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Documentation toolkit section 2: Making a plan for a documentation and communication product
   Last updated: 02.07.02
Summary
Section 2 of this toolkit helps NGOs/CBOs to prepare a detailed plan for a specific documentation and communication product.

This section starts by supporting NGOs/CBOs to develop a planning framework – showing the type and order of steps to take. It then guides NGOs/CBOs through each step, including selecting an aim and objectives, priority audiences, key messages and a product. It then provides in-depth support in how to develop a specific product, including attention to structure, content and style, preparation and production, who will do the work, and when it will be done. It then covers disseminating, monitoring and evaluating the product. Section 2 ends by helping NGOs/CBOs to take a step back in order to review and finalise their plan.

This section is important because it helps NGOs/CBOs to think through all the steps involved in developing documentation and communication products. It encourages groups to be creative, but also strategic and realistic. This helps to ensure that their efforts will bring concrete benefits to their organisation and its HIV/AIDS work.

Note: This section requires that participants work in the same groups, with colleagues from their own NGO/CBO, throughout all of the activities. This is because developing a documentation and communication plan is specific to each NGO/CBO and is a step-by-step process of collaboration.

Activity 2. A planning framework and grid and planning grid for a specific documentation and communication product ACTIVITY:

Aim: To make a planning framework and planning grid for a specific documentation and communication product

Introduction

To develop a specific documentation and communication product, it is useful for an NGO/CBO to develop and follow a plan.

One way to start this process is to develop a planning framework – which provides an outline of the steps to take. It ensures that each step is thought through and contributes to a strong overall plan. A framework can be arranged in a number of different ways, according to the needs of NGOs/CBOs and the processes that they are used to.

Once finalised, a planning framework can be documented in the form of a planning grid. This is a simple way of recording the key details – to ensure that the information can be shared within an NGO/CBO and with others.

Instructions

Timing: 45 minutes

1 Explain the aim of the activity.

2 Facilitate a discussion about what is meant by a planning framework, and why it is important for documentation and communication work.

3 Divide participants into NGO/CBO groups – so that people are working with colleagues from their own organisation. Ask each group to make a set of seven cards with one of the following planning steps written on each: • Developing the product. • Disseminating the product. • Monitoring and evaluating the product. • Identifying priority audiences. • Deciding an aim and objectives. • Selecting a product. • Choosing key messages. Also ask them to prepare two blank cards.

4 Ask the groups to arrange the cards as a planning framework – meaning in the order and shape that makes sense to them. Ask them to use the blank cards to add any steps that they feel are missing (see Example).

5 Bring everybody back together, and ask the groups to present their results. Encourage the participants to ask each other questions and to make comments.

6 Facilitate a group discussion about what has been learned from the activity, based on questions such as:


  • Is it obvious which steps should come before others? Why?

  • Is this framework similar to those for other areas of the NGO’s/CBO’s planning work?

7 Facilitate a discussion about what is meant by a planning grid, and why it is important for documentation and communication work.

8 Present an example of a planning grid to participants. (See Example, and also the Handout at the back of Section 2 which can be photocopied, or made into an overhead transparency or copied onto a flipchart.)

9 Support the groups to develop their own planning grids based on their planning frameworks. Make it clear that they can use their own planning frameworks and grids after the workshop, but during the workshop the toolkit grid will be used.

10 Ask each group to make a large version of the planning grid (as shown on the Handout at the back of Section 2) using flipchart paper.

Facilitators’ notes

! Ensure that participants develop a planning framework for documentation and communication work, and not for IEC work. Remind participants of the difference between the two (see Section 1.1).

! If participants decide to add planning steps, advise them to limit the total to eight to avoid the process becoming too complicated.

! Encourage participants to develop whatever shape of framework suits them. For example, they may prefer to place the steps in a straight line or as a “staircase”.

! Please note that the rest of this section follows the number and order of planning steps shown in the grid in the Example below. Therefore:

• Before facilitating this activity, ensure that you have read the whole of Section 2 and are familiar with these steps – so that you understand why this approach and order has been suggested.

• Take the time to explain to participants the logic of the approach and order and to clarify that the workshop will follow this order.

Example: Local NGOs/CBOs and District Health Management Teams (DHMTs), Zambia
In a training workshop for local NGOs/CBOs and DHMTs involved in HIV/AIDS, participants discussed what is meant by a planning framework and why it is important for documentation and communication work. They were then given seven cards with planning steps written on them, and two blank cards. They arranged the seven cards in the order and shape that suited them – which took the form of a clockwise circle. This showed that some steps need to come before others, but that the planning process is ongoing. They did not use the blank cards, because they felt that no steps were missing.

Step 1: Deciding an aim and objectives

Step 2: Identifying priority audiences

Step 3: Choosing key messages

Step 4: Selecting a product

Step 5: Developing the product

Step 6: Disseminating the product

Step 7: Monitoring and evaluating the product

Participants then discussed what was meant by a planning grid and why it is important for documentation and communication work. They then developed a planning grid on which to record the information for each step of the planning framework.

The facilitator then led a discussion about what had been learned from the activity, such as how a planning framework is needed to ensure that documentation and communication work is focused.

(Reference: Adapted from a workshop on “Documentation and Communication Skills for HIV/AIDS Work”, Zambia Integrated Health Programme, Central Board of Health and the International HIV/AIDS Alliance, Zambia, July 2000.)

Activity Shortcut
Present participants with the documentation and communication planning framework and grid shown in the Example. Ask them to discuss whether they agree with the number and order of the steps.

Planning Step 1: Deciding an aim and objectives
Activity 2.1. Aim: To decide the overall aim and objectives for an NGO’s/CBO’s documentation and communication work, and to select one objective on which to focus

Introduction

The first step of a documentation and communication plan is to decide an overall aim and objectives. This will help to make sure that an NGO’s/CBO’s work is focused.

A documentation and communication aim describes how the NGO’s/CBO’s documentation and communication work will contribute to their organisational missions. Documentation and communication objectives are the different areas of work or strategies that an NGO/CBO will undertake to achieve its documentation and communication aim. Objectives should be "SMART", that is:

Specific – in relation to stating what will be done
Measurable – in relation to monitoring and evaluation
Appropriate – in relation to the organisation’s vision, mission and goals
Realistic – in relation to the organisation’s potential capacity and experience
Time-bound – in relation to when the work will be done

Instructions
Timing: 1 hour, 30 minutes

1 Explain the aim of the activity.

2 Divide the participants into their NGO/CBO groups. Ask each group to start by reviewing their NGO’s/CBO’s mission and identifying how documentation and communication work could support it.

3 Facilitate a discussion about the meaning of the word “aim”, and why deciding an aim is the first step in planning documentation and communication work.

4 Facilitate a discussion about the meaning of the word “objective”, and why an objective needs to be SMART (see above).

5 Ask each group to decide the overall aim for their NGO’s/CBO’s documentation and communication work. Ask them to summarise it in a sentence starting with: “The aim of our documentation and communication work is to ....” (see Example).

6 Ask each group to decide their NGO’s/CBO’s objectives for documentation and communication work. The objectives should help achieve the documentation and communication aim.

7 Ask each group to identify a priority objective – namely the one that they will focus on for their plan. Ask them to underline it.

8 Bring everybody back together, and ask the groups to present their results.
Encourage the participants to ask each other questions and to make comments.

9 Facilitate a group discussion about what has been learned from the activity, based on questions such as:


  • Why is it important to decide an aim before deciding on audiences and products?

  • Are the objectives appropriate and realistic for the NGO/CBO?


10 Ask each group to write their aim and objectives under the first column of their documentation and communication planning grid.

Facilitators’ notes

! Remind participants that the mission is central to their NGO/CBO – namely the reason why it exists. Encourage them not just to read out a written mission statement, but also to discuss what it means to them in practice.

! Help participants to decide a timescale for their documentation and communication plan that fits their NGO’s/CBO’s overall planning cycle. Help them to consider how this timescale might affect their aim and objectives.

! Ensure that participants develop an aim and objectives for documentation and communication work, and not for IEC work. If necessary, clarify the difference between the two (see Section 1.1).

! If participating NGOs/CBOs carry out a lot of documentation and communication work, they may want to explore a further level of detail before selecting a priority objective. To do this they should identify sub-objectives. For example:

AIM
OBJECTIVE
SUB-OBJECTIVE
SUB-OBJECTIVE
OBJECTIVE
SUB-OBJECTIVE
SUB-OBJECTIVE

Example: The AIDS Intervention Project (TAIP), Uganda
Example: The AIDS Intervention Project (TAIP), Uganda
TAIP is a local NGO responding to HIV/AIDS. At a training workshop, they reviewed their organisational mission. They then discussed the meaning of the word aim and developed an overall aim for their documentation and communication work. They did the same for objectives, before summarising their ideas in brief sentences. Finally, they identified and underlined which of their objectives was their priority.

Aim The aim of our documentation and communication work is to challenge church groups to improve and establish mobilisation strategies for church responses against HIV/AIDS.

Objective To improve the response of churches to HIV/AIDS by documenting and communicating our lessons learned and best practices about mobilising evangelical church groups to respond to issues about HIV/AIDS by April 2003.

Objective To advocate to the churches to respond to HIV/AIDS by documenting and communicating our experiences of working with children infected and affected by HIV/AIDS by April 2003.

Afterwards, the participants agreed that an aim should be decided before audiences and products are identified so that the NGO’s/CBO's work is as strategic and appropriate as possible.

Finally, TAIP wrote their decisions about deciding an aim and objectives under the first column of their documentation and communication planning grid. They underlined the objective that they had chosen as their priority.

(Reference: Adapted from a Workshop on “Documentation and Communication of HIV/AIDS Work”, Uganda Network of AIDS Service Organisations and International HIV/AIDS Alliance, Uganda, March 2001.)

ACTIVITY SHORTCUT
Present the definition of an aim and “SMART” objectives (see opposite page). Ask participants to decide the overall aim and objectives for their documentation and communication plan, and to identify a priority objective to focus on.

Planning Step 2: Identifying priority audiences
Activity 2.2. Aim: To identify the priority audiences for a chosen documentation and communication objective

Introduction

Having decided on an aim and priority objective, an NGO/CBO needs to identify the audiences for their documentation and communication objective.

An audience is who an NGO/CBO wants to reach through its documentation and communication work. It is the target – meaning the person, organisation or sector that they want to communicate with and inform.

There are many possible audiences for documentation and communication work (see Section 1.3). However, an NGO/CBO needs to prioritise them – so that its work can be developed with a specific target in mind. It also needs to decide how many people it wants to reach within its audience.

Instructions
Timing: 1 hour

1 Explain the aim of the activity.

2 Divide the participants into their NGO/CBO groups. Ask each group to brainstorm audiences for their documentation and communication objective. Ask them to write each one down on a separate piece of paper.

3 Ask each group to draw an “audiences map”, starting by writing their NGO/CBO in the centre. Ask them to place their audiences on the map according to their importance. For example, important audiences should be placed close to their NGO/CBO and less important ones further away (see Example).

4 Ask the groups to prioritise their audiences – by keeping only the one to four most important ones on the map, and putting the others to one side. Ask them to decide how many people they want to reach within each of its audiences.

5 Bring everybody back together, and ask the groups to present their results. Encourage the participants to ask each other questions and to make comments.

6 Facilitate a group discussion about what has been learned from the activity, based on questions such as:
  • Are the audiences suitable for documentation and communication work? Or are they more suitable for IEC work?

  • Do the audiences clearly link to the aim and objectives?

  • What are the advantages and disadvantages of having several audiences?

  • What difference does it make how many people an NGO/CBO wants to reach within each audience?

7 Ask the groups to write their priority audiences under the second column of their documentation and communication planning grid. See below.

Facilitators’ notes

! Encourage participants to be as specific as possible – for example, thinking of audiences that are real-life people or institutions rather than general sectors.

! Help participants to limit their priority audiences to no more than four. If they are keen to have more, encourage them to think about how this might affect the focus of their work.

! Ask participants to write the names of their audiences in full rather than use acronyms. This will make their plans easier for other people to understand.

! Support participants to select audiences that are suitable for documentation and communication work rather than IEC. If necessary, clarify the difference between the two (see Section 1.1)

Example: HIV/AIDS/STD Alliance of Bangladesh (HASAB), Bangladesh
HASAB is an HIV/AIDS NGO support programme in Bangladesh. During a training workshop for staff, they brainstormed possible audiences for their documentation and communication work, and wrote them down on separate pieces of paper. They then drew an audiences map – starting with their NGO/CBO at the centre and then putting their audiences in appropriate places around them. For example, they placed the most important audiences nearest to themselves. Afterwards, HASAB highlighted their priority audiences – by keeping the four most important ones on the map, and removing the others to one side. This helped them to be clear about exactly who their documentation and communication would be aimed at. They then decided how many people within each audience they would like to target.

HASAB

1. HASAB staff
2. HASAB Executive Committee
3. Existing and potential donors
4. Potential NGO/CBO partners

Government of Bangladesh
UNAIDS
AIDS NGO/CBO network
UNFPA

Afterwards, the facilitator led a discussion about what had been learned from the activity, such as the fact that, if priority audiences are not identified, products become less focused and have less impact.

Finally, HASAB wrote their decisions about identifying priority audiences under the second column of their documentation and communication planning grid.

(Reference: Adapted from “Documentation and Communication Workshop”, HIV/AIDS STD Alliance of Bangladesh and the International HIV/AIDS Alliance, Bangladesh, June 1999.

ACTIVITY SHORTCUT
Ask participants to decide one to four priority audiences for their chosen documentation and communication objective.

Planning Step 3: Choosing key messages
Activity 2.3. Aim: To choose key messages for the selected documentation and communication objective

Introduction

Having decided an aim, chosen objective and priority audiences, an NGO/CBO needs to decide on the key messages to use.

Key messages are the most important ideas that an NGO/CBO wants to communicate. They are the key points that will remain in people’s minds after they have read a report, watched a video or listened to a cassette.

Key messages need to have ‘IMPACT’, to be:
Inspiring
Memorable
Positive
Attention-grabbing
Clear
Taken from practical experience

Instructions
Timing: 1 hour

1 Explain the aim of the activity.

2 Facilitate a discussion about what is meant by key messages, and why they need to have IMPACT (see above).

3 Divide the participants into their NGO/CBO groups and ask them to discuss the main points that they want to communicate to the priority audiences for their chosen documentation and communication objective.

4 Ask the groups to summarise their points – in the form of three to four key messages (see Example).

5 Bring everybody back together, and ask the groups to present their results. Encourage the participants to ask each other questions and to make comments.

6 Facilitate a group discussion about what has been learned from the activity, based on questions such as:
  • Are the key messages relevant for the NGO’s/CBO’s chosen objective?

  • Are the key messages as clear as possible?

  • Are the key messages convincing for the chosen audiences?

  • Will the key messages be understood and agreed throughout the NGO/CBO?


7 Ask the groups to write their key messages under the third column of their documentation and communication planning grid.

Facilitators’ notes

! Support participants to keep their messages as simple as possible, and to avoid using jargon and acronyms.

! Help participants to see how, even if the general content of their messages remains the same, their wording and “pitch” needs to be adapted to different audiences.

! If participants find it difficult to develop strong key messages, it may help to carry out a role-play. One person can act as a representative of the NGO/CBO and the other as a representative of their priority audiences (such as a donor or a government official). The first person needs to convince the second – by trying out their key messages.

! Ensure that participants develop documentation and communication messages (such as “Condom use among young people has doubled through involving them in our life-skills project”) rather than IEC messages (such as “Young people: use a condom when you have sex”)

Example: Community Health and Development Inc (ComDev), the Philippines
ComDev is a community development NGO that works with young people. At a training workshop, they discussed the main points about reproductive health to communicate to the audiences for their documentation and communication objective. They then summarised them as three key messages.

Key messages:
Reproductive health and young people in General Santos city
1 Peers can be effective in influencing behaviour change among other young people.
2 Young people are involved in commercial sex in our city, and need support.
3 Economic development in our city has exposed young people to situations that threaten their reproductive health.

Afterwards, the facilitator led a discussion about what had been learned from the activity, such as the fact that key messages need to represent the opinions of an NGO/CBO as a whole and not just the people carrying out the documentation and communication work.

Finally, ComDev wrote their decisions about choosing key messages under the third column of their documentation and communication planning grid.

(Reference: Adapted from a workshop on “Documentation and Communication Skills for HIV/AIDS Work”, Philippines HIV/AIDS NGO Support Program and the International HIV/AIDS Alliance, the Philippines, September 2000.)

ACTIVITY SHORTCUT
Ask participants to identify three or four key messages to communicate to the priority audiences of their chosen documentation and communication objective.

Planning Step 4: Selecting a product
Activity 2.4. Aim: To select a product for a chosen documentation and communication objective

Introduction

Having identified its priority audiences and key messages, an NGO/CBO needs to select an appropriate documentation and communication product.

Products are the documentation and communication materials that an NGO/CBO develops. There are many different types, depending on the needs and resources of an NGO/CBO. Examples include:

• Case studies • Newsletters • Leaflets • Photo-story books • Websites • Videos • Policy reports • Workshop reports • Presentations • Abstracts • Annual reports • Radio programmes

As well as deciding what type of product to develop, an NGO/CBO needs to decide how many it wants to produce. This will depend on the number of people that it wants to reach.

Instructions
Timing: 1 hour

1 Explain the aim of the activity.

2 Facilitate a discussion about what is meant by a documentation and communication product, and list examples.

3 Divide the participants into their NGO/CBO groups and ask them to identify three to four criteria to decide the usefulness and appropriateness of products that they have listed. Examples might include "Suits our skills" or "Suits our budget".

4 Ask the groups to develop a "ranking grid" - by writing the products that they have identified in a column down the left-hand side and their criteria as the headings of columns along the top (see Example).

5 Ask participants to address each product in turn and to score it against the criteria. For example, they might give one point ?) for a product that is not useful and appropriate, two points ??) to one that is quite useful and appropriate, and three points ???) to one that is very useful and appropriate.

6 When the process is complete, ask the groups to identify their most useful and appropriate product - by adding up the points and seeing which has achieved the highest score.

7 Ask the groups to decide how many copies of the product they would like to produce - depending on the number of people that they want to reach.

8 Bring everybody back together, and ask the groups to present their results. Encourage the participants to ask each other questions and to make comments.

9 Facilitate a group discussion about what has been learned from the activity, based on questions such as:
  • Is there a clear link between the product and the chosen objective and audiences?

  • Is the product suitable for documentation and communication work or for IEC?

  • What difference does it make how many copies of the product will be produced?

  • Is the product realistic for the NGO's/CBO's resources?


10 Ask the groups to write their selected product in the fourth column of their documentation and communication planning grid:

Facilitators' notes

! Ensure that participants develop good criteria that reflect the issues that matter to their NGO/CBO. Emphasise that the criteria will form the basis of their decision-making about which product to choose.

! Ensure that participants select documentation products (such as annual reports or policy reports) rather than IEC products (such as leaflets about condom use or flipcharts about STIs).

! Help participants to be creative about possible products. For example, support them to think beyond just written reports, and to consider other options (such as web sites and radio programmes).

! Support participants to be realistic about their product. Ask them probing questions about whether they will have enough budget, skills and time to develop it.

Example: Copperbelt Health Education Project (CHEP), Zambia
CHEP is a local NGO involved in HIV/AIDS prevention and care. At a skills-building workshop, they listed possible documentation and communication products. They then prioritised them by using a "ranking grid". This used criteria - such as "suits our budget" - and a scoring system. While they gave one point ?) for a product that was not useful and appropriate, they gave two ??) for one that was quite useful and appropriate, and three ???) for one that was very useful and appropriate. CHEP then identified their priority product - namely the one with the highest score - and decided how many copies of it to produce.

Documentation and communication products
(top axis)
Criteria to decide usefulness and appropriateness of products
Suits our aim, objectives and audiences
Suits our budget
Suits our skills
Suits our timescale
Total Score
(left hand side axis)
Video
TV programme
Radio programme
Newsletter

Afterwards, the facilitator led a discussion about what had been learned from the activity, such as that a product needs to be realistic - not just in terms of budget, but also in terms of time and skills. Finally, CHEP wrote their decisions about selecting a product under the fourth column of their documentation and communication planning grid.

(Reference: Adapted from a workshop on "Documentation and Communication Skills for HIV/AIDS Work", Zambia Integrated Health Programme, Central Board of Health and the International HIV/AIDS Alliance, Zambia, July 2000.

ACTIVITY SHORTCUT
Ask participants to identify three or four possible products for their documentation and communication plan. Then ask them to select which will be their priority product.

Planning Step 5A: What structure, content and style will the product have?
Activity 2.5A. Aim: To decide the structure, content and style of a documentation and communication product

Introduction

Having selected its documentation and communication product, an NGO/CBO needs to decide how to develop it. The first step is to decide what structure, content and style to use.

Structure and content refers to what the product will contain and in what order and format.

Style refers to how the information in the product will be presented and designed.

Instructions
Timing: 1 hour

1 Explain the aim of the activity.

2 Facilitate a discussion about what is meant by structure and content, and why they are important for a documentation and communication product.

3 Divide the participants into their NGO/CBO groups and ask them to brainstorm the key areas of information to include in their product, and to write them down on separate cards. Then ask them to put the cards in the order that the information should appear - in the form of a structure and content outline (see Example).

4 Facilitate a discussion about what is meant by style, and why it is important for a documentation and communication product.

5 Ask the groups to brainstorm what style they want for their product and to write down the key points - in the form of a style outline.

6 Bring everybody back together, and ask the groups to present their results. Encourage the participants to ask each other questions and to make comments.

7 Facilitate a group discussion about what has been learned from the activity, based on questions such as:
  • Does the structure and content outline give a clear summary of what the product will contain and in what order?

  • Does the outline of style give a clear idea of the look of the product?

  • What specific structure, content and style issues are vital for the NGO's/CBO's specific products?


8 Ask the groups to write their outlines of structure, content and style in column 5A of their documentation and communication planning grid.

Facilitators' notes

! Encourage participants to take their time in developing their structure and contents outline - because it will form the foundation for their whole product.

! After developing a brief structure and contents outline, some participants may want to develop a more in-depth one. To do this, follow the same process as before, but help them to think through each point in more detail.

! If participants are finding it difficult to develop a style outline, it may help to carry out a role-play. During this, one person can act as a representative of their NGO/CBO and another a designer who needs to be guided in how to design the product appropriately. It is the job of the first person to describe quickly and clearly exactly how they want their product to look and feel.

Example: Tuyazyane Women's Health Club (TWHC), Zambia
TWHC is a local community group involved in HIV/AIDS prevention and care. At a training workshop, they discussed what was meant by the structure and content of a documentation and communication product. They wrote the key information to include in their product (a progress report about their CBO) down on separate pieces of paper. They then arranged the pieces of paper in the order in which the information should appear - in the form of a structure and contents outline. Afterwards, they discussed what was meant by the style of a product. They then listed the key points about how they wanted their product to look - in the form of a style outline.

Structure and contents outline
• Title and cover page
• Table of contents
• List of abbreviations
• Executive summary
• Introduction
• Aim and objectives
• Activity report for each project
• Recommendations
• Conclusion
• Annexes

Style outline
• Formal
• Six pages long
• Logo on the cover
• Margined and paragraphed text
• Numbered pages
• Underlined headings
• Pictures, tables and graph
• Italics for quotations
• In English
• Printed in three colours
• 40 copies

Afterwards, the facilitator led a discussion about what had been learned from the activity, such as that style outlines need to not only provide the "facts" about a product, but also give an idea about the look of the product. Finally, TWHC wrote their decisions about structure and style under column 5A of their documentation and communication planning grid.

(Reference: Adapted from a workshop on "Documentation and Communication Skills for HIV/AIDS Work", Zambia Integrated Health Programme, Central Board of Health and the International HIV/AIDS Alliance, Zambia, July 2000.)

ACTIVITY SHORTCUT
Ask participants to write an outline of the information to include in their documentation and communication product. Then ask them to list three to four key points about the style of the product.

Planning Step 5B: How will the product be prepared and produced?
2.5B. Aim: To plan how to prepare and produce a documentation and communication product

Introduction

When an NGO/CBO has decided the structure, content and style of its documentation and communication product, it needs to plan how to prepare and produce it. This is different for each product, but usually involves four stages:

• Budgeting and preparing for the product.
• Gathering the information.
• Analysing and learning from the information.
• Turning the information into a finished product.

For all of these stages, NGOs/CBOs need to consider:
• The practical steps involved.
• The resources (including budget, people, time and skills) involved.

Instructions
Timing: 1 hour, 30 minutes

1 Explain the aim of the activity.

2 Facilitate a group discussion about what kind of stages are involved in preparing and producing a documentation and communication product, including:
• Budgeting and preparing for the product.
• Gathering the information.
• Analysing and learning from the information.
• Turning the information into a finished product.

3 Divide the participants into their NGO/CBO groups. Ask them to draw a detailed "cartoon strip" of all the steps at each stage of developing and producing their products - with one cartoon and caption representing each activity.

4 Ask the groups to number their cartoons and place them in order (see Example).

5 Ask the groups to identify the resources (including budget, people, time and skills) that will be required for each step. Ask them to discuss whether their NGO/CBO can provide those resources.

6 Bring everybody back together, and ask the groups to present their results. Encourage the participants to ask each other questions and to make comments.

7 Facilitate a group discussion about what has been learned from the activity, based on questions such as:
  • Why is it important to start with an internal meeting that decides on issues such as the budget and people's availability?

  • Are there any "hidden steps" that are missing? Should any of the bigger steps be broken down into smaller ones?

  • Are the steps truly realistic for the NGO's/CBO's resources?


8 Ask each group to write their steps for preparing and producing their product in column 5B of their documentation and communication planning grid. See below.

Facilitators' notes

! Emphasise the importance of identifying the "hidden steps" in all four stages of developing their product. Examples might include negotiating a price with a printing company or checking a final text with community members. This will help them to produce a plan that is thorough and has a realistic timeframe.

! Ensure that participants plan the steps carefully and check their cartoons. For example, ask them to consider: What they have learned from planning this kind of work in the past; Who should be involved; What steps would improve the quality of the product.

! Ensure that participants realistically assess the resources (particularly money and time) that their product will involve, and whether their NGO/CBO has them.

! Help participants to feel at ease about drawing cartoons. Remind them that the quality of the information is far more important than the quality of the drawings.

Example: DORCAS AID, Zambia
DORCAS AID is an NGO involved in HIV/AIDS work with poor communities. At a skills-building workshop, they discussed what steps would be involved in preparing and producing a newsletter (their selected documentation and communication product). They brainstormed the practical steps and drew a cartoon strip - with one cartoon and caption for each step to be taken. Finally, they numbered their cartoons and placed them in order.

Steps to prepare and produce a quarterly newsletter
1. Office staff brainstorm on where, how and when to gather information. Decide on topical issues to be covered and the budget.
2. Staff on information collection mission to the community to gather relevant experiences on HIV/AIDS.
3. Staff in a budgeting meeting on production of newsletter - selection of printer.
4. A draft of the newsletter distributed for review to members concerned.
5. Favourable feedback received. Preparation for final print.
6. Final print being edited by staff.
7. Issue out.

DORCAS AID then identified the resources (including budget, people, time and skills) required for each step and discussed whether their NGO/CBO could realistically provide them.

Afterwards, the facilitator led a discussion about what had been learned from the activity, such as that the biggest steps often need to be broken down into smaller ones so that an NGO/CBO has a more realistic idea of the work that will be involved. Finally, DORCAS AID wrote their decisions about preparing and producing their product under column 5B of their documentation and communication planning grid.

(Reference: Adapted from a workshop on "Documentation and Communication Skills for HIV/AIDS Work", Zambia Integrated Health Programme, Central Board of Health and the International HIV/AIDS Alliance, Zambia, July 2000.)

ACTIVITY SHORTCUT
Ask participants to list their key steps for preparing and producing their documentation and communication product - including how to budget and prepare for the product, gather the basic information, analyse it, and turn it into a finished product.

Source: Documenting and communicating HIV/AIDS work
This is an extract from Documenting and communicating HIV/AIDS work: a toolkit to support NGOs/CBOs, published by the International HIV/AIDS
Alliance in October 2001.

To view the whole toolkit follow this link.

To download this section, complete with graphics, in pdf format (which requires Adobe Acrobat software to read it) follow this link (file size 512kb).