Social Welfare Project

Development and Management

Social Work Board Review

PROF. WILMA C. ABIG, RSW, MSSW

 Why study
Social Welfare Project/Program
Development/Management
 There are concept, perspectives, processes, and tools
for different development and management of social
welfare projects/programs in the context of
institutions, communities, and/or people’s organization
in which social work operates.

***strengthen the quality of social services and improve administration, planning and
policy making of the social welfare system
  Social Welfare
a. A nation’s system of programs, benefits, and
services that help people meet those social,
economic, educational, and health needs that are
fundamental to the maintenance of society (Barker,
2003)
b. Consists of policies and programs designed to
reduce poverty and vulnerability by promoting
efficient labor markets, diminishing people’s
exposure to risks and enhancing their capacity to
protect themselves against hazards and
interruption/loss of income.
 In social welfare, this is the term used for the set of
projects that are usually grouped together because of
their similarity in function, purpose and social
relevance.
 A PROGRAMME have a range of strategies working
towards defined outcomes. It can include a
collection of interrelated projects activities, with a
variety of methods of intervention.
 It may be a mixture of development, relief,
advocacy, networking and capacity building, etc.
 PROJECTS & PROGRAMS
Similarities and Differences :
PROJECT PROGRAM

 a set of activities  a set of projects concerned with a

undertaken to achieve particular sector or geographic region
specific results using oriented towards attainment of specific
existing resources impact (goals)
towards a specific  A group of related projects managed in a
purpose within a coordinated way to obtain benefits not
given budget and time available from managing the projects
individually.
 Comprised of multiple projects and is
created to obtain broad organizational or
technical objectives.
Similarities and Differences of PROJECTS & PROGRAMS:

PROJECT PROGRAM

It is a temporary
undertaking to create May include elements
a unique product or of on-going,
service. operational work, or
may have a beginning
It has a defined start may not have an end
and end point and
specific objectives that,
when attained, signify
completion.
1) Government projects – are sustained through continuous subsidy and
government funding.
 Its continued implementation depends on the reception of the
people or beneficiaries, the extent of the necessity of the social
need, and the political priorities of the political leadership
2) Civil Society Organizations (CSO) projects – groups like NGOs are
normally sustained through grants and sometime thru government
subsidies.
 Its continued implementation depends on beneficiary reception, the
needs being addressed, and the priorities of project proponents and
their funding partners.
3) Business projects – projects are selected simply on the chances of
providing a reasonable return of investment (ROI) to the firm’s
stockholders/investors given the firms competitive market situation
1. Projects based on initiator:
a) Donor driven (supply based)
b) Community driven (demand based)
2. Projects based on outcome:
a) Residual - temporary, immediate, short term
b) Developmental - aimed at enhancing capacities and
promoting growth
c) Transformative - changing social conditions
3. Projects based on goals:
a) economic
b) political
c) social
d) cultural
e) environmental
 5 Main Areas in Social Protection Programs
1. Labor market policies and programs - promote employment, the
efficient operation of labor markets and the protection of workers.
2. Social insurance programs - cushion the risks associated with
unemployment, ill health, disability, work-related injury and old
age.
3. Social assistance and welfare service programs – designed for
the most vulnerable groups with no other means of adequate
support, including single mothers, the homeless, or physically or
mentally challenged people.
4. Micro – and area-based schemes - address vulnerability at the
community level, including micro-insurance, agricultural insurance,
social funds and programs to manage natural disasters.
5. Child protection - ensure the healthy and productive
development of children.
II. Project Management Cycle
 Project management has become increasingly important in social
work and social care. Managers in social work and social care
contexts are required to manage a wide range of projects: long-term
and short-term; on large and small scales; in partnership with other
agencies; and covering a broad range of issues and contexts
(SPOLANDER & MARTIN, 2012)

 Project Management Cycle

1. Project Identification
2. Project Planning
3. Project Implementation
4. Project/ Program Monitoring
5. Project/Program Evaluation
  Project identification starts from an
understanding of your
organization's mandate and
objectives.
 It involves identifying
environmental problems to be
addressed and the needs and
interests of possible beneficiaries
and stakeholders.
 The problems and the most realistic and effective
interventions are analyzed, and ideas for projects and
other actions are identified and screened.
Project Identification Tools
1) Stakeholder Analysis
2) Participatory Rapid Appraisal
3) Problem Tree
4) Community Mapping
5) Preference Matrix
6) Fishbone Analysis
7) SWOT Analysis
8) Gender Analysis (NEDA guidelines)
1) STAKEHOLDERS ANALYSIS
• Stakeholders - Project stakeholders are individuals and
organizations that are actively involved in the project, or
whose interests may be affected as a result of project
execution or project completion.

 Individuals within the project

 Individuals or departments within the organization &
 Individuals or groups outside the organization (can be
influencers)
 Stakeholder Analysis is an important technique for stakeholder
identification & analyzing their needs.
It is used to identify all key (primary and secondary)
stakeholders who have a vested interest in the issues with which
the project is concerned.
 The aim of stakeholder analysis process is to develop a
strategic view of the human and institutional landscape, and
the relationships between the different stakeholders and the
issues they care about most.
 A set of tools aimed at knowledge generation.

 It helps the development workers to gain clarity about the

behavior of the stakeholders, their intentions, inter-relations
and interests.

It also aids in the assessment of influence and resources which

the stakeholder may bring to bear on a decision-making process
or implementation process.
• Stakeholder analysis is best seen as a continuing
process, which should engage different groups, as issues,
activities, and agendas evolve.

 Stakeholders can be divided up into four main groups:

1) Beneficiaries/Target group,
2) Implementers,
3) Decision-makers/Policy Makers, and
4) Funding Agencies

The full participation of stakeholders in both the design

and implementation of policies and projects is vital to but
not guaranteeing to their success.
 Stakeholder participation:
 gives people some say over how policies or projects may affect
their lives
 essential for sustainability
 generates a sense of ownership (if initiated early in the
development process)
 provides opportunities for learning for both the policy or
project team and for the stakeholders themselves
 builds capacity and leads to responsibility

 When making a stakeholder analysis, think broadly of those who

are influenced by or exert an influence on the activities that take
place in the sector.
 Do not forget to include the information from important
stakeholders, such as the target group, when planning a project.
 The different stakeholders combined knowledge about the
situation is a key to the identification of appropriate solutions.
 When Do Development Workers Utilize Stakeholder
Analysis ?
 Stakeholder Analysis is used in the design and management of
development programs to identify:
• The interests of all stakeholders who may affect or be
affected by a program;
• Potential conflicts and risks that could jeopardize a program
• Opportunities and relationships to build upon in
implementing a program to help make it a success;
• Ways to improve the program and reduce, or hopefully
remove, negative impacts on vulnerable and disadvantaged
groups.
 Managing stakeholders expectations & ensuring their
active involvement is very much important to project
as:
 It is indispensable for continuation of the project &
its successful completion
 It gives opportunity to individuals or groups to
express their ideas/issues/concerns over the
project
 It gives a sense of accountability and enhances
responsibility
 It enables effective risk identification & response
planning
 It opens up excellent learning opportunity for both
the project team and stakeholders
 Challenges in Stakeholder Analysis
 The jargon can be threatening to many;
 The analysis can only be as good as the information collected
and used;
 Matrices can oversimplify complex situations;
 The judgements used in placing stakeholders in a matrix or
table are often subjective. Several opinions from different
sources will often be needed to confirm or deny the judgement
 Team-working can be damaged if the differences between
groups in an activity, rather than their common ground, are
over- emphasized.
 Trying to describe winners and losers, as well as predicting
hidden conflicts and interests, can alienate powerful groups.
2. Participatory Rapid Appraisal

 Participatory Rapid Appraisal (PRA) is an interactive

data collection process conducted at a community level
or with a specific community group of interest.
 PRA is applied at the design, early implementation and
evaluation phases of a project cycle or used for
environmental and socio-economic research
(The SAGE Encyclopedia of Action Research, 2014)
 Participatory Rapid Appraisal
 PRA is a family of methods that enable individuals to share and
assess their local knowledge, thereby allowing them to plan and
to act (Chambers, 1994), with outsiders facilitating rather than
controlling the process (World Bank, 1994).
 Tools developed and used in this process facilitate the collection
and analysis of information by and for community members,
with an emphasis on local knowledge.
 PRA methods provide information to both outsiders who
wish to understand how the community uses and
manages its resources and to the communities themselves,
enabling them to evaluate resource management
practices.
 Participatory Rapid Appraisal
 The information collection process, if applied correctly, also
provides a forum for informal and unbiased dialogues with the
community members and with a variety of stakeholders,
including representatives from local government divisions.

 This information-gathering through dialogue allows for

an in-depth examination of existing practices, problems,
conflicts, and opportunities regarding the use of resources,
thus providing a basis for developing more sustainable and
productive management systems (Asia Forest Network, 2002).

SOURCE: http://www.fao.org/3/i2495e/i2495e06.pdf
PRA PROCESS
Sample of PRA on group’s or community’s use
of fire through a Fire Impacts Table:

SOURCE: http://www.fao.org/3/i2495e/i2495e06.pdf
3. Problem Tree
 What is a Problem Tree?

 The problem tree is a useful tool for analyzing a problem

with all its causes, effects and factors. The information
necessary to create a problem tree arises from the data
you’ve collected in the course of the needs assessments and
context analysis
 Problem tree analysis is central to many forms of project
planning and is well developed among development
agencies.
 Problem tree analysis helps to find solutions by mapping
out the anatomy of cause and effect around an issue in a
similar way to a Mind map, but with more structure.
 When to use the Problem Tree?

 Use the tool when designing a project, at the beginning of the

planning process, and to identify the core issues and their root
problems
 There are three stages in this analytic process:
1) the identification of the negative aspects of an existing situation
with their “causes and effects” in a problem tree,
2) the inversion of the problems into objectives leading into an
objective tree, and
3) the decision of the scope of the project in an analysis of strategies.
 The value of this type of assessment is greatest if it is carried out in a
workshop with the stakeholders, giving the opportunity to establish a
shared view of the situation.
Parts of a Problem Tree

BRANCHES - How does the

problem impacts upon the
community….understand the
branches

TRUNK - State a common

problem facing the community;
negative statement

ROOTS - Why does this

problem exist? Get to the roots
Importance, Why do a Problem Tree?
 Helps the planning of a project
 Provides a guide as to the complexity of a problem by
identifying the multiple causes
 Identifies particular lines of intervention and other factors
that may need to be tackled with complementary projects
 The tree allows for many problems to be identified, and to
analyze how they relate to each other. These linkages are
important in deciding which problems are the ones that a
project should focus on and try to address.
Benefits
 If the tool is used in a participatory way, it can help you to
address the real needs of the beneficiaries
 The tool can help you to break the problem down into
manageable and definable chunks and enables you to have a
clearer idea on the prioritization of issues and objectives
 It can help you to get a better understanding of the problems,
which are often interconnected and even contradictory causes.
This is often the first step in finding win-win solutions
 It can help you identify constituent issues and arguments; it can
also help you to establish who the political actors are and what
the processes are at each stage
 Step 1: Identify major
problem within a given
situation -Define the Core
Problem

 Step 2: Identify causes and

effects

 Step 3: Develop a Solution

Tree

 Step 4: Select the preferred

intervention
 BRANCHES - How does the problem impacts upon
SAMPLE PROBLEM TREE the community

Poverty
Higher expenses Higher cost for
on health services drinking water
supply

Bad Smells Mortality &

Disease
Reduced Contaminated
Productivity Water Resources

Poor Sanitary TRUNK - Common problem

Conditions in the faced by the community
community
Use of Insufficient
Unsafe Toilet provision of clean
Poor Hygiene water
Practices Low investment
in sanitation
Poor Construction
Lacking health &
hygiene
awareness

ROOTS - Why does this problem exist?

 4. Community Mapping?
 Community Mapping (sometimes
called asset mapping) is all about
involving residents in identifying the
assets of their neighborhood, looking
at opportunities and creating a
picture of what it is like to live there.

 The exercise is a valuable and effective method of community

engagement simply because maps are visual and easy to relate to; like
photos and videos they cut through communication difficulties to reveal
feelings and ideas which otherwise might be hard to express.
 They serve as a springboard for communities to advocate for their own
rights, provide much needed information to development organizations,
contribute to open data initiatives, and help the governments fill the
information gap.
The Community Map
is not the same as an
official printed map of
your area.
The Community Map
is a big drawing that
you and your
community members
make to show
what risks/
problems exist in your
community, and
what resources you
can use to restore and
develop.
 Importance of Community Mapping
• Professional can expand their understanding of the
community
• Professionals connect with people and places that they may
not otherwise have the opportunity to connect with
• Offers an opportunity for clients to use and develop a wide
variety of skills in a real-world context: such as, working in
groups, interviewing/asking questions, collecting and making
sense out of information.
• Offers an opportunity for community-based assessment in a
number of areas; such as skills, interests, preferences,
aptitudes (is your natural ability to learn or excel in a certain
area)
MAPPING PROCESS
1. STEP 1: Pre- Mapping
2. STEP 2: MAPPING
 Identifying Resources
 Developing Mapping Tools and Strategies
 Gathering Information
 Communicating and Using the Mapping
Results
3. Step 3: Taking Action
4. Step 4: Maintaining, Sustaining, and
Evaluating Mapping Efforts
 STEP 1: Pre- Mapping
The pre-mapping step allows the necessary partners to come
together and establish a purpose and overall direction for the
mapping activity.
This step in the mapping process should not be overlooked or
rushed. Specifically, during the pre-mapping step, you will identify
and secure key stakeholders and define the vision and goals for
aligning community resources.
 Establishing a Task Force to Guide the Process
 Setting a Vision
 Setting Goals
 Communicating Continuously
 Reflection Questions
 Establishing a Task Force to Guide the Process
 Your stakeholders are those individuals in the community who have something
to gain by the outcome of your mapping process
• Representatives from community-based
• Parents/family representatives organizations
• Youth representatives • Community development representatives
• Secondary educators (general, special, and • Representatives from faith-based
career/technical) organizations
• Representatives from postsecondary • Large and small employers and leaders from
institutions local businesses and industry
• School counselors • Law enforcement representatives
• Workforce development officials • Disability support services providers
• Human services agencies representatives • Representatives from the juvenile justice
system
• Government officials
• Vocational rehabilitation representatives
 STEP 2: MAPPING
 Identifying
Resources
 Developing Mapping
Tools and Strategies
 Gathering
Information
 Communicating and
Using the Mapping
Results
 Identifying Resources
• The first step in the mapping phase is to determine what resources need
to be collected in order to provide the information necessary for
making informed decisions about change. You can collect outcomes
data, process data, or both.
Consider the following questions when selecting a focus for
collecting data:
• What do you want to map—fiscal resources, services, personnel?
• How will certain resources help meet your goal?
• How easy will certain data be to collect? Consider that certain data can be collected at
any time with ease, while other data are time-specific and more difficult to obtain.
• How often does certain data need to be collected or updated in order for decisions
based on this information to be timely and accurate?
• Which specific audiences or stakeholders may use this data?
 Developing Mapping Tools and Strategies
Mapping Steps:
• Reach consensus on the parameters of the map—select a goal to map.
• Select the data to be collected based on these parameters—determine
what types of resources you would like to collect
• Develop tools to collect your data
• Collect data with help from stakeholders
• Conduct a community (or environmental) scan
• Synthesize, analyze, and interpret your data
• Communicate your findings
• Set priorities
• Develop related products
 Gathering Information
Ways to Collect Information - Keep in mind that there are many suitable ways to collect
information.
 No single collection process is perfect.
 Some, but not all, options for collecting useful information are listed below.
• Environmental or community scans;
• Interviews, surveys, or public hearings with key audiences (e.g., formal/informal leaders,
program advocates, service providers to targeted audiences, and end-users);
• Interviews with specialists (e.g., legislators, administrative consultants, and
internal/external evaluators);
• Site visits or observation of a setting (e.g., climate, attitudes of specific personnel,
professional practices, resources and support services, facilities, and budget allocations);
• Analysis of written and online documents (e.g., organizational charts, management
plans, budgets, proposals, training materials and curricula, and minutes of meetings);
• Interaction with existing groups (e.g., policy makers, advisors, clients, management
teams, and staff);
• Case studies and success stories; Training evaluations; and Questionnaires, rating
scales, and inventories
Communicating and Using the Mapping Results
• It is important to engage stakeholders in the results of your
mapping. The information gained from the mapping process can
be used to help stakeholders make decisions on whether to
improve, develop, and/or continue new and existing practices or
programs
• It also can used to increase awareness, conduct public relations,
and motivate individuals and organizations to improve their
performance.
 Preference Matrix

• Problem/Preference Ranking is a participatory technique that allows

analyzing and identifying problems or preferences stakeholder share in
order to implement adequate improvements and solutions in their
community and area.
• Stakeholders have to decide which the most important problems they
face in their community. Afterwards, the participants have to rank these
problems/preferences in regards to their importance.
• The result of this method provides the starting base for discussions
on possible solutions to the priority problems.
• A more systematic technique is called “pairwise ranking” and uses
cards to represent the different problems.
• The facilitator shows the “problem cards”, two at a time, each time
asking, “Which is the bigger problem?” As the participants make the
comparisons, the results are recorded in a matrix.
 Sample of Preference Matrix Pairwise Ranking Process

Pairwise ranking matrix from problem ranking of reasons for girls not attending school in a village in Gambia. This graph compares the different problems and
shows which of the problems are of greatest importance. For example, pregnancy is a more important reason for not going to school than a lack of facilities. The
table below summarizes the results of this table. Source: RIETBERGEN-MCCRACKEN et al. (1998)
 Preference Matrix Result Sample

The final result is obtained by counting the number of times

that each problem was judged to be the larger problem over
the others and arranging them in appropriate order.
  Preference/Problem ranking is probably the easiest method to use
and to learn more about commonly shared problems and priorities.

 Advantage:  Disadvantages
 Determine the main preferences and  It requires time and
priorities of individuals or groups for a set of some logistic, efforts
items (such as, government services, water to bring all relevant
conservation measures, etc.) stakeholders together
 Compare the priorities of different groups in order to rank the
against one another (men and women, preferences and
young and old, rich and poor etc.) problems
 The criteria developed out of the ranking
can be used for the community action plan  It may not be possible
of the area to react to all the
problems discussed
  Applicability

 The criteria attached to make up a choice are used to consider in

the community action plan. Community action plans are developed
on the basis of people’s preferences. The problems, solutions
technical inputs are arranged on the interests of the users.

Participatory Learning and Action: A Trainer's Guide ,

PRETTY, J. (1995): Participatory Learning and Action: A Trainer's Guide. London: IIED URL [Accessed: 15.09.2010]
Fishbone Analysis
A SWOT analysis is a strategic planning
technique that project managers can use to
help them analyze their projects' strengths and
weaknesses, as well as any opportunities and
threats they may face.

Incorporating SWOT analysis in project

management can help you improve your project
planning, reduce project risk, and increase the
likelihood of overall project success.
https://www.wrike.com/blog/tips-swot-analysis-in-project-management/
NEDA Guidelines on Project
Identification:
A Glimpse on Project
Identification and Design
 Gender Analysis (NEDA guidelines)
Gender issues may arise from:
 all aspects and concerns related to women’s and men’s lives
 interrelationship of men’s and women’s situation in society
 differences in access to and use of resources of women and
men
 differences in activities of women and men
 effects of changes, interventions and policies to women and
men

-European Institute for Gender Equality

 Background Gender Analysis (NEDA guidelines)

 In 1993 the National Economic and Development Authority (NEDA)

and the National Commission on the Role of Filipino Women
(NCRFW)--Guidelines for Developing and Implementing Gender-
Responsive Programs and Projects
 (1) complying with Republic Act (RA) No. 7192, known as the
Women in Development and Nation-Building Act, and its
Implementing Rules and Regulations;
 (2) integrating a gender and development (GAD) perspective in
development planning processes and various stages of the project
cycle; and
 (3) addressing the issues of inadequate sex-disaggregated data and
statistics for development planning and programming
 Background
 Since the mid-1990s, most official development assistance
(ODA) donors have also crafted their own GAD guidelines to
assist their officers, contractors, and local partners
 Early 2003, or ten years after the Philippine government
issued its GAD guidelines, Philippine government agencies
had been contending with often overlapping GAD checklists
 In mid-2003, NEDA and the Official Development Assistance
Gender and Development Network (ODA-GAD Network)
agreed to harmonize GAD requirements and M & E
 Gender Analysis
 a systematic analytical process
 identify, understand, and describe gender
differences and the relevance of gender roles and
power dynamics in a specific context
 a basis of all tools of gender mainstreaming
 who does what, who has what, who needs what
and what should be done to close the gaps
between what women and men need
 Why is it done?
To better understand the opportunities/problems in the
community and plan interventions which are beneficial to both
women and men
To expose the barriers to women’s full participation and economic
development
To make decisions & implement the project/programme that
promotes gender equity.
It helps to find the best strategies and solutions to address the
different needs and dynamics of men and women living in poverty.
 When to conduct Gender Analysis?

Gender analysis should be undertaken at stages of a

program/project cycle, policy development etc.
- Identification of the project or activity
- Formulation
- Implementation and
- Monitoring and evaluation
When to conduct Gender Analysis?

 Gender analysis is an effort to understand how gender issues

relate to development processes, through the application of a
set of questions and tools that are to be integrated in all steps
of the project.
 Therefore, it is imperative to ask how a particular activity,
decisions or plan will affect women differently from men, as the
analysis is based on the fact that women and men play
different roles in society, connected with different problems,
different needs and priorities.
 It is for this reason that gender analysis must be applied at all
stages of the development process (MOWA, 2009)
Gender Analysis Tools: HGDG

 Approaches used to generate data & information during

gender analysis
 HGDG- The harmonized GAD guidelines seek to promote the twin goals
of gender equality and women’s empowerment. Specifically, these aim
to:
a. provide NEDA, ODA donors, Philippine government agencies, and
development practitioners with a common set of analytical concepts
and tools for integrating gender concerns into development
programs and projects; and
b. help achieve gender equality in, and empower women through,
projects and programs.
Focus and Users
• The guidelines consist of three parts:
 Part I focuses on a core set of requirements, in the
form of questions, that applies to project
development in general, regardless of sector or
project type;
 Part II deals with GAD guidelines for the
development of certain types of projects, or
projects in particular sectors.
 Part III presents GAD checklists for the
management, implementation, and monitoring
and evaluation of development projects.
Focus and Users
• The guidelines focus on:
 (1) the process, (2) strategies, and (3) the development and
management results of integrating gender equality and women’s
empowerment concerns in various stages of the project cycle

• The GAD guidelines are designed for the use of those involved in
developing, implementing, managing, and monitoring and
evaluating development programs and projects in the
Philippines.
 Project Identification

1. Participation of Women and Men in the Identification of the

Development Problem

2. Collection and Use of Sex-disaggregated Data in the Analysis of the

Development Problem

3. Conduct of Gender Analysis to Identify the Gender Issues That the

Proposed Project Must Address
Project
Identification
GAD Checklist
for Project
Identification
Project Design and Formulation
4. Goals, Objectives, Outcomes, and Outputs That Include GAD
Statements That Will Address the Gender Issues in (3)
5. Activities That Respond to the Identified Gender Issues,
Including Constraints to Women’s Participation
6. Conduct of Gender Analysis of the Planned Project to Anticipate
Gender-related Issues Arising from the Implementation of the
Designed Project
7. Monitoring Indicators and Targets which Include the Reduction
of Gender Gaps or Improvement of Women’s Participation
8. Project Monitoring and Evaluation System that Includes a Sex-
disaggregated Database
9. Resources and Budgets for the Activities in (5)
10. Planned Coordination with PCW or the Agency’s GAD Plans
Project
Design and
Formulation
GAD Checklist for
Designing Projects
Project Design and Formulation
GAD Checklist for Designing Projects
 Interpretation of GAD Scores
TOTAL SCORE
INTERPRETATION

0-3.9 GAD is invisible in the project (PROPOSAL IS RETURNED).

4.0-7.9 Proposed project has promising GAD prospects (proposal earns a
“conditional pass,” pending identification of gender issues and the
strategies and activities to address these, and inclusion of the collection
of sex-disaggregated data in the monitoring and evaluation plan).

8.0-14.9 Proposed project is gender-sensitive

(proposal passes the GAD test)

15.0-20.0 Proposed project is gender-responsive

(proponent is commended)
 2. Project Planning
 This stage requires a detailed understanding of the project. It involves what
you want to do and how you want to do it. Once the project receives the
green light, it needs a solid plan to guide the team, as well as keep them on
time and on budget (5 phases of the project management cycle, n.d.).

 It involves identifying priority needs and opportunities, choosing the most

appropriate courses of action, agreeing on expected outcomes, calculating
the human, material and financial resources needed to achieve the
objectives, anticipating possible problems and getting agreement from all
concerned on clear targets and timeframes for execution.
 Proper planning allows you to analyze and assess present needs and
future challenges that may undermine and threaten the success of the
programme or project (Chi, 2009).
 When done correctly, it will increase the chance of a successful project.
 Planning elements and considerations to develop a good project plan
(Nebiu, 2002):

Step Element Consideration

Identifying the Background of the project results;
goal, Defined goal and objectives;
objectives, The societal vision of the organisation;
1
results Expected short-term and long-term results;
expected and Beneficiaries of the project Problems
target group solved by the project
Content of the Theme and main issues to be covered;
project Methods chosen to realise the goal and
2 objectives;
Activities to be implemented;
Further needs to continue the project
Step Element Consideration
Project
location(s)
Location of different activities;
and time
3 Duration of the project;
schedule of
Starting and ending dates of the project;
activities
Schedule for individual activities;
Summarised timeline of the project;
Resources Human resources
4 Financial resources
Infrastructure
Cost/income
sources

5 Total budget of the project

Detailed budget by activities and cost types
Rate and form of own contribution
Potential funders and sources of income
Step Element Consideration
Description of Description of the implementing
the organization
6 implementing Analysis of capacity and capability
and partners Description of cooperative partners
Analysis of partners’ capacity and capability
Project team The project coordinator
and Communication method of the project
7 management team
Communication strategy and practice with
the external environment
Monitoring, Success criteria of the project
evaluation and Methods and timing of monitoring and
8
follow-up evaluation
Further plans and follow up
 Project Proposal Development
 A project proposal is a detailed description of a series of
activities aimed at solving a certain problem usually devised in
order to obtain direct project funding. The proposal should
contain a detailed explanation of the following:
 justification of the project;
 activities and implementation timeline;
 methodology;
 human, material and financial resources required.

 The project proposal should be a detailed and directed manifestation of

the project design. It is a means of presenting the project to the outside
world in a format that is immediately recognized and accepted. (Nebiu,
2002).
Tools in Project Planning:
 GANTT Chart
 Logical Framework (log frame)

 GANTT Chart
 It is a graphical representation of sequence of activities
over time. It can be very beneficial in determining what unit
of time is necessary for each activity, for measuring
progress and for mapping important milestones (Chi, 2009).
 The first of its kind was developed in the 1890s by Karol Adamiecki, a
Polish economist and engineer, and called it the harmonogram.
 A little over a decade after, an American engineer and project
management consultant by the name of Henry Gantt (1861-1919)
developed his own version of the chart. His chart was what became widely
known in western countries.
 It was Gantt’s name who was associated with the chart.
 The Gantt chart is one of the most common tools in project
management.
 It shows tasks or events (activities) displayed against time.
On the left side of the chart is the list of activities and along
the top portion is an appropriate time scale. Each activity is
represented by a bar; the position and length of the bar
reflects the start date, duration and end date of the activity.
Sample Gantt chart
 A simple Gantt chart helps in visualizing data at a glance
such as:
 What the various activities are
 When each activity begins and ends
 How long each activity is scheduled to last
 Where activities overlap with other activities, and by how
much
 The start and end date of the whole project
 Logical Framework (log frame)
 This is one of the principle tools used in planning, especially
complicated projects.
 It identifies and communicates the logical relationships in a project by
tracking the vertical and horizontal reasoning that connects the levels of
the matrix.
 It enables you to identify the elements of a new project and examine
how they fit together (Chi, 2009).
 The relationship between the elements on each level illustrates the
vertical logic that will result in the achievement of the project’s ultimate
goal (Islam, 2017).
 In simpler terms, a log frame is a tool for improving the planning,
implementation, management, monitoring and evaluation of projects by
structuring the main elements in a project and highlighting the logical
linkages between them.
 Logical Framework (log frame)

According to Chi (2009), the first step in doing log

frame is to visualize a project as a series of activities
where one step leads on to the next in a logical
sequence.
Elements of a Basic Log Frame:
1) Goals - the highest level desired end results or impacts (transformation, sustainability,
livelihood, well-being etc.) to which the project contributes (the ultimate objective in
many logical frameworks).

2) Outputs - real deliverables resulting from project activities. They include products,
goods, services and changes (e.g. people trained with increased knowledge and skill;
quality roads built) that aggregate and contribute to outcomes.

3) Outcomes (purpose) - are what the project expects to accomplish at the beneficiary
level (e.g. use of knowledge and skills in actual practice over time; transportation of
goods on constructed roads over time) and contribute to population-level changes
(reduced malnutrition, improved incomes, improved yields, etc.) that aggregate and help
bring about accomplishment of goals and impact over time.

4) Activities - actions taken through which inputs (financial, human, technical, material
and time resources) are mobilized to produce the deliverables (training, constructing,
etc.) of a project for which staff can be held accountable and which, when aggregated,
produce outputs.
5. Performance Target – it ties down performance requirements for each
element of the project design. These are specific tangible and/or quantifiable
measures of achievement for each level in the design summary. These
indicators are important in both monitoring and assessing success.

6. Monitoring mechanism – determines the sources and/or methods, which

will be used to collect data for monitoring performance at each level of the
cause-effect chain in the design summary. These must be specified because
they often require resources and commitment from the project
implementors.

7. Assumptions and Risks - identify other conditions, which are external to

the project but are needed to ensure that one level indeed causes the next
level of performance to happen. Thus, given the level of inputs, outputs will
be produced assuming project staff have the required technical skills
(assumptions) - and outputs will give us the expected impacts - assuming no
major natural disaster takes place (risks).
 3. Project Implementation
 After carefully planning the project and successfully acquiring funds, the
third phase of the project management cycle can begin.
 This is the phase that is most commonly associated with project
management. It involves putting the project plan into action.
 Execution is all about building deliverables (products or services,
including project management documents) that satisfy the client or
sponsor. Execution relies heavily on the planning phase. The work and
efforts of the team during the execution phase are derived from the
project plan.
The implementation phase involves the following
procedures:

 Procedures step-by-step implementation of

solutions
 Procedures for generating and capturing project
performance data
 Procedures for acquiring resources
 Procedures for structuring teams
 Procedures for rewarding and punishing project
performance

(Msoroka, 2012)
Points to Consider in Project Implementation:
 The project manager and team leader are crucial in this
phase.
 In implementing the project plan, it is important to keep
track of the project. No matter how good the plan is, there
will always be deviation during the implementation.
 These should be anticipated, and the aim of project
management is to track this deviation, make sure it
stays within the scope of the project, and redirect
activities to get back on track.

Project Management handbook chapter V: stage 4 project implementation. (n.d.). Retrieved from www.interact-
eu.net/download/file/fid/4524
 Points to Consider in Project Implementation:

 The further the project goes into implementation, the

more important it is to track things systematically to avoid
drifting away too much from the original outline and falling
outside the scope of the project.
 Remember also that many modifications will actually be
improvements, and that it is this dynamic aspect of
project management and the ability to adapt to
modifications that are likely to lead to success (InterAct,
n.d.).

Project Management handbook chapter V: stage 4 project implementation. (n.d.). Retrieved from www.interact-
eu.net/download/file/fid/4524
 4. Project/ Program Monitoring
 Monitoring- Supervising activities in progress to ensure they
are on-course and on-schedule in meeting the objectives
and performance targets.
 A type of management for determining whether a project or program is
progressing in accordance with the approved plan, time schedule and
financial drawdown, and for identifying current or potential problems so that
remedial measures may be instituted on time to minimize delays and
unwarranted extra costs.
 A system of documenting the planned development efforts, processing
the raw data, and disseminating the processed information to the higher
authorities, planners and implementors for their use.
 It provides selected or necessary information for effective planning,
programming and implementation
Selirio, Benidicto. MONITORING AND EVALUATION OF DEVELOPMENT PROJECTS. NEDA. 1976
Importance of Monitoring
 A good monitoring system can identify
some basic defects in program or project
implementation, like the inadequacy or
engineering and pre-construction plans,
poor time scheduling, limited budget, etc.

 Usually, a substantial amount of capital funds has already been spent or

allocated when such defects are discovered. This results not only in the
delay of the actual implementation but also in the non-utilization of funds
already invested and other resources already committed.

 It also leads to a situation where frequent revisions of the cost estimates

are indiscriminately made just to cover up for the basic defects.
 MONITORING THE PROJECT EXECUTION PHASE
 This phase involves extensive physical preparation. To start with, there is
the assignment of responsibility to the appropriate agency most capable
of managing the project.

1. Inventory of all development programs and projects

2. Determination of measurable objectives, goals and targets,
3. Firming up interagency linkages and the mode of communications to be used.
4. Design of proper report formats and systems for gathering and processing the
pertinent data.
5. Setting up an effective evaluation system and a medium of disseminating
information.
6. Establishment of a pipeline to decision-makers and a feedback mechanism to
planners and implementors
7. Documentation, data-making and systematic retrieval when needed.
 Tools for Monitoring and Evaluation
 Depending on the kind of activity and circumstance, only one
tool may be necessary to effectively provide a good
evaluation, since the other tools tend to just validate the most
appropriate choice.
 Each tool has its own peculiar way of analyzing a problem, and
of graphically presenting the information for better visual
judgment.
 Example of M&E tool :
 Regional Project Monitoring and Evaluation System
 Official Development Assistance M& E
 Regional Project Monitoring and Evaluation System
• The system provides a scheme for monitoring and evaluating
projects at the national, regional, provincial/city and municipal
levels, with the extensive and active participation of various
government agencies , local government units and
nongovernment organizations (NGOs) at all levels.

 Official Development Assistance

Pursuant to Republic Act No. 8182, NEDA prepared periodic
assessments of ODA portfolio performance reports as part of its
regular M&E function. These included quarterly reports on loan,
cost over-run, alert mechanism, NEDA technical assistance, and
semestral reports on grants.

http://www.neda.gov.ph/wp-content/uploads/2017/07/Annual-
Report-2016-06-30-2017.pdf
 5. Project/Program Evaluation
 Evaluation- Measuring outcomes is a very important part of program
evaluation. But it is only one part. Program evaluation is a much broader
set of activities than just measuring the outcome of a program and that
good evaluators consistently think about this wider range of elements.

 Evaluation Elements/Areas that need to be considered:

 Meeting needs
 Implementation
 Stakeholders
 Side Effects
 Improvement focus
 Outcomes
 Nuances (Mechanisms)
 Importance of Evaluation
 There is only one overall purpose for program evaluation activities:
contributing to the provision of quality services to people in need.
 Program/project evaluation contributes to quality services by providing
feedback from program activities and outcomes to those who can make
changes in programs or who decide which services are to be offered.

 Without feedback, human

service programs (indeed, any
activity) cannot be carried out
effectively. Our bodily
processes require feedback
systems; similarly, feedback on
behavior in organizations is
also crucial for the success of
an organization.
 Tools in Evaluation
Quantitative Tools - which measure how many, how much, how big,
and so forth. Quantitative tools allow you to say things like “500 people
attended our event,” “200 people got jobs as a result of our program,”
or “grades improved by 20% because of our tutoring services.”
 Head count: How many people attended?
 Testing: Pre and post tests to see how many more correct answers
attendees could get after participating in your program.
 Data analysis: What percent of people who attended your program
graduated, increased grades, became employed, etc.
 Comparison: How many came to the events before your outreach
project; how many came after your outreach project.
Qualitative Tools
 More interesting and complex are qualitative tools, which allow evaluators
to measure intangible things like awareness, attitude, and appreciation.
 These measures are used to evaluate projects with goals like “participants
will appreciate the importance of textiles as a tool for exploring culture and
history” or “participants will become more fully aware of the importance of
diet and exercise in maintaining good health.”
 Qualitative tools include:
 Surveys
 Observation
 Case Studies
 Focus Groups
 Interviews
 Conditions for terminating or closing a
project
 Process:
 Complete all outstanding activities
 Cull out lessons and insights
 Write reports
 Release or redirect resources
 Re-assign project team if needed
 Turn – over responsibilities and resources
Project Phase-Out Phase

- Once the project “implementation” is completed,

responsibilities are then transferred from the project
implementing team to the “receivers/beneficiaries” of the
project.
Also known as the handover stage.
 Factors Which Cause Failure of Certain Projects:
1) The lack of social investigation and
analysis prior to formulation of
project strategies and approaches
2) The unrealistic and high program
expectations which failed to
consider both internal and external
factors
3) The lack of a common understanding or interpretation of
project goals, objectives and implementation guidelines
among the units or persons concerned
4) The lack of beneficiary participation in the project
 5) The lack of coordination
between and among
agencies or organizations
operating in the project
site and the lack of
effective referral network
6) Some projects were more
concerned with short-term
rather than long-term
benefits
7) The absence of a conscious and systematic project
documentation which focused on both its quantitative
and qualitative results
8) The need for more participatory monitoring and
evaluation approaches
  Principles/Ingredients Necessary to Attain Project
Sustainability:

1) Social equity and access to project

benefits and opportunities
2) Active and meaningful participation
of partners or beneficiaries in every
stage of project development – from
its conceptualization or initiation,
implementation, monitoring and
evaluation

3) Increasing profitability and productivity (for a livelihood project)

4) Environment-friendly – it does not destroy the resources of the natural
environment
5) Developing the capabilities of the sector/s to assume management and
operation of the project in the immediate future.