For emergency programs and

development programs

COMMUNICATION TOOLBOX
Practical guidance for program managers
to improve communication with participants
and community members
Since 1943, Catholic Relief Services has held the privilege of serving the poor and
disadvantaged overseas. Without regard to race, creed or nationality, CRS provides
emergency relief in the wake of disasters. CRS works to uphold human dignity
and promote better standards of living through development projects in fields
such as agriculture, education, health, microfinance, peacebuilding, and water
and sanitation.

CRS also works throughout the United States to expand the knowledge and action
of Catholics and others interested in issues of international peace and justice. Our
programs and resources respond to the U.S. Conference of Catholic Bishops’ call to
live in solidarity as one human family.

Copyright © 2013 Catholic Relief Services

ISBN-13: 978-1-61492-115-8
ISBN-10: 1-61492-115-6

All photos by CRS staff.

For any commercial reproduction, please obtain permission from

[email protected] or write to:

Catholic Relief Services

228 West Lexington Street
Baltimore, MD 21201-3413 USA

Download this and other CRS publications at www.crsprogramquality.org.

Acknowledgments: Emily Rogers led the development of this toolbox. She was
the accountability coordinator for CRS in Haiti from December 2010 to June
2012. The toolbox would not have been possible without valuable input from Guy
Sharrock, Carla Fajardo, Lisa Beyl, Amber West and the Sindh protection team,
Susan Romanski, Donal Reilly, Valerie Destin, Taina Camy, Nathalie Francisque,
Mariane Mathia, Deb Ingersoll, Hilary DuBose, Pauline Acayo, Josh Tong and
Rebeka Martensen.
CONTENTS

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
What is the toolbox? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
How should I use the toolbox? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
A note on terminology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
A note on partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

template: Develop a communication plan in nine steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Step 1: Identify your objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Step 2: Choose your target audiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Step 3: Design your key messages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Step 4: Select your communication methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Step 5: Plan for two-way communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Step 6: Establish your time frame . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Step 7: Draft a budget . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Step 8: Implement the plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Step 9: Monitor the results and look for ways to improve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

facilitator’s notes: How to work with staff to develop a communication plan . . . . . . . . . . . . . . . . . . . . . . . 26

worksheet: Choose which communication methods to use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

tips: Implement your communication methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Community meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Written materials and notice boards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Committees, CBOs and other groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
SMS messaging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Radio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Megaphones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

tips: Include communication responsibilities in job descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

handout: Why develop a communication plan? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

case study: How a resettlement program in Haiti used a communication plan to improve results . . . . . . . 49

checklist: Standards for communication in emergency situations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

checklist: Standards for communication in development programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Additional resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
INTRODUCTION
Have you experienced programs that . . .

• start activities in communities without formally introducing the staff to the

people they are trying to assist?
• expect people to understand activities as they happen, with no opportunities
for them to ask questions or provide feedback in advance?
• expect people to actively influence programs they do not really understand?
• expect people to provide feedback and evaluate activities without
communicating what the program is trying to achieve?
• cause conflict at the community level because people don’t know why some
are benefiting from the program while others are not?

If yes, then this toolbox is for you!

What is the toolbox?

The Communication Toolbox offers practical guidance for program managers
who want to communicate more effectively with program participants and
community members. The tools are designed for emergency programs and
development programs.

The toolbox focuses on communicating about programs as a way to improve

accountability to those communities.

This toolbox was inspired by programs in Haiti, where Catholic Relief Services
observed that relatively simple, low-cost activities that promoted transparent
communication substantially improved programs. Programs that did not emphasize
the importance of sharing information with communities often faced challenges
in implementation.

How should I use the toolbox?

If you need to design a communication plan in an emergency situation, begin with
the following tools:

• template: “Develop a communication plan in nine steps” (page 3)

• facilitator’s notes: “How to work with staff to develop a communication
plan” (page 26)
• checklist: “Standards for communication in emergency situations” (page 51)

If you need to design a communication plan for a development program, begin with
the template and the facilitator’s notes, and consider the following tools:

• worksheet: “Choose which communication methods to use” (page 28)

• tips: “Implement your communication methods” (page 35)
• tips: “Include communication responsibilities in job descriptions” (page 46)
• checklist: “Standards for communication in development programs” (page 54)

1  COMMUNICATION TOOLBOX
INTRODUCTION

If you want to improve a certain aspect of your current communication approach,

you can skip the other tools and go directly to the one that you need.

For information about why you should develop a communication plan, see the
following tools:

• handout: “Why develop a communication plan” (page 47)

• case study: “How a resettlement program in Haiti used a communication plan
to improve results” (page 49)

In order to get the most out of the toolbox, readers should already have an
understanding of the program that they will be implementing and the context in
which the program will take place.

This toolbox draws on recognized good practice and on examples from CRS’
programs. The content and guidance are not specific to one context. They can be
used worldwide.

A note on terminology
Community: For brevity, the toolbox often refers to the “community.” In reality,
every community is made up of individual women, men, girls and boys who fall
into different social-economic groups. Individuals may be young or elderly, abled
or disabled, program participants or nonparticipants. Communities include
local leaders, members of community-based organizations and members of
local government.

Program participants: This term refers to the people whom the program aims to
assist. Other commonly used terms include beneficiaries, clients and people
affected by disaster.

Staff: Throughout the toolbox, staff may be read as CRS staff, partner staff or a
combination of both, depending on your program.

A note on partnerships
The toolbox is applicable to programs implemented by CRS or partners and can
be used by either to ensure good communication between the implementing
organization and communities. Teams of CRS staff may support partners to develop
a communication plan as part of capacity strengthening.

Programs are more likely to succeed when CRS and its partners communicate with
each other. CRS and partners could use this toolbox—especially the template for a
communication plan—when jointly deciding on a communication approach.

2  COMMUNICATION TOOLBOX
 TEMPLATE: DEVELOP A COMMUNICATION PLAN IN NINE STEPS

TEMPLATE

Develop a communication plan in nine steps

A communication plan defines the approach that a program will use to communicate
with communities. It helps ensure systematic information sharing and two-way
communication. The nine steps in this template address the key aspects that
programs should consider:

1. Identify your objectives.

2. Choose your target audiences.
3. Design your key messages.
4. Select your communication methods.
5. Plan for two-way communication.
6. Establish your time frame.
7. Draft a budget.
8. Implement the plan.
9. Monitor the results and look for ways to improve.

Each step includes a series of questions to help staff identify the best approach for
the program.

Program managers may choose to take the lead in developing a communication

plan, or they may work through each of the nine steps with their staff. For an
example of how to develop the plan as a team, see facilitator’s notes: “How to
work with staff to develop a communication plan.”

When implementing projects with partners, CRS staff may support partners
to develop a communication plan—for example, by providing the template as a
resource or cofacilitating a session to develop a plan.

3  COMMUNICATION TOOLBOX
TEMPLATE: DEVELOP A COMMUNICATION PLAN IN NINE STEPS

Step 1: Identify your objectives

Stating your objectives will keep the communication plan focused. Written objectives
can be shared with other staff so they understand why the communication plan
is important to the program’s success. The questions below will help you identify
your objectives:

1. What is your purpose for communicating key program messages? What do

you want to accomplish?

2. Which geographic areas do you want to receive your messages? (Are there
any areas that should not receive the messages?)

Common objectives for communicating with program

participants and communities
By communicating about who you are and what you are doing, you show respect for
the dignity of the people you serve and you make it more likely that the program will
succeed. Sharing information helps do the following things:

• Establish trust between CRS, partners and the community.

• Manage expectations so that people know what CRS and partners can and
cannot do. This can improve staff security and reduce the risk that rumors
will arise.
• Encourage participation and collaboration. Informed communities are better
able to participate in programs, provide feedback and engage in meaningful
dialogue about the programs.
• Ensure that the appropriate people know about the program’s services
and entitlements. They also need to understand how people can access the
program’s benefits.

Depending on your program, you may have additional, more specific objectives.

4  COMMUNICATION TOOLBOX
TEMPLATE: DEVELOP A COMMUNICATION PLAN IN NINE STEPS

Step 2: Choose your target audiences

In international relief and development, we often refer to the “community.” In
reality, no community is homogenous. Communities are made up of women,
men, girls, boys; different social-economic groups; youths and the elderly; people
with disabilities; local leaders, community-based organizations and government
members; as well as program participants and nonparticipants.

You may need to use different communication methods to reach different groups.
The groups may need different levels of program information.

Who needs to know details about your program? (Be as specific as possible—will
these audiences help to achieve your objectives?)

5  COMMUNICATION TOOLBOX
TEMPLATE: DEVELOP A COMMUNICATION PLAN IN NINE STEPS

Quick method for conducting a stakeholder analysis

Think about your program. Which groups of people may (1) have an effect on the
activities or (2) be affected by the activities. Identify which groups exist at the
community level and which exist outside of the community.

You can then decide who you want to target with this communication plan. Think
about which stakeholders have similar information needs and which groups you can
reach using similar methods.

Identifying the different stakeholders at community level can help

you decide which ones have similar information needs.

Caritas Local
authorities
District level
Program
Community level
Community
Program leaders
participants:
women Program CBOs and
participants: women’s
men groups

In emergency distributions, it is normal to target three broad groups: leaders,

participants (beneficiaries), and nonparticipants (nonbeneficiaries). As programs
move into the reconstruction phase, you will need to divide these groups into
categories that are more specific.

A related resource
For another example of how to do a stakeholder analysis, see ProPack: Project
Design and Proposal Guidance for CRS Project and Program Managers, available at
http://www.crsprogramquality.org/publications/2011/1/14/propack-i-english.html.

6  COMMUNICATION TOOLBOX
TEMPLATE: DEVELOP A COMMUNICATION PLAN IN NINE STEPS

Step 3: Design your key messages

Identifying your key messages will help you distill the information that is critical for
achieving your objectives.

1. What are the key messages you want to communicate to each audience?

2. It may help to ask yourself:

• What questions do people ask staff during field visits?

• What do people need to understand in order for the program

to succeed?

• What would you want to know about the program if you lived in
the community?

Audiences Key messages

3. Is there any information that should not be shared, given the context?

7  COMMUNICATION TOOLBOX
TEMPLATE: DEVELOP A COMMUNICATION PLAN IN NINE STEPS

What information should be shared?

The below table is adapted from the CRS Haiti Accountability Framework,1 which
outlines the types of information that should be shared as part of emergency and
development programs. The Bronze level is the minimum for emergency programs.
The Silver level is the minimum for development programs.

Bronze level (minimum for emergency programs)

Communities are informed about:
• Program goals and objectives
• Planned activities and deliverables, including start and end dates
• Criteria and process for program participant selection, and number of people
who will be selected
• Details about partners who are involved in project implementation
• CRS mission and core values
• Contact details, including how people can identify a CRS employee
• Community members’ right to provide feedback and make complaints

Silver level (minimum for development programs)

Communities are informed about:
• All Bronze-level information
• CRS code of conduct and other relevant commitments
• Relevant budget information (subject to security considerations)
• How people can participate in the program
• How the impact will be sustained after the end of the program
• How complaints will be handled

Gold level
Communities are informed about:
• All Bronze- and Silver-level information
• Progress of actual performance in relation to goals and activities
• How input from participation has contributed to decisions
• Key staff roles and responsibilities

1 The framework is available in English, French and Spanish at http://www.crsprogramquality.org

/publications/tag/Haiti-Accountability-Framework.

8  COMMUNICATION TOOLBOX
TEMPLATE: DEVELOP A COMMUNICATION PLAN IN NINE STEPS

Is there any information that should not be shared?

As every context is different, the potential risks associated with sharing certain
information will also differ. To gauge the amount of risk in your situation, consider
the following questions:

• Could sharing certain information compromise the safety and security of

program staff or program participants?
For example, in very insecure areas, publishing the date and time of a
distribution point might put people at risk if it allows criminals to plan
an attack.

• Is this confidential information linked to supporters, donors, partners or staff?

For example, sharing budget information is considered good practice,
but individual staff salaries are normally considered confidential.

• Could sharing this information have potentially negative effects on

the program?
For example, in certain contexts publishing the list of selected program
participants may result in these individuals being approached for loans,
which would reduce the impact of the program. In this example, people
living in the community would be best placed to advise if this practice is
common and therefore a risk.

9  COMMUNICATION TOOLBOX
TEMPLATE: DEVELOP A COMMUNICATION PLAN IN NINE STEPS

Examples from the field

Sometimes sharing budget information improves the program

As part of evaluating a transitional shelter (T-shelter) program, CRS asked
community members and program participants to (1) give their definition of a good
T-shelter and (2) compare this definition with CRS’ T-Shelters.

However, these community members did not know the cost per T-shelter or the link
between the cost per shelter and the number of families targeted. Participants had
no way of assessing whether the T-shelters offered good value for the money.

Some participants replied that CRS’ program should have provided larger shelters,
with tiled floors, glass windows and indoor toilets. Their feedback was based on
the unrealistic expectation that CRS had unlimited funds to spend. Participants
did not have the information to factor in resource limitations or key resource
allocation choices.

Sometimes information needs to be adapted before sharing it

In the past, CRS found in certain areas of Pakistan that sharing program-level financial
information resulted in partners and staff being harassed by government entities,
landlords and nonparticipants who wanted to influence the targeting process. Even
top-line budget information such as “100,000 USD is available for the program to
complete 10,000 infrastructure schemes” had potential to make staff targets.

To overcome this, CRS now shares financial information relevant to the items
or package that its program participants receive—for example, the value of the
livelihoods package, the budgeted value of a cash-for-work or infrastructure scheme
and the actual amount spent in the community. This level of detail helps the
committees better prioritize their needs and develop “bills of quantities” without
endangering the program staff.

And sometimes it’s responsible to withhold some information

Following the 2010 earthquake in Haiti, 1.5 million people were forced to live in
camps in and around Port-au-Prince. The high population density and ease with
which people could move from one area to another to find aid made conducting
distributions challenging. To serve families living in smaller camps in the immediate
aftermath of the earthquake, food distributions were conducted at night.

During late afternoon, teams would go into a small camp of 100 to 200 families to
distribute tokens by tent. The teams did not say what the tokens were for or when
the distribution would take place. At 10 p.m. or 11 p.m., teams returned with food,
woke up people and conducted a distribution. This method, while counter to general
good practice, was necessary in this context to prevent the influx of people that
would have occurred if information had been readily shared or if the distributions
had occurred during the day.

10  COMMUNICATION TOOLBOX

TEMPLATE: DEVELOP A COMMUNICATION PLAN IN NINE STEPS

Step 4: Select your communication methods

Your context, objectives and target audience will determine what communication
methods will be most suitable. Ideally, you should aim to prioritize two to four key
methods, with a combination of oral and written methods.

1. What methods will you use to communicate the messages to the

target audience?

2. How will each method work?

3. Do the selected methods pose any risks to staff or community members?

11  COMMUNICATION TOOLBOX

TEMPLATE: DEVELOP A COMMUNICATION PLAN IN NINE STEPS

Written options and oral options

Written options Oral options:
• Leaflets and flyers • Megaphones
• Notice boards and posters • Community meetings
• Distribution (or program participant) cards • Community committees
• Agreements between the program and each • Radio
program participant • Theater
• Short message service (SMS) messaging • Hotlines or help desks
• Newspapers • Models and demonstrations
• Social media methods using the internet • Door-to-door community mobilizers

Select communication options to match the context

Reflect on the factors that will affect different

communication methods
• Local situation. What existing communication channels are present in the
community? What planned program activities could be used? How accessible
is the community?
• Target audience. What methods do community members prefer? Is certain
information for the whole community or only for program participants? What
are the levels of literacy among men and women? How can more-vulnerable
groups be reached?
• Risk management. Is there a risk that certain information will be
misunderstood? Could certain communication methods put staff or
community members at risk?
• Available resources. What staff and budget are available for communication?
• Two-way communication. Does the program want to gather feedback while
sharing information? Are people likely to have questions?

Consult with community members as soon as the situation allows

• How do people currently find out what is happening?
• What methods would communities prefer staff to use?
• How should staff reach more groups that are vulnerable?

It’s common to use several communication methods before and during

emergency distributions:
• distribution cards, coupons or vouchers
• posters and banners
• leaflets in the distribution package
• megaphones
• face-to-face conversations with community volunteers and staff who go door
to door or up and down the waiting lines

For more information see worksheet: “Choose which communication methods to use.”

12  COMMUNICATION TOOLBOX

TEMPLATE: DEVELOP A COMMUNICATION PLAN IN NINE STEPS

Examples from the field

Take advantage of communication methods that already exist

After the Haiti earthquake, CRS conducted distributions in Port-au-Prince’s
Petionville Camp, where 40,000 people had taken shelter. Shortly after people
started moving into the camp, a local pastor set up a stage and a sound system to
preach every evening. CRS used the evening sermons and the sound system to relay
information regarding services and safety to the camp population.

Use trusted channels

By speaking to people who were living in Kenya’s camps, Internews found that
although people heard some updates and news through the camp leaders, they
didn’t trust them as sources of information. Several sources estimated that
information shared via existing networks took two to three weeks to reach its target
audience, if it reached the audience at all. Instead, people trusted and preferred
getting their information from radios, mobile phones and friends or family.2

Add to already-planned activities and materials—

especially during emergencies
During emergency distributions in India, families received coupons that they could
trade in for goods. CRS put its name, logo, mission and vision on the back of the
coupons to promote transparency. Posters gave details about what was being
distributed (with pictures, descriptions and quantities of each item).

In Haiti, CRS used the back of participant ID cards to convey information about a
resettlement program:

CRS and the mayor are implementing the Ann Ale Lakay program to help
families find housing and move back to the neighborhoods where they lived
before the earthquake. This service is free.

If you want more information about the program, see one of the CRS notice
boards. If you are unhappy with the program or you are struggling to get
service, we want to know right away. You can call 277 or speak to one of our
field staff to file a complaint.

2 Matt Abud, with Jacobo Quintanilla and Deborah Ensor, Dadaab, Kenya: Humanitarian Communications
and Information Needs Assessment Among Refugees in the Camps; Findings, Analysis &
Recommendations (n.p.: Internews, 2011), http://www.internews.org/research-publications
/dadaab-kenya-humanitarian-communications-and-information-needs-assessment-amon/.

13  COMMUNICATION TOOLBOX

TEMPLATE: DEVELOP A COMMUNICATION PLAN IN NINE STEPS

Step 5: Plan for two-way communication

Two-way communication promotes dialogue and allows organizations to gather
ideas, suggestions and feedback from target communities. This can help you adjust
your programs to better fit people’s needs. You can gather feedback formally (for
example, during community meetings or via a help desk or hotline) or informally as
part of other activities.

Field staff are the most likely to receive feedback. This feedback needs to reach
the program manager, who can then make a decision about whether to adjust the
program and how to respond to the communities. Responding to feedback shows
the communities that their feedback has been considered and used, even if the
answer to the community’s request is “no.”

1. Which of your communication methods allow dialogue with the community

and opportunities for feedback?

2. How will field staff collect and document feedback?

3. How will program managers receive the feedback? How often?

4. How will the program communicate its response to the community?

14  COMMUNICATION TOOLBOX

TEMPLATE: DEVELOP A COMMUNICATION PLAN IN NINE STEPS

A basic feedback cycle

Field staff receive Field staff document

feedback from the the feedback
community (e.g., in a feedback form or
(e.g., via regular community weekly activity report)
meetings, door-to-door visits, a
hotline or a help desk)

The program communicates Staff share the feedback

its response to the with the program manager
community (e.g., via forms, weekly
(e.g., via community meetings, reports, team meetings or
committee members, CBOs, online databases)
posters or fliers)

Program manager
adjusts the program as
appropriate and informs
the staff
(e.g., via team meetings)

Each step in this basic feedback cycle is important for capturing and using
feedback. Teams should agree about how each step will happen during the program
and ensure that field staff understand that the program managers value the
community’s feedback. Otherwise, the process might get stuck in the middle of
the cycle.

See “Additional resources” for guidance on how to set up a formal feedback

mechanism (including complaint and response mechanisms).

15  COMMUNICATION TOOLBOX

TEMPLATE: DEVELOP A COMMUNICATION PLAN IN NINE STEPS

Examples from the field

Provide multiple channels for feedback

Desmiati Pondok belongs to a T-shelter committee in Sumatra, Indonesia. She has
noticed that it’s important for people to have multiple ways of asking questions and
reporting problems:

“I and people in my community are aware of the 24-hour help-line service. The
number is clear and it is visible on the road to our village. Many people in the
community come to talk to me or others on the committee whenever they have
problems, issues or questions about the project. Most of their questions were
about the cash grant distribution date. Because CRS staff often visited us, we
could also contact them.”

Build feedback collection into monitoring activities

During emergency distributions in 2011–2012 in India, the program collected
feedback on the distribution process through exit interviews at each site. Focus
groups in selected locations provided additional feedback about how people used
the relief items.

The team also used postcards to collect feedback. The program gave prestamped
and preaddressed postcards to a random selection of participants, asking them to
write down their comments and put the postcards in the mail to CRS.

Emergency distributions commonly use help desks and postdistribution staff

meetings to share feedback from community members.

16  COMMUNICATION TOOLBOX

TEMPLATE: DEVELOP A COMMUNICATION PLAN IN NINE STEPS

Step 6: Establish your time frame

Communication at all stages of the program is important. People need to be informed
about key developments so they will be able to make the most of the program. You
should communicate with community members throughout the program, especially
before starting key activities, before making changes to the program and upon
encountering delays.

1. What are the key activities in your program? Which ones need to be
preceded by information sharing?

2. When will you share updates with the different audiences?

Activities that require information sharing before or

during implementation
• Selecting program participants
• Distributing items
• Forming committees or groups
• Conducting satisfaction reviews and evaluations
• Facilitating participatory processes (e.g., designing a latrine or mapping
a community)
• Starting new activities at the community level

You might also consider the following activities:

• Hold a community meeting every month to provide a forum for

ongoing dialogue.
• Provide an update on progress and planned activities of the last six months,
after each planning meeting.
• Share findings after the midterm evaluation and satisfaction surveys.

17  COMMUNICATION TOOLBOX

TEMPLATE: DEVELOP A COMMUNICATION PLAN IN NINE STEPS

Step 7: Draft a budget

Depending on your budget, you may need to be more strategic about when to invest
in expensive communication methods such as mass media. Many methods are
inexpensive, such as sharing information at community meetings, creating simple
posters and working with community committees.

Sometimes program budgets and country budgets have a budget line for media or
external relations expenses. It would be worth checking whether this is available.

1. What is your budget? Can costs be integrated into program budgets as the
program budgets are developed?

2. How much do you expect your plan will cost?

Item Cost per unit Number of units Total cost Notes

18  COMMUNICATION TOOLBOX

TEMPLATE: DEVELOP A COMMUNICATION PLAN IN NINE STEPS

Example of a communications budget

The below table is an example of a communications budget. You should include the
communications budget in the program budget.

Please note that the items and costs are only intended as examples. The list of
items is not exhaustive. Costs need to be determined locally.

Item Cost Number Total cost Notes

per unit of units
Artist to develop pictures to accompany 30.00 4 120.00 4 pictures for the program poster
written information

Printing of leaflets, posters and 0.20 1,000 200.00 One leaflet for each
participant agreements program participant

T-shirt printing so that staff are 10.00 20 200.00 Two T-shirts per staff member
easily identifiable

Staff ID cards, so staff are identifiable 5.00 10 50.00

Refreshments as part of trainings 7.00 70 490.00 Assume 10 members for 7

on better communication with committees—snacks only
community committees

Cost of physical items—such as notice 120.00 2 240.00 Notice boards for the 2 sites
boards, megaphones

Cost of sound truck—to go around 50.00 24 1,200.00 Sound truck to visit both sites
neighborhoods with messages each month for 12 months

TOTAL 2,500.00

19  COMMUNICATION TOOLBOX

TEMPLATE: DEVELOP A COMMUNICATION PLAN IN NINE STEPS

Step 8: Implement the plan

You may need to use a variety of activities in order to roll out your communication
plan. The activities might be one-time, periodic or ongoing.

Consider the order in which different people will need to know information. For
example, staff may need to be informed before they can explain the program to
others. Often, programs need to inform community leaders and other community
groups before informing the wider community.

1. What key activities will you need to complete in order to roll out this
communication plan?

2. Do certain target groups need to be informed before others?

3. Who will take the lead for each? Think about who is responsible for

• managing the communication plan and sustaining the approach,

• developing communication materials,
• sharing messages with communities and gathering feedback,
• communicating with other stakeholders (e.g., government departments,
local NGOs and international NGOs) and
• reviewing whether the communication approach is effective.

Activity Lead Time frame

1 2 3 4 5 6 7 8 9 10 11 12

20  COMMUNICATION TOOLBOX

TEMPLATE: DEVELOP A COMMUNICATION PLAN IN NINE STEPS

Example of activities in an implementation plan

The below table is an example of how to schedule activities in an implementation
plan. The list of items is not exhaustive.

Activity Lead Time frame

1 2 3 4 5 6 7 8 9 10 11 12
Develop a communication plan, Program
with community’s input about manager 
preferred communication methods.

Develop a poster to summarize Program

the program. officer 

Develop a program participant Program

agreement (PPA). manager 

Brief staff on the program and how Program

to explain it to others. manager 

Distribute the posters and explain Field staff

PPA to those selected.           

Work with the partner to identify Program

location for community meetings. officer 

Hold bimonthly community meetings. M&E staff

     
Develop an updated poster to Program
communicate progress to date. officer 

Review the communication plan. M&E staff

Are current communication 
methods effective? If people feel
well informed about the program,
what additional information would
they like to receive?

21  COMMUNICATION TOOLBOX

TEMPLATE: DEVELOP A COMMUNICATION PLAN IN NINE STEPS

Step 9: Monitor the results and look for ways to improve

Review your communication plan during and after its implementation. Look for ways
to improve. Did people receive your message? How did they respond?

The review can be either a stand-alone activity or one part of an overall program
review. Before you implement the plan, you should decide with your team how and
when to review the plan. This reminds staff that it’s important to learn and improve
over time.

1. What methods will you use to decide whether each communication

approach is effective?

2. Who will be responsible for developing the review criteria and making the
review happen?

22  COMMUNICATION TOOLBOX

TEMPLATE: DEVELOP A COMMUNICATION PLAN IN NINE STEPS

Methods for reviewing whether a communication approach

is effective
Review your approach by making observations, by speaking to staff and by speaking
to community members.

Observe
You can observe whether communication approaches are effective by making field
visits and suboffice visit; by looking at reports, databases and communication
materials; by observing community meetings; or by taking advantage of other
opportunities to observe programs in action.

What to look for

□ Target groups understand the language and words that staff and
communication materials use.

□ The communication method conveys enough information.

□ The information is accessible. (It reaches all vulnerable groups, and there are
few barriers that might prevent people from understanding it.)

□ The program documents and analyzes feedback.

Talk to staff
You can find out whether managers and field-level staff understand the
communication plan by talking to them during meetings, informal interviews, field
visit or focus-group discussions.

What to look for

□ Staff understand the overall program.

□ Staff can explain what communication methods the program uses and what
information the program is sharing.

□ Staff can provide an example of how the program used feedback to

make improvements.

Sample questions
• Can you explain the program? (Ask for details: How are people selected for
the program? What are the program’s main goals, activities and deliverables?
What is the time frame?)
• What do you tell community members and program participants about
the program?
• How do you communicate this information?
• When do you communicate with community members and participants?
• What is your role in informing communities about the program?
• How can community members provide feedback?

23  COMMUNICATION TOOLBOX

TEMPLATE: DEVELOP A COMMUNICATION PLAN IN NINE STEPS

• How do you share feedback with decision makers? (Can you give an example
of when the program used community feedback to improve the program?)
• How do you think we could improve the way we communicate
with communities?

Talk to community members

You can find out whether community members are receiving the information that
they need by asking them for feedback during community meetings, informal
interviews, staff visits, focus-group discussions and surveys. Be sure to talk with
people who are more vulnerable.

What to look for

□ There is evidence that all target groups are receiving information in a timely
manner and that they understand the information.

□ The program uses communication methods that community members prefer.

□ All vulnerable groups have equal access to information.

□ Community members feel satisfied with the amount of communication.

□ Community members have the opportunity to give feedback, and they feel
that their comments will be taken into consideration.

Sample questions
• What do you know about this project and the organizations that are running
it? (Ask for details: How are people selected for the program? What are
the program’s main goals, activities and deliverables? When will the
program end?)
• How did you find out this information?
• How would you like us to share information about this project with you?
• Which people or groups in this community know the most about the
project? Which people or groups know the least? (Why do some people know
more than others? What are some of the challenges that prevent people from
accessing information?)
• What else would you like to know about the project? (Do you have any
questions for us now?)
• Has the program given you ways to share your feedback and opinions with us?
Have we responded to feedback?

24  COMMUNICATION TOOLBOX

TEMPLATE: DEVELOP A COMMUNICATION PLAN IN NINE STEPS

Example from the field

Reviewing your approach reduces time wasted on

ineffective methods
Following the Haiti 2010 earthquake, the International Federation of Red Cross
and Red Crescent used a number of methods to share information about their
programs and practical information about health, weather and cholera. They used
radio shows, SMS mass messaging, phone lines (via call centers and recorded
messages), field visits by staff and posters.

An evaluation of their communication efforts in 2011 found 74 percent of people

had received information from the Red Cross. But women and people who were
more than 50 years old had less information, highlighting a need to put extra effort
into reaching these groups.

People preferred receiving information via word of mouth and radio. Only 5.5
percent of people who were surveyed reported that they received information
through posters, even though staff commonly used posters, which took a
considerable amount of time to develop. As a result of this feedback, staff adjusted
their approach. They stopped using posters and instead introduced a Red Cross
sound truck to visit camps and communities with messages and music.3

3 Catherine Chazaly, Beneficiary Communications Evaluation: Haiti Earthquake Operation 2011

(Geneva: International Federation of Red Cross and Red Crescent Societies, 2011), http://www.ifrc
.org/Global/Publications/disasters/reports/IFRC-Haiti-Beneficiary-Communications-Evaluation-EN.pdf.

25  COMMUNICATION TOOLBOX

FACILITATOR’S NOTES: HOW TO WORK WITH STAFF TO DEVELOP A COMMUNICATION PLAN

FACILITATOR’S NOTES

How to work with staff to develop a

communication plan
Program managers can use these notes to develop or improve a communication
plan with field teams, including partner staff. The notes have been adapted from a
session that CRS held in Pakistan.

Purpose
By the end of the session, participants will
• understand why communication is important;
• develop a communication plan for their program, building on their experience
and knowledge of the program context;
• understand the communication approach that will be used; and
• understand their role in the communication plan.

Duration
You will need 2–3 hours to conduct the session.

Timing
It would be ideal to conduct the session at the beginning of the program. Program
managers can also adapt these notes to use after the program has started, allowing
teams to review and build on current practice.
Other necessary activities

The facilitator should reserve time to

• consult with appropriate communities (for example questions, see
worksheet: “Choose which communication methods to use”),
• document the communication plan and
• share the communication plan with appropriate staff.

Preparing for the session

• Read this document and the template, “Develop a communication plan in nine
steps.” Identify the parts that are the most relevant to your program.
• Review the program’s information (for example, its budget details and
key activities).
• Identify ways that teams currently communicate with program participants
and community members. This will enable you to recognize and build on
existing good practice and reflect on lessons learned.
• Understand your staff’s attitudes about two-way communication. This will help
you to guide the team toward the right mind-set, if necessary.

26  COMMUNICATION TOOLBOX

FACILITATOR’S NOTES: HOW TO WORK WITH STAFF TO DEVELOP A COMMUNICATION PLAN

Conducting the session

1. Set the scene (optional)

To help staff understand the importance of information sharing, you may choose
to start the session with 20–30 minutes of discussion about one of the two
scenarios below.

Scenario 1: After Cyclone Sidr in southern Bangladesh, one man who was
selected as a beneficiary said, If I know about the items that will be distributed
tomorrow then I can decide if I should go to the distribution point or stay and fix
my house.4

• What does he mean? How does the lack of information affect him and
the program?
• Think about [insert recent emergency that staff are aware of]. If you were
living in the affected area, what information would you want to know about
an emergency relief program?
• What would happen if you and others in the community did not have
access to this information? How would you feel? What would you do?

Scenario 2: Can you think of an example in which there was misunderstanding

between an NGO and a community? [Or give a concrete example from your
area to start the discussion.]

• What happened?
• How did the misunderstanding affect the community, the program and the
program staff?
• How could the misunderstanding have been prevented?

2. Introduce the purpose of the session and plan

Explain to participants the purpose of the communication plan and describe the
nine steps in the template.

3. Create the communication plan for your program

Go through each of the nine steps and answer the questions in the template. You may
find it helpful to use a projector to display the questions, and print out relevant parts
of the template for discussion.

For each of the template’s steps that are relevant to your program, reflect on current
practices and the participants’ experiences. What works well? What could be improved?

4. Record conclusions and decisions as you go

It is important to put the plan in writing so the team can refer to it throughout
the program. Every plan will look different. You can organize your plan by using a
combination of tables, text and diagrams.

4 Paraphrased from “HAP International,” Humanitarian Accountability Partnership,

http://www.hapinternational.org.

27  COMMUNICATION TOOLBOX

WORKSHEET: CHOOSE WHICH COMMUNICATION METHODS TO USE

WORKSHEET

Choose which communication methods

to use
This worksheet will help you choose two to four communication methods that are
appropriate for your program. Look at the chart below, which lists some common
communication methods. Then answer the questions to decide which methods are
right for your plan.

Common communication methods

The chart on the next page lists some common written and oral communication
methods. Some methods are better for reaching a broad audience. Other methods
are better for reaching a targeted audience.

Be sure to think about local options, too. In Haiti, for example, programs could ask
traditional Rara bands to go through a community in order to draw people out of their
houses. Then the community could enjoy the music and hear the program’s messages.

Factors to consider when choosing

communication methods

Local situation
1. What methods do community members and program participants say they
would prefer you to use?
Speak to different community members. Use methods they say would work
for them.

2. What methods are already common that you could build on?
For example, if most people have access to a radio or mobile phone, can you
communicate this way? If people regularly go to meetings, can you share
information at the meetings, too?

3. What planned program activities can be used for greater information sharing?
For example, if the program is gathering people to launch activities, take the
opportunity to explain more about the program. If program participants will
be given a distribution card, what extra information can you share on the
card itself?

28  COMMUNICATION TOOLBOX

 Written methods Oral methods

Newspapers Notice boards Social media Megaphones Theater Radio

E.g., to share E.g., to display key via internet E.g., to announce the E.g., to share E.g., to broadcast
information about who project information in E.g., to communicate beginning of an programmatic programmatic
the agency is and central locations. with program activity or to inform messages (e.g., on messages and general
what the agency has participants via a people at distribution hygiene promotion) information about the
achieved in the targetted website, points about the items and key information agency and programs.
last year. Facebook page or or process. about the agency, the Listeners can
Twitter account. program and the participate in call-in
Applicable for accountability people sessions.

29  COMMUNICATION TOOLBOX

countries with high can expect.
levels of internet
access or smart
phone ownership. Community
committees or
groups that share
Leaflets and flyers information on
Community Hotlines or
behalf of the
E.g., to convey key meetings help desks
messages about
programs
E.g., to give
projects, share E.g., to introduce new E.g., to share information, answer
design details (e.g., activities, provide information via questions and collect
shelter design) or program updates and groups that have feedback by phone or
WORKSHEET: CHOOSE WHICH COMMUNICATION METHODS TO USE

address rumors. respond to questions. access to different in person.

sections of the
community (women,
youths, committees,
CBOs, etc.).

Distribution cards,
program Mobile phones via voice
participant folders and SMS Models and Community
or agreements demonstrations mobilizers
E.g., to send mass SMS
E.g., to show a messages about activities E.g., to show E.g., to reach out to
commitment to to participants or leaders, building designs, a more vulnerable
someone who is or to call targeted water-purification groups or individuals
selected for a program individuals and share process or how within a community,
and to share relevant information—asking them distributed items can or to make
information. to spread the message. be used. door-to-door visits.

One-way communication Two-way communication Two-way communication

method is possible with this method is likely with this method
WORKSHEET: CHOOSE WHICH COMMUNICATION METHODS TO USE

4. How accessible is the community?

For example, mountains and rivers might restrict how often and what times of
the year you can physically visit a community. Security might affect whether
you can visit certain areas. If it’s hard to visit a community, consider using
radio or SMS messaging, which can be good ways to share information with
key community members and committees.

Target audience
5. Who needs to know this information? The wider community or only
program participants?
Certain methods, such as radio, megaphones and notice boards, target
the whole community. Sometimes a program may want to give additional
information to participants (for example, information about their roles and
responsibilities as part of the program). You could use program participant
agreements, distribution cards or targeted meetings to communicate
this information.

6. What are the levels of literacy among men and women?

Use oral and visual communication methods if less than 100 percent
of the target audience is literate. Do not rely on written methods alone.
Oral and visual methods include speaking at community meetings, giving
demonstrations and creating illustrated posters. Test the visual methods to
ensure that people understand the pictures.

7. How can we communicate with groups that are more vulnerable?

Traditional methods (such as communicating via community leaders)
and methods that cost money (such as buying a newspaper) may exclude
vulnerable groups. It often takes extra effort to reach these groups. For
example, you might need to go door to door or work with community groups,
such as a women’s group, who can pass information on to people who are
hard to reach.

30  COMMUNICATION TOOLBOX

WORKSHEET: CHOOSE WHICH COMMUNICATION METHODS TO USE

8. Does the program need to communicate with men and women equally?
Certain channels, such as by communicating via church groups or women’s
groups, may not reach men. Other channels may not reach women.

Risk management
9. If information is misunderstood, will it put the program at risk? Is there
a risk of rumors or distortions if people pass the information from person
to person?
For sensitive information that is more likely to be misunderstood or distorted,
use written methods (such as leaflets and posters) to complement oral
methods. A good example of sensitive information is a program’s selection
criteria and selection process.

10. Will certain communication methods put staff or community members

at risk?
For example, will inviting mothers and children to a central meeting point
put them at risk when they travel home? Work with groups to identify how to
minimize risk.

Available resources
11. How much money, staff time and other resources are available for
the program?
Some methods need more initial financial investment (such as developing a
radio message). Other methods may need sustained staff time (for example,
keeping a notice board up to date). Door-to-door mobilization often requires
the most staff time.

31  COMMUNICATION TOOLBOX

WORKSHEET: CHOOSE WHICH COMMUNICATION METHODS TO USE

Two-way versus one-way communication

12. Does the program want to gather feedback while sharing information?
Community meetings and door-to-door visits create an opportunity for
dialogue when staff are present. Hotlines provide an opportunity for
community members to contact the agency even when staff are not in their
community. Programs should only seek feedback if they believe they can
use it. If the program has already made a decision or if it is not possible to
change certain aspects of the program, then collecting feedback can raise
false expectations.

13. Are people likely to have questions about the information that the
program shares?
Two-way methods enable people to ask questions and feel heard. They also
allow field staff to respond to people’s questions, comments and concerns.

32  COMMUNICATION TOOLBOX

WORKSHEET: CHOOSE WHICH COMMUNICATION METHODS TO USE

Advantages and disadvantages of written and oral methods

Reflecting on the advantages and disadvantages of written and oral methods will
help you identify what combination of methods might be most appropriate for
your program.

Written methods
Advantages Disadvantages
• Presents a formalized, consistent message • Needs higher levels of literacy or relies on
to communities. This can reduce the risk some people to read to others.
of misunderstandings and rumors. (E.g., • Takes time to develop the materials.
publishing distribution times helps assure
• Makes plans more concrete, which may present
people that the distribution will happen.)
a challenge in quickly changing contexts.
• Helps make formal agreements (e.g., between
• Tends to result in one-way communication.
an agency and a committee).
• Lasts for a long time.
• Makes it easier to follow up because there is a
paper trail. (E.g., you can more easily identify
program participants if they receive a receipt
after registering.)
• Makes it easier to display information (e.g.,
designs, pictures or other visual data).

Oral methods
Advantages Disadvantages
• Allows communication with target populations • Sometimes leads to misunderstandings,
that have high levels of illiteracy. distortions and rumors as messages pass from
• Allows staff to tailor their message to person to person.
the audience. • Requires staff to be briefed to ensure
• Prompts dialogue between field staff and consistency of the message.
the community. • Often relies on key contact people at the
• Provides the opportunity for people to ask community level, who may not deliver the
questions and for staff to hear suggestions message to the intended audience.
from the community. • Requires the audience to be present at a given
time. If people are out during the day, they may
miss staff visits or community meetings.

33  COMMUNICATION TOOLBOX

WORKSHEET: CHOOSE WHICH COMMUNICATION METHODS TO USE

Consulting with communities to identify their

preferred methods
Staff can ask community members the following questions to identify which
methods of communication they would prefer and which methods might be more
effective. If the program has already started, staff can revise these questions to
review the effectiveness of existing communication methods.

1. How do you currently find out about what is happening in your community?

2. Which groups of people in the community are generally more informed about
what is happening? Which groups are normally less informed? Why?

3. What communication methods would you prefer that we use to keep you
informed about this program?
• You may give some examples of different communication methods to help
start the discussion.
• You may wish to discuss written and oral options, and then ask people
which ones they prefer.
• You may also need to discuss the resource limitations or constraints your
program is operating under. For example, if people say they would like you
to come door to door every week and the program site is 5 hours away,
you may need to discuss whether this is feasible.
• You should explore details about preferred communication methods.
For example, if certain groups prefer community meetings, how often
should they occur? Is there a day or time that is more convenient? If
people prefer to receive information via a notice board, where should it
be placed?

4. Who might be excluded if we use the communication methods that you

have selected?
Explore issues that might affect people’s access to information (including
time, resources, mobility and culture). It is important to consult different
vulnerable groups as part of this process.

5. What would you like to know about the program right now? What would you
like us to keep you updated about?
Another way of asking this is, “What questions do you have about
the program?”

6. How would you like to provide feedback to us about the program?

34  COMMUNICATION TOOLBOX

TIPS

Implement your communication methods

You’ve selected the program’s communication methods, but how should you
implement them? Here are some tips on communicating via community meetings,
notice boards, written materials, community-based organizations, SMS messaging,
radio and megaphones.

Community meetings
Community meetings give programs an opportunity to invite a wider population
and to hear feedback. Programs can hold community meetings at regular
intervals, such as every two months, to create opportunities for dialogue. These
meetings should not be about individual sectors but instead should be cross-
sectoral, so community members need only attend one meeting to understand
the program’s holistic approach.

How to hold community meetings

1. Agree to a plan

Work with local leaders and others to organize and run meetings. Consider
what role they can play (in order to empower them as part of this activity)
and what role the agency or partners should fill.

Agree to a location, time of day and duration. The meeting should last no more
than 1.5 hours. Keep in mind times when most people will be free.

Identify key topics to discuss during the meeting, assign responsibilities to

staff and fill out the form titled “Planning tool for community meetings.”

2. Invite stakeholders

Invite people to the meeting in advance. Think about how you will invite
people, especially how to invite harder-to-reach individuals.

Invite other groups that are working in the same area if you think they may
want to give an update or make an announcement.

3. Conduct the meeting

Use different techniques and methods during the meeting to convey different
messages and keep it interesting. For example, meetings can include
• question-and-answer sessions,
• role playing and drama,
• visual materials and
• several speakers.

Keep to the time limit, and ensure that a staff member is recording
participants’ questions and feedback.

Set a date for the next meeting.

35  COMMUNICATION TOOLBOX

TIPS: IMPLEMENT YOUR COMMUNICATION METHODS

4. Follow up on feedback

Share the participants’ feedback with the appropriate manager. At the next
meeting, tell the participants how the program used their feedback.

Planning tool for community meetings

Field teams can fill out this form to plan successful and productive community meetings.

Meeting’s date: ____________________________________________________________________

Meeting’s time: ____________________________________________________________________

Meeting’s location: _________________________________________________________________

Who will be invited? Which zones are they from?

What is the meeting’s objective?

What is the meeting’s agenda?

List key topics for discussion.

Who is the meeting’s facilitator?

Who is the meeting’s note taker?

What other staff will attend?

List their names and their roles in the meeting.

How will the organizers inform people about the meeting and invite them to it?
Who will take the lead?

What needs to be done to ensure the venue is suitable and ready for the meeting?
Who will take the lead?

What messages or materials need to be prepared for the meeting?

Who will take the lead?

36  COMMUNICATION TOOLBOX

TIPS: IMPLEMENT YOUR COMMUNICATION METHODS

Feedback tool for community meetings

During each meeting, the note taker should fill out this form to record the information that people
share. Afterward, the meeting’s facilitator should check the form and sign it if the notes are accurate.
Then the supervisor should read the notes, write comments and sign the form.

Meeting’s date: ____________________________________________________________________

Meeting’s location: _________________________________________________________________

Number of men: _____ Number of women: _____

Type of participants (e.g., beneficiaries, leaders, masons, carpenters, community members,

community-based organization): ______________________________________________________

_________________________________________________________________________________

Facilitators’ names: _________________________________________________________________

Main points discussed in the meeting:

Suggestions/feedback from participants:

Action needed, and person responsible:

Comments from the facilitator:

Next meeting set for (date): __________________________________________________________

Name and title of facilitator (print): ____________________________________________________

Facilitator’s signature: ______________________________________________________________

Supervisor’s comments and signature:

37  COMMUNICATION TOOLBOX

TIPS: IMPLEMENT YOUR COMMUNICATION METHODS

Written materials and notice boards

How to develop written materials

1. Make a plan

• Develop key messages and submit them for approval.

• Decide what visual material you need.

2. Create the materials

• Translate key messages into the local language.

• Work with an artist, if needed, to develop visual materials.
• Combine the materials to create posters, flyers or leaflets.

3. Test the materials

• Show the materials to a few community members.

• Ask questions to find out whether they understand the text and images.
• Look for potential misunderstandings, and revise the materials to make
the message clear.

4. Print and distribute the materials

Print the materials, taking into account how they will be used. (For example,
materials for notice boards need to be waterproof to withstand rain.)

How to set up effective notice boards

1. Follow the above process

Read the steps in the above list, “How to develop written materials.”

2. Remember your audience

All materials should be written in the community’s language. Avoid using

acronyms, initialisms and NGO jargon.

3. Create an eye-catching design

Think about how you can display information using both words and pictures.
Here are some examples:
• Use “before” and “after” photos or a timeline of photos to show a
project’s progress.
• Include diagrams to show the design of transitional shelters.
• Illustrate key messages with drawings.

4. Agree to a location

Decide on the location the notice boards with the community. Notice boards
should be in central locations where lots of people can easily read them.

38  COMMUNICATION TOOLBOX

TIPS: IMPLEMENT YOUR COMMUNICATION METHODS

5. Ensure community ownership

The community needs to take ownership of the notice board. Here are some
ways to accomplish this:
• Identify someone in the community who can help maintain the board.
• Encourage others in the community to use the board for
community announcements.
• Ask local children or groups to decorate the board.

6. Update the notice board

Nominate a staff member to regularly update the notice board.

Example of a notice board

Purpose of this notice board Project name, objectives & activities for each sector Other
• Share information about (For example,
activities happening in announcements,
this community Program upcoming
• Not for political messages activities, list of
committee
members, space
Who is CRS? for community
• What you can expect members’ fliers)
from CRS Project plans
• Mechanism for feedback • Start date and end date
and complaints • Process and criteria
for selecting participants
• Schedule of activities

In this zone X, CRS is working Progress since the start of the program
with partner Y and members
What changes has the project made?
of the community to implement
the program. Before
Key people for the program in
zone X are: Potential $3,860/ha
Income

Final $1,733/ha

After
Map of the area of intervention: Missed $2,127/ha

$500 per
=
hectare (ha)

39  COMMUNICATION TOOLBOX

TIPS: IMPLEMENT YOUR COMMUNICATION METHODS

Committees, CBOs and other groups

These groups can not only assist with program activities but also
share information with the community members and gather feedback.
It is essential for the agency and partners to work closely with
community groups in order for this relationship to succeed.

How to use groups to spread your message

1. Identify community leaders

Before visiting the community, try to get the contact information

of a community leader.

During your first visit to the community, identify known

community leaders (e.g., teachers, activists, barbers,
shopkeepers). Keep in mind that these are not necessarily the
most vocal people in the community. Make observations: Which
people seem to be respected by other community members?
Who do people listen to during meetings?

2. Establish a committee if one doesn’t exist

Explain that there should be a representative from each group

so that everyone’s voice can be heard. If it is necessary to do so
for cultural reasons, create two committees—one for men and
one for women.

Ask the community members to either select committee

members or give feedback about them to ensure that these
people are respected by the community.

3. Discuss mutual expectations

• Explain the project to the committee members.

• Discuss roles and responsibilities with the committee.
• Ask committee members to sign an agreement with CRS or the partner.
• Exchange contact information so you can reach each other more easily.

4. Share information

• When you need to ensure that a message reaches the community, share
the message with two or three of the committee members, in person or
by phone.
• Share the committee’s feedback with the rest of the program’s staff. (For
example, “Community members are harvesting rice. Now is not a good
time to conduct trainings.”)

40  COMMUNICATION TOOLBOX

TIPS: IMPLEMENT YOUR COMMUNICATION METHODS

SMS messaging
SMS messaging can be an effective way to quickly share many types of key
information with a large number of people. For example, you can use it to

• announce the time and location of a distribution, or other key activities;

• inform people that they have or have not been selected as
program participants;
• reassure community members (e.g., if an office closes for security reasons,
SMS can explain why and state that CRS hopes to reopen the office when the
situation is calmer);
• communicate key CRS values (e.g., that all aid is free).

Messages may be sent via the local phone network or the internet, and both
methods are quick to set up.

Method 1: To use the local phone network to send messages, you will need
a computer and either a mobile phone or a modem with a local SIM card. The
software commonly used for this type of messaging is FrontlineSMS (http://www
.frontlinesms.com/). Charges per SMS are based on the mobile phone’s local
network rates.

Method 2: To use internet to send messages, you will need a computer with
internet access. Two services are Clickatell (https://www.clickatell.com/) and
BulkSMS (http://www.bulksms.com/). Charges per SMS are based on fixed rates,
regardless of country.

Test your SMS system to ensure that you can easily and quickly send a large number
of messages. This will enable you to fix glitches before you need to send time-
sensitive messages. In Haiti, CRS found that internet-based messaging was more
effective at sending SMS to thousands of people.

How to send SMS messages

1. Create a database of mobile-phone numbers

Collect mobile numbers as part of program activities.

Set up or expand an existing database to store the numbers. Linking each

mobile number to other details about a person (such as whether the person is
a program participant, nonparticipant, leader, man or woman) will allow you to
send specific messages to certain groups as well as to send certain messages
to everyone.

2. Compose the message

Use simple language. Your message might need to be no more than 160
characters long. It will depend on your phone network’s requirements.
Make sure that the message is clear. Show it to field staff or community
members, and ask questions to see whether they understand.

41  COMMUNICATION TOOLBOX

TIPS: IMPLEMENT YOUR COMMUNICATION METHODS

3. Send the message

Test the message by sending it to one mobile phone. Make sure that there
aren’t any strange symbols. Then send the final message to the group.

4. Check for responses

People may respond to the SMS. Check for incoming messages. You might
receive feedback that should be responded to.

Radio
Radio shows are normally 30–60 minutes long with content that changes regularly.
You can use radio in several ways. Here are some examples:

• Talk shows normally have a presenter with guests, phone-in segments, music,
competitions and other features to make them engaging and interesting. Each
talk show may focus on a different topic and theme.
• Dramas or radio plays can be used to communicate messages through
storytelling. The program can develop characters and explore different topics
in each show. Normally, programs should create a series of episodes and
broadcast each episode once or twice.
• Short radio spots or jingles (3–4 minutes long) can be broadcast during and
between shows, at prearranged times.

How to develop material for radio

1. Assess the situation

Assess whether target communities have radios. If they do, how many
do they have, and do they use them? Is radio one of the main sources of
communication? At what time of day do people listen? Look for differences
between men, women and other groups.

Gather data on available radio stations, their current number of listeners and
the cost of running shows, spots and jingles.

2. Train a team to develop the material

Work with the radio staff, partners and community leaders to select who
should be trained to develop the shows, spots or jingles. Consider what role
the community can play and what role CRS needs to take.

Plan and conduct the training with facilitators who have experience in
developing material for radio. It usually takes 4–5 days to teach a team how to
produce radio material.

During the training, participants should develop the radio show, spot or jingle.
Consider how you will encourage people to listen to your broadcasts. For
example, you could play popular music, broadcast drama and sketches or hold
competitions (and offer prizes).

42  COMMUNICATION TOOLBOX

TIPS: IMPLEMENT YOUR COMMUNICATION METHODS

3. Test the material and the messages

Test the material a few times with community members in different locations.
Allow the listeners to ask questions and make recommendations. Make
corrections before using the material.

4. Sign contracts with radio stations

Make agreements with different radio stations, specifying

• the days and times when they will run the show, spots or jingle, and
• how long the material will be.

Inform the target communities of the dates and times to listen (for example,
by putting up banners in strategic places or by sharing this information via
the radio).

5. Go live!

If you are conducting radio talk shows,

• select appropriate people from different communities to participate,
• allow listeners to call in so they can make comments or ask questions,
• ensure that the show’s hosts and guests are punctual about arriving at
the studio and
• if you are using recorded CDs, ensure that people are available in the
studio who have been trained on how to operate the equipment.

If you are using spots or jingles, the radio presenters will play them at
prearranged times.

Megaphones
Megaphones are especially useful in crowded settings, such
as camps and emergency distribution sites. In all case, but
particularly in a distribution setting, it is important to do
several things:

• Develop clear messages. Each team member needs to

give the same message to reduce confusion and keep
people calm.
• Test the message and the messengers.
• Keep people at the back of the queues informed about what
is happening. If people at the back are not kept informed,
there is a danger that they will push to the front and
compromise people’s safety.
• Make sure you have spare batteries.

43  COMMUNICATION TOOLBOX

TIPS: IMPLEMENT YOUR COMMUNICATION METHODS

Examples from the field

Ensure that community committees do not become gatekeepers

In Pakistan, CRS uses community committees as the primary way to share
messages with communities and to modify projects. Staff understand the risks of
relying on committees. Committee members may not pass on the information to
the community, for example, or the information may not reach groups that are more
vulnerable. Staff implemented several solutions:

• To clarify the role and expectations of the committee, CRS signed an

agreement with the committee members.
• To ensure that messages reach all vulnerable groups, CRS program staff
participated in the formation of the committee and confirmed that the
committee included representatives from different groups. CRS’ team also
observed who the community listened to during the initial meeting and
ensured they were part of the committee.
• To communicate with the community more quickly, the team contacted more
than one person from the committee.
• To minimize the risk that the community would perceive the committee as
a “gatekeeper,” CRS shared staff’s phone numbers and set up a dedicated
hotline for feedback and complaints.

The team learned that following up with the committee is essential and that they
should not be afraid to call the committee more than once with a message. When
staff visit the field, they verify that the message has been shared by talking to
community members.

A related resource
For guidance about some of the risks associated with overreliance on committees
and about reviewing the role and perceptions of an existing committee, see Camp
Committee Assessment—A Tool for Deciding How to Work With Camp Committees,
available at http://www.eshelter-cccmhaiti.info/jl/pdf/CCAT_en_September
_2010.pdf.

High levels of mobile phone ownership do not guarantee that SMS

will be effective
In 2012, Infoasaid found that despite very high levels of phone ownership in
Bangladesh, levels of SMS messaging are extremely low. SMS is impossible for most
owners because most handsets do not support Bengali characters.5

Related resources
For FrontlineSMS software, user guides and summaries, see
http://www.frontlinesms.com/.

To determine whether SMS might be suitable for your program, see “Assessing
the Mobile Environment: Factors Affecting the Suitability of SMS and Mobile

5 “People Talk by Mobile in Bangladesh, but They Don’t Text,” Infoasaid,

http://infoasaid.org/news/people-talk-mobile-bangladesh-they-don-t-text/.

44  COMMUNICATION TOOLBOX

TIPS: IMPLEMENT YOUR COMMUNICATION METHODS

for Communicating With Disaster-Affected Communities,” available at http://

infoasaid.org/sites/infoasaid.org/files/infoasaid_frontline_sms_context_analysis
_checklist.pdf.

Find ways to reach people during their daily activities

In Haiti, the International Organization for Migration produced a series of
prerecorded dramas on cholera prevention, hurricane preparedness, domestic
violence and youth participation. Community radio stations broadcasted these
programs and tap-taps (the local buses that most Haitians use on a daily basis
to travel around the city) played the programs for their passengers. The shows—
distributed on discs to participating tap-tap drivers—often feature actors discussing
common issues and devising solutions. The programs encourage audience
participation by offering listeners a small prize for calling a free phone number and
answering a set of questions related to the show’s topic.

One hundred fifty tap-taps played the programs, and one driver even commented
that the shows helped his business: travelers chose his tap-tap because the
programs gave them something interesting to listen to during their trip.

People will pass along information if it is relevant to their lives

Radio is the cheapest way of sharing messages with communities in Uganda. CRS
produced a series of radio talk shows and jingles to support peacebuilding and
agriculture projects. Community radio stations broadcasted the programs in the
local languages. Many farmers participated in the talk shows. Young people, women
and community leaders also took active parts in the talk shows.

CRS found that those with a radio would share what they learned with those that did
not have radios. People discussed the shows during community social gatherings.
For example, women shared ideas from the talk shows whenever they met in the
market, in the streams or in their gardens. Many would travel long distance to take
their answers to the radio stations for the show’s competitions.

A related resource
For more information on using radio (and other forms of media), see
http://www.internews.org/.

45  COMMUNICATION TOOLBOX

TIPS: IMPLEMENT YOUR COMMUNICATION METHODS

TIPS

Include communication responsibilities

in job descriptions
You can build communication tasks and competencies into job descriptions.
They should serve as a basis for recruitment, performance reviews and
staff development.

Responsibilities for communication will depend on the size of the program and the
context. But staff need to feel that communication is important to managers in
order for programs to effectively and consistently communicate with communities.

Example tasks
Ensure quality communication and dialogue between CRS, partners and
the community.

Work with field teams and community members to identify information needs and
appropriate methods for communicating with the community. Depending on which
communication methods the program selects, this position may need to

• meet regularly with community-based organizations (CBOs), local leaders and

other notables to keep them informed about the program,
• coordinate and facilitate monthly integrated community meetings with other
sector staff and partners,
• ensure main action points are communicated to relevant programs managers,
• take the lead in maintaining and updating community notice boards and
• develop flyers, posters and other materials.

Work with technical advisors, field teams and others to develop messages for
program participants and the community.

Collaborate with field teams to roll out messages and collaborate with the design,
monitoring and evaluation team to monitor the messages’ effectiveness.

Capture feedback from program participants and others, and share this feedback
with the appropriate manager for action.

Example competencies
Effective verbal and written communication skills. Should be able to adapt
communication style to suit different audiences.

Effective facilitation skills. Should be able to facilitate group discussions.

Attention to detail. Should be able to develop accurate written materials.

Action orientated. Should be able to follow up on feedback to ensure

positive outcomes.

46  COMMUNICATION TOOLBOX

HANDOUT

Why develop a communication plan?

Communication is essential to accountability

By communicating about CRS and our work, we can improve our programs and show
respect for the people we serve. Good communication helps us do the following things:

• Establish trust between CRS, partners and the community.

• Manage expectations so that people know what CRS and partners can and
cannot do. This can improve staff security and reduce the risk that rumors
will arise.
• Encourage participation and collaboration. An informed community will be
more able to participate in programs. It will also be able to provide feedback
and engage in meaningful dialogue about the program.
• Ensure that the right people know about services and entitlements.
Participants should also know how to access these resources.

The international relief and development community has identified a number of

practices for good communication. Catholic Relief Services follows the Emergency
Capacity Building Project’s definitions for its programs. Many other agencies follow
the Humanitarian Accountability Partnership standard.

Build communication into programs from the outset

Effective communication will not happen by accident

Managers need to actively support communication activities. For best results,
communication should be incorporated throughout the program cycle, including in
the following stages:

• Program proposal. Be sure to include a communication plan in both the

narrative and the budget.
• Implementation plan. Don’t forget to allocate communication responsibilities
to specific team members.
• Monitoring, evaluation and learning. Include communication activities here
so staff will consider communication to be an important way of working and so
the program can make improvements based on what it has learned.

Teams need the right mind-set

Team members should understand the purpose of communication. They should
have a real desire to engage in dialogue with community members and to empower
them through the program. Otherwise, the communication plan will have little effect.

Teams need the right skills

Effective communication is a skill. Even with the right mind-set, team members
need certain competencies to engage with communities and “translate” information
into easily understood messages.

47  COMMUNICATION TOOLBOX

HANDOUT: WHY DEVELOP A COMMUNICATION PLAN?

How else can we promote accountability?

In Haiti, CRS built on international standards to develop an accountability framework. It
describes in detail six key elements of accountability:

• Leadership for strong accountability to program participants and communities

• Design, monitoring, evaluation and learning
• Prevention of abuse and sexual exploitation as part of programs
• Active information sharing and communication with program participants and communities
• Strong community participation and clear targeting criteria
• Feedback mechanisms for program participants and communities

The framework is available in English, French and Spanish. You can download it at
http://www.crsprogramquality.org/publications/tag/Haiti-Accountability-Framework/.

Examples from the field

People affected by emergencies want basic information

A survey of 630 refugees in the Kenyan Dadaab camps found that more than 70 percent of newly
arrived refugees lacked information on how to register for and access aid. A similar numbers of people
said they needed information on how to locate missing family members. The vast majority of refugees
interviewed said they considered access to information “very important” to their lives in the camps.6

Communication helps improve collaboration and staff safety . . .

In Sindh, Pakistan, CRS established representative community committees to help implement
projects and to facilitate information sharing between the community and CRS. The committees
and the community had access to staff phone numbers and a dedicated hotline for feedback
and complaints. Northern Sindh has a history of sporadic tribal conflicts, so communication with
the committees has been vital for alerting staff about recent outbreaks of fighting. For example,
committee members recently alerted staff that there was a conflict and that it wasn’t safe to
visit. Committee members notified staff when it was safe to visit again.

By sharing how to communicate with CRS and taking the time to earn the respect of the
community, develop a strong relationship and respond to community feedback, CRS protected
staff. The community felt comfortable contacting CRS and knew how to get in touch.

. . . and it builds trust with authorities

Arman Datuk Marajo, a subdistrict secretary in West Sumatra, Indonesia, says that CRS earned
his trust by working with his office: “CRS often met with us in this (sub-district) office to discuss
their program. They consulted with us, especially when they started the project. It is a very good
initiative. We appreciate how CRS was proactive to counter some of the questions people in
the communities had about them being Catholic. Issues and misunderstandings were clarified
effectively. During the coordination period, CRS asked for our consent and shared their plan. It is
a good thing. The government here supports CRS.”

6 Matt Abud, with Jacobo Quintanilla and Deborah Ensor, Dadaab, Kenya: Humanitarian Communications and
Information Needs Assessment Among Refugees in the Camps; Findings, Analysis & Recommendations
(n.p.: Internews, 2011), http://www.internews.org/research-publications
/dadaab-kenya-humanitarian-communications-and-information-needs-assessment-amon/.

48  COMMUNICATION TOOLBOX

CASE STUDY

How a resettlement program in Haiti used a

communication plan to improve results
In Haiti, CRS helped families that were living in camps after the January 2010
earthquake to move into safer accommodations in neighborhoods. As part of the
program, small groups of families received training to strengthen their life skills.
Topics included how to resolve family conflicts and how to manage money. CRS
social workers supported individual families to help them develop their own plan for
how they would move out of the camp. Finally, the program offered families a choice
of a one-year rental subsidy, a new transitional shelter or a repaired home.

Developing a communication plan

The program manager recognized the importance of developing a communication
plan: CRS needed to ensure that it clearly and consistently communicated the
right messages at the right time. Otherwise, the camp might receive a sudden and
unmanageable influx of people.

While preparing to implement the project, the program manager and program officer
developed a communication plan and communication materials. The field team
of 15 staff was briefed on the plan during their program induction. They practiced
answering questions that might arise during family registration.

The program incorporated communication activities in the implementation

plan for each camp. As a result, information sharing became an integral part of
program activities.

Implementing the plan

To reduce the risk that new families would move into the camp, CRS did not
announce the program in advance. Instead, the first interaction occurred when the
CRS team registered the families. The team wore CRS T-shirts and ID cards so they
were easily identifiable.

Within a few days of the registration, CRS and a representative from the mayor’s
office held an introductory meeting with the camp committee, followed by a
town-hall–style meeting for camp residents. The meetings explained the program
and told families how they could contact CRS. After the town-hall meeting, CRS
staff stayed in the camp several hours to answer questions and hand out flyers
summarizing the program.

Throughout the program, staff were in the camp every day, providing ample
opportunity to answer camp residents’ questions. In addition, families and
community members could contact CRS through a free hotline to ask questions,
provide feedback or make complaints about the program.

49  COMMUNICATION TOOLBOX

CASE STUDY: HOW A RESETTLEMENT PROGRAM IN HAITI USED A COMMUNICATION PLAN TO IMPROVE RESULTS

Revising the plan

As the program continued, the team saw a need for additional communication activities:

• Meetings with small groups. Since it was too difficult to answer individual
questions during the town-hall meeting, the team added a day of meetings
with small groups before starting the life skills component. During these
meetings, team members answered everyone’s questions and repeated the
program’s messages. This small-group format was critical for information
sharing, and it helped prevent rumors about the program.
• SMS messaging. When there were delays or problems, the program
used SMS messaging to communicate with families in the camp. This
demonstrated the program’s commitment and quelled rumors. For example,
when the program needed to suspend activities because of security incidents,
the team sent the following message to participants in Creole: “CRS informs
you that due to pressure and demands from a group of people in the camp,
we are obliged to suspend the program until the pressure and demands stop.
For questions, call 277 for free.” Then the team sent a second message that
expressed its commitment to working in the neighborhood and its hope to
return once the pressure ceased.
• Testimonials. Team members invited former program participants to speak
at the town-hall meeting. The former participants provided testimony that
CRS kept its promises in other camps. This gave people another reason to
trust CRS.

Results of the plan

The program manager observed that using a strong approach to communication
improved the program in the following ways:

• More knowledge. Participants better understood the program. They had

more knowledge about the program’s criteria for selecting participants, and
they better understood how to benefit from the program once selected. This
was critical for managing expectations. It helped prevent perceptions that
CRS wasn’t keeping promises. It also prevented arguments about who should
benefit from the program.
• More trust and participation. Camp residents heard consistent messages
multiple times and in different ways. This helped families believe the
messages were true, which improved their participation and enthusiasm.
• Quicker implementation. By making sure the camp residents were 100
percent clear about the program before starting the activities, the team was
able to quickly move into the actual programming. Because the families
understood what their options were and what they needed to do, they were
able to plan ahead for their lives and quickly move out of the camp.

50  COMMUNICATION TOOLBOX

CHECKLIST

Standards for communication

in emergency situations
This checklist is for programs that respond to emergencies. As programs move from
the emergency phase to the reconstruction phase, use checklist: “Standards for
communication in development programs.”

Minimum standards

Your information
Information about CRS or the partner

□ Mission and core values

Information about the program

□ Program goals and objectives

□ Planned activities (including start and end dates)

□ Criteria and process for program participant selection (including number of

people who will be selected)

□ Details about partners who are involved in project implementation, and

details about joint activities

Information about how to give feedback and make complaints

□ Contact details (including how people can recognize a CRS employee)

□ People’s right to provide feedback and complaints

Your communication approach

□ You use more than one method (combining oral and written approaches)

□ You use methods that ensure vulnerable groups (women, girls, men, boys and
others) can access the information

□ All staff are identifiable when they go to the program site

□ Staff are well informed about all programs being implemented in their
geographic areas

51  COMMUNICATION TOOLBOX

CHECKLIST: STANDARDS FOR COMMUNICATION IN EMERGENCY SITUATIONS

Good standards

Your information
Information about CRS or the partner

□ Mission and core values

□ Code of conduct and other relevant commitments

Information about the program

□ Program goals and objectives

□ Planned activities (including start and end dates)

□ Criteria and process for program participant selection (including number of

people who will be selected)

□ Details about partners who are involved in project implementation, and

details about joint activities

□ Relevant budget information (subject to security considerations)

□ How people can participate in the program

Information about how to give feedback and make complaints

□ Contact details (including how people can recognize a CRS employee)

□ People’s right to provide feedback and complaints

□ The program complaint and response mechanism

Your communication approach

□ You use more than one method (combining oral and written approaches)

□ You use methods that ensure vulnerable groups (women, girls, men, boys and
others) can access the information

□ All staff are identifiable when they go to the program site

□ Communities have recommended how the program should communicate

with them

□ The program adjusts its communication methods based on community

feedback (including feedback from different groups such as women, girls,
men, boys and other vulnerable groups)

□ The program shares information, giving communities enough time to

influence major decisions

□ Staff are well informed about all programs being implemented in their
geographic areas

52  COMMUNICATION TOOLBOX

CHECKLIST: STANDARDS FOR COMMUNICATION IN EMERGENCY SITUATIONS

□ A communication plan has been developed and is being implemented

□ Program budgets include communication expenses

53  COMMUNICATION TOOLBOX

CHECKLIST: STANDARDS FOR COMMUNICATION IN EMERGENCY SITUATIONS

CHECKLIST

Standards for communication

in development programs
This checklist is for development programs. If your program responds to an
emergency, use checklist: “Standards for communication in emergency
situations” instead.

Minimum standards

Your information
Information about CRS or the partner

□ Mission and core values

□ Code of conduct and other relevant commitments

Information about the program

□ Program goals and objectives

□ Planned activities (including start and end dates)

□ Criteria and process for program participant selection (including number of

people who will be selected)

□ Details about partners who are involved in project implementation, and

details about joint activities

□ Relevant budget information (subject to security considerations)

□ How people can participate in the program

□ How the impact will be sustained after the end of the program

Information about how to give feedback and make complaints

□ Contact details (including how people can recognize a CRS employee)

□ People’s right to provide feedback and make complaints

□ The program complaint and response mechanism

Your communication approach

□ You use more than one method (combining oral and written approaches)

□ You use methods that ensure vulnerable groups (women, girls, men, boys and
others) can access the information

54  COMMUNICATION TOOLBOX

CHECKLIST: STANDARDS FOR COMMUNICATION IN DEVELOPMENT PROGRAMS

□ Communities have recommended how the program should communicate

with them

□ The program adjusts its communication methods based on community

feedback (including feedback from different groups such as women, girls,
men, boys and other vulnerable groups)

□ All staff are identifiable when they go to the program site

□ The program shares information, giving communities enough time to

influence major decisions

□ A communication plan has been developed and is being implemented

□ Program budgets include communication expenses

□ Staff are well informed about all programs being implemented in their
geographic areas

Good standards

Your information
Information about CRS or the partner

□ Mission and core values

□ Code of conduct and other relevant commitments

Information about the program

□ Program goals and objectives

□ Planned activities (including start and end dates)

□ Criteria and process for program participant selection (including number of

people who will be selected)

□ Details about partners who are involved in project implementation, and

details about joint activities

□ Relevant budget information (subject to security considerations)

□ How people can participate in the program

□ How the impact will be sustained after the program

□ Progress of the program in relation to goals and activities

□ How input from participation has contributed to decisions

□ Key staff roles and responsibilities

55  COMMUNICATION TOOLBOX

CHECKLIST: STANDARDS FOR COMMUNICATION IN DEVELOPMENT PROGRAMS

Information about how to give feedback and make complaints

□ Contact details (including how people can recognize a CRS employee)

□ People’s right to provide feedback and make complaints

□ The program complaint and response mechanism

Your communication approach

□ You use more than one method (combining oral and written approaches)

□ You use methods that ensure vulnerable groups (women, girls, men, boys and
others) can access the information

□ Communities have recommended how the program should communicate

with them

□ The program adjusts its communication methods based on community

feedback (including feedback from different groups such as women, girls,
men, boys and other vulnerable groups)

□ All staff are identifiable when they go the program site

□ The program shares information, giving communities enough time to

influence major decisions

□ Active information sharing continues throughout the entire program cycle

□ The program conducts periodic reviews to understand whether the

information provided is relevant and understood by target audiences
(including women, men, girls, boys and other vulnerable groups)

□ The program adapts its communication approaches based on the reviews

56  COMMUNICATION TOOLBOX

ADDITIONAL RESOURCES

General resources on communication

Case studies, tools and training materials from CRS, available on CRS’ intranet at
https://global.crs.org/teams/Accountability/Pages/default.aspx.

Case studies and tools on information sharing from the Humanitarian Accountability
Partnership, available at http://www.hapinternational.org/case/studies.aspx.

Training and communication materials from the Emergency Capacity Building

Project, available at http://www.ecbproject.org/accountability/accountability/.

Case studies, reports and tools (including country media and telecoms landscape
guides) from the Communicating with Disaster Affected Communities Network,
available at http://www.cdacnetwork.org/resources/.

Generating a positive dialogue with partners

Partnership Scorecard from CRS, available soon.

CRS plans to launch the Partnership Scorecard by the end of 2013. For more
information, contact Linda Gamova, [email protected].

Setting up feedback mechanisms

The Danish Refugee Council Complaints Mechanism Handbook. Copenhagen:
Danish Refugee Council, 2008. http://www.drc.dk/relief-work/how-we-work
/humanitarian-accountability-framework/complaints-mechanism-handbook/.

This handbook focuses on how to establish complaint mechanisms in

humanitarian projects. Aimed at practitioners and managers, the handbook
includes a step-by-step guide, as well as practical tools and exercises to
help staff think through the process of designing a tailored complaint and
response mechanism.

Complaint and Response Mechanisms: Resource Guide. Monrovia, CA: World Vision
International, 2009. http://www.wvifood.org/docs/FPMG_CRM_Manual.pdf.

This guide contains a collection of resources for establishing and implementing

a formal complaint and response mechanism in food distributions. The guide
focuses on community help desks and suggestion boxes.

Accountability as a whole
The 2010 HAP Standard in Accountability and Quality Management. Geneva: HAP
International, 2010. http://www.hapinternational.org/pool/files
/2010-hap-standard-in-accountability.pdf.

The Humanitarian Accountability Partnership published these standards for

managers to help them design, implement, assess, improve and recognize
accountable programs.

57  COMMUNICATION TOOLBOX

ADDITIONAL RESOURCES

The Good Enough Guide: Impact Measurement and Accountability in Emergencies.

N.p.: Oxfam GB and World Vision International, 2007. http://www.ecbproject
.org/the-good-enough-guide/the-good-enough-guide/.

This guide provides a set of tools for field workers to help field workers
strengthen accountability in emergencies.

58  COMMUNICATION TOOLBOX

Catholic Relief Services
228 W. Lexington Street
Baltimore, MD 21201 USA For more technical resources, visit
Tel: 410.625.2220 www.crsprogramquality.org