Summary of Section 4
Section 4 helps participants to build practical skills to carry out and improve their documentation and communication work.

It includes activities to help NGOs/CBOs to improve the quality of the information that they gather for their documentation and communication products. This includes support in identifying the strengths, weaknesses and gaps of their chosen subject matter, and the relevant lessons learned. It also includes support in carrying out effective interviews and taking good notes.

Section 4 pays particular attention to how to improve the quality of text and visual materials, as well as the links between the two. This includes support in choosing how to present information, keeping texts short, using simple, appropriate and accurate language, and taking and using good photographs. It also includes activities to help develop effective visual aids and deliver presentations.

This section is important because it helps NGOs/CBOs not only to carry out documentation and communication work, but also to ensure that their efforts are as creative and strong as possible. The activities can be used to support participants who are planning a specific product or those who want to improve selected aspects of their work in this area. All of the activities are accompanied by Handouts at the back of the section. The Handouts are a combination of technical information to support the facilitator (i.e. Useful ideas) and resources needed to carry out the activity.

Section 4.1A Identifying strengths, weaknesses and gaps
Activity 4.1A. Aim: To build skills in identifying strengths, weaknesses and gaps about an area of work - as the first step in identifying lessons learned

Introduction

One of the key reasons for NGOs/CBOs to carry out documentation and communication work is to share practical lessons learned about their organisation and HIV/AIDS work. One way to do this is to start by identifying strengths, weaknesses and gaps in relation to a chosen subject.

Strengths mean:
• What the NGO/CBO has done well.
• What the NGO/CBO needs to keep doing or to do more of.

Weaknesses mean:
• What the NGO/CBO has not done well.
• What the NGO/CBO should do better, less of or differently.

Gaps mean:
• What the NGO/CBO has not done at all.
• What the NGO/CBO could also be doing.

Instructions
Timing: 1 hour

1 Explain the aim of the activity.

2 Facilitate a brainstorm about what is meant by each of the terms strengths, weaknesses and gaps (for example using the Handout at the back of Section 4). Discuss why it is useful to focus them as part of the process of identifying lessons learned to include in documentation and communication products.

3 Divide the participants into small groups of people who either work with the same NGO/CBO or who have a common focus of work. For example, there may be a group who have all carried out HIV prevention with young people or who have all been involved in care and support for people living with HIV/AIDS.

4 Ask the groups to identify the strengths of their work in a chosen subject, and then the weaknesses and gaps. Ask them to summarise the key points of each on three separate pieces of flipchart paper (see Example).

5 Bring everyone 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 equally easy to identify strengths, weaknesses and gaps? Why?

• What is the balance between strengths and weaknesses? What does this show?

• What are the reasons for the gaps? For example, are they due to a lack of resources or the weak design of projects?

Facilitators' notes

! Ensure that the participants are clear about the meaning of the key terms - especially the difference between weaknesses and gaps - before they start their discussions.

! Support participants to be honest in their discussions - especially about weaknesses and gaps. Remind them that this is an internal process to help them to learn from their work and to identify lessons that might then be shared externally.

! Encourage participants to write their strengths, weaknesses and gaps in the form of complete sentences rather than just bullet points. This will help them to think about exactly what they want to say and to record their decisions effectively.

Example: Local NGOs/CBOs, Zambia
At a workshop to share experiences about HIV/AIDS community care and support, local NGOs/CBOs decided that they wanted to draw out their lessons learned about linking HIV/AIDS prevention and care. They started this process by identifying the strengths, weaknesses and gaps of their relevant work, and then summarising them in brief sentences on separate pieces of flipchart paper.

Strengths
• We have created an enabling environment that is helping the acceptance of people living with HIV/AIDS.
• We have used resources well - for example by integrating prevention into home care visits.

Weaknesses
• We have had inadequate involvement of care providers in prevention work.
• We have had a competitive relationship among care and prevention NGOs/CBOs - leading to a lack of collaboration.

Gaps
• We have not involved people living with HIV/AIDS in designing programmes to link prevention and care.
• We have lacked practical skills to make the real-life links between care and prevention.

Afterwards, the facilitator led a group discussion about what had been learned from the activity, for example how gaps often occur because an NGO/CBO lacks resources and not because they lack ideas.

(Reference: Adapted from a workshop on "Community Care and Support", Zambia Integrated Health Programme and the International HIV/AIDS Alliance, Zambia, August 1999.)

Section 4.1B Identifying lessons learned
Activity 4.1B. Aim: To build skills in identifying lessons learned about an NGO's/CBO's work

Introduction

Having identified the strengths, weaknesses and gaps in its work on a chosen subject, an NGO/CBO can go on to draw out its relevant lessons learned.

Lessons learned means:
• What has the NGO/CBO learned from its past work that could make its future work - and that of others - more effective?

Lessons learned need to be both positive and truthful. They are vital for NGOs/CBOs because they are based on their own real-life experiences.

Instructions
Timing: 1 hour

(Note: This activity follows on from Section 4.1A and presumes that participants are continuing to work in the same small groups.)

1 Explain the aim of the activity.

2 Facilitate a discussion about what is meant by lessons learned (for example using the Handout at the back of Section 4). Then discuss why they are useful for documentation and communication about a chosen subject.

3 Ask the participants to work in their small groups and to start by reviewing the strengths, weaknesses and gaps that they identified about their chosen subject. Then, based on these, ask them to draw out the lessons learned.

4 Ask the groups to write their key lessons learned on a sheet of flipchart paper (see Example).

5 Ask the groups to arrange their four sheets of paper - with the strengths, weaknesses and gaps in a row at the top and the lessons learned underneath them.

6 Bring everyone 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 was it important to identify strengths, weaknesses and gaps before lessons learned?

• Is it clear how the strengths, weaknesses, gaps and lessons learned link together?

• Are all of the lessons learned appropriate to share with external audiences? Why?

Facilitators' notes

! Ensure that participants are clear about what is meant by a lesson learned before they start this activity. Then, support them to identify lessons learned that are solidly based on the practical strengths, weaknesses and gaps that they identified - rather than on personal viewpoints.

! Encourage participants to write their lessons learned in the form of complete sentences rather than just bullet points. This will help them to think about exactly what they want to say and also to record their decisions effectively.

! Help participants to identify specific lessons learned that will be of concrete benefit to their work. For example, ask them to discuss the difference between these examples:

• "Peer education is important for truck drivers."

• "Peer education is vital for working with truck drivers, particularly because they are a mobile population. Peer educators speak the same language and understand the lifestyle. They can give other truck drivers information and condoms on the spot, wherever and whenever they need them."

Example: Local NGOs/CBOs, Zambia
At a workshop to share experiences about HIV/AIDS community care, NGOs/CBOs identified their strengths, weaknesses and gaps about linking prevention and care. They wrote their conclusions on three sheets of paper that they placed side by side. Based on these, they then drew out their lessons learned about the subject, and wrote them down on a fourth sheet of paper. They then placed that sheet of paper underneath the first three, with arrows showing the links between them.

Strengths
• We have created an enabling environment that is helping the acceptance of people living with HIV/AIDS.
• We have used resources well - for example by integrating prevention into home care visits.

Weaknesses
• We have had inadequate involvement of care providers in prevention work.
• We have had a competitive relationship among care and prevention NGOs/CBOs - leading to a lack of collaboration.

Gaps
• We have not involved people living with HIV/AIDS in designing programmes to link prevention and care.
• We have lacked practical skills to make the real life links between care and prevention.

Lessons learned

• If NGOs/CBOs do not involve all stakeholders - including people living with HIV/AIDS - it limits the quality of the planning and co-ordination of their efforts to link prevention and care.

• Although NGOs/CBOs are committed to the idea of linking prevention and care, they need capacity building - for example in setting up referral systems - to put it into practice.

Afterwards, the facilitator led a group discussion about what had been learned from the activity, for example about the importance of starting by identifying strengths, weaknesses and gaps so that lessons learned are based on an NGO's/CBO's practical experiences.

(Reference: Adapted from a workshop on "Community Care and Support", Zambia Integrated Health Programme and the International HIV/AIDS Alliance, Zambia, August 1999.)

Section 4.2 Preparing an effective interview
Activity 4.2. Aim: To build skills in preparing for effective interviews

Introduction

Interviews are one of the ways for NGOs/CBOs to gather information for a wide variety of documentation and communication products.

Interviews can be carried out with different types of people, including individuals and groups. They can also be carried out by different types of people, including NGO/CBO staff and volunteers.

Interviews need to be well prepared so that the information gathered is useful and the interview worthwhile for both the interviewer and the person being interviewed. They also need to be based on a combination of:
• Open-ended questions, to allow people to share their experiences, opinions and feelings. For example: "How do you feel about the project that you led?"
• Closed questions, to allow people to provide specific facts and details. For example: "How many staff were employed on the project?"

Instructions
Timing: 1 hour

1 Explain the aim of the activity.

2 Facilitate a discussion about what interviews are and why they are useful for documentation and communication work.

3 Facilitate a discussion about what is meant by open and closed questions, and why they are both important for gathering information.

4 Divide the participants into groups and provide each group with a copy of a case study (for example the L'AMMIE case study in the Handout at the back of Section 4).

5 Ask each group to develop questions that they could have used in an interview with an NGO/CBO to get the information for the case study. Ask them to include both open and closed questions.

6 Bring the groups back together and ask a few groups to share their questions. Encourage the participants to ask each other questions and to make comments. In particular, help them to identify any information in the case study that would be missing after all the questions had been asked.

7 Facilitate a brainstorm of "useful ideas" for preparing for effective interviews (for example using the Handout at the back of Section 4). Note the key points on a flipchart.

8 Facilitate a group discussion about what has been learned from the activity, based on questions such as:
? Why is it important to prepare the questions for an interview in advance?
? Why are both open and closed questions useful?
? How can you balance getting the information you need with respecting someone's privacy and confidentiality?

Facilitators' notes

! Ensure that participants are clear about what is meant by open and closed questions and feel confident about using both before they review the case study.

! Adapt this activity to whatever will be most relevant and useful for participants. For example, instead of focusing on a case study, they might want to prepare questions for a real interview that they want to carry out with a community member.

! Encourage participants to think about what "feel" interviews need, as well as what content. For example, ask them: How can you create a relaxed atmosphere for an interview? What type of body language should an interviewer communicate.

Example: Local NGOs/CBOs, Uganda
At a training workshop, local NGOs/CBOs in Uganda discussed why interviews are an important way to collect information for documentation and communication products. They then read a case study about L'AMMIE - an HIV/AIDS care and support group in Burkina Faso - and drafted questions that they would have needed to ask in an interview to get the information for the case study.

Examples: Questions for L'AMMIE case study

? Could you briefly explain the history of your NGO?

? When and where was your organisation formed?

? Why was your organisation formed?

? What type of work does your organisation do?

? What organisations have supported you to do your work?

After sharing their questions, the participants then brainstormed some "useful ideas" for preparing for effective interviews:

Useful ideas for preparing for effective interviews

• Consider how confidentiality will be respected and discuss this with the interviewees.

• Prepare your questions in advance.

• Phrase your questions precisely.

• Use a mixture of open and closed questions.

• Ask one thing per question.

• Ask genuine questions and do not try to influence the answers.

Afterwards, the facilitator led a group discussion about what had been learned from the activity, for example about how it is important to plan the questions for an interview in advance so that you gather the right type and amount of information.

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

Section 4.3 Taking good notes
Activity 4.3. Aim: To build skills in taking notes

Introduction

Taking notes is an important way for NGOs/CBOs to record information to use in documentation and communication products.

Notes provide a written summary of an event that has taken place - varying from a conversation between two people to a large-scale meeting. They can be taken informally - for example, with a few key points being written by hand on a piece of paper. They can also be taken formally - for example, with all issues raised being typed up as "minutes".

Notes need to be:
• Appropriate for how they will be used. For example, they might need to be brief and simple, or comprehensive and technical.
• Understandable to both the person who has written them and others.
• Kept in a place where they can be easily found.

Instructions
Timing: 1 hour, 15 minutes

1 Explain the aim of the activity.

2 Facilitate a discussion about what notes are and why they are important for recording information for documentation and communication products.

3 Ask for three or four volunteers to carry out a role-play, for example of a discussion about women's rights or of a weekly staff meeting. Ask them to go into another room and to prepare their role-play.

4 Divide the remaining participants into two groups and:
• Ask the first group to prepare to take brief notes of the meeting.
• Ask the second group to prepare to take detailed notes of the meeting.

5 Ask the volunteers to return to the room and to carry out their role-play. Ask the two groups to take notes of the meeting being acted out (see Example).

6 After the role-play, give the two groups 15 - 20 minutes to prepare their notes.

7 Bring the groups back together and ask a representative of each one to present their notes.

8 Facilitate a feedback session on taking notes of the role-play - including what went well and what could be improved in future. Encourage the participants to ask each other questions and to make comments. Write the key points on a flipchart and add any additional points that participants have not highlighted (for example from the Handout at the back of Section 4).

9 Facilitate a group discussion about what has been learned from the activity, based on questions such as:
? What type of notes are suitable for what type of events?
? How do you decide what to include and what not to include in notes?
? What might happen if inadequate or inaccurate notes are taken?

Facilitators' notes

! Encourage the volunteers to create a realistic role-play that will raise interesting issues about note taking. For example, they might like to include:
• Someone saying something that is confidential.
• Someone saying something that contradicts something else that they said.
• Two people arguing about an issue.

! Encourage participants to prepare their notes as well as they can in the 15 - 20 minutes that they are given. If they want to do further work on them, it may be appropriate to ask the groups to take them away to work on, and to return with final versions the next day.

! Encourage participants to focus on the general lessons about note taking that emerge from this activity, rather than on whether the notes taken of the role-play are 100 per cent accurate.

Example: Local NGOs/CBOs, Uganda
At a training workshop, local NGOs/CBOs involved in HIV/AIDS focused on building their skills in taking notes - as a way to gather information for their documentation and communication work. Some participants were asked to volunteer and to leave the room to prepare a role-play of a discussion about women's rights. Meanwhile, the other participants were divided into two groups. The first group was asked to prepare to take brief notes of the information shared during the discussion. The second group was asked to prepare to take detailed notes. The volunteers then returned and carried out their role-play, with the two groups taking notes.

After the role-play, the groups were given time to prepare their notes before presenting them to the other participants. Then the facilitator led a discussion about what went well and what could be improved in the future. The facilitator wrote some key "dos" and "don'ts" about taking notes on a flipchart and added additional points that the participants had not highlighted.

Dos: .Do agree beforehand what should and shouldn't be recorded to respect confidentiality. .Do write down quotes. .Do focus on the main points. .Do use language that is similar to that used in the discussion. .Do take notes in a consistent way. .Do write legibly. .Do be objective. .Do break up the information, such as by organising it under key headings.

Don'ts: .Don't volunteer to take notes if you want to participate in the discussion. .Don't add your own ideas. .Don't focus on the detail and miss the key points. .Don't be biased or draw your own conclusions. .Don't exaggerate points that are raised. .Don't get so involved in the discussion that you forget to write things down.

Afterwards, the facilitator led a group discussion about what had been learned from the activity, for example about how notes should be written up as soon as possible, while the information is still fresh in people's minds.

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

Section 4.4 Choosing how to present information
Activity 4.4. Aim: To build skills in choosing appropriate ways to present information

Introduction

There are many different ways to present information in documentation and communication work - including through drawings, bullet points, tables, graphs and diagrams. It is also important that NGOs/CBOs select visuals that suit their organisation, product and audience.

When deciding what type of visuals to develop, it is useful to consider both practical issues (such as what relevant skills your NGO/CBO has) and design issues (such as whether the end product will be easy to understand and have a strong impact).

Instructions
Timing: 1 hour

1 Explain the aim of the activity.

2 Facilitate a brainstorm with all the participants of the different ways that information can be presented visually. Examples might include "text", "photos", "diagrams", and "bullet points" as well as many others. Write (or draw) this list down the left-hand side of a piece of flipchart paper.

3 Ask the participants to take each visual in turn and describe one to four different kinds of information that each can present the most effectively.

4 Facilitate a discussion about what other factors might be considered before selecting which visual to use when presenting information (for examples refer to the Handout at the back of Section 4).

5 Facilitate a group discussion about what has been learned from the activity, based on questions such as:
? Why are visual ways of presenting information important for documentation and communication work?
? Can any kind of visual be used to present any kind of information? Why?
? Can a combination of visual images be used in one documentation and communication product? Why?

Facilitators' notes

! Encourage participants to think broadly and to consider all types of visuals, even if they do not have experience of using them.

! Support participants to understand the arguments for and against different visuals - for example, in terms of how some can make information easier to understand, while others can distract the audience.

Example: Local NGOs/CBOs, Uganda.
At a skills-building workshop held in Uganda, local NGOs/CBOs brainstormed different ways to present information visually in documentation and communication products. They then considered what kind of information each of the visuals could best present.


Tables
• Summarise data for easy reference
• Document number data without having to repeat what each number means in text
• Compare number data in a matrix and total a score
• Store information other than numbers for comparison across rows and columns

Bullet points
• Highlight key points clearly • Shorten text to key points • Clearly list things

Graphs/charts
• To present data clearly
• To show trends in data over time
• Make comparisons between different data

Photographs
• Show that the information is "real" and not just a theory
• Show the feelings of the people to generate empathy and understanding in the reader
• To show what a situation really looks like for people to make to their own assessments

Drawings/ cartoons
• Explain complex situations
• Illustrate information with humour
• Illustrate a situation which cannot be photographed

Diagrams
• Logical flow or order of different pieces of information

Afterwards, the facilitator led a discussion about what other factors should be considered when selecting which visuals to use. Ideas included whether the visuals would reproduce well, how much space there was for a visual, and how appropriate different visuals are for their documentation and communication audiences.

The facilitator then led a group discussion about what had been learned from the activity, for example about how important it is to consider what visuals to use in a documentation and communication product so that information is presented effectively.

(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.)

Section 4.5 Linking text and visuals
Activity 4.5. Aim: To build skills in linking text and visuals

Introduction

NGOs/CBOs often combine written text with visuals in their documentation and communication products, and need to ensure that there is a strong link between the two.

Developing any materials takes time and resources. When combining both text and visuals it is important to be sure that they:
• Are not meaningless on their own - as some readers will only look at the visuals and others will only read the text.
• Do not merely repeat each other - unless it is a complex message that needs to be reinforced.
• Combine to provide a strong overall message.

Instructions
Timing: 45 minutes

1 Explain the aim of the activity.

2 Hand out copies of the drawing used on the opposite page. (Note: A larger example that can also be photocopied can be found at the back of Section 4.) Ask participants to look at the drawing and decide what it means or is trying to show.

3 Hand out copies of the quotation used on the opposite page. (Note: A larger Handout that can also be photocopied can be found at the back of Section 4.) Ask participants to read it and decide what it means. Then ask them to reflect on whether they interpreted the meaning of the drawing correctly.

4 Ask the participants to discuss what the drawing and text are communicating together, and how each helps to reinforce the message for the reader.

5 Ask the groups to identify some "useful ideas" about how to strengthen the links between text and visuals. Note the key points on a flipchart (see Example). 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:
? What can visuals add to text? What does text add to visuals?
? Is it ever appropriate for text and visual to have different messages?
? Do visual and texts need to have similar styles? Why?

[Photo caption] Participants at a workshop in the Philippines discussing how text and visuals can be linked.

Facilitators' notes

! Adapt this activity to the type of materials that suit the needs and interests of participants. For example, this could include looking at the links between:
• The text and photographs of a case study.
• The film of a video and the text of its accompanying booklet.

! Encourage participants to think about the style as well as the content of their visuals and text, and the extent to which they need to complement each other.

Example: Local NGOs/CBOs, the Philippines
At a training workshop for local NGOs/CBOs involved in HIV/AIDS, participants were given copies of a drawing used in Cambodia when presenting the challenges of starting up a joint Ministry of Health/NGO home care programme. They were asked to discuss what messages the drawing was trying to communicate. Participants were then given copies of a quotation from the report, and asked to discuss if their interpretation of the drawing was right. They were then asked to discuss what messages the drawing and text were communicating together.

"In getting the project off the ground we faced two major challenges. At such an early stage in the epidemic, care was not yet on the agenda, and it was difficult to find both the motivation and the funding for anything other than prevention. A second obstacle was the conceptual wall between government and NGOs/CBOs. The popular perception of NGOs/CBOs by government is of four-wheel drives and expensive programmes that do not conform to government policy. The reciprocal view of government is one of corrupt and poorly motivated staff. Nevertheless when the teams got out there and realised how well they collectively met the community's needs for appropriate care, the wall began to come down and the partnership has gone from strength to strength."

Based on their discussions, the participants then brainstormed some "useful ideas" about linking text and visuals. The facilitator wrote the key points on a flipchart and added additional points that the participants had not highlighted.

Useful ideas for linking text and visuals

• Make sure the messages of the text and visuals are the same.
• Make sure the tone and style of the text and visuals are the same.
• Make sure the text and visuals add to each other - rather than repeating exactly the same information.

Afterwards, the facilitator led a group discussion about what had been learned from the activity, for example about how visuals can add life and "human interest" to text.

(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.)

Section 4.6 Keeping information short
Activity 4.6. Aim: To build skills in keeping information short

Introduction

Keeping information short and concise - otherwise known as "summarising" and "synthesising" - is a key skill for documentation and communication work.

A product that is concise is much more likely to be looked at, understood and acted on than one that is long and unfocused.

Many NGOs/CBOs find keeping information concise a challenge. But it is a skill that can be improved with practice and by thinking through some key questions, such as:
• What key messages do I want to communicate?
• What information is vital to include?
• What information is extra and could be left out?

Instructions

1 Explain the aim of the activity.

2 Lead a discussion about what is meant by keeping information concise - or "summarising" and "synthesising" - and why it is important for documentation and communication work.

3 Hand out copies of one or two pages of information (such as the sample Report Introduction at the back of Section 4).

4 Lead a discussion about how such a piece of text can be reduced in length. Write the ideas on a flipchart. Give out the Handout at the back of Section 4.

5 Divide the participants into groups and ask them to read the information, and to discuss what key messages it is trying to communicate.

6 Ask each group to reduce the pages of information to one paragraph.

7 Then ask each group to reduce the paragraph of information to one sentence. 8 Bring everybody back together and ask a few groups to share their work. Encourage the participants to ask each other questions and to make comments.

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

? Why is it important to thoroughly understand a text before starting to shorten it?
? Does reducing the quantity of something reduce its quality?
? Are there any disadvantages to making something as short as possible?

Facilitators' notes

! Encourage the participants to focus on the lessons from the activity, rather than whether their summaries of the information are 100 per cent accurate or complete.

! Encourage participants to write concisely by including only essential words and by writing in short sentences. This will help to ensure that their shortened versions do not lose the quality of the longer versions.

Example: Local NGOs/CBOs, the Philippines
At a training workshop, local NGOs/CBOs discussed how to keep information concise. They then read through the Introduction to a report and discussed its key messages.

This report shares the highlights and lessons learned from the second year of "Community Lessons, Global Learning" - a collaboration between the International HIV/AIDS Alliance and Positive Action, Glaxo Wellcome. The Alliance is an international non-governmental organisation (NGO) that supports community action on HIV/AIDS in developing countries. To date, the Alliance has supported more than 1,100 community-based prevention and care initiatives in more than 13 countries in Africa, Asia and Latin America. Positive Action is Glaxo Wellcome's long-term international programme of HIV education, care and community support. "Community Lessons, Global Learning" was launched in October 1997. The aims of the three-year project are:
• To help community groups to improve the quality of their HIV/AIDS work - by learning from the successes and failures of other organisations working in a similar context both within their own country and in other continents.
• To improve the quality of support to community groups by regional and international policy-makers and donors - by communicating community level experiences and needs. Etc., etc.

The participants then summarised the key information from the Introduction in the form of a paragraph:

The report is by the International HIV/AIDS Alliance and Positive Action, Glaxo Wellcome, and is about the highlights and lessons learned from the second year of their three-year project called "Community Lessons, Global Learning". The theme of the second year was community care and support. There were three national and one regional workshops involving more than 182 participants from 15 countries. Participants exchanged practical experiences, successes and problems around the theme.

Finally, they summarised the key information from the paragraph in one sentence:

The report covers the International HIV/AIDS Alliance and Positive Action's highlights and lessons learned from their project "Community Lessons, Global Learning" to promote future action on community care and support.

• *

Afterwards, the facilitator led a discussion about what had been learned from the activity, for example about how reducing the quantity of something can often increase its quality.

(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.)

Section 4.7 Using simple language
Activity 4.7. Aim: To build skills in using simple language

Introduction

Using simple language is an important part of effective documentation and communication work.

Simple language means that which is easy to understand and avoids complex terms.

Sometimes complicated language can seem "more official" or to be "more impressive". However, the best kind of language allows people to communicate as clearly as possible. It is useful to remember that: "What makes good, simple sense to you, will make good, simple sense to others".

Instructions
Timing: 1 hour

1 Explain the aim of the activity.

2 Divide participants into small groups, and give each a copy of a complex letter (for example the Handout at the back of Section 4 which can be photocopied).

3 Ask the groups to read the letter and to discuss its content and language.

4 Ask the groups to identify some of the complex words used in the letter - such as "multi-sectoral", "implementation", "methodologies" and "sustainable" - and to translate them into simpler words or phrases (see Example).

5 Ask the groups to rewrite some of the letter - keeping the text about the same length, but using simpler and clearer wording.

6 Bring everybody back together and ask the groups to present their results. Encourage 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:
? How might a donor react to the original letter? How might they react to the simpler version?
? When is it OK to use complex words? When is it not OK? Why?

Facilitators' notes

! This activity can be carried out in any language. However, it is most useful to use the official language of the country - so that participants practise how to simplify the language that they use with audiences such as donors or the government.

! Encourage participants to think of other complex words that they might use in their documentation and communication work, and to translate them into simpler words or phrases.

! If there is limited time for this activity, ask the participants just to rewrite the first sentence of the complex letter rather than the entire text.

Example: Local NGOs/CBOs, the Philippines
At a skills-building workshop, local NGOs/CBOs involved in HIV/AIDS reviewed a complex letter from an NGO/CBO to a donor. They started by identifying some of the most complicated words used and finding simpler ways to express them.

Complex word = simpler translation
Multi-sectoral = varied and different sectors
Implementation = being done
Methodologies = ways
Sustainable = self-reliant

They then "translated" the complex letter and produced a simpler version. For example, the first line of the letter was improved as follows:

Original text of letter: Dear Mr R Smith Following your request, please find enclosed herewith for your perusal copies of the progress reports relating to the spectrum of multi-sectoral projects which are attached to our organization

Simplified text of letter: Dear Mr R Smith As requested, please find enclosed copies of reports from a variety of our projects that are being carried out with different sectors.

Afterwards, the facilitator led a group discussion about what had been learned from the activity, for example about how it is only appropriate to use complex language if you understand it yourself and if your audience will appreciate it.

(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.)

Section 4.8 Using appropriate and accurate language
Activity 4.8. Aim: To build skills in using appropriate and accurate language

Introduction

As well as using simple language for their documentation and communication work, NGOs/CBOs need to choose language that is appropriate and accurate.

Appropriate language means language that suits a particular context and is understood and appreciated by a particular audience. Accurate language means language that is correct.

Using appropriate and accurate language means avoiding words and phrases that are easily confused, imprecise or might have a negative effect.

Instructions
Timing: 1 hour

1 Explain the aim of the activity.

2 Draw three large faces - one smiling, one neutral and one unhappy - on pieces of flipchart paper and place them on the wall in three different corners of the room.

3 Facilitate a discussion about what is meant by appropriate language.

4 Call out a word and an audience (for example, from the Handout at the back of Section 4). Ask the participants to run to the face that shows how they would feel about using the word in a documentation and communication product for that audience. For example, they should run to the smiling face if they think it suits the audience, to the unhappy face if they think it doesn't, and to the neutral face if they are not sure (see Example).

5 Ask the participants to explain how they decided upon which face to go to. Encourage them to ask each other questions and to make comments.

6 Repeat the activity using the same word and a different audience (for example, from the Handout at the back of Section 4).

7 Repeat the whole activity up to five times, using different words and pairs of audiences.

8 Facilitate a discussion about what is meant by accurate language.

9 Use the same methodology, but this time read out a sentence containing a word or phrase (for example, from the Handout at the back of Section 4) and ask participants to run to the face that shows how they feel about its accuracy.

10 Ask the participants to explain how they decided upon which face to go to. Encourage them to ask each other questions and to make comments. Support the group to decide whether the word or phrase is accurate or not.

11 Bring everybody back together, and clarify any words that participants did not fully understand (for example by using the definitions at the back of Section 4).

12 Facilitate a group discussion about what has been learned from the activity, based on questions such as:
? What effect does inappropriate language have on an audience?
? What effect does inaccurate language have on an audience?
? Can a word be accurate, but not appropriate? Why?

Facilitators' notes

! This activity can be carried out in whatever language suits participants. It may be useful to use some words in the official language of the country and some in the local language. It may also be useful to include slang or "street language".

! Ensure that participants stand by a face that reflects how they as an NGO/CBO would feel about using the word in a documentation and communication product for the specific audience, not about how the audience would feel about reading or hearing the word.

! Encourage participants to describe why they are "happy", "not happy" or "not sure" about the appropriateness or accuracy of a word, and to listen to what others have to say. Make sure that the atmosphere is supportive enough for people to feel free to change their minds.

Example: Local NGOs/CBOs, Uganda
At a skills-building workshop, local NGOs/CBOs involved in HIV/AIDS carried out an activity about using appropriate and accurate language. They started by placing three large drawings of faces (one smiling, one frowning and one neutral) at different points in the room.

Then the facilitator called out a word and an audience - such as "penis" and "community elders". The participants ran to one of the faces according to whether the word would be appropriate to use in documentation and communication for that audience. For example, if they felt that it would be appropriate, they ran to the smiling face. The groups then explained why they were standing by which face. The activity was then repeated using the same word with a different audience - such as "community health workers" - and then for a further five words and five pairs of audiences.

The activity was then carried out again, this time focusing on the accuracy of the language. The facilitator read out the phrase "You should practise safe sex". Once more, the participants ran to one of the faces, but this time according to how accurate they felt the words to be for documentation and communication work. The groups then explained why they were standing by which face and discussed the issues in question. For example, the majority of people felt that "safer sex" would be a more accurate wording.

The whole activity was repeated several times with different phrases. Then, the group reviewed some of the words that they had used - to make sure that all of the participants knew their correct meaning.

Afterwards, the facilitator led a group discussion about what had been learned from the activity, for example about how inappropriate or inaccurate language can lead to misinterpretations and be harmful to the image of an NGO/CBO.

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

Section 4.9 Taking good photographs
Activity 4.9. Aim: To build skills in taking good photographs

Introduction

Photography is one of the most commonly used and effective methods of visual documentation and communication.

Improving skills in taking good photographs does not need highly technical equipment or skills. Instead it involves good preparation and following a few basic "rules" or "useful ideas" about how to use a camera and how to choose an image.

Instructions
Timing: 45 minutes

1 Explain the aim of the activity.

2 Facilitate a discussion about how to take photographs. Ask the participants to share both their good and bad experiences.

3 Ask the participants to identify "useful ideas" for taking good photographs. Encourage them to ask each other questions and to make comments.

4 Ask a volunteer to write a summary of the key points on a flipchart (see Example).

5 Add any points that have not been raised (for example by using the Handout, which can be photocopied, at the back of Section 4).

6 Facilitate a group discussion about what has been learned from the activity, based on questions such as:
? What are the two to three vital "dos and don'ts" for taking good photographs?
? Is it always possible to take a good photograph while not being intrusive?
? What issues are most important when taking appropriate photographs of HIV/AIDS work?

Facilitators' notes

! Keep the activity at a level that all participants can follow, even if there are experienced photographers in the group. Make sure that the "useful ideas" are relevant for people using the simplest of cameras.

! Help participants to think about how to remember the two or three key "dos and don'ts" even when taking photographs under stressful and hurried conditions.

! If you do not have time to carry out this activity in full, the Useful Ideas at the back of Section 4 can be copied and given to participants as a handout.

Example: Local NGOs/CBOs and District Health Management Teams (DHMTs), Zambia
At a skills-building workshop for NGOs/CBOs and DHMTs involved in HIV/AIDS, participants discussed their experiences of taking photographs of their HIV/AIDS projects. They then brainstormed a list of practical "useful ideas" about how to take good photographs.

Useful ideas for taking good photographs
• Read the instruction book and get to know your camera.
• Know how to load a film.
• Buy the right speed of film and the best you can afford. Don't expose it to water or light.
• When taking a photograph, stand with both feet on the ground and slightly apart.
• Take photos of activities that are relevant to your NGO's/CBO's aims and objectives.
• Make sure that the subject is in focus. Don't get too close (so that they are blurred) or too far away (so that they can't be seen).
• Be careful that the background of the object isn't too distracting.
• Make sure there is enough light.
• Don't use flash too close to the subject.
• Beware of shadows, especially across people's faces.
• Take photos of people in action.
• Make sure that you seek permission from the people who are in the photo.
• Beware of prohibited areas.
• Take natural rather than posed photos.
• Take both landscape and portrait photos - so that they can be used in different ways in your products.
• Beware of taking photos with very bright backgrounds - such as windows - as the subject will be very dark.

The facilitator then added other "useful ideas", such as "Take a few good photos rather than many bad ones" and "Take notes of what you have photographed, including details such as dates, names and places".

Afterwards, the facilitator led a group discussion about what had been learned from the activity, for example about the importance of respecting the confidentiality of people living with HIV/AIDS when taking photographs.

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

Section 4.10 Using photographs well
Activity 4.10. Aim: To build skills in using photographs well

Introduction

As well as taking good photographs, an NGO/CBO needs to think about how to use photographs well in its documentation and communication work.

To use a photograph well, an NGO/CBO can consider issues such as:
• Is the photograph relevant to the subject matter?
• Is the photograph appropriate for the audience?
• Does the photograph present the person/place/activity in an appropriate way?
• Does the photograph communicate the right message?

Instructions
Timing: 1 hour, 15 minutes

1 Explain the aim of the activity.

2 Divide participants into small groups and give them two examples of photographs of people living with HIV/AIDS (such as the examples in the Handout at the back of Section 4).

3 Ask the groups to look at each photograph and to discuss its strengths and weaknesses. Then ask them to answer a relevant question about each photograph (such as those accompanying the photographs in the Handout at the back of Section 4). (See Example.)

4 Repeat the activity using examples of other areas of HIV/AIDS work - such as projects and training workshops (see the further examples in the Handout at the back of Section 4).

5 Bring everyone back together, and ask the groups to share their results. Encourage the participants to ask each other questions and to make comments. Add any points that have not been raised (for example by using the Useful Ideas at the back of Section 4).

6 Facilitate a group discussion about what has been learned from the activity, based on questions such as:
? Why is the way photographs are used particularly important for documenting and communicating HIV/AIDS work?
? Is it ever appropriate to use a negative image of a person or activity? Why?
? What difference does the size and placing of a photograph make to its impact in a documentation and communication product?

Facilitators' notes

! Use examples of photographs by external organisations to avoid participants feeling defensive if their own work is criticised.

! Use a variety of images including some strong examples, to enable participants to give positive as well as negative feedback.

! When discussing photographs of people living with HIV/AIDS, encourage participants to think about issues around consent for their use as well as about what messages they should convey.

! Encourage participants to think about how the lessons learned from this activity might apply to using other visual materials - such as drawings, graphics and videos.

Example: Local NGOs/CBOs, the Philippines
At a training workshop, local NGOs/CBOs involved in HIV/AIDS looked at two photographs of people living with HIV/AIDS. They discussed the photographs' strengths and weaknesses, and answered a question about each one. For example, the analysis of the first photograph [showing three people, seated, seen from behind, wearing T-shirts with AIDS-related slogans on them] looked at:

What are the strengths of the photograph?
• The text on the backs of the T-shirts communicates a specific message.
• The layout is good.
• The image respects the confidentiality of the people living with HIV/AIDS.

What are the weaknesses of the photograph?
• The text on the T-shirts needs to be translated to be understood by people who don't speak French.
• The text and other parts of the image are blurred.
• The image is focused on words rather than action.
• It is unclear where the people are and what they are doing.

How could a photograph show people living with HIV/AIDS in a more active role?
• By showing them as part of a group or a community.
• By showing them doing something - such as leading a training session or providing counselling.
• By showing their faces (if their consent is given) to demonstrate that they are real, live human beings.

Afterwards, the facilitator led a group discussion about what had been learned from the activity, for example about how it can sometimes be appropriate to include negative images, but that they should be used very carefully and only to convey specific types of messages.

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

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.

Section 4 is available, complete with graphics, in pdf format (which requires Adobe Acrobat software to read it), in two parts.

To download the first part, follow this link (file size 531kb).

To download the second part, follow href="http://www.aidsmap.com/inthival/DocSec4(Pt2).pdf">this link (file size 818kb).

 

Resources for working with groups

Documentation toolkit

• Documentation toolkit flyer
• Documentation toolkit contents
• Documentation toolkit introduction
• Documentation toolkit section 1: Laying the foundations
• Documentation toolkit section 2: Making a plan for a documentation and communication product
• Documentation toolkit section 2 (continued)
• Documentation toolkit section 3: Making an overall documentation and communication plan
• Documentation toolkit section 4: Building practical skills
• Documentation toolkit section 4 (continued)
• Documentation toolkit info card: abstracts
• Documentation toolkit info card: annual reports
• Documentation toolkit info card: case studies
• Documentation toolkit info card: leaflets
• Documentation toolkit info card: newsletters
• Documentation toolkit info card: photo-story books
• Documentation toolkit info card: policy reports
• Documentation toolkit info card: presentations
• Documentation toolkit info card: radio programmes
• Documentation toolkit info card: videos
• Documentation toolkit info card: websites
• Documentation toolkit info card: workshop reports