MIDTERM.-TOPIC-2-MAKING-AN-ACTION-PLAN.pptx

Economy

1. MAKING AN ACTION PLAN PROGRAM AND PROJECT PLANNING, IMPLEMEMENTATION MONITORING, EVALUATION

2. Program or Project Cycle Responsive and meaningful sustainable developments programs and projects, unlike most dole-out activities follow a dynamic cycle.

3. That is, after the last stage of the program or project, development intervention moves to another plane until the people are able to work on their own At this stage, the development workers (the NSTP students ) become ready to move to another partner community (without necessarily cutting the ties with the previous partner community).

4. THE PURPOSE OF ADOPTING THESE CYCLES Errors are also minimized , if not totally avoided. However , there instances that some aspects of the original plan cannot be possibly implemented (i.e. budget problem, loss of some organization members , and or other factors beyond the control of the group and organization members ).

5. This can be resolved during the stages of the "mini-cycles " while being firm to the . Furthermore, data and information for program or project evaluation after its termination become more become project accurate (and even easy).

6. The reasons for the problem during the entire program or project implementation are identified, including the assessment on the solution adopted to resolve these problems . SWOT (strength, weakness, opportunities and threats) analysis can also be done using these data and information.

7. Planning Stage In his classic book The Art of War, Chinese Philosopher and militarist Sun Tzu said: “ If you know the enemy and know yourself, you need not fear the result of a hundred battles. If you know yourself but not the enemy, for every victory gained you will also suffer a defeat. If you know neither the enemy nor yourself, you will succumb in every battle ..”

8. As Sun Tzu said, "If you know the enemy and know yourself, you need not fear the result of a hundred battles." Such is the case when we mount our battle against the threats to human security.

9. Planning is a conscious , systematic process which decisions are made about goals and activities that an individual, group, organization, community will pursue in the future ( Natulla , 2006). Furthermore , planning becomes effective when there is a careful analysis of the situation, definition of the problem, alternative actions, persons to implement the actions and monitoring of the implementation process.

10. How to Start? Look into the data and information that were gathered during the pre-community organizing and community profiling stages. identify the issues and problem that confront the community members. Present these in these in a meeting , first with the key persons then to the community members (especially the household heads without discriminating the participation of women).

11. After identifying the problems, discuss with the community members which of these are the priority issues that need immediate resolution. Present also your group's (institution) capabilities in assisting the community and address their concerns. The result of the series of meetings with the community members can help you decide what development intervention you can introduce.

12. Consistency of the Development A Program or Project In the Manual of Operations in Extension of the Mariano Marcos state University , Esteban (2005) enumerated three (3) preliminary questions in preparing extension project proposals for the Mariano Marcos State University that can as well guide us in planning for NSTP-CWTS programs or projects in our partner communities. These are:

13. 1. Is the project idea within the mandate, of the proponent operating unit and the University ? 2. Is the project idea different from existing ideas? Is it not just duplication? 3 . Is it feasible and practicable under prevailing conditions and situations (i.e. availability of resources)?

14. Aside from the three (3) preliminary questions, Esteban 2005) further enumerated ten (10) questions in planning can also be adopted as guide questions in conducting participatory planning.

15. 1. What problem or issue will the project address? 2. What is the project idea and how does it address the identified problems/issues? 3. How is the project idea different from existing ideas? 4. What will be the result and impact to be achieved? How will this be measured? Who will be benefited? 5. Where, when and how will the project be implemented?

16. 6. partner contribute to the project? 7. How much and from what sources will the needed budge be? 8. What are the activities to be carried out towards effective and efficient achievement of the results? 9. How will the project be monitored and evaluated? 10.How can the project be replicated? Once these questions are answered, you can start writing your formal program or project proposal.

17. Writing a Project Plan There are various formats that you can adopt in writing a program or project proposal. The H.E.S Consortium (2004) suggested the following format. Introduction Objectives Task Allocation and Timeframe Budget and Resource Assessment Reflection/Evaluation

18. On the other hand, Esteban (2005 ) presents a more elaborated format for program or project proposal. Project Title Proponent Implementing Agency Cooperating Entity Target Area Target Beneficiaries

19. Period of Implementation Status Source and Amount of Budget Project Description Situational Analysis Scope and Project

20. XII. Scope and Project Rationale Logical framework Components and Phases Organization

21. XIII. Budget Breakdown XIV. Cost-Benefit Analysis XV. Risk Assessment a. Socio-economic and Environmental b. Critical Assumptions c. Monitoring and Evaluation XVI. Monitoring and Evaluation

22. I. Introduction/Rationale . Writing the introduction or rationale of the program or project begins by having a clear concept on the specifics of the problem or issue that you intend to address. Once the basic problem or issue you want to be concerned with flashes in your mind, write them down on a sheet of paper, no matter how many " (H.E.S. Consortium, 2004 ). On the other hand, the five (5) questions in critical thinking mentioned (Table 1) by Professor B. Tayag of the University of the Philippines could be of help in organizing the program or project introduction or rationale.

23. TABLE 1. Five Questions in Critical Thinking

24. QUESTIONS WHAT TO DO? What This questions defines what the problem or what the situation is. How This aims to determine how the problem developed. Why This questions emails the identification of the reasons for the occurrence of the problem situation. So What Answering this question will help us draw a deeper assessment of the situation or problem. What now This leads to the planned solutions and actions to solve the problems or solutions.

25. The answer to the "what" question either start with the national (or even international) situation related to the issue or problem that confronts the community . Statistical data and information are valuable tools in presenting more convincing introduction , especially if the proposal is presented or submitted to a funding agency.

26. On the other hand, the "how", "why" and "so what" questions underscore the source or cause of the problem and the bases in determining the development interventions . By answering these questions, the reason for the implementation of the development program and project is presented. The bases for the intervention of the NSTP-CWTS are also explained.

27. the " what now" question leads to the program or project response to the identified issue or problem . This question also establishes the action to be taken by the NSTP-CWTS students -either in coordination with the school's extension or outreach department, or with other agencies or institutions.

28. ACTIVITY 2 Write the introduction of your proposal by answering the five questions. ( base your answer in Table 1.)

29. II. Objectives The objectives set the general and specific target actions of your program or project . Usually, the objectives of the program or project are anchored on the vision and mission of your school.

30. In setting the objectives, make it a point that they are obtainable or attainable . The objectives must indicate specific and measurable variables before, during and after the implementation of the program or project.

31. Program/project components. In order to attain the objectives of development programs, various projects components are usually formulated. For example, T he Solid Waste Management Program ( SWaMP ) of is composed of three (3) projects – Seminar on Solid Waste Management, Operation Plan (OPLAN) Linis Kanal , and Construction of a Mini-Material Recovery Facility. All of these projects aim to realize the objectives of the SWaMP .

32. The contents of these project proposals (or reports) must remain in line with the thrusts of the SWaMP . The projects can still be broken into sub-projects . In the the case of the SWaMP , a series of awareness seminar workshop can be conducted among the different sectors of the the community. The first seminar-workshop can be conducted for the faculty members in the school, followed by the seminar-workshop for the students, then for the members of the partner community

33. Activity 3. Identify the program or projects that you can implement in the community in order to realize your objectives. Make sure that these program or projects are with in capabilities to implement.

34. Time allocation This would be very useful in monitoring the project and the operation of the entire program. In setting the time frame, make it sure that allocated period for the activities are realistic.

35. Budget and resource allocation The concept of "pay what you get" should be adopted in implementing NSTP-CWTS programs or projects. All available sources of funds must be exhausted. i.e . the NSTP CWTS fund, the Government and its agencies, private corporation, and others. However, it is encouraging for the community to contribute a “counterpart” funds – either in monetary or service forms- from the community

36. Implementation Stage The effective and efficient implementation of the program or project hinges on the kind and nature of the organization, the availability of resources, and monitoring system . Likewise , the participation of the community members and the sincerity of implementing participants (NSTP-CWTS student) to put through the realization of the program or project's implementation are important. After the plan has been approved and the organization of the plan the community organization is set ,the implementation of the program or project commences.

37. A review on the organizational structure for the mechanisms and operations of the program or project is a good start before the actual implementation of the program or project components. In the case of the NSTP-CWTS, the task of each student or group must be reviewed through final meeting or series of meetings.

38. In doing the actual implementation, take note of the following in implementing the program or project. 1 . Supervision must be done to help the implementing participants effectively (and effectively) perform their tasks. 2 . Frequent communication is needed between and among the implementing partners to ensure that the objectives of the program or project are kept. 3 . Remember , coordination is a process by which teamwork, agreement and understanding are secured to support a common endeavor. It is working to relationship based on tasks. Hence, coordination is indispensable. 4. Community relation is the process of establishing effective working relationship between the NSTP CWTS students and the community people. It brings about responsiveness of the actions to community needs.

39.   The effective and efficient Implementation of the program or project is dependent on the ability of the implementers to follow the designed plan . However, if the plan is unsatisfactory, expect defective program or project results . Re-writing the plan while the program or project is being implemented is time consuming and resource-depleting

40. Monitoring and Evaluation Stage Monitoring is the regularly or periodic assessment of the activities and outputs during the implementation of the program or project . Bamberger and Hewitt (1986) defined monitoring as "type of evaluation performed while the project is being implemented, with the aim of improving the project design the implementation stage, the most appropriate solutions to the problems encountered as decided ”. Therefore, wastages of the valuable financial resources and effort are avoided.

41. On the other hand, evaluation "studies the outcome of a (program) project (changes in income, housing quality, benefits distribution, cost-effectiveness) with the aim of the informing the design of future projects." (Bamberger and Hewitt, 1986). Evaluation contains information reports gained from the past action to improve future actions . These reports usually contain finding conclusions, recommendations and lessons learned . These processes are vital in the sustenance of the community project.

42. As a process, evaluation includes judging value on what a project or program has achieved particularly in relation to activities planned and overall objectives.

43. According to Freeman, Rossi and Wright (in Esteban, 1990) evaluation should be viewed as a sequential activity where implementations is examined first . This is followed by the assessment of the impact or output and cost-benefit or cost- benefit analysis. However , "... there are cases where it is foolish to invest in studying impact where there is reason to believe that projects are not implemented as planned ... In such cases, resources should be directed and devoted to studying implementation firsts." (Freeman, Rossi and Wright, 1979). Hence, proper program or project implementation is the precursor evaluation.

44. Conventional versus Participatory Monitoring and Evaluation In the past, the technocrats of experts conventionally conducted monitoring and evaluation. According to Sulabo (2004), traditional monitoring and evaluation were carried out by "outsiders” who gather information about people, a situation without the subjects involved process . " The outsiders " solely perform the monitoring and evaluation based on stringent or highly structured indicators and methodologies.

45. Participatory monitoring and evaluation , however, greatly rely on the participation of the partner community . The members of the partner community participate in the collection and analysis of data, thereby empowering them to make decisions for their live. Bamberger and Hewitt, (1986) also claimed that the integration of the community members or beneficiaries (stakeholders) ideas or opinions brings greater ownership of project objectives and encourages the sustainability of project benefits. Ownership brings accountability." As such, the value of participatory planning is underscored.

46. Correspondingly, in participatory monitoring and evaluation , stakeholders are involved in defining what will be evaluated, how it will be evaluated, and how the d ata will be analyzed, consolidated and reported. Unlike in the conventional type, participatory monitoring and evaluation is flexible, locally adaptive and holistic in approach ( Sulabo , 2004)

47. Approaches to Participatory Monitoring and Evaluation T he two most commonly adopted approaches in monitoring and evaluation are the Snyder evaluation (or model) and the logical framework or approaches . In the Snyder model , the program or project beneficiaries are involved as co-evaluators in the three-stage process of evaluation-process, outcome, and short cycle. During the process of evaluation, the evaluator and the stakeholders gain better understanding on the operation of the program or project. Natura (2004) added,

48. The outcome evaluation enables the participants to apply their knowledge developed through process evaluation to assess which of the goals are being achieved and how ell this is being done. The short cycle evaluation , in turn, uses the understanding and performance indicators gained in the two earlier phases to set up the feedback loops which allows for self-improvement or programs.

49. L ogical framework approach or loo frame is an " analytical presentation and management tool that involves problem analysis, stakeholder analysis, developing a hierarchy of objective and selecting a preferred implementation strategy. " (Natura, 2004)

50. Concerns of Monitoring and Evaluation Since the concern of monitoring and evaluation is the determination, measurement and assessment of the program or project results , it is necessary that careful assessment be made at certain critical points in the implementation stage. The implication of the program on the condition of the target beneficiaries must also be determined , including the sustainability of the desired or planned impact on the community members.

51. The results of the program or project can be the categorized as follows: 1. Output. These are the physical outcome of the program or project (e.g. number of seedlings planted, length of fences constructed, number of machines delivered). Likewise, the services provided are also considered outputs (e.g. number of trained persons, vaccinated children, and women assisted 2. Effects. This refers to the direct effects and immediate consequences of the program or project outputs to the intended beneficiaries. 3. Impacts. These are the changes on the standard of living of the target beneficiaries as results of the project of program. The impact can be felt an individual, a family of the entire community.

52. Activity 4 Make a Project Proposal for your adopted community, using any following formats:

53. Format 1 Introdction Objectives Task Allocation and Time frame Budget and Resource assessment Reflection/Evaluation

54. Format 2 Project Title Proponent Implementing Agency Cooperating Entity Target Area Target Beneficiaries

55. Period of Implementation Status Source and Amount of Budget Project Description Situational Analysis Scope of the Project Rationale Logical Framework Components/phases Organization

56. Budget Breakdown Cost-Benefit Analysis Risk Assessment Socio-Economic and Environmental Critical Assumption for Implementation Monitoring and Evaluation