LG - 3

ASSOSA ATVET COLLEGE
Natural resource conservation and Utilization management
NTQF Level -III
Unit of Competence: Apply Appropriate Natural Resources Extension Packages

Module Title: Apply Appropriate Natural Resources Extension Packages
LG Code: AGRNRC TTLM 15 1020 V1
TTLM Code: AGRNRC TTLM 15 1020
L03: Implement Guidelines for Technological Packages or Manuals
0
Training, Teaching and Learning Materials for natural resource conservation and utilization management: Level III TVET Program
INSTRUCTION SHEET 1 Learning Guide 3
This learning guide is developed to provide you the necessary information regarding the
following content coverage and topics –
 Implementing the package.
 Monitoring and evaluating dissemination processes.
 Recording, documenting and reporting variation and difficulties of dissemination

processes.
This guide will also assist you to attain the learning outcome stated in the cover page.
Specifically, upon completion of this Learning Guide, you will be able to –
 Implementing the package.
 Monitoring and evaluating dissemination processes.
 Recording, documenting and reporting variation and difficulties of dissemination

processes.
Learning instructions
1. Read the specific objectives of this Learning Guide.
2. Read the information written in the “Information Sheets-1,2,3
3. Accomplish the “Self-check” in page --
4. If you earned a satisfactory evaluation proceed to “Information Sheet 1,-2”,& 3. However, if

your rating is unsatisfactory, see your teacher for further instructions or go back to Learning
guide
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TVET Program: Natural Resource Conservation And Utilization
TTLM : NRC UM TTLM 151020 Management : Level III
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Author: Wondwosen L. & Melkamu T.
Information Sheet-3 Implementing Technology packages
3.1. Guidelines for implementing technological packages.

Adoption and diffusion of innovations
1. Innovation: - is an idea, a method or an object, which regarded as new by an individual or to a
particular community. It is anything that is new and can improve productivity of farmers. But
innovation is not necessarily the result of research. Example, soil conservation practice in central
high lands of Ethiopia farmer is not new but it is new for Benshangul Gumuz farmers.
 New farming system such as change from crop production to animal production
 For rain fed agricultural people irrigation techniques is an innovation.
2. Diffusion: - it is spread of innovation or dissemination of information about the new
innovation.
3. Adoption: - it is the process of making use of the innovation. The farmers is adopting mean at
least the farmers is using the innovation until something new methods is discovered.
Diffusion process:- refers to process in such a way that new idea/new technology or a method of
farm practice should reach farmers to be adopted. Most of the time farmers who are successful in
their farm activity influence the diffusion as well as the addition process such farmers are said to
be opinion leaders.
Role of opinion leaders
Opinion leaders have certain roles in the diffusion and adoption of an innovation. These are:
A/they possess information i.e from an extension agent to farmers
B/interpret the information on the basis of his personal opinion and experience
C/ set an example for others to follow or use the innovation
D/legitimize or reject the idea to be carried out by the farmers
Adoption process: - there are many situations in which all farmers cannot be recommended to
adopt an innovation because this discussion should depend on their resource and personal
values.
Adoption process has got many steps. these are
1. Awareness – hearing about an innovation (getting information)
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2. Interest – farmers seek farther information

3. Evaluation – weighing up the advantages and disadvantages of using the technology.
4. Trial –is testing of the innovation on small scale
5. Adoption –is applying the new innovation on large scale
According to roger proposes different stages in the process of adoption. These are
1. Knowledge – understanding of innovation
2. Persuasion – forming and changing attitudes i.e enabling farmers to reason out why they
should adopt the new innovation.
3. Decision – the stage where they adopt or reject the technology
4. Implementation(trial)- it implies that the innovation is modified to suit more closely
5. Confirmation –people often gather additional information on after they have adopted an
innovation in order to confirm whether they made the right decision or not
Adopter categories
Farmers are often divided in to five categories based on the score of the adoption index.
1. Innovation –farmers who accept technology immediately
2. Early adopters- followers of innovators
3. Early majority -followers of early adopters
4. Late majority- followers of early majority
5. Laggard -those farmers that are fatalistic, illiterate, uncertain and frustrated which may a
technologies very late
Factors affecting adoption of innovation

 Relative advantage
 Compatibility
 Complexity
 Trial ability
 Absorbability
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7 steps for a successful technology adoption
1. Align technology and strategy
Specific technology is often implemented because of the vendor and name recognition and not
because it is necessarily the best solution to meet business needs, or achieve strategic goals. Take
a look at your strategy. Think about how new technology will help you achieve your strategic
goals.
The purpose of introducing new technology to a business is to improve performance. Start with
the goals you want to achieve, and then plan backwards, finding a technology that best supports
improved performance. People are more likely to adopt new technology if they can see how it
helps them to achieve their goals and objectives.
2. Communicate for buy-in and engagement
Achieving user adoption for new technology requires communicating with stakeholders early and
often. Before you can communicate with stakeholders you need to have all your stakeholder
groups identified. The way each currently performs their work, processes, should be documented.
The impacts the new technology will have on them needs to be identified and communicated.
Ways in which your organization will mitigate any negative impacts for stakeholders also needs
to be communicated.
You shouldn‟t just be communicating cutover and go-live dates. Engagement requires
communicating “with” and not “at” your stakeholders. Communicating for engagement requires
audience segmentation. Not all stakeholders will need to hear the same message at the same time
in the same way.
Informing stakeholders you are deploying new technology because “we need it” or because
“leadership says so” or even because “it will help us compete” are not specific enough details to
drive engagement – and engagement increases adoption.
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3. Perform a current systems analysis
Technology upgrades or introducing new technologies carries a huge compatibility risk – what if
the new systems turn out not to be compatible with those you already have or integration requires
more build time than was anticipated. To prevent system integration issues, make sure
you review all your current technology systems thoroughly before you consider deploying
something new. Don‟t just conduct detailed requirements gathering for the new technology, make
sure the functionality of your current systems can support and integrate effectively with your new
technology. Performing this work upfront will prevent system redundancies, reduce costly build
times, and help the budget from ballooning.
4. Develop training approach early
One of the biggest risks to user adoption is lack of sufficient and customized training. Many
vendors offer training options as part of your technology purchase, however, most of this training
is standardized off the shelf and not specific to your business processes or culture. Training
should not just be screenshots and PowerPoint. People need to see and play in the system, prior
to go-live, in the context of their specific work processes.
To increase adoption, make sure that training is specific to each stakeholder group and the way
they perform their work. One quick way to increase resistance and decrease adoption is to make
stakeholders feel they‟ve wasted their time with training, and have them end up even more
confused because they don‟t see the connection to their work.
Additionally, not everyone will learn and adapt to new technology in the same way. Consider
offering multiple training methods – electronic, classroom, smaller hands-on training labs –
various options ensure users feel most prepared.
5. Integrate technology deployment with change management
Many organizations are so focused on deployment and conversion, schedules and criteria, that
they fail to deploy and integrate a change management process for helping stakeholders adapt
and adopt to technology. This is often one of the biggest reasons for rocky deployments, low
adoption, and project failure. Technology only achieves desired goals if the people adopt it, if
they don‟t, technology is just wasted money.
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To maximize adoption and minimize resistance, your deployment plan and team must be
integrated with the change management plan and team. If you don‟t have a change
management plan and resources in place then you may want to get on that pronto.
Technology teams focus on building the technology, resolving technical issues, designing the
architecture and deployment of the new technology. Change management teams focus on the
people. The change management team directly interacts with impacted stakeholders. They
identify areas of concern related to workflow and process. They often identify specific training
needs. They handle communication. They frequently advocate on behalf of stakeholder groups,
raising concerns and issues to leadership, mitigating risks and alleviating anxieties that can lead
to resistance and decreased adoption.
To maximize adoption you must place an equal focus on both the technology and the people.
6. Create an effective governance structure
Many technology deployments fail to establish an effective governance structure to lead and
manage the deployment. Often project management and technology resources are assigned to
govern the implementation, but the voice of impacted stakeholders and even customers, is not
represented. Effective governance can‟t exist in a silo or a vacuum.
The governance structure should consist of executive sponsors and a mix of all stakeholders
impacted by the technology changes. Think of this structure as a mini organization designed with
the mission to execute the technology, change management, communication, training, manage
risks and issues, and make project decisions. It is imperative for the individuals serving in a
governance role to have the ability to voice concerns on behalf of their stakeholder groups. When
people feel they have a voice that represents them and addresses their concerns, they are less
likely to resist the technology and adoption is likely to increase.
7. Monitor and course correct
Introducing new technology is likely to cause a major disruption to workflow. Monitor your
deployment and consider whether the implementation schedule may need to be revised into
smaller more manageable stages. Provide stakeholders opportunities to offer feedback. New
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technology impacts everyone, so listening to stakeholder opinions and concerns and adjusting
your deployment as needed, is important for achieving adoption.
Not only does offering opportunities for feedback make everyone feel part of the change, it also
gives you important insights into what is working well and what may need to be adapted.
Additionally, everything needs to be measurable and observable.
Once implementation has begun, do not assume that things will run on their own.
Develop measurable success factors and performance metrics. Assess and evaluate regularly,
keeping the goals you set at the start in the forefront.
Make it people first
When implementing new technology, if you want to be successful you need to plan for, identify
and address implementation challenges early, and gain the buy-in and commitment for
technology – driving engagement, enhancing efficiencies and improving user adoption – enabling
you to maximize your return on investment. Otherwise, your technology is just an expensive tool
that no one uses effectively.
How Guideline was developed
Suggestions for these Guidelines came from four sources:
 From our own extension experience, from the successes and difficulties we found in our
extension work. Guidelines such as these and a sharing of other people's experience
would have been very welcome to us.
 Written enquiries and discussions during seminars clearly showed that very few of the
difficulties in extension are technical ones. Extension difficulties lie mainly in the
extension worker himself/herself - in the planning, implementation and co-ordination of
extension - in the approach, methods and tools used.
 From the handbook, "Agricultural Extension", a publication on rural development. It
contains principles, theories and examples of extension work. These Guidelines are
intended to complement the handbook by appropriate and realistic advice (in the form of
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question lists and theory chapters) and by directing readers to other relevant sources of
information.
 From our wish to collect experience and share it with others. In discussions with both
experienced and newly employed extension workers, we became convinced that staff
experience is rapidly lost in development cooperation if it is not recorded and shared in a
suitable form.
The aims of these Guidelines
 As an analytical tool for extension workers, these Guidelines are intended to orientate and
to provide an overview
 The references allow extension workers to learn from the experience of others.
 Bibliographical notes facilitate access to further literature.
Self-Check 1 Written Test

Name: _________________________ Date: _______________
Directions: Answer all the questions listed below.

1. Distinguish the difference between adoption and innovation
2. List out the steps of implementing technology
3. What are the technology adoption categories?
4. Explain the opinion leader
5. What are the factors affecting adoption of innovation
Note: Satisfactory rating - 25 points and above Unsatisfactory - below 25points

You can ask your teacher for the copy of the correct answers.
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Information Sheet-2 Monitoring and evaluating dissemination processes.
3.1 Monitoring and evaluating dissemination processes.
Evaluation is a process, which attempts to determine as systematically and objectively as

possible the relevance, effectiveness and impact of activities in the light of their objectives, i.e.
their aims and purposes.
Evaluation is a process to determine the relevance, effectiveness, and impact of activities in light
of their objectives. Raab et al. (1987) define training evaluation as "a systematic process of
collecting information for and about a training activity which can then be used for guiding
decision making and for assessing the relevance and effectiveness of various training
components."
Benefits of Evaluation
Feedback from evaluation work brings substantial benefits in terms of improved training and
curriculum planning decisions.
It may be used to feed into policy decision, to act as a springboard for further research, as
grounds for continued or discontinued founding for public information
Types of Evaluation
There are five types of evaluation. These are:
1. Evaluation for Planning
2. Evaluation of Methods and Materials
3. Process Evaluation
4. Terminal Evaluation
5. Follow-up Evaluation
1. Evaluation for Planning
Training needs assessment is a tool for evaluation for planning. It provides the baseline date upon
which all planning decisions are made. This information will enable to make critical decisions
regarding formulation of training objectives and course content, etc.
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1. Evaluation of Methods and Materials

There are many instructional methodologies and types of materials from which to choose.
However, not all are equally effective for reaching all types of trainees or for teaching specific
content.
Each instructional method/material has specific characteristics and advantages and depending on
such factors as types of trainees, subject matter being taught. It is therefore suggested that all
instructional methods intended to be used should be evaluated for their effectiveness with the
target audience.
2. Process Evaluation
Process evaluation is conducted to detect or predict defects in the procedural design of a training
activity during the implementation phase.
Key elements of a training activity are monitored in a systematic manner with the goal of
identifying potential problems before they become serious.
It is also used to measure trainee progress toward the objectives set during the planning phase.
Process evaluation is a tool to help improve the efficiency and effectiveness of a training
program. The overall process evaluation strategy identifies and monitors on a continuous basis
the potential sources of failure and also tells about trainee progress towards achieving training
objectives.
Process evaluation is conducted periodically throughout the duration of the training. It focuses on
anything that occurs during implementation that has an important effect on success of the training
activity. It examines such contributing factors as:
- Change in trainee knowledge, attitude or skill
- Effectiveness of training methods and materials
- Interpersonal relationship among trainees
- The performance of trainers
- The extent to which people involved in and the training activity are in agreement with its intent.
- Adequacy of the resources, the physical facilities, staff and the time schedule.
Both formal and informal methods are commonly used in process evaluation. Formal method
include knowledge, attitude or skill tests (exam) and instruments that may require trainees,
instructors, administrative staff, and service personnel, to give their opinions on various aspects
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of the training activity. Informal methods such as round table discussions and individual
interviews can also used. There are no hard and fast rules on selection of methods.
Remember that process evaluation is conducted so as to have some idea of the progress and to
identify potential problems before the end of the training activity. If done early, there will be time
to make adjustments and corrections.
4 . Terminal Evaluation
The primary objective of terminal evaluation is to determine the degree to which the intended
training objectives and goals have been met and to relate these findings to evaluation information
collected earlier in the training process. It is conducted at the end of the training activity.
The major focus of a terminal evaluation is learner performance. Learner performance can be
assessed in various ways. One way is by comparing pre-training measurements with post training
measurements. In this method, the trainer will present results as learning gains.
Another way is by comparing the objectives of the training activity with what has actually been
learnt. Trainers who resort to the latter procedure tend to concentrate on full competency. The
first method is closely related to norm-referenced evaluation while the second is known as
criterion-referenced evaluation.
Terminal evaluation focuses on many of the same areas as process evaluation, including
organization, facilities and resources. Terminal evaluation, however, tends to concentrated more
on trainees overall impression of the training activity.
As in process evaluation, training activity evaluation forms completed by trainees can also
provide valuable information on such organizational factors as length, focus, facilities and
resources.
This means that two general methods are used in terminal evaluation:
Actual measurement of change in trainee knowledge, attitude or skill competence,
Many training activities use trainee perceptions as the base for this evaluation. This kind of
evaluation information can reveal a great deal about a training activity. Trainee perceptions can
be very valuable in pinpointing reasons for training activity success or failure.
Potential problem areas about which trainees should be asked include:
- Training activity organization and management
- Physical resources and facilities
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- Appropriateness of objectives
- Training content
- Trainers
- Training methods and materials
5. Follow-up Evaluation
Follow-up evaluation is a method of assessing changes in on-the-job behavior (i.e. improved
performance) as a result of training efforts. It attempts to measure the adequacy of training
activity in preparing individuals for job tasks in real life and trying to discover areas where it can
be improved. It is a valuable tool for gathering information on the strengths and weaknesses of a
training activity from those who are in the best position to judge former trainees and their
employers. It provides feedback on how well the training has prepared trainees for actual job, and
tells the trainee which aspect of the training activity might benefit from improvement.
A follow-up evaluation focuses on measuring change. Development projects, programs, and
training activities are all efforts designed to produce changes, and the change desired is outlined
in the stated goals and objectives.
In measuring change (impact), a follow-up evaluation of a training activity would concentrate on
answering such questions as:
- Are trainees actually using their newly acquired knowledge, attitude or skill?
- Do employers notice any differences in trainee behavior?
- How do employers feel about the changes in trainee knowledge, attitude or skill?
- Do trainees feel more confident and better equipped?
The methods most commonly used in a follow-up evaluation are:
- Trainee follow-up survey
- Employer survey
Questionnaires, telephone interviews, and personnel visits are all valuable tools which can be
used in surveys.
Collecting information from trainees who have participated in a training activity can provide
valuable insights into the strengths and weaknesses of a training program. Such information is
extremely helpful in preparations for future training activities.
The most commonly used information collection technique involves sending out mai
questionnaires. Many trainers who have adopted the technique of mailed follow-up
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questionnaires have learned that the biggest problem they encounter in carrying out a trainee
follow-up involves the low response rate of trainees. It is very difficult to draw valid conclusions
when only a small fraction of former trainees filled out and returned the questionnaires.
Some suggestions on how to develop an effective follow-up instrument and increase the rate of
return questionnaires are:
1. Prepare trainees before graduation concerning the purpose of follow-up studies and the kinds
of information they will be expected to provide.
2. Use short and uncomplicated questionnaires and ask only necessary and relevant questions.
3. Provide prepaid return mail
4. Avoid personnel information as much as possible
5. Place difficult questions last
6. Use colored or unusual types of questionnaires to attract their attention.
7. Include a personalized cover letter
Employers will usually cooperate and provide accurate evaluation of the trainee or employee and
the changes they can see as a result of participation in the training program. They are also in a
position to know what changes are coming in the work place.
6. Using Evaluation Results
You have reached the end of your training activity. What is next? Well, if you have decided to
stay in the training field, you are back to where you started planning. But planning now is a bit
different. You have gained valuable experience and previously collected evaluation information
in an attempt to find problems and weaknesses in the earlier plan. Once this is done you are ready
to develop a new plan which incorporates changes based on rational, objective interpretation, of
what you have learned during the course of the training activity recently completed. Information
gained through evaluation activities provides a sound basis upon which to base decisions
regarding possible changes and, modifications in training activity design. In fact, it is often said
that the sole purpose of evaluation is to facilitate the planning and execution of change.
Regardless of how well an evaluation is conducted, it has little use unless the results are used.
Therefore, all the evaluation information collected previously should be used for making
planning decisions about the next training activity.
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 How do we know that a strategy for sustainable development has been successful, or is on
the right path? Not only do strategies have multiple objectives, but also strategy activities
will change over time and so will social, economic and environmental conditions. This
presents a considerable challenge for monitoring and evaluation, but one that must be
met, since the whole point of a strategic approach is to learn and adapt. The central
monitoring and evaluation requirement is, therefore, to track systematically the key
variables and processes over time and space and see how they change as a result of
strategy activities .To do this requires:
 Measuring and analyzing sustainability
 monitoring implementation of the strategy
 evaluating the results of the strategy
 Reporting and dissemination of the above findings.
1. Measuring and analyzing sustainability is necessary to determine the state of the society, the
economy and the environment, the main strengths and weaknesses, the issues for the strategy to
address, and underlying factors. The most productive way to approach this is to undertake an
indicator-based sustainability assessment, supplemented by spatial analysis and possibly other
contributing measurements and analyses. The indicators chosen for the assessment need
continued monitoring to identify trends, detect (and, if possible, anticipate) change and track
progress.
2. Monitoring implementation of the strategy is necessary to ensure standard management
oversight and accountability. Regular monitoring is needed of the following factors to assure that
strategy activities are preceding well:
3. Evaluating the results of the strategy is necessary to correlate actions with specific changes in
human and environmental conditions, test the strategic hypotheses (choice of priority issues,
analysis of underlying factors, and prescription of actions), assure accountability, capture lessons
and develop capacity through learning.
4. Reporting and dissemination of the above findings is necessary to feed back key messages to
key stakeholder groups, and thus enable them to continuously improve their behavior, the
strategy itself and its component activities.
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Principles of monitoring and evaluation

From different scholars‟ experience, effective monitoring and evaluation can be described as
follows:
■ Constructed and developed as a system that combines the functions described in the previous
section, and makes them a core part of the overall strategy management system. Very few
countries, and especially developing counties, have formal monitoring and auditing capacities
and procedures in place for strategic planning frameworks. However, in most, several
government agencies and significant NGOs and business associations will already be conducting
some of the monitoring functions required as inputs to the strategy monitoring system.
■ A mix of internal and external exercises. Internal approaches help with self-reflection, learning
and adaptation. External exercises complement this by offering balanced judgement (by
independent and/or multi-stakeholder groups). This is described in „Formal internal and external
monitoring‟ below, with approaches for ensuring participation.
■ Driven by strategy objectives rather than (as so often at present) by the availability of data.
This allows the generation of focused information rather than being overwhelmed by
comprehensive (and not always useful) data. Monitoring everything is impossible. It is
impossible in theory because we do not know enough about natural, social and economic systems
to know all the aspects we could record – and new techniques and approaches are being
developed all the time. It is impossible in practice because there will never be enough resources
– time, money, equipment, expertise – to record everything. Therefore, data selection is
necessarily selective.
■ Related to good baseline data to be able to compare „before and after‟ or „with or without
action‟ situations. Many countries already undertake regular stocktaking such as state-of-the-
environment reports, which could be built on to become comprehensive sustainability
assessments.
■ Integrity and objectivity in the collection, compilation and dissemination of statistics;
■ Methodological soundness (eg following international standards, guidelines and agreed
practices);
■ Accuracy and reliability;
■ Serviceability (timeliness, consistency and policy relevance);
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■ Accessibility (including assistance to users);

■ Organized into a consistent framework. The pressure–state–response framework has been used,
although it is better suited to environmental monitoring than more comprehensive sustainable
development needs.
Who should undertake monitoring and evaluation?
Monitoring can be categorized in to two: Formal internal and external monitoring

Internally driven monitoring (conducted by local strategy stakeholders)
Those directly concerned – local decision-makers and affected groups – have the most to gain
from monitoring and evaluation, and should be centrally involved. By participating, they will
know better what to do to achieve their objectives. Participatory approaches are important, and
strategies need to make special efforts to involve affected communities.
Externally driven monitoring and evaluation (conducted by agreed independent bodies or

by donors).
Unbiased opinion and independent expert analysis can make a critical contribution to
understanding, such as where special expertise is needed (air, soil and biodiversity assessment,
etc) and where impartial judgment is called for. An external assessment can give stakeholders
new insights and avoid or overcome conflicts of interest in self-assessment. Independent
monitoring and auditing can be used to measure the performance of organizations against their
mandates and to assess compliance with rights, powers and responsibilities. So far, independent
auditing of government performance (at any level) in relation to strategy development and
implementation is rare. The official procedures for auditing public expenditure that exist in many
countries could possibly provide a useful model, as in Canada where the Auditor General‟s office
looks at government bodies‟ performance in terms of sustainable development. The model of
independent commissions, both one-off and on a continuing basis could also be useful.
■ Donor agencies themselves need to ensure that support for the monitoring of a country‟s
strategy is not aimed at their own internal accountability needs, but is primarily for the purpose
of helping a country‟s own learning, and improving progress towards its agreed objectives and
goals. However, such indications of progress can be used to assess the contribution and possible
impact of agency support.
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■ At the national level, donor agencies can play an important role in supporting and advocating
the development of indicators and monitoring instruments for a country‟s own assessment of
progress towards sustainable development. Only if such instruments are nationally owned are
they likely to be successful.
■ At the operational level, agencies can support capacity building for statistical analysis and
research to monitor strategy progress towards nationally defined objectives. This could include
the development of systems which ensure that national policy and programs are reviewed and
revised to reflect impact at the local level.
Linking internal and external monitoring
Independent assessments are likely to be most valuable if agreed and commissioned by multiple
strategy stakeholders and if they build on internal assessments, rather than if they are imposed
from outside, such as by a donor.
Participatory monitoring and evaluation

At the local level, participatory monitoring and evaluation has been developed over more than
20 years to „shift emphasis away from externally-controlled data-seeking evaluations towards
recognition of locally-relevant or stakeholder-based processes for gathering, analyzing, and using
information‟ (Estrella 2000). With this emphasis now having shifted effectively in many
countries, it would be wrong to think of PME as a highly distinct category of monitoring and
evaluation, with expert or external M&E as another category.
1st. the most useful assessments are technically sound and shaped by their users (decision makers
at whatever level, from households upwards), and therefore are a mixture of „expert‟ and
„participatory‟.
2nd. although some M&E methods are so technical that their potential for participation is limited,
many methods are, in fact, quite open or neutral: they can be conducted by technicians alone or
in highly participatory ways.
3rd. outside agents are usually involved in participatory assessments and often have a significant
influence on them – an influence that can be masked and sometimes hidden entirely by the label
„participatory‟. Nevertheless, the term „participatory monitoring and evaluation‟ is useful to
describe a wide range of practices. For the purpose of sustainable development strategies, PME
should be taken to mean monitoring approaches that develop partnerships of multiple
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stakeholders for efficient, effective and socially inclusive monitoring. Some scholars place them
in three broad categories:
 methodologies based on the visualization techniques of participatory rural appraisal;
 those that use oral testimony to uncover patterns of environmental and social change;
 those that adapt methods of assessment to make them more accessible to local people.
Monitoring methods and indicators often meet the needs of many stakeholder groups, but this is
not always the case. This highlights the need for negotiation between stakeholders to reach
consensus on the objectives, methods, indicators and end-users of the monitoring process.
Reaching such agreement will increase the chances that the system will work and be supportive
of the overall strategy process.
When should monitoring and evaluation be undertaken?

Assessment should commence from the outset of a strategy process to establish a baseline. But,
as monitoring and evaluation are integral to a continuous improvement approach to decision-
making, they should be regular and integrated activities rather than sporadic and separate events.
The benefit of regular assessment is that it encourages participants to rethink priorities, reset
objectives and rechart their course of action. It keeps the strategy working as a system, rather than
an (increasingly out of date) master plan.
Monitoring the implementation of the strategy and ensuring accountability

Despite the burgeoning efforts to monitor progress towards sustainable development, very little
attention has been given to tracking the actual processes involved in strategies and their impacts.
Even in PRSPs – one of the more recent frameworks to emerge, which espouses a focus on
process and participation – this need is not routinely addressed. Strategy implementation
monitoring covers:
■ Inputs, in terms of monitoring financial, physical and human resources applied to the strategy
and to its component activities. An example would be the proportion of government recurrent
and investment expenditure spent on activities identified as a priority by the NSDS. Such
information is frequently collected by finance or line ministries. It was collated by the Pakistan
NCS, but on its own was agreed to be inadequate.
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■ Process quality, in terms of monitoring how strategy principles are adhered and developed
Indicators for these process components will need to be developed. Because of the qualitative
nature of strategy processes, often a questioning approach will be best for monitoring rather than
an approach of assessment against indicators. Outputs, in terms of monitoring which specific
strategy products are generated by the agencies involved in the strategy. Examples include
roundtables, workshops, publications, media events, methodologies and guidelines, for which an
„inventory‟ should be kept. Annual reports by the strategy secretariat are good ways of reporting
on outputs.
■ Outcomes, in terms of monitoring access to,use and satisfaction with strategy products. Such
outcomes are not necessarily under the control of agencies involved in the strategy. For example,
roundtables are an output because the strategy team can organize them; but attendance at each
roundtable and the decisions made are outcomes, which depend on stakeholder behavior. It is
usually more difficult to assess outcomes, and special surveys (questionnaires, focus groups,
interviews) may be needed so that information is collected direct from the beneficiaries.
■ Accountability for implementation – monitoring the performance of individual strategy actors
in implementing the strategy to encouraging them and report to other stakeholders and
monitoring related capacity constraints.
Monitoring the performance of strategy stakeholders, and mutual accountability

Monitoring stakeholder performance focuses on the actions being taken to achieve the overall
goals and the specific targets established in the strategy. Key questions that need to be addressed
in monitoring and evaluating performance of government include:
■ Are official statistics and data of good quality, and the institutional and technical arrangements
for coordinating data from different sources effective for routine monitoring?
■ Are the administrative and/or sectoral management information systems (government as well
as other stakeholders involved in implementation) operating to necessary quality standards? Do
they enable feedback for learning and accountability purposes?
■ How do budget allocations and releases accord with strategy objectives and with sectoral/sub
sectoral priorities; and how do releases reach their destinations within particular sectors?
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■ Does the performance represent value for money? How the outputs do produced match up
against the inputs provided, and against the outcomes in terms of stakeholder use and satisfaction
with the outputs?
Monitoring and evaluating the results of the strategy
 The continuous improvement approach to an NSDS necessarily puts far more emphasis
on monitoring strategy results than the previous „linear‟ approaches. Strategy impact
assessment involves: the identification of specific changes in the well-being of people and
ecosystems – from monitoring the ‘state’ of sustainable development; and correlating
such changes with the strategy and its component mechanisms and activities – from
monitoring strategy outputs and outcomes. To do this well requires clarity in the strategy
objectives and, hence, clarity in the indicators selected, coordination between the various
monitoring and analysis tasks, a good baseline and a systematic approach to monitoring.
In addition to this routine, systematic monitoring, it will occasionally be necessary to
undertake focused impact assessments to evaluate more directly the impacts of the
strategy and/or key strategy products, to analyze apparent correlations that look
interesting, and to assess how the strategy has impacted on institutional and governance
conditions such as:
 values, habits and practices
 Knowledge
 technologies and infrastructure
 Institutions (laws, incentive systems, organizations and their relations).
Such impact assessments will entail the collection of relevant information directly from those
who are affected (households, organizations, etc), which may best be organized through specially
commissioned studies.
Disseminating the findings of monitoring exercises and feedback to strategy decisions

Reporting and dissemination of the findings of monitoring is crucial so that key messages can be
fed back to stakeholder key groups, enabling them to continuously improve their understanding
and behavior, the strategy itself and its component activities. Feedback has been one of the most
overlooked and yet most valuable tools for the implementation of strategies. Governments
(whether national or local) can never be in a position to monitor and guide all the actions or
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organizations, businesses and citizens in complex societies. For this reason, a feedback system is
necessary to disseminate information so that organizations and individuals themselves can learn
from progress or problems and can make wise choices. Such a system should provide both
recognition and rewards for positive behaviors and disincentives or punishments for detrimental
actions in order to guide the regulation of behavior without the need for external control. The
first and most fundamental requirement of a good feedback system is to disseminate appropriate
information to the different stakeholders and „audiences‟ in the country and in local communities.
The primary information requirements are (a) the status of conditions, and (b) preferable
behaviors and actions. The impact of such information is greatly influenced by who prepares it
(e.g. government or municipal departments, individual experts or businesses), who disseminates
it (e.g. government offices, elected officials, NGOs, community organizations, individuals) and
the vehicle used for dissemination (e.g. meetings, written reports, the media). Generally
speaking, in designing a feedback system, the familiarity, credibility and accessibility of
information sources should be optimized.

Name: _________________________ Date: _______________

1. Identify the difference between monitoring and evaluation
2. Write the types of M&E
3. Discuss the significance of M&E
4. Explain the indicators of monitoring and evaluation
5. When monitoring and evaluation is required
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Recording, documenting and reporting variation and difficulties

Information Sheet-3 of dissemination processes.
3.2. Recording, documenting and reporting variation and difficulties of dissemination

processes.
Organizations as well as projects in the „development sector‟ have multiple objectives and
audiences for their communication products. Their objectives include monitoring the project
implementation processes, informing the scale up process, reporting to donors, improving
visibility among general public, and knowledge sharing with development sector professionals.
Most of these activities are generally referred as Documentation and Dissemination.
Documentation often involves use of research tools and methods (such as structured interviews,
case studies, and participant observation). Documentation techniques and templates need to be
tailored as per the specific context of development projects and interventions.
Projects which use heavy technical inputs in the intervention should have technical experts in
their documentation teams. Documentation generally answers five basic questions, namely:
4W1H (what, why, how, who and where)
PROCESS DOCUMENTATION
Technically, a process is „any activity or group of activities that takes an input, adds value to it,
and provides an output‟. To document means to record or to gather information about a project
process. It could be a written, audio or visual record. One needs to define why one records a
process or continuously gathers information. In development projects, the objective of process
documentation is mostly to:
 learn from project implementation experience,

 modify program strategy/ policy,
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 identify bottlenecks and inefficiencies,

 understand the level of stakeholder participation,
 generating models for scale up, and
 Train new staff.
If a project is documenting its work for sharing the Project‟s story to the outside world, it should
be documenting events which really happened in a specific location and context. It should be
done in most honest and respectful manner and in the process it should celebrate people who
shared their stories. When collecting other people‟s stories, the documenter:
 should allow anonymity,
 should listen (don‟t correct the person who shares story),
 share the socio-cultural context of the intervention, and
 Give examples and data.
Those who share their stories have also a right to know how their stories are used. A documenter
should always explain his objective to his respondent. If possible a consent form should be used.
The Process of Process Documentation
The process of process documentation depends on the objective of the document as well as the
processes involved in the project. Usually process documentation begins by reviewing existing
project documents and records (desk research) to understand project objectives, to map existing
ecosystem and partners, and a situation analysis followed by understanding its action plan and
priorities (often through a flow chart). We may use Video-and audio recordings, newspaper
clippings etc. as evidence of the Project impact. Processes are also systematically documented
through structured interviews, case studies, focus group discussions, participant observation, key
informant interviews etc.
DOCUMENTING BEST PRACTICES
The first step in documenting best practices is 'identifying best practices' or justifying what you
would document as best practice with a sound rationale. The generally accepted criteria for best
practices are there:-
 effectiveness,
 efficiency,
 relevance,
 sustainability,
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 ethical soundness,
 possibility of duplication/scale up,
 Partnerships/collaborations involved
 community involvement and
 Political commitment/support base around the practice.
Once the best practice is identified, documentation experts need to list all the questions to be
answered in the final document. These questions are usually:
 What is the context and justification of the intervention?
 What is the problem being addressed?
 Which population is being affected?
 How is the problem impacting on the population?
 What were the objectives being achieved?
 What are the main activities carried out?
 When and where were the activities carried out?
 Who were the key implementers and collaborators?
 What were the resource implications?
 What were the concrete results achieved in terms of outputs and out comes?
 Was an assessment of the practice carried out? If yes, what were the results?
 What worked really well – what facilitated this?
 What did not work – why did it not work?
 How have the results benefited the population?
 Why may that intervention be considered a good Practice?
 What are the recommendations for those intending to adopt the documented good Practice
or how it can help people working on the same issue(s)?
PRESENTING YOUR DOCUMENTATION TO A PROFESSIONAL AUDIENCE

Your donor, other colleagues in the sector and academicians may like to see your document
presented in a systematic and professional way.
A template for presenting your document to a professional audience could be as follows:
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 Title: Should be concise and reflect the intervention

 Introduction: context and justification for the intervention (especially what is the
problem being addressed, which population is being affected, How is the problem
impacting on the population, what were the objectives being achieved)
 Implementation of the intervention (What are the main activities carried out, When and
where were the activities carried out, Who were the key implementers and collaborators,
What were the resource implications – human, material)
 Results of the Intervention (What were the concrete results achieved in terms of outputs
and outcomes)
 Lessons Learned (What worked really well – what facilitated this? What did not work –
why did it not work?)
 Conclusion (How have the results benefited the population? Recommendations for those
intending to adopt/scale up the documented intervention).
PRESENTING YOUR DOCUMENTATION TO A GENERAL AUDIENCE
The best way to present your project to a general audience is in the 'story format'. The
ingredients for an impactful story are powerful statistics, communicated progress, personal
narrative, connection of beneficiaries, and influential quotes. A general template for presenting a
story includes:
Headline: A simple, Jargon free, Impactful headline bring the story to life and concisely
summarizes the story.
Body: Showcases challenges, provides context of program, describe what actions were taken and
what the result was, what changed for the person/community and what was learned.
Para 1: Challenge encountered and the context
Rest of the body: What actions were taken and result, what changed for the community, what was
learned
Additional support: Beneficiary quote, photographs, personal Narratives and quotes from
beneficiaries
TIPS FOR DEVELOPING DOCUMENTS FOR ANY AUDIENCE
 Clear, concise and action oriented
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 Language, level and style to fit with purpose and audience

 Maintain professional and confident tone
 Avoid slangs (Examples are you know? OK or okay, Awesome, Chill out, Guesstimate,
Sucks, Nuts, Crazy, No way)
 Don‟t be Colloquial (for example don‟t use Hit a road-block, Slip away, A big deal,
Wrapping up, Guess what, Way more, Look out for etc.)
 Keep a confident tone by avoiding doubtful expressions and absolute assertions
 Avoid Doubtful expressions (e.g. I believe, I think, I guess, May be, in my opinion, Could
be….)
 Avoid redundancies (e.g. absolutely certain, Actual fact, Add an additional, Basic
essentials, Collaborate together, Direct confrontation, Estimated roughly)
 Replace overwritten words with basic words (for example replace „due to the fact that‟
with „since‟, „it is necessary that with „must‟, „on the grounds that‟ with ‟because‟ etc.)

Name: _________________________ Date: _______________

1. What are the basic questions for documenting the information?
2. Write documenting best practices
3. Explain the objective of process documentation
4. What are the best templates for presenting project activity?
5. What are tips for developing documents for any audience?
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ASSOSA ATVET COLLEGE

Natural resource conservation and Utilization management

NTQF Level -III

Unit of Competence: Apply Appropriate Natural Resources Extension Packages

L03: Implement Guidelines for Technological Packages or Manuals

INSTRUCTION SHEET 1 Learning Guide 3

 Implementing the package.

 Monitoring and evaluating dissemination processes.

 Recording, documenting and reporting variation and difficulties of dissemination

 Implementing the package.

 Monitoring and evaluating dissemination processes.

 Recording, documenting and reporting variation and difficulties of dissemination

1. Read the specific objectives of this Learning Guide.

2. Read the information written in the “Information Sheets-1,2,3

3. Accomplish the “Self-check” in page --

4. If you earned a satisfactory evaluation proceed to “Information Sheet 1,-2”,& 3. However, if

Information Sheet-3 Implementing Technology packages

3.1. Guidelines for implementing technological packages.

2. Interest – farmers seek farther information

Factors affecting adoption of innovation

7 steps for a successful technology adoption

1. Align technology and strategy

2. Communicate for buy-in and engagement

3. Perform a current systems analysis

Make it people first

How Guideline was developed

Suggestions for these Guidelines came from four sources:

Self-Check 1 Written Test

Directions: Answer all the questions listed below.

Note: Satisfactory rating - 25 points and above Unsatisfactory - below 25points

Information Sheet-2 Monitoring and evaluating dissemination processes.

3.1 Monitoring and evaluating dissemination processes.

Evaluation is a process, which attempts to determine as systematically and objectively as

1. Evaluation of Methods and Materials

Principles of monitoring and evaluation

■ Accessibility (including assistance to users);

Who should undertake monitoring and evaluation?

Monitoring can be categorized in to two: Formal internal and external monitoring

Externally driven monitoring and evaluation (conducted by agreed independent bodies or

Participatory monitoring and evaluation

When should monitoring and evaluation be undertaken?

Monitoring the implementation of the strategy and ensuring accountability

Monitoring the performance of strategy stakeholders, and mutual accountability

Disseminating the findings of monitoring exercises and feedback to strategy decisions

Self-Check 1 Written Test

Directions: Answer all the questions listed below.

Recording, documenting and reporting variation and difficulties

3.2. Recording, documenting and reporting variation and difficulties of dissemination

 learn from project implementation experience,

 identify bottlenecks and inefficiencies,

PRESENTING YOUR DOCUMENTATION TO A PROFESSIONAL AUDIENCE

A template for presenting your document to a professional audience could be as follows:

 Title: Should be concise and reflect the intervention

TIPS FOR DEVELOPING DOCUMENTS FOR ANY AUDIENCE

 Clear, concise and action oriented

 Language, level and style to fit with purpose and audience

Self-Check 1 Written Test

Directions: Answer all the questions listed below.

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