SBCC20Quality20Assessment20TOOL20C-Change20Letter.pdf

Guide for Using the...

Guide for Using the Social and behavior change communication (SBCC) Quality Assessment Tool This publication is made possible by the generous support of the American people through the United States Agency for International Development (USAID) under the terms of Agreement No. GPO-A-00-07-00004-00. The contents are the responsibility of the C-Change program, managed by AED, and do not necessarily reflect the views of USAID or the United States Government. Background The C-Change Social and Behavior Change Communication (SBCC) Competency Research, Monitoring and Evaluation Assessment tool was developed to determine the communication capacity and needs of This section assesses the ability to use research to measure program impact. This includes organizations that work on health and development-related areas, and to generate useful whether the organization uses appropriate quantitative methods, qualitative methods or group data for further improvement of SBCC programs. The information gathered through the participatory methods to measure the behavioral outcome of its SBCC interventions. use of this tool enables C-Change and its partners to provide strategic and systematic capacity-building support to non-governmental organizations, government units, and any In each of these three areas, there is a set of questions that a facilitator asks members other organization interested in strengthening their implementation of effective health of the organization to gauge how well the organization meets basic SBCC quality and development communication programs. standards. In response to each question, participants provide a score ranging from 1 to 4, with 1 being “weak,” 2 being “average,” 3 being “good,” and 4 being “strong.” The The tool reflects C-Change’s competency-based approach that emphasizes the average score for all of the questions in the section constitutes a final, overall score for acquisition of specific knowledge and skills to reach higher standards of quality in SBCC the corresponding standard, or competency. The first time the tool is used represents the work, and promotes an enabling environment for the application of this newly acquired organization’s baseline and can be used to identify gaps and needs for strengthening. knowledge and skills. The tool can be used again later to determine if competencies have improved. Existing SBCC capacity and critical needs of organizations are measured across three When the tool is administered for the first time, it is helpful if the facilitator who is key competency areas that have been identified as central to social and behavior change leading the assessment - and asking the questions - is familiar with SBCC concepts communication. Thus, the C-Change Organizational Competency Assessment Tool is and has experience in the planning, implementation and evaluation of SBCC programs divided into these competency areas: and interventions. Usually, the tool can be administered in a 4-5 hour session with key SBCC Planning and Design management and technical staff from the organization and perhaps a few volunteers. The This section assesses an organization’s competence in integrating communication and group should not be over 10 people, as it makes it more difficult to reach agreement on behavior theories and models with the on-the-ground realities related to human behavior. a score for each question. The assessment should begin with the facilitator providing a Items in this section of the tool assess the use of data to inform SBCC programs, whether brief introduction on the purpose of the assessment, which is to assist the organization strategic partnerships are negotiated and established, and the development of SBCC to identify strengths and weaknesses in their communications programs, and then strategies. explaining the process prior to asking questions using the tool. Program Implementation This section assesses an organization’s competence in engagement and advocacy, as well as in project management skills such as tracking and supervision. Specifically, the items assess organizations’ capacity to engage various players such as media, local groups, and national organizations in support of SBCC activities. The items also assess whether projects are imple- mented in a timely manner and in accordance with set objectives. Guide for Using the C-Change Social and Behavior Change Communication (SBCC) Quality Assessment Tool |1| Tailoring the SBCC Assessment Tool to the Needs of the Organization Useful Resources and Documents Used in the Development of the SBCC Quality Assessment Tool The tool was developed so that it would be flexible enough to be adapted for use by a wide variety of organizations that focus on a wide variety of issues, including HIV/AIDS, malaria, Association of Schools of Public Health. 2006. Master’s Degree in Public Health Core family planning, and sexual and reproductive health. Users may choose to focus on particular Competency Development Project Report, version 2.3, October 2004–August 2006. components of the tool that address their own particular needs, or adapt each existing section. Available at: http://www.asph.org/userfiles/Version2.3.pdf Although the primary use of the tool to date has been to assess capacities of organizations implementing SBCC programs related to HIV prevention, experience has indicated that it is Batwana Institute. 2007. Community Assessment Tool: Providing Comprehensive OVC useful for a variety of programs and purposes. Care in Resource Limited Settings. John Snow, Inc, World Education and the Batwana Initiative. Some examples of how this tool could be used include the following: As a quality assessment tool to determine existing technical capacity and critical gaps and Calhoun, J. et. al. 2008. “Development of a Core Competency Model for the Master of needs, and to determine new standards of quality in providing social and behavior change Public Health Degree”. American Journal of Public Health, Vol 98, No. 9, 1598-1607. communication. Castro, A. Coe, G. Waisbord, S. (Eds.). 2003. Comunicación en Salud: Lecciones As a monitoring and evaluation tool to identify areas for improvement and make short and Aprendidas y Desafíos en el Desarrollo Curricular. Preparado por la Organización long-term corrections on SBCC programming. Panamericana de la Salud y el Proyecto CHANGE (AED/Grupo Manoff). Washington, DC. As a training resource for organizations interested in developing an internal systematic ap- College of Nurses, Ontario, Canada. 2006. Competency Review Tool, College of Nurses, proach to improving their technical capacity in SBCC. Ontario, CA. As an advocacy tool to highlight the gaps and needs of organizations that implement some Irigoin, M., Tarnapol, P., Faulkner, D. and Coe, G. 2002. Mapping Competencies for form of SBCC work. Communication for Development and Social Change: Turning Knowledge, Skills, and Regardless, it is important to note that this is a participatory, qualitative instrument and Attitudes Into Action. Rockefeller Foundation/Pan American Health Organization/The each category is not rigidly defined. Results may vary based on the approaches of the Change Project/US Agency for International Development. facilitator and other participants. United Nations Development Program. 1997. A synopsis of general guidelines for One of the first “real world” experiences with the assessment tool was in Namibia, where capacity assessment and development. New York, NY: UNDP. C-Change staff adapted the original tool so that it could be used to assess SBCC within a variety of program areas in HIV and AIDS. A description of the Namibia experience is United Nations Population Fund. 2001. Communication for Development Roundtable provided at the end of this document. Report: Focus on HIV/AIDS Communication and Evaluation. New York, NY: UNFPA. Because this assessment tool has not yet been used widely or formally evaluated, it currently represents a dynamic, evolving resource that will be refined as experience with it unfolds. The following pages provide a breakdown of the different parts of the tool with accompanying explanations on the purpose of each section. A copy of the tool itself can be accessed at the C-Change website: www.c-changeprogram.org Guide for Using the C-Change Social and Behavior Change Communication (SBCC) Quality Assessment Tool |2| Sbcc planning and design The tool measures SBCC Planning and 1. Theory-driven Planning and Design Design competence via four “sub- Answer the questions below with a number score from 1 to 4 Question competencies”: using theory to plan and Comments design programs; collecting and using (1=weak, 2=average, 3=good, 4=strong) Score data as part of planning and designing 1.2 Are you aware of any formal behavior change and A programs; forming and nurturing Questions partnerships as part of planning and health communication theories such as Stages of Change, Health Belief Model, etc., and are these used designing programs; and developing in program and intervention design? strategies to guide the planning and design of programs. 1.2 Do you analyze information on determinants and dynamics of behavior during planning and design (e.g., B Organizations should use SBCC theory to alcohol abuse, risk perception, stigma, etc.)? drive the design of programs, including an analysis of behavioral determinants 1 Weak overall and dynamics. Planning models based Overall Sbcc theories never used to drive design. No assessment on SBCC theories include the BEHAVE Assessment Framework, which allows planners to analysis of determinants and dynamics. Score think through the following construct: In 2 Based on answers Average order to help (a specific target audience to the questions SBCC theories sometimes used to drive design segment) To (take a specific action), We above, calculate the including analysis of determinants and dynamics. will focus on (benefits and barriers that overall rating. 3 influence the action) Through (some Good selected activities) that address these (Add VALUES A+B. THEN DIVIDE THIS SUM BY 2) SBCC theories used frequently to drive design benefits and barriers. Another example with analysis of determinants and dynamics. is the “P Process,” which lays out a 4 logical framework for a communication Strong SBCC theories are always used to drive design intervention—analysis, strategic with analysis of determinants and dynamics. design, development and testing, implementation and monitoring, and evaluation and re-planning—and has been applied to a wide range of health issues. Guide for Using the C-Change Social and Behavior Change Communication (SBCC) Quality Assessment Tool |3| Sbcc planning and design 2. Collection and Use of Data Collecting and using data (secondary, quantitative, qualitative or participatory) Answer the questions below with a number score from 1 to 4 Question to inform strategies and plans is also a Comments (1=weak, 2=average, 3=good, 4=strong) Score cornerstone of effective SBCC program design. As part of this assessment, 2.1 Do you gather and analyze secondary data (desk and A it is important to ascertain whether Questions documentation reviews of epidemiological data, studies)? organization members have the capacity 2.2 Do you collect and analyze your own quantitative data to apply commonly used methods of B (surveys and large baseline studies)? data collection such as focus group discussion, interviews, observation and 2.3 Do you collect and analyze your own qualitative data C surveys for planning purposes and for (focus groups, interviews, observation)? pretesting, and to make sure that such 2.4 Do you collect and analyze your own data through group data can be taken into account as part of D program interventions. participatory methods (e.g., social and community mapping, participatory learning for action methodologies, etc.)? 1 Overall Weak overall Assessment Data never used to inform SBCC strategies and plans. assessment Score Based on answers to 2 the questions above, Average calculate the overall Some data used to inform SBCC strategies and plans. rating. 3 (Add VALUES A+B+c+d. Good THEN DIVIDE THIS SUM Data used frequently to inform SBCC strategies BY 4) and plans. 4 Strong Data routinely used to inform SBCC strategies and plans. Guide for Using the C-Change Social and Behavior Change Communication (SBCC) Quality Assessment Tool |4| Sbcc planning and design Being able to negotiate and nurture 3. Negotiation and Strategic Partnerships strategic partnerships is the third key Answer the questions below with a number score from 1 to 4 Question sub-capacity an organization should Comments (1=weak, 2=average, 3=good, 4=strong) Score have. Identifying and undertaking collaborations with various stakeholders 3.1 Are relevant local and national stakeholders (other A is particularly important because Questions donor programs, NGOs, MOHSS services in the area) most organizations may not have the clearly identified, mapped during planning and design? resources, knowledge or capacity to develop and carry out activities on 3.2 Do you establish partnerships with these B stakeholders during planning and design? their own, and should take advantage of synergies with other organizations 3.3 Are ongoing relationships with these stakeholders C whenever possible. Equally as important nurtured over the course of the program? as identifying partners is continuing to nurture these relationships to ensure 1 Weak overall long-lasting support and assistance. Overall Stakeholders not identified or mapped during assessment Assessment planning and design. No formation of strategic Score partnerships or nurturing of relationships. Based on answers 2 to the questions Average above, calculate the Stakeholders sometimes identified and mapped overall rating. and partnerships established during planning and design, relationships sometimes nurtured. 3 (Add VALUES A+B+c. THEN DIVIDE THIS SUM BY 3) Good Stakeholders frequently identified and mapped and partnerships established during planning and design, and relationships frequently nurtured. 4 Strong Stakeholders are always identified and mapped during planning and design and partnerships established. Ongoing relationships are nurtured. Guide for Using the C-Change Social and Behavior Change Communication (SBCC) Quality Assessment Tool |5| Sbcc planning and design 4. Development of Strategies The ability to conduct strategic planning as part of SBCC program Answer the questions below with a number score from 1 to 4 Question design is critical to program success, Comments (1=weak, 2=average, 3=good, 4=strong) Score as it helps to establish clear goals and 4.1 Do you set clear behavioral targets during planning A objectives. Strategic planning should Questions and design? include selecting and segmenting target audiences, selecting target 4.2 Do you select your target audiences and conduct audience B behaviors, using key elements of SBCC segmentation? to design messages, reviewing messages 4.3 Are you aware of key elements of SBCC message design C for accuracy of health information, (e.g., appeals, barriers, benefits, enablers) and do you use those pretesting messages with the target in the design of your messages? audience(s), incorporating feedback 4.4 Are messages reviewed by technical staff to ensure accuracy D into final messages and materials, and of health information? selecting channels of communication in 4.5 Are materials pretested with members of the target audience conjunction with the target audience to e and feedback incorporated into final messages and materials? take access and preference into account. 4.6 Are channels of communication (individual, group, radio, drama, etc.) selected with input from target audiences, and are f their access and preferences taken into account? 1 Overall Weak overall Assessment No SBCC strategic planning is conducted. assessment Score 2 Based on answers to the questions above, Average calculate the overall Some SBCC strategic planning is conducted, but does not rating. include all the steps listed above. 3 (Add VALUES A+B+c+d+e+f. Good THEN DIVIDE THIS SUM BY 6) The organization frequently conducts SBCC strategic plan- ning and includes most of the steps listed above. 4 Strong The organization always conducts SBCC strategic planning and includes all steps listed above. Guide for Using the C-Change Social and Behavior Change Communication (SBCC) Quality Assessment Tool |6| Sbcc Program Implementation 1. Implementation of Communication Strategies Being able to actually implement communication strategies successfully is Answer the questions below with a number score from 1 to 4 Question imperative. The organization must be able Comments (1=weak, 2=average, 3=good, 4=strong) Score to use multiple channels in its programs and seek to influence different levels of Questions 1.1 Do you use multiple communication strategies and channels A the community and society. Part of this in your programs (e.g., community mobilization and advocacy, entails being able to conduct thoughtful community dialogues, interpersonal communication, group reviews of approaches and materials to approaches, mass media, etc.) to reach the target audience? ensure they are up to date and relevant 1.2 Do your communication interventions seek to influence B to the context, and ensures that SBCC different levels (individual, family, community, regional, national)? implementers have the tools they need to support communication interventions. 1.3 Do you conduct periodic reviews of your communication C approaches and materials to ensure they are up to date and relevant to the context and realities? 1.4 SBCC providers need supporting materials to do their D work. Are IEC materials and tools (e.g., manuals, flip charts, counseling cards, scripts) available to providers to support mass, community and interpersonal communication interventions? 1 overall Overall Weak No use of multiple channels or influence on different assessment Assessment Score levels. No updating of approaches or materials. SBCC providers do not have supporting materials/tools. Based on answers 2 to the questions Average above, calculate the Some use of multiple channels and influence on overall rating. different levels. Some updating of approaches or (Add VALUES A+B+c+d. materials. SBCC providers with some materials/tools. 3 THEN DIVIDE THIS SUM BY 4) Good Frequent use of multiple channels and influence on mul- tiple levels. Frequent updating of approaches or materials. SBCC providers have most materials/tools. 4 Strong Routine use of multiple channels and influence on multiple levels. Routine updating of approaches or materials. SBCC providers with all necessary materials/tools. Guide for Using the C-Change Social and Behavior Change Communication (SBCC) Quality Assessment Tool |7| Sbcc Program Implementation 2. Strengthening of Staff Competencies Another component of effective program implementation is the ability Answer the questions below with a number score from 1 to 4 Question Comments to strengthen staff competencies, if (1=weak, 2=average, 3=good, 4=strong) Score needed. This includes training key A organization management, technical Questions 2.1 Has management staff been trained in SBCC? supervisors, and SBCC implementers 2.2 Has technical supervisory staff been trained in SBCC? B on basic SBCC tactics, and periodically checking to make sure that all staff 2.3 Have SBCC providers, including volunteers, been C embody SBCC competencies. If there trained in SBCC? are deficiencies, there should be a SBCC strengthening plan in place. 2.4 Do you conduct an ongoing assessment of staff D SBCC competencies? 2.5 Is there a plan for strengthening of staff’s SBCC e competencies (basic SBCC training, on-the-job training, etc.). Is it being implemented? 1 Weak overall Overall assessment No staff has received training in SBCC. There have Assessment Score been no assessments of staff competencies and there is no strengthening plan. Based on answers 2 to the questions Average above, calculate the Some staff has received training in SBCC. Limited overall rating. assessment of SBCC competencies and plan for strengthening. (Add VALUES A+B+c+d+e. 3 THEN DIVIDE THIS SUM BY 5) Good Most staff has been trained in SBCC and there is a frequent assessment of competencies and planning for strengthening. 4 Strong Staff at all levels, including volunteers, has been trained in SBCC, competencies have been assessed, and a strengthening plan is in place and is being implemented. Guide for Using the C-Change Social and Behavior Change Communication (SBCC) Quality Assessment Tool |8| Sbcc Program Implementation 3. Implementation Structure (for programs in prevention, HBC and OVC) Being able to identify an implementation structure for SBCC programs also helps Answer the questions below with a number score from 1 to 4 Question Comments to facilitate effective programs. SBCC (1=weak, 2=average, 3=good, 4=strong) Score implementers including volunteers A should be selected according to written 3.1 Are SBCC providers selected according to clear criteria, Questions criteria, and the project should have a with target audience involvement in the case of volunteers? structure whereby each individual SBCC 3.2 Is there a written job description for SBCC providers, b provider has repeated contact with including volunteers? the same clients frequently and over 3.3 It is important in SBCC that providers have repeated contact C a period of time to reinforce messages with the same clients frequently to reinforce messages. Is the (intensity and duration). Part of this program structured in a way that allows for this depth of client capability is being able to provide contact? sufficient incentives to ensure that there 3.4 Is there a problem with turnover of volunteers? Are there are acceptably low turnover rates among D incentives for volunteers to encourage retention (bicycles, IEC volunteers and other implementers. materials, training, money, etc.)? 1 Weak overall Overall SBCC providers not selected according to clear criteria, assessment Assessment no job description. No repeat client contact. No Score incentives for retention. 2 Based on answers to the questions Average Some SBCC providers selected according to criteria with a above, calculate job description. Structure allows for infrequent repeat client the overall rating. contact (twice a year or less). Some incentives for retention. 3 (Add VALUES A+B+c+d. THEN DIVIDE THIS SUM Good BY 4) Most SBCC providers selected according to criteria with job descriptions. Structure allows for more frequent contact with cliets (once a quarter or less). Some incentives for retention. 4 Strong All SBCC providers selected according to criteria with job descriptions. Structure allows frequent client contact (at least monthly). Adequate incentives for retention. Guide for Using the C-Change Social and Behavior Change Communication (SBCC) Quality Assessment Tool |9| Sbcc Program Implementation 4. Supervision of the Quality of SBCC Service Delivery To make sure a program is running smoothly, it is important for an Answer the questions below with a number score from 1 to 4 Question Comments organization to be able to supervise (1=weak, 2=average, 3=good, 4=strong) Score the quality of the SBCC services being 4.1 To ensure the quality of SBCC services, frequent supervi- A delivered. Program structure should Questions allow for at least monthly supervisory sory visits to SBCC providers are critical. Does structure of the program allow technical supervisors to visit SBCC providers at visits to SBCC implementers that are not least monthly? just limited to group meetings but also 4.2 Is the supervisory visit limited to group meetings with SBCC include visits that enable observation to b providers, or does it also include monthly visits to the SBCC identify strengths and weaknesses, as provider at his or her site and observation of the SBCC services well as needs for further support. Ideally, being delivered to identify strengths and weaknesses, and needs there should be a supervisory checklist for further support? that includes indicators related to quality 4.3 Is there a supervisory checklist to guide supervisory visits? C SBCC service delivery. Does it include indicators related to SBCC service delivery? 1 Overall Weak overall Assessment No supervision of SBCC providers is taking place. assessment Score 2 Based on answers Average to the questions There is some supervision of SBCC providers, but there is above, calculate the no checklist and providers are only seen in group meetings overall rating. monthly or less. 3 (Add VALUES A+B+c. THEN DIVIDE THIS SUM BY 3) Good SBCC providers are routinely supervised at least monthly and a supervisory checklist is used that includes SBCC indicators. Some site visits and observations are taking place. 4 Strong SBCC providers are routinely supervised at least monthly using a supervisory checklist with SBCC indicators. Providers are visited at their sites and SBCC service delivery is observed to ensure quality. Guide for Using the C-Change Social and Behavior Change Communication (SBCC) Quality Assessment Tool | 10 | Sbcc Research, Monitoring and Evaluation A vital component of any SBCC program 1. Frameworks and Mechanisms is the collection and use of data for Answer the questions below with a number score from 1 to 4 Question monitoring and evaluation purposes. This Comments (1=weak, 2=average, 3=good, 4=strong) Score section of the tool assesses competency in the use of various quantitative, 1.1 Do you have output indicators for SBCC activities that A qualitative, and participatory research Questions are clearly defined (e.g., numbers of people who received methods and data analysis tools that different SBCC messages, people trained in SBCC)? can be used to introduce corrections b throughout program implementation, 1.2 Are there monitoring tools used to track SBCC outputs? and to determine the contribution and impact of communication to overall 1.3 Do you have indicators to measure changes in your C program goals. Because research and targeted behaviors (e.g., number of people who use bed nets every night, number that has used condoms)? evaluation data/results have limited utility if they are not reported (or 1.4 Is there system in place to collect behavior change D reported in an inappropriate manner), impact data? this section also includes items that assess capacity related to the utilization 1 and communication of research and Overall Weak overall evaluation data. Assessment No system is in place to collect SBCC output or assessment impact data. Score With regard to having capacity in 2 Based on answers Average frameworks and mechanisms, an to the questions Some SBCC output or impact indicators are defined organization must identify output above, calculate the overall rating. and some tools are used to track outputs or inputs. indicators (e.g., the number of individuals who were trained in SBCC) 3 (Add VALUES A+B+c+d. Good and monitoring tools to measure them, THEN DIVIDE THIS SUM Frequently SBCC output or impact indicators are and must also have outcome indicators BY 4) defined and frequently tools are used to track to measure changes in target behaviors outputs or inputs. as well as a system in place to collect 4 Strong this information. SBCC output and impact indicators are defined and tools are used to track both outputs and inputs. Guide for Using the C-Change Social and Behavior Change Communication (SBCC) Quality Assessment Tool | 11 | Sbcc Research, Monitoring and Evaluation 2. Use of Research to Measure Impact An organization must be able to use research to measure the impact of its Answer the questions below with a number score from 1 to 4 Question programs; in other words, appropriate Comments (1=weak, 2=average, 3=good, 4=strong) Score quantitative methods, qualitative methods or group participatory Questions 2.1 Are quantitative research methods (e.g., surveys) used A methods should be used to measure to measure the impact of SBCC interventions? the behavioral outcomes of the SBCC interventions. 2.2 Are qualitative research methods (e.g., focus groups, b interviews, observations) used to measure the impact of SBCC interventions? 2.3 Are group participatory research methods (e.g., C diagramming, community dialogue, participatory learning for action methodologies) used to measure the impact of SBCC interventions? 1 Overall Weak overall Assessment No data is collected to measure the behavioral impact assessment of interventions. Score 2 Based on answers to the questions above, Average calculate the overall Data is sometimes collected to measure the rating. behavioral impact of interventions using quantitative, qualitative or participatory methods. 3 (Add VALUES A+B+c. THEN DIVIDE THIS SUM BY 3) Good Data is frequently collected to measure the behavioral impact of interventions using quantitative, qualitative or participatory methods. 4 Strong Data is routinely collected to measure the behavioral impact of interventions using quantitative, qualitative or participatory methods. Guide for Using the C-Change Social and Behavior Change Communication (SBCC) Quality Assessment Tool | 12 | Sbcc Research, Monitoring and Evaluation 3. Utilizing and Communicating Results Once data are collected, an organization must be able to effectively analyze Answer the questions below with a number score from 1 to 4 Question Comments it and feed the results back to SBCC (1=weak, 2=average, 3=good, 4=strong) Score implementers. Data should be used A to improve SBCC interventions, Questions 3.1 Are the data generated by M&E analyzed and fed back to the SBCC providers? and organizations should be able to document and disseminate their 3.2 Are the data generated by M&E used to improve b results and lessons learned to key interventions? stakeholders, donors and partners in an 3.3 Are project results communicated to key stakeholders, C understandable, efficient way. donors and partners? 3.4 Are lessons learned and best practices systematically D documented and disseminated? 1 Overall Weak overall Assessment M&E data are not analyzed, fed back to providers or used assessment to improve interventions. Results, lessons learned and Score best practices are not documented or disseminated. Based on answers 2 to the questions Average above, calculate the Sometimes M&E data are analyzed, fed back to overall rating. providers or used to improve interventions. Sometimes results, lessons learned and best practices are (Add VALUES A+B+c+d. THEN DIVIDE THIS SUM documented or disseminated. BY 4) 3 Good M&E data is frequently analyzed, fed back to providers and used to improve interventions. Results, lessons learned and best practices are frequently documented or disseminated. 4 Strong M&E data are routinely analyzed, fed back to providers and used to improve interventions. Results, lessons learned and best practices are routinely documented or disseminated. Guide for Using the C-Change Social and Behavior Change Communication (SBCC) Quality Assessment Tool | 13 | Sbcc OVERALL ASSESSMENT SECTION overall comments Score and recommendations A SECTIONS SBCC Planning and Design b Programming Implementation C Research, Monitoring and Evaluation Overall Based on scores for the sections above, calculate the OVERALL Assessment ASSESSMENT overall rating. SCORE ADD VALUES A+B+C THEN DIVIDE THIS SUM BY 3 To assist with an overall analysis of the assessment’s results, an accompanying Excel workbook has been designed so that users can enter the scores from each section and can view overall results graphically. The workbook also allows users to enter scores from follow-up assessments and compare them to initial, baseline results. This electronic workbook and associated tools can be found at the C-Change website: www.c-changeprogram.org Guide for Using the C-Change Social and Behavior Change Communication (SBCC) Quality Assessment Tool | 14 | Sbcc Research, Monitoring and Evaluation Use of the SBCC Quality Assessment Tool in Namibia In late 2008, C-Change Namibia determined that it would be useful to obtain a Use of the Information to Strengthen Partner Programs baseline measure of SBCC capacity among its implementing partners. Working with C-Change partner Ohio University, the Namibia staff considered standards of quality in three core competency areas: planning and design, programming. and C-Change Namibia then developed a standard SBCC Strategy Template and behavioral monitoring and evaluation. C-Change Namibia modified this original conducted a five-day training workshop on SBCC strategy development for all of list provided by Ohio University, adding standards related to the quality of SBCC its partners. This was followed by individualized technical assistance. This process program implementation based on gaps detected during an earlier rapid assessment led to new SBCC strategies for each of the partners’ multiple prevention programs of partner programs. that entailed a re-design of prevention programs to ensure quality, strengthen implementation and focus programs on the principal drivers of the epidemic, Once the list was complete, C-Change Namibia used it to develop, field test and including a plan for behavior-related M&E. finalize a revised SBCC Quality Assessment Tool that could assess SBCC within any program area in HIV and AIDS. If a partner were to have a “quality” SBCC To implement this plan, C-Change Namibia held a series of workshops to develop, program in HIV and AIDS, they would have to meet each of the key standards of review, field test, and finalize three M&E questionnaires. M&E questionnaires were quality in the three SBCC core competency areas: planning and design, program designed to collect knowledge, attitudinal and behavioral information related to the implementation, and research and M&E. drivers of the HIV and AIDS epidemic among 15-49 year olds. An Access database was developed for each of the three final questionnaires, installed in partner Initial Application of the Tool computers, and partner M&E staff were trained in data entry. Partners are expected to collect their baseline data in the spring of 2009, followed by a C-Change follow- up workshop to allow participating partners to present their baseline results to each Once completed, the SBCC Quality Assessment Tool was applied in a 4-5 hour other. Implementation of the redesigned programs will begin once baseline data are participatory session led by a C-Change facilitator with a team of managers, collected. technical staff and volunteers from each implementing partner organization. This resulted in the ranking of organizational capacities and the overall quality of SBCC programs by the partner team. C-Change Namibia then developed a data entry worksheet linked to graphs that was used to enter partner scores and create graphs to visually illustrate the results. Baseline reports were written for each organization that presented the results of the baseline assessments. Guide for Using the C-Change Social and Behavior Change Communication (SBCC) Quality Assessment Tool | 15 | Guide for Using the C-Change Social and Behavior Change Communication (SBCC) Quality Assessment Tool | 16 |