out and demonstrate how we are contributing to positive change among target groups and the


wider society. It also helps us to know the scope and scale of that change, and whether change is trickling

down and improving the lives of ordinary people and citizens around the world. Monitoring results also helps

us to know how change has happened so that we can adjust our methods as appropriate.

In monitoring results, we need to regularly reflect and ask ourselves change related questions, during all key

phases of the IPL processes. This includes when we are developing funding proposals, when we are doing

periodic reviews and planning, when we are reporting internally and externally through the quarterly progress

reports, and when assessing or evaluating our plans. The QPRs are the main instruments for tracking and

reporting on progress made towards results.

4.4 When to conduct monitoring activities: moment s and opportunities

There are several events and opportunities for undertaking monitoring activities. These as well as relevant

questions are contained in project and departmental level M&E systems. Some key examples are:

• Staff, management, board and stakeholders meetings

• Quarterly review and planning sessions

• Bi–annual progress review and reflection workshops

• Annual planning and reflection sessions

• Telephone and on line communications with constituents

• Field visits

• Staff performance management reviews

• Regular reporting processes

• Constituency feedback surveys

The M&E Plan (see Annex I) should identify which of these monitoring moments and methods will be used for

the project or programme.

5. REVIEWS

Regular and periodic reviews help us to understand the progress made or are making towards our objectives

and allow us to take corrective action where necessary. The IPLF establishes four kinds of formal reviews and

evaluations (See Annex J: Guidelines for commissioning reviews and evaluations)

5.1 Periodic reviews and reflections

Periodic reviews and reflections should be conducted at project (quarterly), departmental (quarterly) and

organisational (semi-annual) levels.

(a) Quarterly reviews and reflections are conducted at project and departmental levels and mainly focus on

the use of resources (inputs), processes (activities, relationships, etc), achievement of deliverables

(outputs), and developments in the external environment (assumptions and changes). They are led by

project coordinators and department managers and involve members of teams (staff from other

departments can also attend). These reviews are done during quarterly review and planning team

meetings.


(b) Mid-year review and reflection workshop at organisational level. All departments and projects teams meet

for a half day participatory review and reflection workshop, which is facilitated by the PLT with input from

the SMT. Focus is mainly on progress made towards the organisational objectives – outcomes and impacts.

5.1.2 Annual Reviews and Reflections (a) Staff annual review and reflection workshop is undertaken as part of the annual operational planning and

budgeting process. It focuses on progress towards the objectives set for the year by projects and

departmental teams and how these have/are contributing to organisational objectives. It also ensures that

key changes in the external environment and in target groups are considered and incorporated in next

year’s operational plans. This activity is led by the Planning and Learning Team with input from the SMT.

(b) Stakeholders/members annual review and reflection workshop is led by the Board and takes place during

the annual members meeting5. Apart from the review of programmatic performance, other organisational

issues including quality of partnerships and organisational management may be discussed. The results of

this workshop are used to inform the next year’s operational plans and budgets developed by projects,

departments and the Board.

5.1.3 Mid-term review of projects and thematic plan (s)

This focuses more on progress made towards the achievement of change objectives – outcomes and impacts –

identified in project and thematic plan(s). This is done midway in thematic and project plans period and is led

by an external consultant. The process is coordinated by the Planning and Learning Team.

6. EVALUATION

Progress on outcome and impact level change (impacts) contributed by projects and CIVICUS generally is

reported in midterm review reports (against project and thematic plan(s) – see 5.1.3) and analysed in end term

evaluations which are carried out for projects and thematic plan(s). These are primarily impact-focused

evaluations. Therefore, a core component of all end term evaluations is an in-depth analysis of impacts. The

role of CIVICUS’ work in causing or contributing to observed change (impacts) needs to be clearly established

and the role of other actors acknowledged. Specific impact focused questions to explore during end term

evaluations are provided under the following eight performance areas for evaluation.

6.1 The Eight Performance Areas used for Evaluation CIVICUS work is evaluated along eight (8) performance areas, which are linked to our values, core programming

principles and organisational and programme level indicators. The areas are: relevance, effectiveness,

efficiency, change, sustainability, participation, learning, and accountability. The following key questions under

each area should be considered during all phases of the impact planning and learning cycle.

5 Such meetings can be opportunistic by being held during large events hosted by CIVICUS such as the World Assembly


6.1.1 RELEVANCE

This performance area is linked to achieving civil society rights programming principle. It requires constant

reflection on whether or not our interventions are relevant to achieving stated objectives and more

importantly whether these interventions address the real needs of CIVICUS’ target groups.

Specific questions include;

o Is what we are doing good idea in terms of improving the situation of the target groups?

o Is it dealing with the highest priorities of the target groups?

o Are there additional programme needs that are not currently being addressed?

o Have the priorities of the target groups changed?

o Is our work still being considered useful?

o What lessons are we learning and how are we using those lessons to improve ongoing and future work?

6.1.2 EFFECTIVENESS

This performance area is linked to the focus on change programming principle. It interrogates whether or not

we are achieving our change objectives and if our results satisfactorily address the needs of the target groups.

Specific questions include:

o Have we or are we likely to achieve our plans (outputs, outcomes, impact)?

o Are programmes meeting specified goals and objectives? If not, why?

o Are we having an impact on the target population, and if so what type of impact?

o Is what we are doing now the best way to maximize impact?

o How effective are we in contributing sustainable changes among our target groups?

o Do we plan and implement actions that make the most difference?

o What is the actual cost in terms of money and staff time and other resources to realise the planned

results?

o What lessons are we learning and how are we using them to improve ongoing and future work?

6.1.3 EFFICIENCY

This performance area is linked to the focus on change programming principle. It is about the quality of

operations and covers a wide range of issues related to inputs and processes.

Specific questions to be asked include:

o Have the planned activities been completed on time and within the budget?

o Do we have adequate resources and are they being used in the best possible way?

o To what extent is our programme management results-focused in its design and implementation?

o How is the quality of our relationship with implementing partners and our other constituents?

o What are we doing differently to improve implementation?


6.1.4 CHANGE (OUTCOMES AND IMPACTS)

This performance area is linked to the focus on change programming principle. It is about whether the results

of our interventions produce medium term and long lasting positive effects on target groups and the wider

society. The dimension covers both outcomes and impact objectives identified in both strategic and

operational plans.



o To what extent are we realising or have realized the planned changes? Which ones and for whom?

o Are there negative and /or un-planned changes that have happened as a result of our work?

o What role are we playing or have played in realising changes that have happened?

o Who else is contributing to these changes?

o How do these changes affect civil society, directly and indirectly, positively or negatively?

o How sustainable are the changes we are contributing?

o To what extent is our work contributing to poverty reduction (or other long term goals)?


6.1.5 SUSTAINABILITY

This performance area is a core programming principle.


o How sustainable are the changes we are contributing/have contributed?

o What is the likelihood of continued positive impacts as a result of our interventions after we have exited?

o What is our exit strategy and how good is it?

o Are elements of our interventions replicable in other settings?


6.1.6 PARTICIPTION

This performance area is a core programming principle on citizen and civil society rights, which CIVICUS seeks

to promote through interventions and by working with others.


o To what extent are we involving members and partners in our work?

o How do we involve them and do they consider that involvement meaningful?

o Who is not participating and what is hindering their participation?

o What kind of information do stakeholders at different levels have access to?

o What efforts are we making to ensure fullest involvement of key stakeholders in our work?


6.1.7 LEARNING

This performance area is core programming principle and is cross-cutting.


o How and what are we learning from implementation?

o How we are using that learning to improve ongoing and future work or to influence change?

o To what extent are we dynamic i.e. bold, responsive and innovative?

o How are we sharing our knowledge with others?

o How well do we manage risks?



6.1.8 ACCOUNTABILITY

This performance area is a core programming principle and is cross-cutting.


o To what extent do we account for our actions and how do we do it?

o Are the methods we use to account for our actions to the stakeholders (beneficiaries, members, partners,

donors, etc) effective?

o How often do we discuss how we are accounting for our decisions, actions and performance?

o To what extent are we considered by constituents to be open and transparent?

o To what extent are we delivering on our commitments and promises, in particular the outcome objectives?

o How timely and transparently do we share essential information with key stakeholders?

o What feedback are we getting from target groups and other key stakeholders? How are we using that

feedback?


6.2 End term Evaluation of projects and Strategic Plan (includes thematic plan(s)

End term evaluations are focused on assessing the achievement of change objectives in project plans and the

strategic plan and to draw lessons to guide future decision-making and improvements. An evaluation report

(written and submitted in English and not exceeding 50 pages excluding the annexes) is needed to

communicate the findings, conclusions and recommendations of each evaluation commissioned by

CIVICUS.

(a) End term evaluation of projects: conducted within three months of the end of each project period. The

results of these evaluations are used to assess the achievement of thematic plan change objectives.

(b) End term evaluation of the strategic plan: it is more effective to conduct an in-depth final evaluation of the

strategic plan that covers all thematic areas. The strategic plan evaluation report provides separate results

for each thematic plan.

o Evaluations are led by external consultants in order to ensure independence and to bring in external

insights. They are also based on the eight performance areas identified in section 6.1 above.

o Evaluations should identify positive and negative unintended change. They should provide reliable

quantitative and qualitative data that shows change over time from a baseline. Furthermore, they

should provide lessons learnt which feed into management decision making through. Each evaluation

should have an Evaluation Action Plan (EAP) to take the conclusions and recommendations forward.

o Lessons learnt through evaluations should be used to feed into ongoing work and future planning. They

should be shared widely within CIVICUS through the knowledge management and learning system to

improve programme design, provide the evidence base for advocacy and campaigns, and support our

resource mobilization efforts. Additionally, they should be shared with CIVICUS’ constituents on time to

ensure compliance with our accountability commitments and to contribute to our constituents

increased learning.


o Steps and responsibilities in commissioning and managing evaluations are provided in Annex J.

6.3 Methods and Tools for Conducting Reviews and E valuations Reviews and Evaluations must be planned and conducted with the involvement of staff and other relevant

stakeholders. Usually, several methods and tools for data collection, analysis and communication as well as

sources of information may be used to obtain rich information drawing from various viewpoints. The main

methods and tools that may be used include:

• Desk research or review of existing literature e.g. M&E system data, reports and other records available in

the knowledge management and learning system.

• Interviews with relevant stakeholders such as CIVICUS’ staff, members, partners and target groups.

• Focus Group Discussions utilising focus group discussion guide

• Participatory impact analysis workshops

• Stakeholders satisfaction and feedback surveys including web based communication tools

• Observations (mostly direct non-participant field observations)

• Other appropriate participatory tools

The choice of method(s) and tool(s) is dependent on the nature of the review and evaluation, questions to be

answered and capacity to implement.

6.4 Reviews and Evaluations Schedule

A schedule should be established each year during the annual operational planning and budgeting process

listing the timings for the different reviews and evaluations anticipated during the incoming year. This annual

schedule is guided by the general reviews and evaluations guide established in table 15 below.

Table 15: General Reviews and Evaluations Schedule

Review and Evaluation

Activity

Frequency When? Lead / Responsibility

Regular work reviews

(by projects and

departments)

Quarterly Within last 2 weeks of each

quarter

Managers and Project

Coordinators

Staff performance reviews Quarterly Within last 2 weeks of each

quarter

Line Managers

Review of annual operational

plans (organisation-wide

activity)

Semi-annual During July and November Planning and Learning Team

Stakeholders/members

annual review and reflections

Annual During annual members’

meeting / World Assembly

Board

Midterm reviews of projects,

and thematic plans

Once Mid of project duration for

projects with 3 years span or

above;

Mid of 3rd

year of thematic

plan(s) period

Project Coordinators

Planning and Learning Team /

SMT

End term evaluations of Once Within last 3 months of project Project Coordinators


projects and strategic plan end

Within 6 months of end of

strategic plan

Planning and Learning Team

The annual schedule should align with the reporting and planning cycles established by the IPLF (see

particularly sections 3 & 8) . This is to ensure that they feed into each another and that there is sufficient time

conduct them. While the IPLF establishes the timings for the non-obligatory reviews and evaluations, those

that are agreed with donors need to be negotiated wherever they do not fit the timeline established in the

above table. 7. ORGANISATIONAL LEARNING

CIVICUS values and seeks to be an organisation that actively incorporates experience and knowledge of staff,

members, partners and other constituents in improving our ability to set and achieve goals, satisfy

constituents’ needs, develop good practices, develop our stakeholders, and achieve our mission. The IPLF is a

key pillar for achieving these learning goals. It seeks to support learning at various levels: institutionally

(organisational learning), within different teams (team learning), and by individuals involved/associated with

CIVICUS (individual learning6).

The IPLF will support learning by generating relevant information, processing it, and sharing it with relevant

stakeholders. This information should be packaged to be user friendly and accessible and form an important

part of the CIVICUS Knowledge Management System. Effectively implemented project and departmental level

M&E systems should support organisation learning by capturing useful information. It must be emphasized,

however, that planning for and conducting M&E activities do not guarantee increased learning unless the

information is collected with learning in mind and is systematically used by staff and other CIVICUS

stakeholders.

7.1 Role of staff in promoting Learning

All staff and constituents of CIVICUS should contribute towards the learning effort. It is people who are part of

or involved with CIVICUS work who will make organisation learning succeed or fail. Their participation in

learning how to improve our work is therefore fundamental. This means listening carefully and regularly to the

views of all actors and supporters of CIVICUS about what is working and what is not, and reasons for why

problems exist and what needs to improve.

7.2 Role of Management in promoting Learning

CIVICUS management should ensure that a good learning environment is created, including opportunities that

support greater individual and team learning. The management should inspire and help staff to reflect critically

on progress, to learn from mistakes and to generate ideas for making improvements. The management is also

required to support learning by adopting a participatory style of management and encouraging and rewarding

critical reflection. Managers’ attitude towards M&E; willingness and commitment to learning and to creating

6 Individual learning is largely concerned with the personal growth and development of staff and other key stakeholders of CIVICUS. Without this, collective and organisational learning may be inhibited. Individual learning is indicated by, among others, staff increased self confidence, ability to innovate and solve problems and improved performance.


positive team spirit are critical for enhancing learning of teams and individual staff and ultimately the

organisation (See Annex L: After Action learning guideline)

7. 3 Role of the Planning and Learning Team in prom oting Learning

The Planning and Learning Team is responsible for ensuring that the knowledge management and learning

system is in place to guide overall organisational learning. The team is also responsible for ensuring that the

IPLF is implemented effectively, recognizing that it is a key source and custodian of information required for

effective organisational learning.

8.0 REPORTING This section establishes CIVICUS’ reporting requirements. Reporting is a crucial part of our work and a powerful

means to demonstrate accountability for our decisions and actions to CIVICUS’ constituents. Regular reporting

also helps us to learn from implementation and maintain permanent records of experiences. Externally our

engagement with a wide range of constituents (donors, members, implementing partners, etc) means that we

need to constantly share information, often in the form of written and also verbal reports to support and meet

the information needs of these constituents. The IPLF and the various reports it establishes are an important

tool through which staff, constituents and wider society are informed.

8.1 Reporting requirements and schedule

Reporting requirements established in the IPLF are expected to be aligned with M&E systems, impact planning

and budgeting cycle and other key organisational processes.

8.1.1 Main Types of Reports

The following nine (9) main reports are produced, some for internal audience and others to meet external

requirements:

• Progress (performance) reports – internal

• Review and evaluation reports – internal and external

• Staff performance management reports - internal

• Board reports - internal

• Donor and partnerships reports – external

• Financial reports – internal and external

• Annual organisational report - external

• Reports to non-obligatory bodies such as the INGO Accountability Charter - external

• Field/travel reports – internal


Table 16: Specific reports and their frequency

S

N

Name of report Frequency Office

Responsible

Primary

Audience/Main

Users

1 Annual Report Annual Comms External + internal

2 APR (including Annual dash board & summary

performance mgt. report)

Annual PL Team Internal + external

3 Financial Audit Report Annual FAD External + Internal

4 Accountability Charter Report Annual OCO External

5 Performance Report to the Board (Board

Committees)

Bi-annual Departments/P

rojects

Internal

6 Board Matters to Board (including a dash

board)

Quarterly OCO Internal

7 Donor reports Depends RM/Projects External

8 QPR Quarterly Projects /

Departments

Internal

9 Performance mgt. review reports Quarterly Line Managers Internal

10 Finance / grants report to Managers Monthly FAD Internal

11 Meeting reports/minutes (MT, Staff, board,

Department, project, etc)

Regular Lead persons Internal

12 Field / travel reports Regular Staff Internal

13 Reviews and Evaluation reports Once: mid and

end of

implementation

period

Consultants /

PL Team

Internal & external

8.2 How different reports link with one another

One of the principles of CIVICUS reporting and accountability system is that each report must be purposeful

and able to contribute to several uses, including feeding into other reports higher up the reporting system and

to the development of plans, budgets, reviews and evaluations. For example, the quarterly progress reports

should be able to feed into donor reports, annual organisational report, and performance dash boards, as well

as serve as a key data source for reviews and evaluations. This multiple utility of the main reports is enhanced

by ensuring that the questions or variables asked in respective reporting formats are linked. The IPLF will focus

on two key reports that will be used to feed information for the other internal and external reports:

• Quarterly Progress Report (see Annex M)

• Annual Progress Report ( see Annex N)


9. ANNEXES AND SUPPORTING DOCUMENTS ANNEX A: IPLF Glossary ANNEX B: Situational Analysis Guide

ANNEX C: Strategic Plan Format

ANNEX D: Thematic Planning Guidance Notes

ANNEX E: Thematic Plan Template

ANNEX F: Guidance Notes for Developing Project and Departmental Operational Plans

ANNEX G: Departmental Operational Plan Template

ANNEX H: Project Operational Plan Template

ANNEX I: Monitoring and Evaluation Plan

ANNEX J: Commissioning and Management of Midterm Reviews and End Term Evaluations

ANNEX K: Evaluation Report Format

ANNEX L: CIVICUS Action Learning Guide

ANNEX M : Quarterly Progress Report Template ANNEX N: Annual Progress Report Template

ANNEX O: Performance DashBoard Template


ANNEX A: IPLF GLOSSARY OF COMMON CONCEPTS AND TERMS

Activity is an action taken or work performed through which inputs, such as funds, technical assistance and

other types of resources are mobilised to produce specific outputs. Is the basic work done to make a

programme happen?

Goal – aim - overall objective is the highest level change or higher-order objective to which the programme is

intended to contribute; not usually guaranteed by the programme as many external factors beyond the

programme’s scope are also present. The overarching (or general, overall, ultimate) purpose of the

programme, closely linked to the desired impact. Aims are needed to give an overall focus to the work and to

give direction to programme planning and design. They relate the work to the principles, values and mission

statement of the agency, to its overall strategy, and to the broader issues of local plans and national

development strategies.

Impact refers to the significant or long lasting changes (improvements) in people’s lives brought about by a

given action or series of action (intervention). The highest goal level achievement/objective of a programme.

Positive and negative, primary and secondary long-term effects produced by a development intervention,

directly or indirectly, intended or unintended. Impact is the outcome of programme effects. Example:

improved standard of living, increased income, improved nutritional status.

Inputs refer to the financial, human, and material resources used in an intervention. It is what we need to

implement activities – money, time, equipment, people, and resources.

Objectives refer to intended or desired change/benefit/effect/outcome regarding the target group which can

be arranged in a hierarchy: immediate, short term and long term. In the Log frame, objectives are presented at

the level of activities, outputs, outcomes and impacts. Programmes are implemented to achieve specific

objectives, the difference being one of scope, magnitude or diversity.

Outcomes are the changes/improvements to the target group in terms of knowledge, awareness, attitudes,

skills, aspirations, motivations, relationships, policies, behaviour resulting from its use of services and products

provided by the programme. Refer to medium term effects or results of an intervention; what will occur if the

outputs are actually delivered used or sustained. e.g. “improved farm productivity”.

Outputs The tangible (easily measurable, practical), immediate, specific and intended products, goods and

services which an activity is expected to produce from its inputs to achieve its objectives. The immediate

effects of an activity. The outputs help the organization achieve its desired outcomes, but outputs are a means

to and end – they are not the end itself.

Results-Based Management (RBM) is a management strategy aimed at achieving important changes in the way

organisations operate, with improving performance in terms of results (outputs, outcomes and impacts) and

learning as the central motivation. It provides the management framework and tools for strategic planning, risk

management, performance monitoring, and evaluation. It is centered around the notion of causality hence

logic models and theories that various inputs and activities lead logically to higher order results (outputs,

outcomes, impacts) which are shown in the results chain or results framework and which clearly depicts the

cause-and-effect relationships.

Theory of change is an explanation of how the organization thinks that social change is brought about. It then

identifies the essential preconditions and assumptions that are needed for this change to occur. These

preconditions enable the organization to trace a number of ‘outcome pathways’: visible and measurable short-

and medium-term outcomes that will lead to its long term goals. Finally, it includes a reference to other actors


working in parallel and complementary ways in order to achieve that change, which identifies the long-term

relationships needed with other actors in order to achieve its impact.

Monitoring is the regular and systematic tracking of inputs, activities, outputs, outcomes and impacts and the

context by those closely involved in the management and implementation of an intervention to ensure

progress is according to plan

Evaluation is a systematic, objective and periodic assessment of the efficiency, effectiveness, impact,

sustainability and relevance of a programme in the context of stated objectives. Why evaluate? Usually

undertaken with a view to assess the fulfilment of objectives and drawing lessons that may guide future

decision-making and improvements.

Baseline is a quantitative or qualitative data about the situation of targets groups, issue, problem, etc at the

starting point of an intervention from which a comparison and measurement can be made. Baseline study

through which baseline data is generated is conducted prior to the beginning of the intervention and is the

point of comparison for monitoring and evaluation data. Bulk of baseline studies focus on the intended

outcomes of a programme. They can also take into account secondary outcomes and assumptions, though

these are not the primary emphasis.

Result indicators provide information about whether an expected change (or outcome) occurred, either at

programme level or population level. Result indicators measure the change that your programme is seeking to

produce in your focus population. Often stated as a percentage, ratio or proportion to allow you to see what

was achieved in relation to the total population (the denominator).

Input indicators measure the financial, administrative and regulatory resources provided. It is necessary to

establish a link between the resources used and the results achieved in order to assess the efficiency of the

actions carried out. E.g. Share of the budget devoted to education expenditure.

Process indicators help us know that we are on course with our implementation and include input and output

indicators.

Output indicators measure the immediate and concrete consequences of the measures taken and resources

used: E.g.: Number of schools built, number of teachers trained.

Outcome indicators measure the results in terms of target group benefits e.g. percentage of girls among the

children entering in first year of primary school.

Impact indicators measure the long-term consequences of the outcomes. They measure the general objectives

in terms of national development and poverty reduction. E.g. Literacy rates

M&E framework/Matrix is a summary of the M&E plan, usually a table which shows how data will be collected

and analysed, when, by whom and where, etc. Usually developed during the design phase of a programme or

after based on the M&E Plan.

Objectives Indicators Data Source Methods & Tools

for data

collection

Frequency Responsibility

M&E plan is narrative plan (document) that details the objectives, indicators and targets, sources of

information, methods and tools for data collection, frequency of data collection and responsibility for data


collection. The narrative M&E plan also discusses how data quality will be assured as well as when and how

baselines, mid-term and final evaluations will be undertaken. The plan also specifies some of the principles and

standards that will guide all monitoring and evaluation activities

M&E system is the set of planning, information gathering and synthesis, reflection and reporting processes,

along with the necessary supporting conditions and capacities required for the outputs of M&E to make a

valuable contribution to decision-making and learning. Key programme stakeholders need to develop the

different elements of the system together if they are all to use the outputs to improve implementation. The

M&E plan, matrix and tools are components of the M&E system.

Milestones are significant activities or outputs to be undertaken or achieved, within a targeted timeframe.

They map out the key steps for a programme and set the deadlines for each of these along the way. They

indicate times when decisions should be made or action should be finished.

Target is a level on a measurement of an outcome or step (an indicator), for example, in the indicator - 75% of

departments have X. 75% is the target that is to be achieved.

Knowledge is systematically organised information which, by the processes of analysis, comparison, testing

and generalising can be used to answer complex questions. Knowledge can exist in two forms – explicit and

tacit. Explicit knowledge can be easily communicated. It is either written down in the form of reports, manuals,

guidelines, policies or procedures or it expressed in a tangible form such as physical objects, organisational

systems or organisation structures. Tacit knowledge is understood but is highly personal and hard to formalise

or codify. It is concerned with individual experience and takes the form of personal understanding, subjective

insights or intuitions.

Learning is reflecting on experience to identify how a situation or future actions could be improved and then

using the knowledge to actually make improvements. This can be individual or group based or within society. It

involves applying lessons learned into future actions, which provides the basis for another cycle of learning.

What can we learn from our past, our success and challenges and how can we change as a result of these

lessons learned? Learning is not attained by chance, it must be sought for.

Learning Organisation is an organisation which actively incorporates the experience and knowledge of its

members and partners through the development of practices, policies, procedures and systems in ways which

continuously improve its ability to set and achieve goals, satisfy stakeholders, develop its practice, value and

develop its people and achieve its mission with its constituency”.

Equality is equal entitlement and human rights ensure that all people can have fair access to opportunities and

resources: the poor, sick, disable and the marginalised are addressed directly and not discriminated against;

women and men are treated with equal respect; and resources are distributed more equitably.

Gender is cultural interpretations of biological sex; definitions of what is considered to be feminine and

masculine in particular cultural and social settings, and expectations of women and men, girls and boys with

respect to these definitions; social, economic and political relationships between females and males in specific

societies. Gender refers to those rules, norms, customs and practices by which biologically associated

differences between the male and female of the human species are translated into socially constructed

differences between men and women, boys and girls which give them unequal value, opportunities and life

chances.

Gender mainstreaming means the integration of gender in all aspects of policy, activities and organisation. For

programmes and programs this means integrating gender in planning, monitoring & evaluation. Gender

mainstreaming is a strategy for promoting gender equality that is based on the fact that equality is a key social


and developmental issue, not a ‘women's issue’, and that therefore a gender perspective and gender analyses

must be incorporated into all development cooperation, both institutionally and in terms of operations, and

including policy dialogue, country and sector programming, programmes and programmes. It is a strategy for

making women’s as well as men’s concerns and experiences an integral dimension in the design,

implementation, monitoring and evaluation of policies and programmes in all political, economic and societal

spheres so that women and men benefit equally and inequality is not perpetuated. The ultimate goal is to

achieve gender equality.”


ANNEX B: SITUATIONAL ANALYSIS GUIDELINES

The Situational Analysis (SitAn) is an essential reference for developing plans and programmes to

achieve the Vision and Mission of CIVICUS. It is a critical first step to the strategic planning process and

provides the important data for effective decision making. It needs to be discussed by the group doing

the strategic planning.

The following broad Steps should be taken:

Provide an assessment and analysis of the realization of global civil society freedom, environment,

space and capacity

The SitAn is a broad-based assessment of the attainment status of the rights of civil society. The analysis

will be based on quantitative and qualitative data available from national\international statistics,

information extracted from targeted interviews and Group Discussions, and analytical work by a wide

range of national and international sources including internal CIVICUS information and data.

Identify the challenges concerning civil society using disaggregated data

The data presented in the SitAn should be disaggregated, as far as possible, by economic status,

geographic area, sector, rural and urban, and other key characteristics. It should identify which

problems exist, where they are occurring, who are most affected by them, how widespread the

problems are, and what mechanisms exist or are lacking to address them.

Methodology:

Participatory methodology:

The SitAn will be constructed based on partnerships and consultations with key stakeholders and

members. It is necessary that the SitAn reflects the views of members by including them in participatory

research activities. In order to achieve this, CIVICUS will be responsible for mobilizing the SitAn task

force under the leadership of the Planning Manager and will support the mobilization and organization

of special consultative forums for members and stakeholder consultations.

Conceptual framework:

The Rights based approach together with any international civil society instruments and the MDGs and

Millennium Declaration will form the framework for guiding the SitAn. A rights-based approach (RBA)

will be applied to the SitAn, requiring a comprehensive analysis of the situation of all civil societies in the

world. It will capture as much as possible data on the hardest-to-reach, applying a gender lens.

Moreover, special attention will be paid to the situation of the most marginalized and disadvantaged

regions of the world.

Data collection:

The consultant will propose the right mix of data collection methods. However, it is required that a desk

review of reliable data, research, and publications is at the core of the SitAn, to be built mostly on

secondary data. In order to carry out such an extensive and comprehensive analysis, the following

sources need to be reviewed:


• Consultations with representative groups of key civil society informants

• Analysis of the policy and legislative environments in each of the regions

• Routine statistics generated by International Bodies ,universities and other international NGO’s,

including CIVICUS projects

• Previous SitAns, including those done by other institutions

• Sectoral and thematic reports and background documents

• Analytical reports by other agencies (e.g. World Bank, specialized agencies, and regional

commissions)

The consultants will also use the appropriate mix of primary data collection tools via Focus Group

Discussions, and key informant interviews with main stakeholders, NGOs, CSOs, CBOs.

Key tasks of the consultant:

� Develop a framework and detailed work plan

Under the guidance of the CIVICUS Board steering committee, the consultant is responsible for:

• Producing a work plan for the joint approval of the Planning Manager

• Finalizing an analytical and conceptual framework based on this SitAn guideline, and the

detailed work plan including methodology, timelines, and tools; a list of people/agencies for

key informant interviews; a preliminary list of documents to be reviewed; and the table of

contents.

� Desk review of relevant documents

(As per the above list)

� Data Collection and Coordination

In coordination with the CIVICUS Office, the consultant will organize and conduct consultations with

member, stakeholders and key informants.

� Participate in, and support/facilitate, key workshops

The consultant will organize a technical workshop(s) with key stakeholders to discuss the outline for the

first draft of the SitAn; conduct the SitAn finalization workshop with key stakeholders.

� Data analysis and report writing

The consultant is expected to produce a draft SitAn Report, based on the Conceptual Framework, by

synthesizing the data and information gathered from the desk review, focus group discussions,

interviews, and consultations with partners. The report will analyze the information, providing analysis

geographic area, sector, and economic situation/ quintiles in order to stress the variations across

regions, and provide specific analysis on the most vulnerable sectors.


ANNEX C: STRATEGIC PLAN FORMAT

TABLE OF CONTENTS

SECTION I

Foreword

Acknowledgements

Abbreviations

Executive summary

SECTION II: INTRODUCTION AND BACKGROUND

2.1 Background Information and Review of previous SP

2.2 Purpose and objectives of the Strategic Plan

2.3 Process and Methodology followed in developing the plan

SECTION III: IDENTITY AND PURPOSE

3.1 Mission

3.2 Vision

3.3 Values

SECTION IV: SITUATIONAL ANALYSIS

4.1 Internal environment

4.2 External environment

4.3 Stakeholders Analysis

4.4 Comparative Advantage / Niche

SECTION V: STRATEGIC DIRECTIONS

5.1 Strategic Issues and Choices (Directions)

5.2 Organizational Strategy

5.3 Thematic Areas and broad interventions

SECTION VI: IMPLIMENTATION & M&E PLAN

6.1 Operational areas and targets

6.2 Core programmes (activities / interventions)

6.3 Organizational structure

6.4 Logical Framework & M&E Plan

SECTION VII: BUDGET AND FINANCING PLAN

7.1 Budget

7.2 Financing Plan

7.3 Sustainability Plan

LIST OF TABLES

ANNEXES


ANNEX D: THEMATIC PLANNING GUIDANCE NOTES What is thematic planning?

Thematic planning is a form of strategic/long term planning that organises programmatic work around

identified themes or thematic areas. Thematic areas are identified in earlier stages of planning, usually

at the stage of Strategic Planning or Strategy Paper development. Thematic planning comesjust after

strategic planning is completed and is informed by and must fit the latter.

What is a thematic area?

A thematic area is a clearly distinguishable body or programme of work an organization seeks to

implement towards its vision and mission. Good example of thematic areas includes education, civil

rights, livelihoods, health, etc. A thematic area may have smaller components from which one has to

choose the priority areas or priorities to focus on. For example, in education one can focus on early child

hood education, primary education, tertiary education or teacher training, etc. In civil rights, one may

focus on the right to assembly, right to expression, or right to association.

Why do we do thematic planning?

Thematic planning is about being systematic and focused in planning, which are key principles in

programming. The purpose of thematic planning is to focus your work specified in the organisational

strategic plan into smaller and easy to comprehend and manage pieces i.e. thematic programmes.

What does thematic planning do in practice?

Thematic plan(s) set out proposals for a time bound programme of work in a specific thematic area. This

is very important in any big organization that has several bodies of work to do. You can’t just move from

a strategic plan at organization level (especially if the SP is written in broad terms) to implementation

monitoring and evaluation. You will most likely get confused and unfocused leading to inefficiency and

failure to achieve targets (ineffective). A thematic plan captures your ambitions for the programme area,

establishes clear objectives, identifies resource requirements and proposes intervention methodologies.

Thematic planning operationalise the strategic plan by breaking it down into few and smaller

manageable bits of work. It creates a direct strategic link between work that is being implemented with

the organisation’s vision and mission.

What is a thematic team?

People (staff and other stakeholders) working in projects or programmes that fall within a given

thematic area make up the thematic team. In the stricter sense, members of the thematic team are

usually people with special skills and experience in the thematic area. In the broad, persons from

outside the thematic area such as those with support and system-wide responsibilities may also be

members of a thematic team.

What are the components of a thematic plan?

The size and structure of a thematic plan varies from organization to organization but usually comprises

of three main elements: a brief narrative, plan matrix and a budget. The narrative identifies the plan

goals, objectives, activities,targets,. Its aim is to describe essential information of the plan, and is usually

not more than 5 pages. The plan matrix follows a logical framework format and is no more than 2 pages.

It is the core part of the thematic plan and outlines the ambition of the programme, change objectives,

indicators, targets and key activities to be implemented during the life of the plan. The budget captures

the financial input needed to deliver the plan.


What is the duration of a thematic plan?

A thematic plan is usually for a flexible period, preferably between 3 and 5 years. However, it is helpful

and easier to implement, monitor and report on a thematic plan when its period is aligned with that of

the strategic plan.

What is the link between thematic plan and operational plans (POPs and DOPs)?

Thematic planning occurs before developing project and departmental OPs. Project plans are directly

linked with thematic plan(s); they should directly contribute to the thematic objectives and annual

targets. DOPs aim to support the achievement of POPs as well as other organisational and departmental objectives. ANNEX E: THEMATIC PLAN TEMPLATE 1. Narrative (max 1 page): The narrative part identifies the plan goals, results, interventions, targets,

geographic areas, etc. Its aim is to communicate essential information of the plan and budget in a

descriptive manner. Please ensure to indicate how Gender & Diversity considerations have been taken

into account.

2. Plan matrix (This is the core part of the thematic plan. Outlines the ambition of the programme,

change objectives, indicators and key interventions to be implemented during the life of the plan)

Change objectives and interventions

Overall Objective (re-state

from the narrative)

Contribution to the Strategic Directions:

Impacts/Destinations Verifiable Indicators Means of Verification Risks / Assumptions

Please add rows as

necessary

Results/Outcomes

Result 1:

Result 2:

Result 3:

Result 4:

Please add rows as

necessary

Main interventions/broad strategies

•

•

How are Gender & Diversity considerations taken into account?

Annual targets / priorities 2011

Annual targets / priorities 2012


ANNEX F: GUIDANCE NOTES FOR DEVELOPING PROJECT AND

DEPARTMENTAL OPERATIONAL PLANS AND BUDGETS 7 1. Developing project OPs and budgets (POPs)

This corresponds with the horizontal planning layer of CIVICUS matrix structure. The process should be

participatory and involves all project team members. It is led by the Project Coordinator and leads to the

project operational plan (POP) and corresponding budget. The POP is further used to inform

departmental operational plans (DOPs) and budgets and Individual Work Plans (IWPs).

POP should clearly show what the individual project aims to do during the year in order to:

a) Achieve project deliverables agreed with the donor and/or prioritised by CIVICUS. These are

contained in the project proposal document or concept note

b) Contribute to annual targets identified in the thematic plan(s)

c) Contribute to/address identified organisational priorities e.g. organisational development

initiatives

POP should be informed primarily by:

a) Project document (i.e. accountabilities and commitments contained in the project proposal or

concept note)

b) Thematic priorities (objectives and targets identified in the thematic plan(s)

c) Organisational priorities identified through organisational reviews and analysis exercises, lessons

learnt from implementation and evaluations, or through other means

d) or other means

e) Financial considerations.

The complete project operational plan should clearly show:

a) Objectives linked to the thematic plan(s) pursued by the project during the year.

b) Expected deliverables at output level

c) Major activities that will lead to the outputs

d) Human resource requirements (i.e. skills and staffing levels) to implement the plan successfully

e) Financial requirements (budget)

f) Indicators to help monitor progress towards the deliverables

g) Timeframe indicating the start and completion of major activities

Process steps

• Project Coordinator (PC) initiates the POP process by informing team members about the task -

what is required, timelines, support available, etc.

• All relevant documentation is collected and put in one central and accessible folder. These may

include CIVICUS Strategic Plan, Thematic Plan(s), policies, important minutes, evaluation reports,

proposal documents, APR, QPRs, etc.

• Project team members undertake review and analysis exercise (with project and organisational

focus)

7 Departments refer to the Policy & Research; Outreach; Operations; and the Organisational Coordination Office clusters of CIVICUS New Matrix Structure. Each comprises of several Units and/or work streams. Each department is required to develop an annual operational plan and budget. Projects refer to the programmatic work formations of CIVICUS such as the Civil Society Index; Participatory Governance; Civil Society Watch; and the Legitimacy, Transparency and Accountability projects headed by a Project Coordinator.


• Project team seeks and obtains additional input into the review and analysis exercise from key

stakeholders as necessary

• Development of light Unit plans and budget estimates as a process step towards the DOP

• Project team holds a workshop to develop the POP (includes estimation of human and financial

resource requirements - budget)

• Draft POP and budget is presented to staff for feedback, revised and then submitted to the Planning

and Learning Manager

2. Developing Departmental OPs and budgets (DOPs)

This corresponds with the vertical/functional planning layer of CIVICUS matrix structure. This planning

process should be participatory involving all the departmental team members. It is led by the

Departmental Head (Director/OCO Manager) and leads to departmental operational plan and budget.

DOP is one of the outputs used to inform the development of integrated Individual work plans (IWPs) by

CIVICUS staff.

DOP should clearly show what individual department aim to achieve/do during the year in order to:

a) Support achievement of projects deliverables contained in POPs

b) Contribute to annual targets identified in the thematic plan(s) and the Strategic Directions

c) Contribute to/address organisational and departmental initiatives

DOP should be informed by;

a) Project operational plans (POP)

b) Thematic priorities and targets identified in thematic plan(s)

c) Organisational priorities identified through organisational reviews and analysis exercises, lessons

learnt from implementation and evaluations, or through other means

d) Departmental priorities identified in Unit plans

e) Financial considerations.

Complete DOP should show the following:

a) Objectives pursued by the department during the year

b) Deliverables at output level

c) Major activities that lead to the outputs (deliverables)

d) Core support required from other departments to implement the plan successfully

e) Indicators to help monitor progress towards the planned deliverables

f) Financial requirements (budget)

g) Timeframe indicating the start and completion of major activities

Process steps

• Departmental Head (DH) initiates the DOP process by informing team members about the task -

what is required, timelines, support available, etc

• Relevant documentation is collected and put in one central and accessible folder. These may include

CIVICUS Strategic Plan, Thematic Plan(s), policies, important minutes, evaluation reports, proposal

documents, APR, QPRs, etc.

• Project team members undertake review and analysis exercise (with project and organisational

focus)

• Project team seeks and obtains additional input into the review and analysis exercise from key

stakeholders as necessary


• Project team holds a workshop to develop the DOP (includes estimation of human and financial

resource requirements - budget)

• Draft DOP and budget is presented to staff for feedback, revised and then submitted to the Planning

and Learning Manager

Criteria for good POP/DOP

• OP is complete; all parts filled including annexes

• OP is consistent with/fits the Thematic Plan, POPs, organisational/project/departmental priorities

• Objectives, outputs and activities are achievable considering internal and external circumstances of

CIVICUS

• All components of the plan (objectives, outputs, indicators, etc) are clear and well framed

• OP has clear monitoring indicators

• Realistic budget estimates


ANNEX G: PROJECT OPERATIONAL PLAN TEMPLATE (POP)

Project Coordinator/ Person who filled this plan Date of Submission to PL Manager

Project Team members who developed this plan

Project Name

Objectives (Please state them as they are in the project proposal or concept note)

Thematic Link (Please indicate thematic level outcomes linked to each objective)

Outputs / deliverables

Outputs indicators (Please provide not more than 3 indicators per output)

Major activities (Please list only the major activities that contributes to outputs)

Time frame (Please indicate the Quarter when the activity will take place)

Human resource requirements (Please indicate skills & individual staff FTE (%) required to achieve each output)

1

2

3

4

5

Please add rows as necessary


ANNEX H: DEPARTMENTAL OPERATIONAL PLAN TEMPLATE (DO P)

Departmental Head/ Person who filled this plan

Date of Submission to PL Manager

Departmental Team members who developed this plan

Name of Department

Objectives (Please state departmental objectives for the year. Start with thematic targets/priorities and include projects specific and organisational support)

Thematic link (Please indicate thematic outcomes/results linked to each departmental objective)

Outputs / deliverables (Please state deliverables at output level and not activities)

Output indicators (Please provide not more than 3 indicators per output)

Major activities (Please list only the major activities to be pursued during the year that contributes to outputs)

Time frame (Pease indicate the Quarter when the activity will take place)

Responsibility (For each activity, please indicate the Unit or functional desks that will be responsible)

Human resource requirements (Please indicate skills & individual staff FTE (%) required to achieve each planned output)

1

5

Please add rows as necessary


ANNEX I: MONITORING AND EVALUATION PLAN

To be completed immediately after the plan (Strateg ic, Thematic, Project\Operational and Individual) h as been developed. Plan Name: Results (Outcome\Output)

Indicator\target Monitoring Frequency

Responsible person

Date and method of review

Date and method of evaluation

Resources required


ANNEX J: COMMISSIONING AND MANAGEMENT OF MIDTERM RE VIEWS AND END TERM EVALUATIONS

Reviews and evaluations will be guided by the Log frame contained in project and strategic plans and

based on results based management principles. The process for commissioning and managing

midterm reviews and end term evaluations is similar and four broad tasks are identified: planning,

conducting, reporting, and utilisation of results. These are further broken down into five process

steps:

Step 1: Preparing for the Review/Evaluation

o Identify reviews/evaluation priorities and develop a work plan

o Establish review/evaluation team

o Agree responsibilities and budget issues

o Determine review/evaluation questions - what is it we want to know?

o Develop draft TOR for the review/evaluation team and consultants which elaborates on the

review/evaluation goals, scope, questions, benchmarks, expected deliverables, and expertise

required

• Contract consultants: advertise, short list, hire and induct

Step 2: Designing the Review/Evaluation

o As the starting point, use information available in the knowledge management and learning

system

o Establish a work plan in the TOR: estimate time and resources needed for the

review/evaluation and expectations from the review/evaluation team

o Choose data collection techniques: depends on type of project/plan that is being

reviewed/evaluated

o Choose data analysis techniques

o Elaborate the review/evaluation tasks in a TOR

Step 3: Conducting the Review/Evaluation

o Initial briefing/induction

o Discussions on methodology with consultant / finalise methodology

o Adjustments of TOR, including design of the review/evaluation

o Contact data sources

o Data collection

o Midpoint discussion/touch base with the consultant

o Data analysis

o Discussion of the draft findings at the end of the field work

Step 4: Reporting Results of the Review/Evaluation

o Draft the report and other deliverables

o Obtain comments on the draft report

o Final submission and approval of the report and other deliverables


Step 5: Utilising Results of the Review/Evaluation

o Management discussions and response to the review/evaluation findings

and recommendations

o Presentation to staff/ dialogue with stakeholders

o Develop a review/evaluation action plan

o Clear communication strategy for wider dissemination e.g. on the website

o Storage in knowledge management and learning system

o Use in programming and organisational learning

o Implementation of recommendations/use of report as per the action plan

Quality of the report: Usefulness of a review/evaluation depends on its findings, conclusions and

recommendations and how well it is reported and utilised. Presentation of the report needs to be

substantive, concise, and readable. Where appropriate, CIVICUS will suggest a draft report format to

consultants (see Annex K).

Management response: each review/evaluation report should be followed with an operational

management response to the issues raised. The management response then feeds into a practical

review/evaluation action plan on how to take the recommendations forward.

Action Plan: how recommendations and feedback obtained is fed back into the implementation

process and future planning is contained in a review/evaluation action plan drawn by the

Commissioning Manager.8

In conducting reviews and evaluations, attention should be paid to the following management and

ethical issues:

• Ensure confidentiality in both the report as well as verbal recitations of the experience

• Where appropriate, evaluators will be required to sign the confidentiality clause.

• Adhere to other ethical considerations established in the TORs, official briefings, and CIVICUS

policies. CIVICUS’ reviews/evaluations aspire to gather high quality information in a conflict

sensitive and contextually appropriate manner. This includes ensuring non-cultural interference,

anonymity of information and sources, reporting in unbiased style.

8 Normally this will be the project coordinator (in case of project reviews and evaluations) and the Planning and Learning Manager in respect to reviews/evaluations of thematic and strategic plans


ANNEX K: EVALUATION REPORT FORMAT 9

Cover/front page…………………………………………………………………………………………….… i

Acknowledgments…………………………………………………………………………………………….…

…Acronyms……………………………………………………………………………………………………..….

Table of Contents…………………………………………………………………………………..………. ...

List of tables, figures, and maps (if used)…………………………………………..………………..

Executive summary…………………………………………………………………………………………….

Chapter 1: Introduction…………………………………………………………………………… …..1

Include subheadings (1.1; 1.2; 1.3; etc) ………………………………………………..

Chapter 2: Evaluation methodology (includes subheadings (2.1; 2.2; 2.3; etc) ….

Chapter 3: Evaluation findings (includes subheadings (2.1; 2.2; 2.3; etc).............

Chapter 4: Lessons learnt, conclusions and recommendations..........................

4.1 Lessons learned………………………………………………………………………….…….

4.2 Conclusions……………………………………………………………………………………..

4.3 Recommendations……………………………………………………………………….….

Annexes………………………………………………………………………………………………………... Elaboration and tips on the main parts of the report:

1. Preliminary pages: Provides a snapshot on the whole report and should be numbered in Roman

letters (i, ii, iii, etc).

2. Executive Summary (maximum 5 pages): Stand-alone, tightly-drafted, to-the-point section of the

report. Provides an overview (synopsis) of the essential parts of the report: brief description of

programme/project evaluated including its context; basic description of context and purpose of

evaluation; objectives of the evaluation; short description of methodology used (rationale for choice

of methodology, data sources, data collection and analysis methods); major limitations; most

important findings, lessons learned, conclusions and recommendations.

Chapter 1: Introduction (Maximum 2 pages): Introduces the evaluation by indicating:

• Purpose, objectives and key questions, scope and focus of the evaluation

• Who its stakeholders are and when and who carried the evaluation

• Description of the project/programme being evaluated. Here background information on the

history and current status of the project is provided - how the project works (its objectives,

strategies, management process, main activities, assumptions, implementers, partners,

beneficiaries and other stakeholders), duration, significant changes to the original objectives or

plans, and notable successes or problems. If project has been evaluated previously highlight the

main findings and conclusions here.

• Structure of the evaluation report.

Chapter 2: Evaluation methodology (Maximum 3 pages): Describe the critical aspects of the

evaluation methodology and its limitations:

• Process followed, evaluation work plan and composition of the evaluation team and specific roles

• Evaluation questions and their specific focus

9 This Format can also be adopted for the Mid Term Review Report, with amendments as necessary


• Data sources (e.g. monitoring, review, evaluation and other reports; respondents/participants,

etc)

• Methods of data collection, analysis and interpretation (including level of precision required for

quantitative methods, value scales or coding used for qualitative analysis)

• Sampling (area and population to represented, rationale for selection)

• Reference indicators and benchmarks where relevant

• Key limitations

Chapter 3: Evaluation Findings (maximum 20 to 30 pages): This is the main part of the report and

evidence should be presented in a systematic way which will allow readers to form an opinion on the

strengths and weaknesses of the conclusions of the evaluation. State and discuss the findings based

on the evidence derived from the information collected. Organise the findings around the evaluation

criteria used (the 8 CIVICUS performance areas). A critical assessment of performance of the project

and its results along the evaluation criteria and against established policies is essential. Linkages

between inputs, activities, outputs, outcomes and if possible impact should be analysed as well as

factors that affected performance and unintended effects, Discuss the relative contributions of

stakeholders to achievement of results.

Chapter 4: Lessons learned, conclusions and recommendations (maximum 6 pages)

Lessons learned are contributions to general knowledge. They are conclusions that can be

generalized beyond the immediate intervention being evaluated to indicate what wider relevance

there might be. This could include lessons that are of relevance more broadly within the country

situation or globally, to an organization or the broader international community. Based on the

evaluation findings and drawing from the evaluator(s)’ overall experience in other contexts if

possible, provide lessons learned that may be applicable in other situations, both positive and

negative lessons. They should be well supported by the findings and conclusions presented. They

may refine or add to commonly accepted lessons learned but should not be merely a repetition of

common knowledge.

Conclusions point out the factors of success and failure of the evaluated intervention, with special

attention paid to the intended and unintended results and impacts, and more generally to any other

strength or weakness. A conclusion draws on data collection and analyses undertaken through a

transparent chain of arguments. Conclusions should be substantiated by and add value to the

findings, be consistent with methods and data collected and must focus on issues of significance to a

project, captured in the evaluation objectives and key questions. They should include a discussion of

the reasons for successes and failures, especially the constraints and enabling factors.

Recommendations are the logical implications of the findings and conclusions. They prescribe what

should be done, in the future and in a specific situation with regard to a project, strategy or policy

under study. Specify relevant, specific and realistic recommendations that are based on the evidence

gathered, conclusions made and lessons learned in the evaluation. For each conclusion there should

be a corresponding recommendation. Recommendations may relate to policy and

programmes/project design, contract arrangements, the relationship with the implementing

organisation. The anticipated implications of the recommendations should be discussed. It is

important to consult key stakeholders of the evaluation/project when developing the

recommendations

5. Annexes refer to additional supplemental information that increase the usability of the report

• ToR (for the evaluation)

• Names of the evaluators and their companies

• List persons/organisations interviewed or consulted and sites visited.


• List of documents/literature reviewed (reports, publications).

• Data collection instruments (e.g., copies of questionnaires, surveys, etc.).

• Logical Framework matrices (original and improved/updated)

• Map of project area, if relevant


ANNEX L: CIVICUS AFTER ACTION REVIEW AND LEARNING T OOL

After action review (AAR) is a discussion of a project or an activity, to enable the individuals involved

to learn for themselves what happened, why it happened, what went well, what needs improvement

and what lessons can be learned from the experience. It is not a performance assessment but rather

a way to learn from experience.

Benefits

• can be applied in different stages of a project or activity

• can be applied with different numbers of people

• duration is variable

• can be formal, informal and personal

How to do it

• A formal AAR meeting should be conducted as soon as possible after the event. Invite team

members and maybe some external people.

• Create a climate of trust, openness and commitment to learning. The purpose is to help future

projects run more smoothly by identifying the learning points from the present project

• Appoint a facilitator to help the team to learn by drawing out answers, insights and previously

unspoken issues; to ensure that everyone has an opportunity to contribute; and to help create the

right climate and ensure that blame is not brought in.

The facilitator should be someone who was not closely involved in the project, so that they can

remain objective. The following aspects should be observed:

o Revisit the objectives and deliverables of the project. Ask, what did we set out to do and what did

we actually achieve?

o Ask what went well? Find out why, and share learning advice for the future

o Ask what could have gone better? Find out what the problems were, and share learning advice for

the future

o Ensure that everyone feels fully heard before leaving the meeting

o Record the AAR in order to effectively share that learning with others. Include things like: lessons

and guidelines for the future; some background information about the project to help put these

guidelines into a meaningful context; the names of the people involved for future reference; and

any key documents such as project plans or reports.

o Share the learning with others.


ANNEX M: QUARTERLY PROGRESS REPORT TEMPLATE

The QPR records what has been done and achieved by individual departments/projects during the quarter. Its

contents are aligned with the APR and Performance DashBoard into which it feeds. Heads of

department/Project Coordinators are expected to prepare the report through an inclusive team process. The

report should be submitted to the Planning and Learning Manager in soft copy by 15th

of the first month of the

incoming quarter. Please contact the Planning and Learning Team for assistance if you have difficulties filling

this Form.

A. DEPARTMENT / PROJECT DETAILS DETAILS COMMENTS Department/Project Reporting Period Report Prepared By Date of Submitting Reporting Target Actual Number of paid staff during the Quarter Number of interns during the Quarter Number of volunteers during the Quarter Number of implementing partners worked with Amount of new funding raised (where applicable)

B: CONTEXT ANALYSIS 1. Briefly describe major changes or developments ( positive or negative; political, economic, social,

technological, other organization’s work, funding, etc) in the external environment which related to your work during the reporting period.

Major external changes/developments Key issues arising from the external changes/develo pments

that require attention during the next quarter

2. Please describe internal factors (departmental/project and/or CIVICUS-related e.g.

management/leadership, coordination, strategy, human resource, funding, etc) that positively or negatively influenced the progress of your work during the quarter.

Internal factors / issues If negative, what measures were taken to

address the issue?

3. What other challenges / constraints apart from thos e identified in Questions 1&2 above, did

you encounter during the Quarter? These may include challenges faced in working with members and partners, in promoting learning, sharing information, inclusion of women and other marginalised groups in your work, etc.


Challenge/constraint Has this challenge been fully addressed? If not, wh at specific action is required?

4. To what extent did the assumptions identified in your work plan hold true? What contributed to changes in the assumptions? I.e. if applicable. C: ACHIEVEMENT OF ACTIVITIES AND RESULTS 5. Please describe progress made towards objectives outlined in your Operational Plan

Objectives Please insert the objectives

Main planned activities

Expected Outputs

Achievements: Please indicate if outputs have been accomplished or not

Deviation: Please indicate reasons for non-achievement of expected outputs

Achievement of objectives: Please provide your own assessment on progress made so far towards achievement of your objectives. This is by looking at progress on all corresponding indicators. Indicate if you are on (i) track (ii) behind schedule; (iii) unlikely to achieve objective

Objective 1 Objective 2 Objective 3 Objective 4 Objective 5 Objective 6

*Add more sections and rows as required. 6. Information sharing, visibility and raising publ ic awareness: Please give concrete outputs

delivered during the reporting period (web-based to ols, publications etc), languages they were produced in and how widely they were dissemina ted.

7. Please describe signs of impact observed or repo rted during the reporting period. Impacts

are the significant changes attributable to CIVICUS work or to which CIVICUS had a significant contribution. These will mainly be from the work of last or previous quarters. Please annex quotes or stories of significant change. Photos and videos should be passed to Communications.


D. STAKEHOLDER PARTICIPATION 8. Please provide the following details regarding C IVICUS constituents you engaged with

during the Quarter. Constituents include CIVICUS members, co-implementers, recipients of sub-grants/awards, donors, those invited to workshops, entered into mailing lists, etc.

Constituent category Gender Activity Locatio

n and dates

Members Implementing partners represented

Other partners/stakeholders represented

Male participants

Female participants

Remarks

9. What specific measures did you take to include w omen, youth and other marginalised

groups in your work during the Quarter? Please mention any observations or issues that arose from these efforts.

10. Please describe major feedback (questions/compl aints/comments/suggestions) you

received from CIVICUS members and other constituent s you engaged with during the Quarter.

Major feedback Please give in summary form

Source of feedback E.g CIVICUS member, implementing partner, donor, etc

Main method(s) used to solicit/receive feedback

What action/decisions did you take in respect to feedback received?

E: LINKAGES / SYNERGY 11. Please describe how (ways or activities) your d epartment/project collaborated or

interacted with other CIVICUS departments/projects/ work streams during the Quarter (e.g. jointly organised workshops, provided budget support to a publication, contributed to a major campaign, etc)

12. Are there specific improvements you would like to see in this area? Please mention them

and how you would want the improvements to be done. F: ORGANIZATIONAL LEARNING 13. Please describe major lessons learnt in the cou rse of implementing activities during the

reporting period. Lessons learnt include positive and replicable aspects or negative aspects to be avoided in future. Please take into account internal as well as external issues around work design, policies, systems, procedures, skills, resources, partnerships, etc in identifying the lessons.

14. Please mention how the department / project pla n to share or utilize lessons learnt during

the reporting period e.g. sharing with CIVICUS members through articles in e-CIVICUS, etc.


G: OVERALL PERFROMANCE ASSESSMENT AND SUPPORT REQU IREMENTS 15. Please assess your work, circumstances and pra ctices during the Year against the

performance indicators below. Rate your performance from a scale of 1 – 5. The higher the score the more desirable the performance is.

SN Performance

Area Performance Indicator Score

Remarks

Planned activities were accomplished on time

1 Achievement of results and objectives Expected outputs and outcomes/improvements

were generally achieved

Engaged effectively with the targeted number of members/partners/constituents in work

Sought and acted on feedback from members/partners/other CIVICS stakeholders on time (e.g. on issues related to project design, implementation, management, partnership relations, etc)

2 Involvement and accountability to stakeholders

Has an established feedback mechanism which was used effectively to seek and obtain views/input from members/partners/ other CIVICS stakeholders

Personnel (paid staff, volunteers and interns) & skills required to perform planned work were sufficient

Funds allocated/available for planned work was adequate

3 Internal capacity

Allocated budget was utilised on time and has minimal or no variance

Gender mainstreaming and diversity work is integrated in departmental/project work plan and reporting

4 Gender & Diversity

Gender & diversity issues were effectively promoted or addressed in work carried out by department/project

Regular monitoring of the progress of planned work took place

M&E system is in place and was effectively utilised in tracking progress of planned work

5 M&E Practices

Monitoring & Evaluation data collected by department/project was processed on time, effectively utilised and stored in accessible forms

Regular collaboration with other departments/projects took place in key performance areas and/or common initiatives

6 Synergy/Collaboration

Provided/received expected input from other departments/projects on time

Several new lessons were learnt during the reporting period and these have been recorded

Lessons learnt have been utilised and/or shared with others to improve performance

7 Learning

New ideas or tools were developed or proposed based on past or recent implementation experiences

Departmental/project’s work has been used/drawn on by members and other key stakeholders (implementing partners, donors)

Departmental/projects’ work obtained new financial and/or other support (inputs) from donors/foundations, etc

8 Programme relevance and utilisation

Departmental/project outputs have been referenced or cited in external communications


e.g. academic/CSOs/FBOs literature, websites, etc

High quality reports were produced as required

Reports were generated through participatory/inclusive team process as required

9

Reporting

Timely reporting took place

Department/project and team members sufficiently addressed needs, gaps and issues identified by members and other constituents (e.g. those captured in CCF report 2010) relating to main areas of work

10 Membership and partnerships

Department/project and team members recruited more members and/or forged strategic partnerships in main areas of work

16. Please use this space to comment on any other experience or issue relevant to your work or CIVICU S

generally. This may include issues around: management, leadership, coordination, spending, budgeting, human resources, members and partnerships, M&E practices, communications, sustainability, support requirements, etc.

H: NEXT QUARTER PLAN 17. Please list major activities planned for the ne xt quarter. Please use bullet points without giving a lot of

detail.


ANNEX N: ANNUAL PROGRESS REPORT The APR records accomplishments of individual department/project during the Year. Its contents are aligned

with the QPR and Performance DashBoard which draw and feeds from it respectively. Heads of

department/Project Coordinators are expected to prepare the report through an inclusive team process.

Please submit a soft copy of the completed report to the Planning and Learning Manager by COB 15 January of

the Incoming Year. Please feel free to contact the Planning and Learning Team for assistance if you encounter

difficulties in filling the Form.

A. DEPARTMENT / PROJECT DETAILS DETAILS COMMENTS Department/Project Reporting Period Report Prepared By Date of Submitting Reporting Target Actual Number of apid staff during the Year Number of interns during the Year Number of volunteers during the Year Number of implementing partners worked with Amount of new funding raised (where applicable)

B. CONTEXT ANALYSIS AND CHALLENGES

1. Briefly describe major changes or developments (positive or negative; political, economic,

social, technological, other organization’s work, funding, etc) in the external environment which related to your work during the Year.

Major external changes/developments What key issues arising from these changes/developments require attention of the department/programme or CIVICUS during 2010?

2. Please describe internal factors (departmental/project and/or CIVICUS-related e.g.

management/leadership. coordination, strategy, human resource, funding, etc) that positively or negatively influenced the progress of your work during the Year.

Internal factors / issues If negative, what measures were taken to address

the issue?


3. What other challenges / constraints apart from t hose identified in Questions 1&2 above, did you encounter during the YEAR? These may include challenges faced in working with members and partners, in promoting learning, sharing information, inclusion of women and other marginalised groups in your work, etc. Challenge/constraint Has this challenge been fully addressed? If not, wh at specific action is

required? 4. To what extent did the assumptions identified in your annual operational plan hold true? What contributed to changes in the assumptions? I.e. if applicable. C. PROGRESS TOWARDS OBJECTIVES AND CONTRIBUTION TO STRATEGIC

DIRECTIONS AND THEMATIC PLAN TARGETS

5. Please describe your major accomplishments (in t erms of outputs and outcomes /improvements) for Quarter 4 (October – December) p eriod. Please provide these in bullet points.

6. Briefly describe your key achievements or how yo ur work contributed to the following areas during the Year: STRATEGIC DIRECTIONS Please be as brief and specific as possible. in

your examples

SD 1: Protecting the rights of civil society actors

SD 2: Strengthening good practice within civil society

SD3: Strengthening civil society’s ability to influence the policies and practices of governments, international institutions and the private sector

THEMATIC PLAN

Thematic Priority 1: Knowledge Thematic Priority 2: Space Thematic Priority 3: Legitimacy & Accountability Thematic Priority 4: Effectiveness CROSS CUTTING THEMES / ISSUES

Gender and diversity

Poverty reduction

Democracy and human rights

Environment

CIVICUS organisational development


7. What progress did you make towards the objective s outlined in your Departmental/Project Operational Plan? Objectives Please insert objective statements from your annual OP

Progress measured against the indicators To what extent did you achieve the indicator targets?

Objective 1: Objective 2: Objective 3: Objective 4: Objective 5: Objective 6:

*Please add more rows as required 8. Please describe any major changes/improvements obse rved within and/or outside CIVICUS as a result of information sharing, visibility and public awareness activities conducted by the department/project during the Year.

9 Please describe signs of impact observed or repor ted to you during the Year. These may include signs internal to CIVICUS itself where applicable. Impacts refer to significant changes attributable to CIVICUS work or to which CIVICUS had a significant contribution. Please annex quotes or stories of significant change. Photos and videos should be passed to Communications.

D. STAKEHOLDER PARTICIPATION 10. Please provide the following details regarding CIVICUS constituents you engaged with

during the Year. Constituents include CIVICUS members, co-implementers, recipients of sub-grants/awards, donors, those invited to workshops, entered into mailing lists, etc.

Constituent type Gender Activity Location and dates

Members Implementing partners represented

Other partners/stakeholders represented

Male participants

Female participants

Remarks

11. What specific measures did you take to include women, youth and other marginalised

groups in your work during the Year? Please mention any observations or issues that arose from these efforts.

12. Please describe major feedback (questions/compl aints/comments/suggestions) you

received from CIVICUS members and other constituent s you engaged with during the Year.


Major feedback Please give in summary form

Source of feedback E.g CIVICUS member, implementing partner, donor, etc

Main method(s) used to solicit/receive feedback

What action/decisions did you take in respect to feedback received?

E: LINKAGES / SYNERGY 13. Please describe how (ways or activities) your d epartment/project collaborated or

interacted with other CIVICUS departments/projects/ work streams during the Year (e.g. jointly organised workshops, provided budget support to a publication, contributed to a major campaign, etc)

14. Are there specific improvements you would like to see in this area? Please mention them

and how you would want the improvements to be done. G: ORGANIZATIONAL LEARNING 15. What new major lessons did the department/proje ct learn in the course of implementing

the annual activities? Ensure to include lessons learnt in working with CIVICUS members, implementing partners and other persons/organisations. Lessons learnt refer to positive and replicable aspects or negative aspects to be avoided in future. Please take into account internal as well as external issues around work design, policies, systems, procedures, skills, resources, partnerships, etc in identifying the lessons.

16. Please describe briefly how the department/pro ject promoted learning within the team,

across CIVICUS and among members and other key cons tituents (e.g. shared a best practice in an internal forum, etc) during the year.

17. Lessons learnt: What new major lessons did the department/project learn in the course of

implementing annual activities? Ensure to include lessons learnt in working with CIVICUS members, implementing partners and other persons/organisations. Lessons learnt refer to positive and replicable aspects or negative aspects to be avoided in future. Please take into account internal as well as external issues around work design, policies, systems, procedures, skills, resources, partnerships, etc in identifying the lessons.

18. Please describe how you utilized/intend to util ise lessons learnt during the Year e.g. sharing

information with CIVICUS members through articles in e-CIVICUS, etc.


H: OVERALL PERFROMANCE ASSESSMENT AND SUPPORT REQU IREMENTS 19. Please assess your work, circumstances and pra ctices during the Year against the performance

indicators below. Rate your performance from a scale of 1 – 5. The higher the score the more desirable the performance is.

SN Performance

Area Performance Indicator Score

Remarks


1 Achievement of results and objectives Expected outputs and outcomes/improvements were

generally achieved



2 Engagement and accountability to stakeholders




3 Internal capacity







5 M&E Practices

Monitoring & Evaluation data collected by department/project was processed on time, effectively utilised and stored in accessible forms






7 Learning




8 Programme relevance and utilisation

Departmental/project outputs have been referenced or cited in external communications e.g. academic/CSOs/FBOs literature, websites, etc

9

Reporting




Timely reporting took place




20. Please use this space to comment on any other experience or issue relevant to your work or CIVICU S

generally. This may include issues around: management, leadership, coordination, spending, budgeting, human resources, members and partnerships, M&E practices, communications, sustainability, support requirements, etc.


ANNEX O: PERFORMANCE DASHBOARD

Purpose and content: The dashboard provides a snapshot on CIVICUS performance during a given

year against key variables of interest - the performance indicators. It helps in identifying

performance areas requiring improvement in the future. Ten performance indicators, with upto 3

sub-indicators are used in assessing annual organisational performance. Indicator performance

scores for the preceding year are provided for comparison purposes.

Evidence/source of data: The dashboard is based primarily on information Quarterly Progress

Reports (QPRs) prepared by various departments/projects. Information from other relevant sources

such as the Board Matters is also considered in preparing the dashboard.

Scoring: Performance against each indicator and sub-indicator is rated from 1 – 5 where; 1

represents low or undesirable performance and 5 high or desired performance. A score of below 5

indicate a need for improvement in the given performance area. The final score for each indicator is

coloured GREEN (scores 4 - 5); YELLOW (score 3); or RED (scores 1 - 2). The final score for each of the

10 indicators is an average score of its sub-indicators. The scores are initially assigned by individual

teams (self assessment in Quarterly Progress Reports and Annual Progress Report) and then

reviewed and moderated by the Performance Review Team constituted at the beginning of each

operational year. The team is headed by the Planning and Learning Manager and includes at least

four other staff members.

SN Performance Indicator

Target / desired state

Sub-indicator Sub-indicator rating

Indicator Score

Remarks


1 Achievement of results / objectives

Objectives/targets pursued in departmental/project/units work plans are achieved on time and efficiently

Expected outputs and outcomes/improvements were generally achieved



2 Engagement and accountability to stakeholders

Projects/units/depts/work teams involve CIVICUS constituents (members, partners, etc) meaningfully and regularly in their work including key decision making


3 Internal capacity

Projects/units/depts/work teams have adequate resources




(funds, personnel, skills) which they utilise efficiently and on time to carry out planned work




Gender and diversity issues are mainstreamed and promoted through normal work of depts/projects/units/work teams




5 M&E Practices

Projects/units/depts/work teams track progress of their work effectively using a formal M&E systems Monitoring & Evaluation

data collected by department/project was processed on time, effectively utilised and stored in accessible forms



Projects/units/depts work closely with others (internal and external), drawing from and complementing others’ work towards achieving CIVICUS common goals




7 Organisational Learning

Projects/units/work teams continuously learn from implementation and undertakes to document, utilise and share lessons with others to improved performance


8 Programme relevance and Utilisation

Projects/units/depts work is generally considered valuable by their beneficiaries




/users and makes efforts to meet the needs of identified targets Departmental/project

outputs have been referenced or cited in external communications e.g. academic/CSOs/FBOs literature, websites, etc



9

Reporting

Projects/units/depts complies with the various internal and external reporting requirements/commitments Timely reporting took

place



Projects/units/depts make efforts to encourage members, partners and other CSOs to join and support CIVICUS work and supports members’ active participation in CIVICUS


Documents

Impact Planning and Learning Framework (IPLF) - Final draft · 2012-08-22 · Impact Planning and Learning Framework (IPLF) - Final draft ... The process begun in 2008 but only picked