NATIONAL TRAINING KIT NO 3:

STRATEGICS PLANNING AND ORGANIZATION DEVELOPMENT

BASIC EDUCATION CAPACITY BUILDING PROJECT FOR LOCAL NGOS IN LEAST DEVELOPING COUNTRIES

PROJECT IMPLEMENTED BY: TACOSODE

P.O. BOX 63 196 DAR ES SALAAM TANZANIA TEL +255-22-2760166 FAX +255-22-2760 170 E-MAIL:tacosode@africaonline.co.tz

FUNDED BY: UNESCO TANZANIA P.O. BOX 3 1473 DAR ES SALAAM TEL: 255-22-277506 FAX 255-22-2775705 E-mail: dar es salaam@unesco.org

Abbreviation

I ADB I Advanced Diploma in Banking I

I BA I Bachelor of Arts

I Bed [ Bachelor of Education I

BSc Bachelor of Science

BCO Community Based Organisation

DipLib I Diploma In Librarianship I

EFA I Education For All

LDCs

Log Frame

Least Developing Countries

Logical Framework

1 MA 1 Master of Arts

Master of Education

I MPH I Master of Public Health I

I MOV I Means of Verification

NGO

OVI

Non - Governmental Organisation

Objectively Verified Indicators

r PAPROSO I~- Participatory Problem Solving I

I PDM I Project Design Matrix I

PRA I Participatory Rural Appraisal I

TACOSODE

TOT

Tanzania Council for Social Development

Training of Trainers

1 United Nations

r- UNESCO 7 United Nations Educational, Scientific and Cultural Organisation I

VIPP Visualisation In Participatory Progamme

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PREFACE

The Tanzania Council for Social Development (TACOSODE) has been implementing a UNESCO project on Basic Education Capacity Building For Local NGOs in least Developing Countries (LDCs) as part of implementing the Declaration of the Jomtien World Conference on Education For All (EFA) of 1990. The project is being implemented in nine countries, six in Africa and three in south east Asia namely; Tanzania, Mozambique, Zambia, Benin, Mali and Burkina Faso (Africa), Bangladesh, Nepal and Cambodia (Asia)

During the implementation, 9 draft National Training Kits were developed by TACOSODE. The main work was entrusted to a technical committee of NGOs with expertise in relevant topics. The training kits were pre-tested at five stages 1. During Training of Trainers (TOT) Phase 1, held in January, 2000 for 25 NGOs 2. During Training of Trainers (TOT), Phase 2, held in March, 2000 for 25 NGOs 3. During practical field work of the 25 trainees in the TOT programme who were

assigned the task of conducting two local training activities in their areas for in- house training within an organization and out-reach training for other interested NGOs/CBOs. The aims were to test ability of the trainees to impart the knowledge to others and also to pretest the training kits at the grassroots levels.

4. During the International Workshop in Developing Training Kits for Local NGOs Capacity Building in Basic Education held in Dhaka, Bangladesh, May, 2000

5. During Practical Field Work Supervision and Evaluation visits to 25 participating NGOs by TACOSODE and UNESCO in June - July, 2000.

6. During the Stakeholders Impact Assessment of the project in November, 2000.

Out of the lessons and experience learned from the five stages of pre-testing the ten training kits, Technical committee embarked on re- writing the training kits, based on the standards and criteria developed during the Bangladesh International Workshop on Developing Training kits and guidelines developed by UNESCO. The Technical Committee analyzed the lessons and experiences from the pre-test activities and recommended that the Kits be reduced from ten to nine. The nine Tanzania National Training Kits are as follows;

No.1: Basic Education and NGO Capacity Building with Reference to Tanzania

No.2: Facilitation and Report Writing Techniques

No.3: Strategies Planning and Organization Development

No.4: Project Design, Monitoring and Evaluation

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No.5 Resource Mobilization and Fundraising Techniques

No.6: Financial Management and Accountability

No.7: Lobbying and Advocacy

No.& Partnership and Networking

No.9: Gender Analysis and Mainstreaming

.ACKNOWLEDGEMENT

We would like to take this opportunity to extend our thanks and gratitude to UNESCO Head Office. Paris and BMZ/NGO Project on Basic Education for LDCs for entrusting TACOSODE to implement the project in Tanzania. Special thanks should go to Ms Suzanne Schnuttgen, UNESCO Project Coordinator in Paris for her tireless efforts to coordinate and facilitate this project since it started three years ago. We are also extending our thanks and gratitude to UNESCO Dar es Salaam Office, specifically to Ms Moji Okuribidi, Current Officer-in-charge and Mrs Catherine Sekwao, Education Specialist for their cooperation throughout in the course of project implementation in Tanzania and for their valuable advice to TACOSODE on the project. We would also like to thank the 25 Tanzanian local NGOs who participated effectively in the project. We also express our profound thanks and gratitude to members of the Technical Committee for the work they did to write the kits. .These includes:

1) Ms Kiondo, TACOSODE.

2) Mr.R. K. Kondo TACOSODE.

3) Mr Thomas B. Nzumbi, TACOSODE.

4) Mr. Endrew S.T.Mchomvu; dip. Ed.,BA,MA, (Ed) National Social Welfare Training Institute.

5) Mr. Saudi Kweba, Tanzania Gender Network Programme.

6) Mrs.Specioza Shekilango, Taaluma Women Group.

Finally, many thanks should go to Ms Scholastica Mrope for typing all the Kits at various stages.

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INTRODUCTION

1.1 Rationale

Organizations in particular NGOs emerge primarily to satisfy human needs. NGOs are expected to live by their central goal vision, mission and commitments of delivering goods to their constituents and the entire society. Coordinators and practicing programme managers of these NGOs should understand and be well vested with reasons for their existence as organization and thus manage all components of the organizations towards optional efficiency.

Strategic Planning and Organization Development among NGOs is a necessary ingredient towards organization effectiveness. It is the tool that any emerging organization can’t afford to skip and yet remain credible and creditable.

Current experiences drawn fi-om different local NGOs in Tanzania confirm that some organizations/NGOs are non-achievers and never realize their set goals. The major contributing factor to such NGOs failure to deliver is lack of strategic planning and organization development process skills. The assumption that programmes and projects initiated will succeed and flourish without a “road-map and milestone”’ have ended up in frustrating the actors in terms of wastage of resource.

It is against the above context where the training of Strategic Planning and Organization Development among NGOs is important and part and parcel of the 9 series of Basic Education Capacity Building Programmes initiated by TACOSODE in partnership with UNESCO-Tanzania. Details of the BE-CB can be obtained from the number 1 series of the programme that discusses Basic Education as a life-long education for NGOs’ and other groups in the society.

1.2 Using the Kit

The Training for Strategic Planning and Organization Development is one among the 9 training series under BE programme that focus on equipping and enhancing NGOs’ key actors’ skills for better performance and delivery.

Facilitators/Trainers This training kit is designed for facilitators/trainers who conducted training sessions on Strategic Planning and Organization Development for NGOs. The kit is expected to sharpen the facilitators’/trainers’ knowledge and presentation on the subject matter,

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planning the training and time allocation to different sessions of the training programme. The kit provides training procedures and methodology that the trainers/facilitators can adopt to carter for training needs at different environment.

Organizations This training kit can also be used by the organizations as an internal capacity building device for its staff development. The kit is organized in specific units which address various thematic areas; it is also consisting of facilitator guide notes in each sector, fact sheet and some illustrations where necessary.

1.3 What is in this Kit

This is a training kit for strategic planning and organization development. The kit is divided into two main thematic area i.e. Strategic Planning and Organization Development.

The Strategic Planning thematic area is characterized by two sections, namely; Introduction to Strategic Planning and the processes involved in Strategic Planning. Under Organization Development, two sections are presented. These are: Introduction to Organization Development and Process and Basics of Organization Development.

Each section of this training kit are developed in such a way that the trainers/facilitators are exposed to the main components of the training programme. The components includes. (0 Topic (ii) Objectives of that topic (iii) Course contents (iv) Training/learning methodology (v> Training/Hide and materials (vi) Facilitation Procedures and activities (vii) Facilitator’s/Trainers Guiding Notes.

At the end of the training, a general evaluation of the course is provided for the participants to give their views and comments about the training course. However, the Facilitator can apply the same model of the evaluation tool to assess the training process at the end of each training session. This is much more recommended as it can give clues for improvement for the next training session.

In order to consolidate this training course and expand the training horizon of the participants some fact sheets on the subject matter and references for further readings have been provided and suggested. Facilitators should encourage the participants to took part of their time for reading as a regular habit.

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1.4 Limitation of the Kit

This training kit on Strategic Planning and Organization Development has been written to carter specifically for NGOs involved in facilitating the implementation of Basic Education activities. Its contents and approach are geared towards skills building and innovative creativity. Thus, it should be clear that the kit doesn’t provide all answers/and solutions to problems emerging in NGOs, pertaining to Strategic Planning and Organization Development. The training is not for academic excellence or claim, rather to inject basic skills on Strategic Planning and Basic Education. For that matter this training kit is limited in contents, focus levels and requirements, but accomplishes needs of implementing Basic Education.

The time duration provided in each training session are not contact hours that a participant should spend in a classroom in order to grasp the subject matter and hence graduate. The time allocated is to allow the facilitator to make sure that each content of the subject matter is presented and discussed. Depending on the resource available, the timing can be stretched to allow more grasp and interactive ness among learners.

The kit is not self-satisfactory that a participants can shop all skills regarding strategic planning required. More importantly, additional reading and exposure is necessary to keep the participants informed on the recent issues in relation to Strategic Planning and Organizational Development.

UNIT ONE: STRATEGIC PLANNING

SESSION ONE: Introduction and Get Acquainted

Objective:

i) At the end of this session participants should be familiar with one another in the training process.

ii) Participants’ expectations, worries fears expressed and noted down. iii) Participants should be familiar with the main goals of Basic Education Capacity

Building Programme. iv) Training programme, objective process, timetable and methodologies presented

and agreed upon by the participants. v) Training ground rules and logistics set down.

Methodology:

The training will use triangulation of methods among them they includes: Ice-breaking (e.g. songs), questions and answer, self - expression, “chapati games”, pair - or small groups, going around with room to meet a new person presentation and plenary discussion, role plays, and group activities.

Contents:

l Introduction of Participants and Facilitators. l Expectations and Fears. l Ground Rules. l Appreciation of Basic Education Programme. l Consensus on time and programme timetable.

Aid Materials:

Flip charts, VIPP cards, name tags, masking tapes, marker pens, pre-training questionnaires or registration forms, writing pads/pens.

Procedure/Activities:

(i) The facilitator to welcome the people and let them register in a special form or collect the registration-pre-training questionnaire if they were distributed to the participants earlier.

(ii) The facilitator to introduce her/himself and her/his team or co-facilitator. Let the facilitator extend the introduction exercise to the participants by either using the “chapati game” or any other animated methodology. While the introduction exercise is going on let also the participants express their expectations and fears on the training programme/session. The co-facilitator to note down the expectations and fears.

(iii) Let the facilitator make a brief presentation on Basic Education Capacity Building for NGOs and CBOs (why the need for capacity building)

(iv) The Facilitator should also to make a short presentation/review of the objectives of that particular session, the methodologies to be used, and the programme timetable. Let the participants input on the above and agree on the timing and programme schedule.

(v) At this point, the facilitator should guide the participants to set their own ground and workshop rules that will guide all actors involved in that training session

(vi) Let the logistic person or training administrator elaborate on logistic and administrative issues, such as return books, reimbursements, meals, accommodation, transport and recreations

FACILITATOR GUIDE NOTES

People learn between situations and environments that make them feel comfortable, Trainers or Facilitators are responsible for creating an atmosphere and learning environment where participants will feel relaxed. Participatory techniques and animations should be employed throughout the training session. Ice-breakers, warm-up exercises, songs, funny stories, and a variety of energizer and appreciation technique are some of the methods that can be used to live the training and involvement of the participants, participants,

The “Chapati” game The “Chapati” game

l What you Don’t l What you Don’t

Preparing for Your Training Workshop

To have a successful training workshop, a good facilitator knows that careful planning must take place many weeks before the actual event. As you plan your training workshop review the following list and check items as you complete them:

+ Establish objective of the workshop: - Determine intended audience and establish criteria for participants - Assess training needs/requirements - Develop a detailed budget; and - Identify workshop facilitator(s) and assistant(s); check on their availability

subject knowledge, skills and abilities

+ Arrange logistics: - Decide date and location of workshop; and - Determine cost per participant for food, lodging, transportation, Materials, etc

+ Iden tiJL Participants - Send out letter of invitation, pre-training questionnaires and - Keep record of responses.

+ Prepare and review curriculum: - Design workshop activities; and - Determine documents to use based on training needs/requirements of participants

+ Prepare materials and equipment - Develop or collect handouts, fact sheets, notebooks, videos, slides, masking tape,

flipcharts, newsprint/poster board, chalk board, paper, pencils, markers, pens pins, chalk, etc; and

- Arrange use of video player, television, film or slide project, overhead projector, etc. as needed.

+ Develop workshop evaluation - Formulate pre-and post-test evaluation forms.

Tips for Workshop Facilitators

+ Read all parts of each exercise carefully before beginning + Check that all materials needed to complete an exercise are ready + Follow the steps described for each exercise + At the start of each session, explain to the participants the objectives of the exercise

included in that session + Give clear instructions to the participants

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+ Provide frequent praise to encourage participation + Record important facts and information on poster board or a chalkboard to facilitate

the learning process for the participants + Involve all participants in the discussions.

Show Respect for all Participants

+ Give participants enough opportunities to practice. Encourage participants to (a) Familiarize themselves with illustrations presented in the sessions (b) Image on how they will use the Training Notes, and (c) Note exercises and techniques used during the workshop which they would like

to use or change + Encourage the participants to ask questions if they do not understand a topic or

instructions for exercise and/or ask questions of the participants to make sure they understand.

+ Review key points of information before concluding an exercise + Ask comments from the participants regarding what they think of the workshop.

Use this feedback to improve your training style.

Fact Sheets on:

(i) Basic Education situation in Tanzania (ii) Number of NCOs in Tanzania and the level of delivery of these organizations (iii)Facts on learning process/when do people learn most?

People learn best when they are actively involved in the learning process: People generally remember: + 10 per cent of what they read o 50 per cent of what they hear and see a 90 per cent of what they say as they do.

(see Knowles, Malcolm. The Modern Practice of Adult Education: Andragogy Vs. Pedagogy Englewood Ciffs, NJ: Prentice Hall, 1970)

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SESSION TWO: Introduction to Strategic Planning

Objectives:

(i) At the end of the session participants should be able to define and explain the common concepts and terminology used in Strategic planning.

(ii) At the end of the session participants should be able to identify main components of strategic planning

(iii) Explain the advantage and appreciate the importance of strategic planning in running organizations.

(iv) Link the concepts with their organizations undertakings.

Methodology:

Brainstorming, Questions and Answers, Short Notes Presentations, Guided Discussion, Focused Group Discussion, Group Exercises and Role play.

Contents:

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-_.- “-.

l Definition and meaning of concepts and terminologies used in --Strategic Planning

0 Origin of Strategic Planning l Rationale of Strategic Planning l Linkage of strategic planning and organization functions.

Teaching Materials:

Flipcharts, VIPP/cards, masking tapes, writings pads, marker pens.

Procedure/Activities:

(i) The facilitator to introduce the objective of the training sessions. (ii) The participants to brainstorm on what they know about terminologies and

concepts such as: vision, mission, values strategies, plan, goals, sub-goals - objectives, indicators, log-frame, programming, programme cycle, out puts, strategic planning. This exercise can be conducted in a plenary while the facilitator noting down on the flip-chart responses from the participants or by using VIPP cards each concept and terminology used. The facilitator to summarize after VIPP cards regrouping exercise.

(iii) Divide the participants into small groups to discuss on: (a) What type of plans do they know? (b) Why do we undertake strategic planning? (c) What are the main components of Strategic Planning.

The groups to feed back in the plenary.

(iv) The facilitator to give short presentations on origin of strategic planning, meaning of strategic planning and the importance/advantages of strategic planning. Let the participants ask question and clarify them

(v) Participants to give life testimonies on their experiences regarding main issues characterizing their programme/project in their respective organization/project/NGO and how such issues reflect adherence to strategic planning. Discuss in plenary each presentation and allow inputs from the participants for an alternative.

What is Strategic Planning and its Rationale

Strategic planning is a recent phenomenon used in planning by Tanzanian NGOs. Traditionally, strategic plans are practiced by profit making enterprises. Resultantly NGOs have no strategic plans due to:

l Strategic plans are medium to long term, and many NGOs in Tanzania emerge and exist on short term programmes or projects.

l Many local NGOs in Tanzania have limited capacity in developing strategic plans.

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If you ask many NGO actors about existence of strategic plans and programming in their respective organizations, the following are the some definite answers:

(i) A colleague in NGO X: “Planning takes efforts, time and money.” (ii) A colleague in GNO Y: “My organizations has a Strategic Plan, but we

consider it to be an internal document.” (iii) A colleague in NGO Z: “We had to develop it once, since our donor partners

insisted on it as a condition for funding, but we do not feel that the plan is important to the organization.

Yet others feel that they have something similar to a Strategic Plan in their minds and projects, but it is not documented. However, it is true that some NGOs do some strategic planning without realizing it.

While there can be many reasons for not having in place a strategic plan in an organization, the need of having it cannot be avoided for an NGO that is determined to effectively deliver. A Strategic Plan helps to bring in good ideas and intentions into reality. It helps an organization to have a road map towards its desired goal.

The purpose of this module is to equip NGOs which already consider medium to long term planning, crucial and that want to learn the procedures and steps of carrying out the structural process. However, the module also take on board those NGOs that are not yet committed to strategic planning, understand what such a plan is and why is it important to their organization to take seriously.

Fact Sheets On:

* DeJinitim: A S&ategic Pkm is a wri#en document that serves as a medium or long term (Three to i&e years) guide for an organizations programmes, projects, activities and /or operations.

It is a result of planning process designed to answer the following basic questions: (a) Why does the organization exist? * (b) What does it do? (c) Where does it go? (d) How is it going to get there?

+ Me&ng: A stmtegk plan is an organizational strategic road map to attain a desire high development level within medium to long term time horizon (where the organization might have the ability to forecast).

_-._- ..“_. --._ _-.._. --.- .._.--~

+ Origin: Strategic Planning was started by the American war strategists. The word strategy denotes tactics, nor the generalship. This is the art of war management in a campaign: art so moving or disposing troops or ships or aircraft as to impose upon the enemy the place and time and conditions for fighting preferred by oneself. Plan(ning) on the other hand is the formulated or organized method by which things is to be done.

Strategic Planning was heavily utilized by war generals in the second world war, the same tactic has been adapted by organizations in an endeavour to become healthy.

What Does a Strategic Plan entails? A well designed strategic plan entails the following features: (i) The vision, mission and values of the organization (ii) An organizational analysis which identified its stakeholders, its strengths and

weaknesses (capacity) and its accomplishments. (iii) The goals and objectives which the organization would like to accomplish over

the plan period. (iv) Timelines for achieving the set organizational goals and objectives (v) Evaluation of the results of the plan.

While a written plan is very important, however, the process that leads to the final plan document also is important.

SESSION THREE: The Process and Basics of Strategic Planning

Objectives:

(i) At the end of this particular training session participants should be able to identify the main aspects involved in strategic planning

(ii) Identify and explain the basics of strategic planning in relation to functions of NGOs.

Methodology:

Questions and answers, short presentation, focused group discussion, plenary, case studies group work.

Contents: l Components (aspects) of strategic management l Step by step strategic planning process.

Teaching Materials:

Flip chart, VIPP/Manila cards, masking tapes, marker pens

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Procedures/Activities:

(i) The facilitator to introduce the objective of the training session. (ii) The facilitator to probe on what the participants think are the components of

aspect strategic planning through questions & answers techniques. (iii) The participants to explain why an organization should have a vision and mission

statement. The participants to discuss about the main characteristics of vision and mission. The participants to explain what they know about organizations.

(iv) The facilitator to summarize and emphasis on how a good vision & mission statements of an organization can be formulated.

(v) The facilitator to probe from participants what do they know about organizational analysis. When was the exercise conducted in their respective organizations NGOs, where they involved, at what level.

(vi) The Facilitator to make a short presentation on main steps involved in organizations analysis by highlighting on the strengths and weakness of the organization.

Responding to Questions from the participants and clarify points as required.

FACILITATORS GUIDE NOTES:

The Strategic Planning Process

Planning is characterized by short term planning, operational planning or medium to long-term planning.

Strategic planning is one style involved in planning process. Strategic planning entails basic understanding of how and why organizations work.

The strategic planning is characterized by three key concepts namely: vision, mission, and values/culture operationalisation these concepts helps to measure of the overall effectiveness of the organization.

(i) Vision: Developing a vision statement is the first step in developing a strategic plan. For some organizations it is easy to develop a vision statement that every one agree on. For others this may take a long time. Many NGOs may have similar visions, for example: “We want our children to be educated”.

A vision statement is characterized by the following qualities: + It looks into the long-term future + It is very short

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+ It can be understood by any one + It describes a static stage + It can be shared by several organizations

(ii) Values/Culture: A vision of an organization should reflect central values. You have to consider what people think of you and what you think of your organization. You have to consider what values keep your organization together. Organizational values may be written down, but they may not be carried out if the people in the organization do not respect those values,

Organizational values include equal opportunities, participatory/democratic decision - making and/or efficiency. Clearly stipulated and articulated values will enable an organization to do its work competently and build its policies based on these values. The sooner an organization makes its values for sound organizational culture.

Personal values may include attributes such as being open, tolerant and/or honest you have to know that you are being accepted as part of the organization not only because of your experience and ability to do the job, but also because of your personal merits. You and your colleague in the organisation feel that your values match.

(iii) Mission: Its important to have both clear vision and mission statements. A mission statement separates an organization from others having the same vision. There may be several routes (mission) to arrive at one destination (vision).

An organization has to decide which route (i.e. mission) it would take to achieve its vision. The understanding of the mission has to be shared through out the organization to ensure its sustainability. Example of a mission statement is: “to reduce the rate of illiteracy for school going age children who are unable to attend formal schools through tuition and provision of school facilities and materials”.

A mission statement + Answers the questions: who are we and whom do we serve (also the

questions of where and how are also answered in this statement) + Explains the overall goal of the organization + Expresses the values of the organization + Is distinctive to one organization + Is responsive to changes in circumstances + Is reconsidered from time to time and altered if necessary + Concentrates on the outcomes (the long term benefits of results of an activity

action rather than in the activities (a set of actions taken to implement objectives).

Conducting an Organizational Analysis.

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Organizational analysis is conducted through free expression of personal views and provision of information at a planning workshop. In structuring the planning process, analysis might help a strategic planner to gather information and consolidate ideas about the organization being analyzed. The analyses to be conducted need to be participatory analysis (identifying stakeholders), capacity assessment, and portfolio analysis.

(A) Participation Analysis: This is the analysis of the organization’s stakeholders - those people, organizations and institutions which care about the organization being analyzed. The consideration here is on your supporters and the reasons why they support you. The organization’s future depends very much on people and institutions interested in its activities. These stakeholders may have come from different backgrounds and their motives and interests in the organization may differ but it is important to consider their views when planning the organizations’ future.

(B) Capacity Assessment; to under take a planning process one needs to examine the internal and external environment of the organization under analysis. One good tool for this examination is SWOT analysis. SWOT is an acronym for strengths weaknesses, opportunities and threats.

Strengths and weaknesses of an organization are internal factors which are controllable by the management. But opportunities and threats describe the external environment of an organization, and therefore are appreciated factors if not influenced.

When analyzing the strengths and weaknesses of an organization it is important to scan each important function of the organization to detect them and provide ranking. Opportunities may included funding availability, good international connections and strong need (demand) for the organization activity. Threats may include too many competitors (similar organizations working in this field) donor funding may end soon, technological problems etc.

The following framework for each key function may help to decide greatest assets i.e. strengths and greatest liabilities i.e. weakness.

i. Functions to be analyzed: Organizational functions: service provision, finance and manpower:

(9 Strengths (ii) Weaknesses.

ii. Management functions: planning, directing, organizing, staffing, coordination, controlling, organizing, reporting and budgeting:

(9 Strengths (ii) Weaknesses.

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.*. 111.

iv.

V.

vi.

Finances: Actual financial situation, financial situation over the last five years, actual value of the organization, budgetary structure main services of revenue and expenses, effectiveness of the control mechanism, quality of the equipment, state of technology implementation.

(0 Strengths (ii) Weaknesses.

Administration: written procedures, delegation/responsibilities is there clear inter-relations between staff and volunteers? Is there clear inter-relations between hierarchical level?

(0 Strengths. (ii) Weaknesses.

Management Control: To ensure that the plan is implemented + Control mechanisms: definition of standards, quantity, quality,

delivery time (economic order quantity), cost, etc. + Control: strategic control to see if the organization is on the right

track practical or operational e.g. Board’s role to receive reports (9 Strengths: (ii) Weaknesses:

Corporate function human resources (members volunteers, staff) + Number of members (over a time) 6 Preferred value (attitude) e.g. are all of them willing to interact or

collaborate with others? + Motivation/renewal (what can motivate the members etc) + Pride (what could make members feel proud of?) + Loyalty (are the members committed enough to the organization?) + Mean/age of members + Level of education + Sex distribution + Types of employment etc.

Volunteers: motivation, flexibility, availability, education, etc. Stafj Sufficient number? Do they give efficient support to the volunteers activities, professional experts, capacity to supervise volunteers.

(0 Strengths (ii) Weaknesses

vii. Leadership: “The boss must be boss” (i) Strengths (ii) Weakness:

. . . Vlll. Decision making; look in terms of time spent 25% on planning of things to do,

50% on execution of things planned to be done, 25% on evaluation of things done.

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Steps to follow: Define the problem, gather information, analyses and interpret the facts, develop various solutions, make a choice (decide)

ix. Strengths (ii) Weakness

(0 Communication/marketing of services. + Are we responding to the needs of our clients? + Where do we provide the services + Access to the market/to the clients + Equilibrium between the products and prices + Publicity (advertising for competition).

(9 Strengths (ii) Weakness

Planning : (i) Strengths (ii) Weaknesses

Under each function pick the first three strengths/weaknesses (rank) to come up with the greatest management strengths and weaknesses.

(C) Portfolio Analysis: The third aspect of organizational analysis is portfolio analysis or simply the project analysis. This analysis tries to answer questions like, what do we do now? Are we doing the right things?

After SWOT analysis, you can now evaluate your present programmes. The portfolio analysis helps you work at your organization’s existing programmes according to specific criteria. You need to look critically at the projects of your organization and see in what way, they contribute to the overall goal and future of the NGO.

(a) Write your star projects (projects that contribute highly to the achievements of the NGO mission, have potential for growth and are dynamic, popular and creative). .

(b) Write your questioned projects *projects having the potential of becoming stars but are not yet proven)., . . .

(c) Write your cash cow projects (project that are reliable, well funded, safe to run and very useful)..

(d) Write your dead duck project (project that consume a lot of financial and managerial resources but have minimal return).

After completing the analysis, the following question can help you to decide the next steps: + Will questioned projects become rising stars?

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+ Should I discard dead ducks and concentrate on questioned and star projects?

6 Are there any stars at all? If not which ones do I expect to become the first stars?

6 What can I learn from how the stars and questioned project are managed? + Do the programmes reflect the strengths and opportunities of the

organization?

Prioritizing:

In developing a strategic plan, one will want to consider the result of SWOT and Portfolio. One should also consider how to use stakeholders best, how to build on the strengths and opportunities of the organization and how to handle threats and weakness. One may be unable to concentrate on every aspect drawn up in these analyses. It is important to find ways of prioritizing them from the long list produced.

Prioritizing is a difficult task because it always involves abandoning certain aspects that one or another stakeholder may like. However it is important for any organization that want to save good results to concentrate its scarce resources on a limited number of areas. This decision can be made based on careful analysis of the sources, strengths and the opportunities that exist. But also decisions must be based on a thorough look at the individual people and clients or potential clients of the NGO. Its services have to tit to the needs of the clientele being served. That is the most important guideline when prioritizing.

SESSION FOUR: Strategic Choices and Focus in Strategic Planning

Objectives:

(i) At the end of the training session participants should be able to point out important aspects to form the strategic plan.

(ii) Visualize a strategic plan design (iii) Develop skills of using various strategies in designing a strategic plan.

Methodology:

Brainstorming sessions, question and answers, group work, group discussion, short presentations, plenary discussion and feed backing.

Contents:

l Strategic choices l Focus in strategic planning l Skills in designing strategic plan

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---- _. ._. --^- -.

Teaching Materials:

Flip charts, marker pens, VIPP /manila cards.

Procedure/Activity:

(i) Introducing the objective of the training session. (ii) The facilitator to divide the participants into 3 groups and assign them as

follows:

Group I: (a) What are the possible causes of lack of strategic planning in NGOs

/Organization Development? (b) How can this be overcome?

Group II: (a) How does lack of strategic plan affect NGOs performance? (b) What other tools besides, strategic planning that can help NGO to improve

their performance.

Group III: (a) If your Organization have a strategic plan what are the, main focus? (b) Who prepared it? Which areas are neglected and why?

(iii) Let the groups presents in a plenary their discussion. The facilitator to allow comments of questions for clarifications, from the participants

(iv) Let the facilitator make summary and brief presentations on the importance of making strategic choices, aims (focus) and devising an action plan to design a strategic plan.

(viii) There is a need for so many things. Now should we take on all of them? (ix) Should we start outpost offices to run programmes similar to ours or should we

continue to work in this are with new programmes? (x) Since corporate mnders tend to support primary education, should we take this

new track to attract to funding? (xi) Is it time to renew our board and bring in some financial experts? (xii) Should we give up our down town office for a less expensive one is the

periphery (xiii) Should we employ more paid staff or work more with volunteers? (xiv) How could we better involved our board in our activities?

Looking at such question one can see that they can be grouped and discussed under broader categories of:

+ NGO Governance - board, mission/goal. Constituency, leadership, legal status. + Management practices structure, systems, procedures, development, reporting + Human resource development, staff roles, work organization, supervision and

benefits + Financial resources - accounting, budgeting, inventory control, reporting + Service delivery - sectorial expertise, constituent ownership, impact assessment + External relations- Inter-NGO collaboration, media/donor/govt./public relations + Sustainability - programme, organizational, financial and resource base.

At this point, one is making decisions that will influence the direction of the organization of the next three to five years to come. Thus, one has to consider properly the strategic choices on the analysis to make sure that the organization takes the best route to reach its desired destination.

Based on the vision and mission of an organization and the results of the organizational analysis, one is now ready to develop strategic aims~or goals. There is no right or wrong strategic aim. What is appropriate for one organization may be inappropriate for another, even if their mission is the same.

Strategic aim are based on the internal and external evaluation i.e. SWOT analysis. Thus, they will differ for every NGO. Strategic aims are the overall goals of the organization. Based on the available alternatives there is a limited number of priorities. They describe the route the NGO is taking.

Ideally, strategic aims, show clear direction, are realistic and are concentrated on outcomes. 1

Objectives

Once strategic aims have been decided, it will be easy to come up with the objectives. Some organizatians start their planning with the objectives, but soon they realize that

.

- . . . . . -,-“^^___ _I _--

. - .

this brings only short term success. Objectives must match with the strategic aims of the organization as the strategic aims have to match with the mission.

Objective are detailed and timed action plans for each strategic aim. They an usually detailed in an operational plan and there are often several objectives attached to a strategic aim.

An objective must be Specific, Measurable, Attainable, Realistic, and Time-bound (SMART). Some colleagues may have negative feelings towards clearly measurable objectives for fear of: Accountability, change realizing that some activities may not match with the NGO’s mission but are maintained because the person running them is so nice, clear responsibilities (it is easy to say we are responsible), not meeting deadlines, realizing that some projects are out of the NGO’s scope of work but are taken to attract funding, etc.

So be prepared for such feelings and appreciate such fears and introduce new ways of tolerance of the team we work with. The biggest advantages of setting objectives is that the planner will be focused and will know what is expected from her/him and that her/his inputs us to the overall picture.

The feeling of success keeps the organization working, and the planner need short term succeeded to be able to continue to work towards long term benefits.

Once the planner has well defined, measurable objectives, she/he must designate tasks to carry them out and consider in advance how to evaluate the work.

There are also other issues which the planner may wish to include in the schedule such as communication i.e. to whom the planner wants to report to whom may be essential for endorsement of support. Also evaluation where the planner asks oneself where does/she has to see results? The planner should try to be not impatient. But she must be able to see whether she/he is on course when results come in.

I I Evalttating Results

It is important to monitor project related achievements throughout the year. At the end of each project an evaluation is usually carried out to see if the organization has accomplished the desired outcomes. *

The least expensive way, is to carry out an in-house evaluation where a group of people compare end results with original plan. For the sake of objectivity and professionalism, it is advisable to hire an external evaluator.

Some evaluation experts argue that any thing can be measured, while others express the view that true outcomes are very difficult to measure. For example, some ask how do you measure NC0 competence? However one should aim at fimding objectively verifiable indicators for each activity, objective and goal which will allow their appraisal

ll_.l .- --_, l.__-_____ll-------.-..-~--- ___ -.- --.-

and judging of the level of achievement. As you proceed with the evaluation don’t forget to check whether you are using the right objectives to achieve desired aims and the right aims to achieve desired mission. From time to time, an organization has to review its vision and mission and evaluate its work and plan accordingly bearing in mind changes that occur over time.

Financial Planning

Financial planning is a process though NGO management converts its physical plan into financial resources. The formulated plan is based on objectives, targets and performance indicators and seeks to ensure continuity of services delivery or operation or sustain.

Financial planning is not independent from strategic planning. However we do not intended to look into the process of financial planning here. It suffices to say that the role of finance in implementing strategic plan and for the survival of the organization is crucial. A physical strategic plan requires the solicitation and mobilization of financial resources to ensure its implementation.

A financial plan therefore has to include: A budget - details of how much the physical strategic plan will cost + A financing plan- a strategy outlining how the organization is going to raise money

and/or get the funding to complete the plan.

Conclusion:

Although the end result of a strategic process is a written strategic plan document, the planning process in it self is very important planning the planning process can be a lesson in itself. The process is good opportunity for participatory decision making. It brings out man unforeseen strengths of the organization and can encourage highly performance at work.

In planning the planning process, if one decided to go ahead with strategic planning, do not forget to do the following: + Make sure that the NGO is ready for it and has accepted the process all levels, + Try to consider the time it requires from different people and minimum it as

much as possible + Appreciate the energy that people bring to the process + Consider who will lead the process and who will make final decisions + Make it clear whose involvement you want at every stage of planning of the plan

are confidential and which are make it clear when elements open + Choose the time of planning according to other engagements activities of the

NGO; + Final techniques to challenge the NGO; and + Develop monitoring and evaluation systems well in advance.

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The organization has to ask itself some questions, and based on results, it will decide whether to go ahead with the planning process or not.

Decide which of the following statements are true to the question: No Question True False 1 The organization is fully independent to make its own

decision 2 The key people (i.e. board, staff, clients) are committed to

planning 3 There are a lot of problems which take much of our

time/resources to solve 4 We have no problem with our day-to-day management 5 We have grown too fast, only the CEO knows what is going

on. 6 We all know why we work here and why this organization

exists 7 The need for our service is growing fast but we do not have

enough resources to carry out every thing that should be done 8 The top management has split over 9 Most of us believe that strategic planning is rational while the

world is irrational 10 I do not know whether my work will be needed here in the

coming years because the future of this organization is so

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uncertain 11 There is a climate of enthusiasm towards future planning in

the organization.

If nine of the above statements are true for the organization, it seems that it is ready to start strategic planning. I recommend that the organization to go ahead, using the lessons learn from this course module. If nine of the above statements are not true false for the organization, it seems that the organization may find it difficult to do strategic planning now, it may rather wait with the planning until the time is ready or else be prepared to encounter a lot of planning obstacles in the process.

Taking cognize of the above, participants should have acquired cognitive skills in strategic thinking, undertaking the strategic action for the planning and finally strategic decision.

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.___-- .--- _~. .-

UNIT TWO: ORGANIZATION DEVELOPMENT

SESSION ONE: INTRODUCTION TO ORGANIZATION DEVELOPMENT

Objective of the session: l To enable participants understand the concept of organization development. 0 To enable participants understand the basics of organization development

Methodologies: 0 Brainstorming l Question answer techniques 0 Role play 0 Group work

Contents: i. The concept of organization development ii. Areas of change which influence organization development. . . . 111. The basics of organization development.

Facilitation Activities: 0 The facilitator through brainstorming exercise to take the participants through

understanding the concept of organization development. l Through question answer technique the facilitator to enable participants

understand the concept of organization in the context of NGO development. 0 Through role play the facilitator to lead participants through demonstrating seven

approaches characterizing organizational development; namely the decree approach, replacement approach, structural approach Group decision approach, data discussion approach, group problem solving approach, and T-group approach.

0 Through group work the facilitator to enable participants understand the basics of organizational development namely the need to:

Use diagnostic approach Diagnostic model Analysis of organization problems Organization readiness to change.

Facilitators Note: 1.1 What is Organization Development?

Organization Development (OD) is a newly emerging discipline directed toward using behavioral science knowledge to assist organization adjust more rapidly to change. The basic purpose of OD is not only to help organizations become more adept at self-renewal and survival, but also to ensure that the human values of organizational members are furthered. OD therefore strives to mobilize the creativity and energy that is frequently latent or under utilized in many organizations.

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1.2 Importance of Organization Development Because change is occurring so rapidly, new and improved methods need to be developed to deal with such change. In the history of mankind, change is usually not reversible: culture, technology, etc. according to Bennis, OD rests on three basic. Propositions: i. Each age adopts an organizational form which is most appropriate to that

particular age and that changes taking place in that age make it necessary to “revitalize and rebuild organizations”,

ii. Only real way to change organizations lies in changing the “climate” of the organization-the “way of life”, a system of beliefs and values, an accepted form of interaction and relating. It is more important to change the climate of the organization than the individual if organization are to develop; and

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. . . 111. “a new social awareness is required by people in organizations”. Since

social awareness is essential in our current world. In short, the basic thrust behind OD is that the world in rapidly changing and that our organization must follow suit.

Areas of rapidly accelerating change which impact heavily on today’s organizations are:- (a) The knowledge explosion: More than 90 percent of all the scientists who

have ever lived are still living. Since World war II, a tremendous acceleration in the development of knowledge. In 80 years, transportation 8progressed from the horse-drawn carriage to rockets to the moon and back. As a result of knowledge explosion, our knowledge quickly becomes obsolete. In addition, organization can become obsolete just as quickly.

(b) Raid Product Obsolescence:- As knew knowledge is acquired, old knowledge and products quickly become obsolete. Each year money goes into research and development. As a result, the changes come about even quickly. Organization is the medical instrumentation field bring out a new, complex instrument, but soon discover that another company has brought out a better instrument at lower cost.

Since product obsolescence is growing at a rapidly accelerating pace, organizations must be able to shorten their “turn around” time. Only the more flexible organizations are likely to survive and to continue to provide services to their clients.

cc> The changing Composition of the Labour Force: A dramatic shift is occurring as countries become urbanized. More people now live in towns and cities. These people have changed the composition of the labour force which organizations should look into.

(4 Growth and Development of Organization: Organisms are just like living organizations. They pass through several stages of development before maturity: (9 Nascent:

The organization is in the earliest stage of development. All the components measured are in rudimentary form or non-existent.

(ii) Emerging: The organization is developing some capacity. Structures for governance, management practices, human resources, financial resources and service delivery are in place and functioning.

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(iii) Expanding: The organization has a track record of achievement: its work is recognized by its constituency, the government, the private business sector, and other organizations active in the same sector.

(iv> Mature: The organization is fully functioning and sustainable, with a diversified resource base and partnership relationships with national and international networks.

This changing phenomenon of organization capacity requires constant review through the OD.

1.3 Definition: OD can be defined as follows: “A long-range effort to improve an organization problem-solving and renewal processes, particularly through a more effective and collaborative management of organization culture.. . . . with the assistance of a change agent, or catalyst, and the use of the theory and technology of applied behavioural science, including action research” French and Bell.

Another practitioner has defined OD as: “the creation of a culture which supports the institutionalization and use of social technologies to facilitate diagnosis and change of interpersonal, group and inter-group behaviour, especially those behaviours related to organizational decision-making, planning and communication”. The author of this definition feels that if an organization culture, or climate is based on value systems which do not make full use of modern social knowledge and technology about human motivation, that climate must be changed. There are three steps which must precede the institutionalization of these new social techniques:

6) Entry:- is aimed at establishing a felt need for change. It uses tree approaches: (4 interviews, survey information, or other techniques to give the

organization dissonant information that is, information that revels a discrepancy between what people want and what actually exists;

@I the value of OD is demonstrated through particular projects in one or more subsystems of the organization; and

(cl a direct attempt is made to change values through the use of T- groups or similar techniques.

(ii) Normative change: The target here is to expose as many organizational members as possible to the new social norms. This is a direct attempt to change the climate of the organization.

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(iii) Structural Change: This involves placing advocates of OD in positions where they have the power, prestige and flexibility to conduct further OD projects.

OD is intended to increase the health and effectiveness of the organization. It is not management development which focuses on a particular manager or group of managers in order to change individual managerial behaviour. OD is focused on the broader system of which the manager is a subsystem.

OD is not a specific technique, such as sensitivity training, job enrichment, group team building, or management by objectives. It may use specific techniques but only after the relevance and utility of a specific technique has been clearly demonstrated after careful diagnosis.

OD is concerned not with “making people happy”. Rather, OD is concerned with organizational competence, including both effectiveness and efficiency.

Perhaps the simplest way of describing OD is to say that is “promotes the asking of two questions.. . “where as we now?” where would we like to be?“, and offers a variety of ways in which members can move their organizations toward the desired state”.

1.4 When and where did OD begin? The field of OD did not begin as an integrated, coherent discipline. In the 1940s and 195Os, many behavioural scientists who were consulting with organizations developed their systems of facilitating management development and organizational effectiveness. What they shared were democratic values in work place and a scientific ethos. Another common experience for many of them was their membership in the national Training Laboratories Institute of Applied Behavioural Science (NTL Institute). This institute grew out of workshops or race relations at the State Teachers College in New Britain, Connecticut, in 1946. The Workshop staff and subsequent founders of NTL were Kurt Lewin, Ken Benne, Lee Bradford and Ron Lippitt. The workshop format used small, low- structured groups, designated as basic skills training groups or T-groups (as they were later called), that focused their attention here-and-now group dynamics.

The first public programme based on this educational method using T-groups as a primary source of learning was instituted in 1947 at Gould Academy in Bethel, Maine. This technology was later applied to oganizational settings.

1.5 OD as an Evolving discipline: As the field of OD grows and matures, increasing attention is being paid to what it seeks to achieve. In 1938 Barhard made a distinction between organizational effectiveness, which is the accomplishment of the objectives of the organization

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and organizational efficiency, which includes the satisfaction of individual needs. Later, Etzioni made a slightly different distinction between the two terms. He contended that organizational efficiency refers to the amount of resources an organization needs to use in order to produce units of outputs. The terms are inter related and interdependent. In other works, an organization may be very efficient in its operation but not be very effective in that it may not be using its resources wisely,

The competent organization is both effective and efficient. OD is concerned with not only proper organizational design and consideration of structure and technology, but also the proper use, growth and development of human resources in an organizational setting.

1.6 Some Assumptions Underlying Organization Development Most of the assumptions are based on the early work by scholar’s like Gregor MC. Gregor, especially his concepts of Theory X and Theory Y. The conceptual model underlying Theory X is that people are inherently lazy, that they dislike work, and that they will avoid it wherever possible. As a result, the leader who acts or the Theory X model must carefully watch and control the behaviour of subordinates to make certain that they work toward organisational goals. Subordinates are controlled through the use of coercion, the threat of punishment, and the use of financial rewards. The use of these external controls is necessary because most human beings are not capable of self-direction and control. They prefer to respond to direct orders rather than to accept responsibility for their our actions. Implicit in this assumption is the idea that there are two basic types of people-who want to lead and to the responsibility wherever possible (the masses).

The basic assumptions of Theory Y leader are different. Theory Y is based on the assumption that work can be enjoyable and that people will work hard and assume responsibility if they are given the opportunity to achieve their personal goals and needs while achieving organizationa goals at the same time. Therefore, there is no sharp division between the leaders (elites) and the followers (the masses) as seen in Theory X. Therefore, the Theory X leader tends to considerably underutilie his people; they have much more ability and potential for taking on responsibility for interesting and challenging work and for exercising creativity and innovation than he gives them credit for. When the proper conditions are present, individuals will do a good job and will work hard to do so, since they will be achieving their, own personal needs. As a result, their performance will be based on internal rather than external control.

1.7 Approaches to Change: Practitioners of OD have identified what they consider to be the seven most distribution of power.

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(1)

(2)

(3)

(4)

(5)

(6)

(7)

The decree Approach: This comes from the top and is passed down through the organization with “one-way” communication.

The Replacement Approach: In order to bring about change, one or more individuals, usually in high- level positions, are replaced by others. The basic assumption is that personnel changes bring about orgnizational changes.

The Structural Approach: In this approach, change is brought about by modifying the structure of the organization and the required relationships of subordinates in the situation. By changing the nature and structure of organizational design and relationships, organiational behaviour is also affected.

The Groups Decision Approach: This involves group members participating in the selection and implementation of alternatives specified by others. Others identify problems; the group agrees on a course of action from available alternatives.

The Data Discussion Approach: Information is obtained about the client system and feedback is given to the client system by an internal or external change agent. Organization members then develop their our analysis of the data to identify and solve problems.

The Groups Problem Solving Approach: In this model, problem identification and problem-solving occur as the group generates its own data with the help of a change agent external to the group.

The T-group Approach: Here, the group is trained to understand the processes of individual and grou2p behaviour. Change in work relationships and patterns of works are assumed to follow from the changes in interpersonal relationships. This approach focuses first on the inter personal relationships, and then work towards improvements in the work performance.

As can be seen, these approaches follow a roughly descending order from unilateral power (level 1) to collaborative power, through shared influence as represented by the T-group. Generally, OD interventions fall in the range between levels and (7). Therefore, one of the ways in which OD differs from other change processes in though the use of a third-party change agent.

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OD stresses the collaborative relationship between the change agent and the client. However, there is a difference between “planned change” and “action research”. Planned change involves the use of a particular techniques which has been found to be helpful in the past, such as sensitivity training, team building, the Managerial Grid, or other approaches. Action research on the other hand, involves not only a collaborative approach between the change agent, and the client organization, but also the systematic attempt by the change agent, (or the change agent together with a researcher) to bring about change in the organization and, at the same time, to generate new scientific knowledge which can be replicated, verified and added to our knowledge of behavioural science.

SESSION TWO: THE PROCESS OF ORGANISTION DEVELOPMENT

Objective of the session: l To enable participants understand important issues that characterize the process

of organization development l To enable participants understand how to conduct capacity assessment in the

process of organization development. l To enable participants understand how capacity assessment can be used to

enhance organization development.

Methodologies: l Brainstorming l Question answer techniques l Role play l Group work

Contents: i. The areas which are covered by OD important issues to consider in undertaking

OD and promotion of NGO development.

Facilitation Activities: l Through brainstorming the facilitator to enable participants understand areas that

are covered by organization development, namely diagnosis, action and collection of data.

l Through question answer technique the facilitator to enable the participants understand important issues to consider in undertaking organization capacity assessment namely; contracting/rapport meeting, Data collection, interviews data feedback and intervention planning.

l Through role play the facilitator to lead the participants in demonstrating the importance organizational development for the healthy of NGO life style in complementing basic education.

l Through discussion the facilitator to lead the particpants in understanding how the following basic issues in organizational development influence performance

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-_. -.---- -~---

of NGOs executing basic education; leadership, decision making, staff development, collective action, governance technical support, programme activities competent NGOs staff transparency, accountability and relationships and team work in NGO activities

Facilitators guide

1.1 Basics and key Aspects of OD Organization Development stresses the need to use a diagnostic approach, regardless of whether the action is planned change or action research. The key aspects of a diagnostic model include data gathering, preliminary diagnosis, feedback and discussion with the client group, joint action planning, action and diagnosis. The importance of proper diagnosis can not be overstressed. If the consultant is not highly sensitive to the prevailing climate of the organization, its readiness for change, and its expectations she/he may impose her/his own value system on the client system, with resultant problems.

This cyclical process of diagnosis, planning, action and rediagnosis makes it clear that the change agent operates differently from other consultants. In the more traditional mode, the consultant enters the organization, analyses a problem, makes a diagnosis, writes a report containing his recommendations, and then leaves, having accomplished her/his task. In the OD process, by contrast, the change agent seldom, if ever, writes reports. Rather, he tends with some exceptions, such as survey feedback, to work on on-going problems, serving as a resource person to assist the organization to grow and develop so that it can stand ultimately, on its own. We will examine this process briefly in the following sub- topics.

1.2 Process of OD The OD process covers the collection of data, diagnosis and action.

i. Capacity Assessment: The main purpose of carrying out this assessment is to: a> Assist the organization to carry out a process of self-diagnosis by

identifying strengths, weaknesses and areas where improvements can be made.

b) Provide an opportunity for the organization to reflect on its past, present and future vision (what the organization will look like in the future).

c> Identify key areas of interventions in key areas such as vision, mission, goal, sustainability, management, structure and

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____~_. __ ̂.“_l _____ --... -___~-._- --.--

relationships, rewards and motivation, staff development, technical support, financial management, networking, monitoring and evaluation.

ii. Conducting the Process of Capacity Assessment: The process is carried out participatory by involving the management and staff at different levels of the organization hierarchy in data collection, interviews, data feedback and intervention planning.

The process to be used in conducting the capacity assessment may include: contracting/rapport meeting, data collection, data analysis, data feedback meeting, intervention planning workshop. a) Contracting/Rapport Meeting:

The meeting aims at developing a psychological contract and working rapport between the organization staff and the change agent (consultant). The meeting discusses the organizations activities, experiences and expectations of the planned intervention, who is to be involved, the time frame and pinpoint differences between the evaluation and the diagnosis.

b) Data Collection: The data collection methods to be used many include interviews, cultural walk, observation, and focus group discussion with members of staff from different organisational levels, and beneficiaries.

a Data Analysis: The collected data can be analyzed using the crit8eria described here underneath: 1. Vision, Mission and Goal

+ Clarity and if easily remembered mission. + Whether vision and mission are commonly

understood. + Whether source of energy. + How these are developed and if reviewed from

time to time. + Focus on community/target group.

2. Strategy + Consistency with mission and vision. + How formulated; involvement and participation. 4 Response to needs of beneficiaries/targets groups. + Balances short and long-term pressures, considers

changes in external environment.

3. Structure

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-I____- - - . - - - __..__ l__l_l__..- . . - _. __--. _. .^_

+ Clarity of roles and reporting relationships. + Minimal delays in decision making. + Ease interaction with the community. + Delegation - power distribution, decision made

where actions/operations are. + Allows interaction between different, levels of the

organization.

4. Management a> Leadership: How leadership at all levels:

managerial and operational. + Are accessible, active and personally

involved in improvement activities. + Enable people to participant in decision

making and activities. + Recognize and appreciate peoples efforts

and achievements. + Ability to develop and inspire vision.

W Decision Making + How decision are made; by one person, a

few people or involve staff. + The level at which decisions making; does

it consider options is tendency win/loose or win/win.

cl Governance (Board) + Composition in terms of gender and

relevant resourcefulness. + Clarity of roles. 6 Commitment; frequency of meetings and

attendance at board meetings. + Effectiveness; types of decisions made,

availability of advise and content of agenda for board meetings.

5. Relationships and Team work; + Recognition system to sustain involvement and

empowerment. + Information sharing a all levels. + Conflicts surfaced and worked through. + Promotes social activities. + Differences are values; they are a resource.

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+ How people in the organization communicate and relate to one another (par-cent to child or adult to adult).

6. Staff Development + How the organization realizes full potential of

people. + Aligns human resource development with strategy. + Matching of people’s competencies with needs. + Promotes continuous learning. + How capabilities are developed. + Management of carrer development. + Sets target, reviews them and updates. + Appraises and helps people to improve.

7. Technical Support + Are facilities adequate in relation to tasks?

8. Financial Management + Existence of financial systems. + Budgetary control and planning system. l Plans as bases for budgets. + Levels of authorization. + Recording and accounting procedures. + Production of accurate and timely reports. + Extent of participation in budgeting.

9. Programme Activities: a> Planning, Monitoring and Evaluation

+ Defined criteria and process for selecting beneficiaries.

+ Participatory evaluation conducted occasionally.

+ Short and long-term planning processes. + How plans are formulated (participation). + Existence of participatory

b) Sustainability: + Existence of long-term plans and funding

strategy. + Community participation and sense of

ownership of programmes.

c> Data feedback:

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.--._ ._ -_-..----- --. .,

The data feedback meeting has to be attended by representative staff of different levels, and members of project committees.

The consultant/change agent has to present the analyzed data to the organization. The participants will discuss the data and give feedback to the change agent. The feedback is discusses and negotiations made.

4 Intervention Planning Workshop: A workshop had to be organized, convened and conducted to identify appropriate intervention for the issues agreed on during the data feedback meeting.

Workshop participants would be chosen among those who attended the data feedback meeting. The task of the workshop is, among others, to identify the causes of the issues, and propose appropriate interventions which have to be discussed in plenary before reaching a consensus.

1.3 Quality standards for a Competent NGO The purpose of OD is to help NGOs become competent in providing quality basic education services. They therefore need to observe some quality standards in their operations:- (1) Organizational Identity and Structure:

An NGO must have an organizational identity and structure that conforms to the laws of Tanzania and are focused towards sustainable service delivery.

TACOSODE desires to involve serious NGOs that will deliver basic education service. TACOSODE also should supports NGOs which have the appropriate legal framework to provide the service.

(2) Board Capacity: This is necessary for NGOs because it will help TACOSODE to avoid the risk of extending assistance to an individual NGO officer (i.e. CEO) who is not accountable to a board; to avoid the risk of extending assistance to NGOs with no clear vision and purpose that can be sustained beyond the presence of the CEO (i.e. it needs to be “owned” by a board); and to avoid the risk of extending assistance to NGOs, which do not have an active, effective board.

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NGO board exercises a policy, decision making role They approve policy changes. They approve plans and budgets.

0 NGO board, exercises an accountability role They approve and monitor major operations, policies, and activities-according to approved plans. They monitor the performance of the CEO. They have policies and procedures for their own functions (i.e. constitution, by-laws, procedures, members policies).

(3) General Administration: NGO must manage their resources effectively and exercise accountability. TACOSODE has to extend assistance to NGOs that are administered effectively and have levels of active accountability.

It is proposed that: l NGO has understanding participation in decision making. Has

periodic (monthly) management team meetings with minutes. l Has structure of delegation and co-ordination. Organization chart

exists. l Supervision is systematic and documented. Writer documentation

and reporting occurs at all levels. 0 Management and operations are carried out in a timely fashion.

Services are delivered to clients timely. 0 Internal administrative control is clear and adequate. Operational

guidelines exist:

(4) Financial Management NGOs must manage their financial resources NGO. It is desirable for the NGOs to obtain, analyze, and act on financial information.

Sound financial management is important because TACOSODE desires to assist NGOs that do manage their resources well and ensure that project fund are properly managed.

(5) Human Resources: NGOs should employ staff with relevant skills and a professional perspective. Staff should be compensated on the basis of their skill levels and ability to meet performance indicators.

This is necessary because success in the project is achievable if management.

It is proposed that:

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0 Management and staff possess a development mentality and professional skills and experience.

0 Job satisfaction and morale must be high. 0 Personnel Policy is performance based. Performance based

incentive system is in operation.

(6) Planning and Evaluation: TACOSODE is prepared to assist NGOs which can transform their vision into achievable plans and objectives and which do have objectively verifiable indicators to measure and evaluate performance.

It is proposed that: l Planning and evaluation is documented. Current strategic plan

exists which reflects vision and current operational plan (work plan) exist,

0 Participatory structure in planning and evaluation. Performance indicators exist for NGO activities. Staff contribute to the planning process.

0 Activities are linked to financial capacity Current operational plans reflect current budget and resources. Operational plans are evaluated against performance.

(7) Control System: NGOs must have control system which guide decisions for performance, protect the NGOs, and ensure that corrective measures are taken.

TACOSODE will extend assistance to NGOs with effective control systems so as to: encourage efficient use of resources; serve a tool to measure operations against plans, and provide safe guards for project funds, the NGOs assets and NGO’s integrity.

It is proposed that: a A system of authorization and policies exist. Documentation

system exists for fund requests/claims and approval. Checks and balance exist in payments and reporting system.

0 Administration and Controls Written policies and procedures exist to guide financial and accounting operations. Documentation system exists for accounting transactions Checks and balances exist for financial transactions. Budgets are approve by the Board annually.

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Evidence exists that management responds to variances in operations.

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-.