Communication for Development (C4D)
Gender Rights & Civic Engagement Section, Division of Policy & Practice
Capability Development Framework
First Draft for Restricted Circulation
Developed in collaboration with:
www.3dchange.com Preface
In the context of UNICEF’s Organizational Review 2007 and the Global Consultation on Communication for Behaviour and Social Change (CBSC), New York 2007, programme communication, now renamed as Communication for Development (C4D), will be strengthened as a key cross-cutting practice area within the organisation that is critical to achieving MDGs and fulfilling the rights of children and women. Realizing UNICEF’s potential to use C4D to impact development programmes will require an organization-wide commitment to building a culture that values and places a high priority on developing a critical mass of skilled advocates and practitioners at all levels both within and outside the organization. The C4D Strategic Framework 2008 identifies capacity development as one of the four key management goals of the C4D function, and provides an overview of broad directions and key actions for strengthening UNICEF’s C4D capacity across all levels of the organisation including the need to develop and deliver customised C4D knowledge and skills (capabilities) based on the needs of internal staff; and external partners and counterparts.
This paper provides a detailed description of Communication for Development’s (C4D’s) Capability Development Framework (CDF) that offers a way to: (i) structure ideas and experiences; (ii) focus conversations, decisions and actions in support of developing C4D capabilities within and outside UNICEF; and (iii) ensure that capability building initiatives are sound, strategic and data-driven - based on concepts and theories of adult-learning, in line with organizational imperatives and cognizant of field realities and needs. The underlying intention is to support UNICEF offices to enhance their understanding and ability to develop and implement effective C4D interventions that strengthen and sustain programme and advocacy results. The framework identifies key elements and references related theories and concepts that must be considered within any C4D capability development plan, whether at country, region or headquarters level. It will lead to the systematic development of interventions, methodologies and packages to develop the knowledge and skills of UNICEF staff, counterparts and externally sourced experts who may be directly involved in, or responsible for, the development, delivery and evaluation of C4D interventions.
This paper is intended to serve as a standards protocol and reference document for strategic actions and decisions around global C4D capability development in UNICEF over the next two biennums. It aims to provide a basis for raising resources for strategic plans and initiatives that will follow. The paper has been produced by the C4D Headquarters team and 3D Change, a private sector organization that specializes in HRD and learning. Members of the C4D working group and the Organization Learning and Development Section (OLDS) in DHR were actively consulted during the development of the framework.
2 Contents
Preface Table of Contents Glossary Acronyms 1. Context 2. Background 2.1 UNRT & UN Coherence: Directions for C4D Capacity Development 2.2 C4D Programme Communication Staff: Rapid Capacity Assessments 2.3 C4D Capacity Development at UNICEF: Training Based Approach 2.4 C4D in UNICEF: Functions and Skills Required Across Office Levels 2.5 OLDS Training Courses: Opportunities for Mainstreaming C4D 2.6 Need for a Comprehensive Approach 2.7 CDF Development Process 3. High Level Overview of the CDF 4. Underlying Assumptions 5. Elements of the CDF 5.1 Who? 5.2 Learn what? 5.3 Triggers and entry points 5.4 Delivered through in what ways? 5.5 Delivered by whom? 5.6 Measurable outcomes achieved? 5.7 Supported how? 5.8 Over what time period? 6. Translating the CDF: Global, HQ Capability Development Strategy 6.1 A long term vision for C4D Capability Development in UNICEF 6.2 HQ Role in Global Capability Development 6.3 Priority Audiences 6.4 Global C4D Competency Framework 6.5 Matrix of Delivery Options 6.6 Key components 6.7 Timeline of Activities 7. Closing Thoughts References & Sources
Boxes 1. Definition of CDF 2. High level C4D Knowledge/ Content Areas for Learning 3. Knowles’ Principles of Adult Learning based on androgogical or learner focused approaches
3 Contents contd.
Figures (i) Programme Communication Staff Across Issues (ii) Overview of CDF (iii) Content Building Block - 1 (iv) Content Building Block – 2 (v) 3 Step Process for Formal/Structured Learning Events (vi) Traditional Activity Measures (vii) Kirkpatrick’s Levels of Training Outcomes (viii) Universal Measurement Template (ix) C4D Competency Framework
Tables A. Capacity Development Accountabilities Across Levels of Office B. Audience Matrix C. High Level Matrix based on C4D Knowledge and Skills D. Programme/ Project Life Cycle E. Triggers for Key Audience Groups F. Potential Delivery Channels Across the 3 steps of an event G. Internal vs External Instructors and Trainers H. 4 Year Timeline of Key Activities
Annexures I. C4D Functional Accountabilities across Office Levels II. C4D Technical Skills Set Requirement across Office Levels III. DHR Learning Pyramid (to be added) IV. UNICEF C4D Vision, Mission & Guiding Principles
4 Glossary of Terms As the many disciplines from which the CDF is derived use different vocabularies, operational definitions have been provided below for the terms that have been used in this document.
Audience cluster: Identified group of potential recipients for capability development.
Capability: Knowledge, based on relevant underlying theory that is translated into behaviour and results.
Capacity: refers to the numbers of people (staff) and resources within an organization for performance of specific functions, as well as the capability and ability of the staff and resources to perform those functions.
Coach: Internal or external person who supports a participant in the transfer of learning from the classroom to his or her daily activity. Often used interchangeably with “mentor.”
Competency: A cluster of related knowledge, skills, abilities and other personal characteristics (KSAOs) working together to produce outstanding performance in a given area of responsibility (e.g., planning and organizing). A competency affects a major part of one's job (one or more key roles/ responsibilities), correlates with performance on the job, can be measured against well-accepted standards and can be improved through training and development.1
Content: Subject matter to be covered during a capability development or training process.
Content Providers: An individual or group of individuals who teaches pre-defined subject matter to others.
Development: Identification, acquisition, and reinforcement of knowledge, attitudes, and practices (KAPs) (in relation to the framework). Otherwise used in the sense of UN, government and social sector work.
Executives: Leaders of organizations who have responsibility for policy development and overall strategy formulation. They function primarily at the “macro” level.
Expertise: Skill or knowledge in a particular area.
Facilitator: Someone who leads interactive capability development learning processes. Often used interchangeably with “instructor” or “teacher.”
Foundational competency: Competencies that provide “the natural or prepared ground or base on which some structure rests2”.
Framework: A way to organize and manage a huge amount of information; a “trunk and branches” upon which to hang the “leaves” of specific capabilities.
Functional competency: Competency related to “the action for which a person or thing is particularly fitted or employed. Assigned duty or activity; a specific occupation or role.3”
Governmental partner: The government counterpart to a UNICEF staff member engaged in C4D activity.
Hard skills: are those usually associated with the technical requirements of the job
1 SHRM website 2 Dictionary.com definition #2 of “foundation” 3 American Heritage Dictionary online definition of “function” 5 Individual contributors: Staff members whose primary function is the individual contribution of C4D-related activity or support.
Instructor: Someone who leads capability development learning processes in a more traditional “lecture” format. Often used interchangeably with “facilitator” or “teacher.”
Job competency: set of technical knowledge and hard and soft skills related to a particular job
Job description (JD): Is the end product of a job analysis that involves the identification of the knowledge, skills and expertise required to effectively perform a job. JDs lay out the essential and unique tasks, duties and responsibilities of the position, establish criteria for selection and promotions including required and/or preferred qualifications and experience for the job incumbent, develop the standards for the measurement of performance, and/or assist with the determination of pay classification levels.
Learning event: A specific opportunity that is existing or has been created to support or facilitate learning.
Mentor: Someone who provides guidance to another regarding his or her professional and/or personal development. Often used interchangeably with “coach.”
Participants: An individual or group of individuals participating in capability development learning processes. Used interchangeably with “audience” or occasionally “students.”
Self-Paced/ Self-Directed Learning: An approach to education that allows an individual to learn at his or her own pace. This approach often uses technology such as web-based learning, CD/DVD, and other computer-based learning as its vehicle.
Skills: Proficiency, facility, or dexterity that is acquired or developed through training or experience4.
Soft skills: are those usually associated with creativity and interactions between people.
Subject Matter Expert: Someone who is deemed to be an “expert” in some aspect of his or her chosen field.
Technical competency: Competency that is related to a “peculiar to or characteristic of a particular art, science, profession, trade, etc.: technical details5.”
Trainer: Someone who leads capability development learning processes in a more traditional “lecture” format. Often used interchangeably with “facilitator” or “teacher.”
Training: “To make proficient with specialized instruction and practice6.”
Trigger: “Any act or event that serves as a stimulus and initiates or precipitates a reaction or series of reactions7.”
Working Group: A group of cross-functional, cross-geographic representatives from within UNICEF who have made a commitment to developing C4D both inside and outside of UNICEF.
4 American Heritage Online Dictionary definition for “Skill” 5 Dictionary.com definition of “Technical” 6 American Heritage Online Dictionary definition for “Training” 7 Dictionary.com definition of “Trigger” 6 Acronyms
CCAs : Common Country Assessments C4D : Communication for Development (formerly Programme Communication in UNICEF) CDF : Capability Development Framework CEE/CIS : Central & Eastern Europe/Commonwealth of Independent States (UNICEF RO) CO : Country Offices (UNICEF) COMBI : Communication for Behavioural Impact (Training Course, WHO-NYU) DHR : Division of Human Resources (UNICEF) DOC : Division of Communications (UNICEF) DPP : Division of Policy and Practice (UNICEF) EAPRO : East Asia & Pacific Regional Office (UNICEF) ESARO : Eastern and Southern Africa Regional Office (UNICEF) HR – D/M : Human Resources – Development/Management HQ : Headquarters (UNICEF) IP : International Professionals JD : Job Descriptions JHU-CCP : John Hopkins University – Centre for Communication Programmes KAB/P : Knowledge Attitudes and Behaviours/Practices MD : Millennium Declaration MDGs : Millennium Development Goals MENARO : Middle East and North Africa Regional Office (UNICEF) MTSP : Medium-Term Strategic Plan 2006-2009 (UNICEF) NGO : Non-Governmental Organization NO : National Officers NYU : New York University OD : Organization Development OLDS : Organization Learning and Development Section (UNICEF) OED : Office of the Executive Director (UNICEF) PC : Programme Communication (UNICEF) PD : Programme Division (UNICEF) PER : Performance Evaluation Report (UNICEF) RMT : Regional Management Team RO : Regional Office (UNICEF) ROSA : Regional Office South Asia (UNICEF) SME : Subject Matter Expert SPL : Self Paced Learning TACRO : The Americas and Caribbean Region Office (UNICEF) UN : United Nations UNDAF : United Nations Development Assistance Framework UNRT : United Nations Round Table (on Communication for Development) WACRO : Western & Central Africa Region Office (UNICEF) WHO : World Health Organisation
7 1. Context
The world in which UNICEF operates continues to change. As detailed in the C4D Strategic Framework 2008, factors such as changing demographics, globalization, conflicts, cross-border migration, and rapid urbanization have posed both challenges and opportunities for the global development and communication sectors. Development agendas have become more complex as underlying economic, cultural and political factors have impacted the reach and sustainability of development programmes and stressed the need for approaches rooted in social and behavioural sciences. At the same time, the human rights-based approach to development has emphasized the need to address difficult, multi- layered issues such as violence, abuse, exploitation, stigma, discrimination and social exclusion, as well as climate change. Emerging infectious diseases and emergency health issues such as the highly transmissible SARS and Avian Influenza have added a new dimension to the work of development agencies and emphasized the need to have a surge capacity of vetted, oriented expertise available at all times. On the other hand, communication technologies have been morphing at unprecedented rates. The past decade has witnessed rapid changes in both communication approaches and channels used to connect people, deliver messages and provide access to information. There is greater competition for resources and mindshare. These changes require new and different skills in order to be dealt with effectively.
In the past, UNICEF was one of the few players in the global C4D field, especially in relation to issues for children, women and their communities. However, with increasing recognition of the importance of C4D in the development community and the growth of specializations within the communication for development community itself, more organizations have entered or expanded this field, both globally and locally. The existence of other organizations engaging in strategic communication initiatives and providing a range of associated services can be both a challenge and a great opportunity as UNICEF redefines its C4D function and builds the skills and knowledge of its staff accordingly – this especially in the context of UN coherence and the CCAs/UNDAF.
Within UNICEF, there have also been many changes in Box 1: Definition of C4D relation to its C4D work. Programme Support Communication, Health Communication, Programme In UNICEF, Communication for Communication & Social Mobilisation and Communication Development (C4D) is defined as a for Behaviour and Social Change are among the many systematic, planned and evidence based names UNICEF has applied for its efforts to use strategic process that is intrinsically linked to communication to help leverage programme objectives programme elements; uses consultation and and development goals. Some have emphasized participation of children, families, communities and networks, and privileges local contexts; advocacy and social mobilization, others behaviour and relies on a mix of communication tools, and/or social change. Different approaches and channels and approaches, to promote positive orientations including commercial and social marketing, and measurable behaviour and social change. and public health information dissemination have at one C4D is not corporate communications or time or the other informed and influenced the public relations. development and delivery of C4D interventions. Each approach has implied its own unique set of knowledge, capabilities and experiences. An understanding of the strengths and weaknesses of each of these approaches is necessary to design effective, efficient and participatory communication interventions that can accelerate and sustain results. 8 Even as UNICEF focuses on a more ‘upstream’ advocacy related mandate8 over the coming years, coupled with the C4D function’s move into the Gender Rights and Civic Engagement Section of the Division of Policy and Practice, there is a need to re-tool staff with the skills necessary to ensure that this upstream work reflects the voices of children, women and their communities through the use of strategic communication both as a right and as a tool.
The Global Consultation on Communication for Behaviour & Social Change, 2007 affirmed similar points9:
Success in meeting the Millennium Development Goals, as a milestone in fulfilling the rights of children and women, is largely dependent on changing behaviours and addressing underlying, complex social and cultural issues that impact on families and communities.
UNICEF’s traditional leadership in social mobilization, community engagement, and innovative approaches to programme communication, diminished over the past decade and needs to be revitalised. This will allow UNICEF to capture the opportunities presented by new media and the shift to human rights-based programming. This would also reinforce a development paradigm that puts families and communities at the centre of their own development, linking their voices with upstream policy reform.
There is increasing demand from government and civil society to help them build capacity to engage with communities in a pro-active, participatory way, and harness new communication technologies, in order to scale up and accelerate development efforts.
The critical question this raises is “How best to do this?”
The next sections capture highlights from a review of existing literature and reports as well as extensive discussions with and inputs from a wide range of UNICEF staff and the C4D working group, to provide a backdrop for the development of a comprehensive framework for C4D capability development and plans and interventions that will follow.
8 FA5, MTSP 9 Executive Brief, Consultation on Communication for Behaviour and Social Change; 15-16 May 2007, New York 9 2. Background
2.1 UNRT & UN Coherence: Directions for C4D Capacity Development The 10th UNRT on Communication for Development, Addis Ababa 200710 emphasized that investments should be made in the development of human and technical structures, resources and capacities for communication activities in development institutions. These investments should include the establishment of dedicated research, design, production and monitoring units, staffed and equipped to support communication programs for behaviour and social change. Skills-based competency training for professionals, managers and practitioners should be conducted. The UNRT recommended that:
• Training initiatives for capacity strengthening should be encouraged in developing countries and be built on past and current experiences. Also, participatory communication approaches should be integrated, if not yet, into existing human development related curricula within universities and training institutions.
• Existing staff in development projects at all levels (professional, operational, policy and decision- making) should be given opportunities to comprehensively upgrade and improve their communication for development skills.
The UNRT recommendations are paving the way for collaborations among the UN agencies for UN wide capacity development. A meeting was held in Paris to develop a proposal for a senior staff level C4D course at the Staff College in Turin. The course, planned for 2010 will focus on the role and importance of C4D to further development agendas.
2.2 UNICEF Programme Communication Staff: Rapid Capacity Assessments Within UNICEF, the results of a series of ‘Rapid Capacity Assessments11’ have been evaluated over the last two years in order to obtain general demographic data of existing capability strengths and high level directions for training/development opportunities within the C4D arena. Findings from the studies tell us that: Figure (i) – PC Staff Across Issues
. As many non-Programme Communication as 160 dedicated Programme Communication (PC) staff 140 spend at least 50% of their time on C4D. Several 120 100 information communication(media and external 80 relations) staff indicated the presence of C4D 60 functions within their job descriptions (JDs) 40 20 0 . More than 70% of all PC posts are spread across Single Multi No Response At least 70% of all PC posts are MULTI-FOCUS i.e. spread ACROSS multiple issues and programmes. issues/programmmes
10 Harnessing the UN…..- quote Jan Servaes paper (to be added) 11 Programme Communication Rapid Capacity Assessments – Summary Presentation 2007 10 . Staff numbers and capacities are varied across regions. In many cases staff members have not had any background or formal training in the area of programme communication/ communication for development.
. A more detailed follow-up study with 30 respondents has pointed to a high degree of agreement that new capabilities need to be developed. Several staff members indicated that they would like the organization to provide them with opportunities to enhance their understanding of this specialized area of work and improve their skills in areas such as C4D planning, research, monitoring and evaluation, as well as capacity development of their counterparts and partners.
2.3 C4D Capacity Development at UNICEF: Experience to Date While no comprehensive or formal study of C4D capacity building efforts within UNICEF has been conducted as yet, informal discussions have indicated that historically, the Programme Communication/ C4D function has utilized a decentralized approach to capacity development based on self-assessment and/or immediate need created by an organizational imperative. Driven by an urgent requirement, whether programme or situation (“We need some help now”) C4D staff at country, regional or headquarters levels have identified a training provider and either developed an internal course or attended an externally conducted one.
Internal C4D courses have been designed as regional or country specific workshops that are usually between 5 and 7 working days. Content of these workshops has for the most part been structured around the process and methodology of developing a strategic communication intervention (in UNICEF, the process has been coded as the ACADA12 model). These courses are typically delivered by senior staff within UNICEF or acknowledged C4D experts outside of UNICEF. Depending on the location and availability of resources, UNICEF has also supported or enabled the participation of non-programme communication staff, as well as government and non-governmental counterparts and partners in these training workshops. Most internal workshops have not distinguished between staff levels or job profiles, focusing instead on the theories and approaches behind developing a strategic communication intervention. While the immediate learning outcomes have been beneficial to staff, there has been inconsistent evaluation of long term impact of these workshops. In addition, many of these workshops have been ‘one-offs’ or ‘stand-alone’ - with no follow-on activities either for evaluation or developing the next level of skills and knowledge. It will be pertinent to point out at this juncture that the Behaviour Change Communication Training Series conducted by UNICEF ROSA since 2006 have been a notable exception and provide a rich base of lessons learnt for the development and delivery of both global and region specific capability development initiatives.
Several high quality training courses exist external to UNICEF. SCOPE conducted by the Johns Hopkins University’s Centre for Communication Programmes (JHU-CCP), and COMBI (Communication for Behavioural Impact) run by WHO in partnership with New York University, are two widely recognized behavioural communication training programmes. Although they are designed differently, in essence their content is similar and structured around the conceptual approaches to and methodologies of strategic communication. Because they have not been customized for UNICEF specifically, they do not contain institutional perspectives necessary for UNICEF staff. Based on informal feedback about the learning experience (“I liked this a lot”), subjective recommendations have drawn others to these courses.
12 Assessment, Communication Analysis, Design and Action 11 There has been uneven monitoring and evaluation of training course outcomes, specifically their impact on UNICEF C4D work.
2.4 C4D in UNICEF: Functions and Skills Required Across Office Levels For the C4D function to deliver results, the different office levels (headquarters, regional and country) have to work together in a mutually supportive, streamlined and strategic manner. In order to clarify roles and responsibilities, and unpack the differences in the requirement of C4D capability across office levels, the CBSC Concept Note 200713, prepared for the Organisation Review 2007 and broadly ratified at the Global Consultation on CBSC, 2007, lists functional accountabilities across office levels. Specifically, the responsibility of capacity development of staff and counterparts in C4D is a shared one and lies across ALL office levels with each office level having a distinct set of accountabilities which contribute towards a larger organization effort. These accountabilities have been detailed in the table below.
Table A – C4D Capacity Development Accountabilities Across Levels of Office (Based on Annex I) Office Accountabilities Country - Regular assessment and analysis of training and capacity development needs and gaps vis-à-vis internal staff and external counterparts, partners and consultants - Recruitment, development and administration of C4D staff: o Orientation of new staff o Support participation in regional and/or global training and learning opportunities o On-the-job coaching and support - Orientation of non C4D staff who may be directly or indirectly responsible for C4D at country office - Organisation of country level C4D training and learning opportunities to develop capacity of external national and sub-national counterparts, partners and consultants - Fund-raising for local capacity development interventions - Build partnerships with local institutions and networks of professionals for training, capacity development and deployment of readily available expertise Regional - Development of regional capacity building initiatives of CO staff based on regular capacity assessments - Technical support to and quality assurance of country level capacity development initiatives - Design of region specific training tools, methods and resources - Follow-up coaching and analysis of impact - Fund-raising for regional capacity development initiatives - Build partnerships with key regional institutions and networks of professionals for training, capacity development and deployment of expertise Head- - Overall organizational Capacity Building & Learning: quarters o Regular global capacity assessments – needs and gaps analysis o Global capacity development framework and HQ strategy o Development of capacity related policies and technical guidelines o Development of global tools and templates o Global training and learning opportunities for field staff - Technical assistance to regions through resource panels and global web roster
The CBSC Concept Note also presents an analysis of the basic skill sets and competencies required across country, region and headquarter offices that must reside within UNICEF and those that can be possibly outsourced - refer to Annexures I and II. C4D capability development strategies will need to recognize
13 Concept Note 12 these differences and deliver initiatives that are not only responsive to office level requirements, but also account for staff being at different hierarchical levels within each of these offices (induction i.e. new to UNICEF or new to the function, mid- or senior level national and international professionals).
2.5 Organisational Training Courses: Opportunities for Mainstreaming C4D The Organisational Learning and Development Section (OLDS) of the Division of Human Resources at UNICEF focuses on the development of ‘soft skills’ (e.g. negotiation, facilitation, self-awareness) and ‘management/leadership skills’ that are related to cross-cutting ‘foundational’ and ‘functional competencies’ required for staff across three broad levels (individual contributor, middle level managers and senior executives)14 to carry out responsibilities according to their job descriptions. Capability development of ‘hard’ skills, related to ‘technical competencies’ are the responsibility of the technical/ specialized units or sections within UNICEF implying that the onus of responsibility for the development of a technical C4D course will lie with the function. Nevertheless, OLDS courses such as the Senior Leaders Course for Country Representatives and Deputy Representatives, the Leadership Development Initiative (LDI) for mid- level staff, and the Maastricht Social Policy Course provide opportunities for including elements of C4D learning that relate to a basic level of capability that every office needs to have in order to integrate C4D as a cross-cutting practice in its programming and advocacy work.
In addition to OLDS courses, the Division of Policy and Practice at UNICEF run several important organizational training programmes – Core Commitments for Children in Emergencies (CCC), Human Rights Based Approach to Programming (HRBAP) and Program Planning and Management (PPM) – which provide UNICEF field staff and other participants, knowledge and information about UNICEF’s mandate, principles and practice. These general courses also represent important opportunities for mainstreaming C4D principles and methodology into the organisation’s culture and practice.
2.6 Need for a Comprehensive Approach Given the context above and following the Global Consultation 2007, it was determined that a more comprehensive approach to capability development was needed which would consider the following:
. Need to bridge the worlds of human resources/ organisation development; and strategic communication. As both streams are deeply connected to ‘change’ processes, the approach would seek to distill principles and methodologies that could be cross-applied most effectively.
. Focus on ‘capability’ development rather than ‘capacity’ development where the former refers specifically to development of knowledge and skills through training and other learning opportunities, and is directly related to development of technical and functional competencies. Capacity development is dependent not only on training initiatives to build competencies but also organizational support at structural and policy levels (for e.g. staffing, structure and location of C4D units, resource allocation and agenda setting).
. Focus on comprehensive ‘capability development’ rather than only ‘training’, where the former entails a more comprehensive look at a wide range of opportunities (training, regional/global meetings and otherwise) for ‘learning’ to develop capabilities. Training refers to, and is more closely
14 Insert reference 13 associated, with virtual or face-to-face events and opportunities that are specially created to impart learning.
. Balance the ‘demand’ and ‘supply’ where demand refers to the need for capability created by both - organizational mandates and staff requirements, and supply refers to training programmes and other capability development opportunities that already exist within UNICEF and outside.
. Provide a way to structure ideas, conversations and action on the degree of customization that is required across the organization in order to make the capability building interventions relevant and responsive to emerging needs.
. Focuses on the key ‘elements’ that constitute any capability development plan, whether at HQ, RO or CO level, rather than the ‘process’ of developing a capability development initiative. Elements will refer to the essential components of a capability development plan that must be known in order to develop and deliver learning content. The ‘process’ will entail, like any other systematic and strategic process, situation analysis through regular capacity assessments; development of plans; implementation; and monitoring and evaluation.
. Need to synthesize experiences and best practices from both the private and non-profit sectors.
. Differentiate between the internal (UNICEF staff) and external groups (consultants, counterparts and partners) of people whose capabilities need to be developed.
2.7 CDF Development process In order to accomplish the task of developing a comprehensive approach, the C4D HQ unit contracted the services of an external private sector consultant, specialized in training and learning processes and recommended by the Division of Human Resources, to collaborate on this project.
The CDF was developed utilizing a multi-step approach. The first step was to conduct a review of the existing literature within UNICEF on Programme Communication, in particular, the Concept Note and results of the Rapid Capacity Assessments and the Global Consultation on CBSC. A sub-set of the Global Consultation audience, a cross-functional “Working Group” was identified to provide additional insights and guidance. With representatives from C4D, DOC and DHR, this group had first-hand knowledge of C4D initiatives and needs in UNICEF’s seven regions. This group was asked for input throughout the process. Next, a brief questionnaire was distributed to the working group requesting input on what capabilities needed to be developed, and asking for ideas about the best mechanisms for developing that learning. Written results were followed up with a series of individual phone calls to gain a more in-depth understanding. Once that data had been processed and the first generation CDF developed, the Working Group convened in UNICEF’s NYHQ and spent 3 days evaluating the first draft of the CDF to further define capabilities and delivery mechanisms. This additional feedback was integrated into the CDF and has formed the basis of the current iteration.
14
3. High Level Overview of the Capability Development Framework The CDF focuses on the most essential elements that must be known in order to develop capability:
Who needs to learn – are the audiences; the individuals or groups of people and participants who need to have knowledge, skills, and applied behaviours regarding the different facets of C4D;
What content – the subject matter required for the effective and efficient analysis, design, implementation, monitoring, evaluation, and learning of the C4D components of programme design and delivery
Figure (ii) – Overview of CDF Entry points & triggers – what situations or circumstances create the need for capability development. “If you don’t use it, you lose it” is a reality of adult learning. Without a compelling motivation to learn something and “just in time” opportunities to apply it, adults quickly forget what they’ve learned in the classroom.
Delivered in what ways – C4D must be understood and applied by many constituencies both inside and outside of UNICEF to achieve maximum impact. Whether a senior leader at NYHQ with ready access to current technology, or a NO-B in a remote corner of the world with no or poor access, each must be offered a way to learn appropriately in their circumstances.
By whom – “Good content delivered by a bad instructor = a bad learning experience”. The CDF recognizes there are many options and decisions that need to be taken to match the right content provider, to the right content, to the right audience.
Towards what measurable outcome – “Training for training’s sake” often yields a poor return on investment. Extending the thought process above, adults do a better job of translating capability concepts into actual behaviours when they apply them towards some measurable outcome that will provide them with feedback on how well they’ve done. “What gets measured gets paid attention to”.
Supported in what ways – “Asking someone to read a book about swimming doesn’t mean they will be able to swim after they’ve passed the test at the end of the book”. Adults require coaching, mentoring, and support as they learn how to transfer the lessons of the classroom into their daily work activities.
15 4. Underlying Assumptions There are several assumptions embedded in the Capability Development Framework:
The first is that it must support a wide range of users. Many staff members with different functional titles are directly or indirectly involved in the development of C4D interventions as a part of the execution of their responsibilities. Within UNICEF, in addition to dedicated C4D staff, Technical Programme (PD) staff and External/ Information Communications (DOC) personnel sometimes design and deliver C4D interventions. Monitoring and evaluation (M&E), and planning staff can also play a role in contributing to the planning and evaluation of C4D interventions. Across all office levels, leadership and management play an important role in setting programme and advocacy priorities as well as in the allocation of resources. Externally, UNICEF staff collaborate with their governmental counterparts and related non-governmental organizations (NGOs) in delivering programmes many of which have substantive C4D components. Other UN agencies (e.g. WHO) provide complementary and sometimes overlapping C4D services. UNICEF offices across levels regularly contract the technical services of consultants, whether institutional or individual, to support and facilitate development, delivery and evaluation of C4D interventions. Finally donors have an important role to play in setting agendas through funding. The Framework provides ways to structure conversations about increasing C4D capabilities for those outside of UNICEF as much as for those inside it.
A second assumption is that “one size does NOT fit all.” While there are a basic or core set of technical knowledge and skills that all UNICEF staff should have in C4D, staff across UNICEF will require a variety of different skills depending on factors such as regional/ country priorities and office level. The Capability Development Framework provides several different ways to segment various audiences based on country typology, level of expertise, and management levels.
Third, “training for training’s sake” has proven to be a less effective use of resources than “just in time capability development”. Principles of adult learning theory15 posit that adults learn best when there is a relevant and timely need for information and when learning can immediately be put into practice. Moving beyond the opportunity to actually apply new learning, it is also critical to have skilled coaches, mentors, and other resources available to answer questions and help bridge the gap between learning that takes place in the artificial environment of the classroom and the “real world.”
The fourth assumption is that selection of instructors, coaches and mentors is critical. “Just because you know it doesn’t mean you can teach it.” Subject matter expertise does not always translate into the ability to communicate that expertise effectively to others. The CDF draws explicit attention to the skills and abilities of those who teach new capabilities to others, as well as those who help to facilitate, coach and reinforce those new capabilities “back on the job”.
Lastly, the importance of regular capacity assessments as a basis for developing and evaluating capability development strategies cannot be emphasized enough. The CDF assumes that each of the elements is informed by regular quantitative and qualitative needs and gaps research conducted through out the process of development and implementation of a capability development initiative.
15 Adult Learning Theory, Speck, M. (1996, Spring). ERS Spectrum, 33-41. 16 5. Elements of the Capability Development Framework
5.1 Who?
This element of the Capability Development Framework recognizes that there is a diverse array of people, both inside and outside of UNICEF that would benefit from new C4D capabilities. In general, the more defined the audience, the greater the opportunity to customize capability development to their particular needs and situation. Globally, audiences for capability development in C4D can be segmented based on the key parameters listed below:
1. Organisational role: Across the organization, a large number of UNICEF staff have some role to play, whether direct or indirect, vis-à-vis C4D. At country level, C4D staff and sometimes External Relations/Communication officers in conjunction with Technical Programme Officers are focused on the tactical and specific C4D elements and are primarily responsible for the design of interventions and delivery of C4D results. Then there are those such as Representatives, Deputy Representatives, as well as Regional Advisors who work “behind the scenes” to facilitate or enable C4D work through allocation of resources and agenda setting. A third set, the ‘organisational policy makers’ such as UNICEF Division and Regional Directors, and Programme Chiefs – are those who influence the work of both above through policies and long term investments. Each of these groups requires differing sets of knowledge and skills in relation to C4D for maximum effectiveness.
2. Office level: UNICEF C4D capability development initiatives need to take into account the office level at which staff work and the core responsibilities that each office is accountable for. At the country level, C4D staff – comprising over 90% of the entire organisational C4D workforce - are directly responsible for the design and delivery of C4D interventions. At regional levels, C4D staff provide technical assistance to, and quality assurance of, country level initiatives. At Headquarters, C4D staff set organizational standards and norms through global policies, guidelines and tools. (Refer to Annex 2 for details)
3. Internal vs External: Across all office levels, UNICEF C4D staff work with external experts, consultants, contractors, government and non-government counterparts as well as partners who influence or have a direct contributory role in delivering C4D results. Internally, C4D staff work with colleagues in programmes, information/ media communication, monitoring and evaluation as well as policy and planning. Whether inside or outside of UNICEF, there is a real need and benefit to providing a shared set of language and capabilities among those performing C4D related tasks.
. Staff level: According to the 2006 and 2007 Rapid Capacity Assessments16 a majority of C4D staff across the organization are National Officers at NOB & C levels. International Professionals, although smaller in number, are generally at P3 and P4 levels. Staff level is an important factor to consider as responsibilities of national officers and international staff will differ across office levels. For effectiveness, DHR segments their learning audiences into three groupings: those who lead the work of the organization (executives and senior management), those who manage or supervise the work of others (mid-level managers), and individual contributors.
16 Programme Communication Rapid Capacity Assessments – Summary Presentation 2007 17 . Staffing density in the geographic area/office, particularly of dedicated C4D personnel and experts impact the scale and complexity of C4D initiatives. A sparsely populated area/office is more likely to require “generalist/ one-size-fits-all” skills that encompass C4D planning and management skills, whereas a densely populated area/office may allow greater specializations such as communication research or evaluation.
. Programme Focus of the geographic country/region office in which C4D services must be provided have a consequence on the type of C4D strategies used to deliver results. Programming in some countries/ regions may focus more on direct service delivery from UNICEF resources as opposed to others that may focus on advocacy and policy development. Similarly, some country/ regional offices may place a higher focus on certain MTSP Focus Areas (e.g. ACSD) than others due to global and regional priorities or availability of resources, implying the need for staff in that country/ region to have necessary knowledge, skills and experience in that MTSP Area.
Building on UNICEF’s DHR’s “Learning Pyramid17”, the Audience Matrix below is intended to illustrate a snapshot view of the audiences for global C4D capability development. This segmentation has been further categorised by differentiating between HQ, Regions, and Country Offices, and including external audiences.
By Audience Overall Policy "Delivery" Functions "Enabling" Functions External to Within External to Within External to Within UNICEF UNICEF UNICEF UNICEF UNICEF UNICEF Executive Ministers OED Head of -- Outside NGO's -- HQ Directors Regional -- Region Directors Section Chief, Section C4D, DOC, Chief, DPP, -- Country Programmes DFAM, DHR
Managers Others -- Outside -- HQ Regional -- Region Advisors Officers
-- Country Country Rep
Major Individual Contributor Donors P3-5 -- Outside
-- HQ NOa-c; P2-4 -- Region
-- Country NOa-c; P1-3
Table B – Audience Matrix
17 DHR Learning Pyramid (Annex 3) – to be added 18 5.2 Learn what?
Many ways exist to “slice and dice” the knowledge and skills required to deliver, facilitate or enable effective C4D interventions in support of programming and advocacy work. UNICEF’s DHR segments capabilities required according to sets of skills and competencies that need to be developed:
. Hard skills: are related to technical competencies required for a job. For C4D these include (but are not limited to) knowledge about research methods, planning and design principles, and monitoring and evaluation (M&E) techniques.
. Soft skills: are related to foundational and functional competencies. For C4D these skills include (but are not limited to) analytical thinking, effective listening and communication, facilitation, and negotiation skills among others, that are necessary to facilitate use of hard skills.
. Management/leadership skills: related to both functional and technical competencies, these skills refer to identifying direction and strategy, and the effective management of people, money, and other resources. These skills build on the “hard” and “soft” skills listed above and for C4D assume varying degrees of importance depending on factors such as focus of function, staff density etc
Globally, C4D capability development will focus primarily on development of a generic set of competencies as related to C4D knowledge areas in Box 2.
Box 2: High level C4D Knowledge Areas for Learning
. History . Theories & Concepts – e.g. behaviour modeling, reasoned action, adoption of behaviours, diffusion of innovation . Values & Principles – e.g. community participation; inclusion; HRBA; sensitivities to race, gender, class, disability etc . Methodologies & Techniques (Process) for research, planning, implementation, monitoring, evaluation, training etc . Practical Application across MTSP areas e.g. strategies for advocacy, social mobilization, behaviour & social change . Evidence and impact of C4D . Operationalisation of C4D – policies, systems, structure, staffing, funding Across the organisation, knowledge and skills sets required will differ for different audience segments based on C4D accountabilities. Based on the inputs from the C4D Working Group, the following table provides a look at how the high level C4D knowledge or content areas for learning pan out for all UNICEF staff connected to C4D through delivery, enabling or policy making roles18.
Table C – High Level Matrix for C4D Knowledge and Skills Knowledge Areas C4D Delivery History, Theories, Values & Principles, Methodologies & Techniques, Practical Application & Evidence (Detailed in Annex 2) C4D Enablers History, Values & Principles, Practical Application & Evidence
C4D Policy makers Values & Principles, Practical Application & Evidence
The data created at this point serves two different purposes:
18 Developed on the basis of group work during the C4D Working Group Meeting II , New York, March 2008 19 . First, it establishes priorities. Because different audiences in different situations require different competencies, the high level content matrix allows experts to determine which capabilities are most critical, (“must have”), important (“should have”) and desirable (“delights”). Thus, an “enabling” function may place a lower priority on the methodologies and techniques associated with planning and implementation, but put a high priority on practical application and evidence. . Second, it helps identify specific capability requirements. For any audience segment, a panel of subject matter experts (SME’s) could fill in the specific requirements with summary descriptions of the capabilities required in each sub-category of each audience segment. In some cases, the content related to the capabilities may be identical; in others there may be significant differences.
Structuring Content: The nature of the C4D knowledge area will guide the way it is structured as learning content. The following diagrams illustrate two primary ways of building content.
Figure (v) – Content Building Block - 1 The first is illustrated by a pyramid – “Content Building Block 1”. Vertical slabs represent technical content areas such as C4D planning methodologies, research or M&E. Base upwards, the pyramid is sliced into “tiers” of capability requirements in terms of technical and functional competencies – the bottom tier represents “beginner” or basic level requirements; with each higher level representing more advanced levels of theory and application. For e.g, a staff member in a C4D individual contributor role might need to know the importance of and basic approaches to, communication monitoring and evaluation (Basic Knowledge and Skills level). In a larger Country or Regional Office or at a higher professional level, someone with C4D project management responsibilities may need more in-depth knowledge and experience of M&E methods and tools to fully perform their job duties (Intermediate Knowledge and Skills level). Someone being trained to take on a subject matter expert (SME) or instructor role in M&E would require even more in-depth training, the “Advanced Knowledge and Skills” level.
The second pyramid, Content Building Block 2, illustrates the Figure (vi) – Content Building Block - 2 condition that different content areas may require different levels of competency development. The knowledge associated with certain content areas may be the same for every audience – in which case, only one “version” of the content needs to be developed. On the other hand, the nature of certain content areas may require a number of different “slices” or versions to be responsive to the needs of the various audiences who need them. For example, a “New Staff Member Orientation to C4D” learning process would most likely be the same no matter who, and what level, attends it. In the case of M&E described above, different levels of capability development might be required.
20 Learning Content Modules The practice of C4D can be thought of as both a ‘science’ and an ‘art’. The ‘scientific’ aspects of C4D pertain to the knowledge and application of concepts, methodologies and techniques based on social and behavioural sciences to research, plan, manage, monitor and evaluate C4D interventions across a range of issues such as gender, child survival and health, child protection etc. Scientific aspects of C4D lend themselves more easily to being coded into learning content areas for C4D learning. The ‘artistic’ aspects, more complicated to convert into learning areas, relate to the ability to translate ‘hard’ research and programme data into creative strategies that are relevant, appealing and empowering for audience groups. The art of C4D is intrinsically related to the application of values and principles19 to develop C4D strategies, and the human interactions embedded within the communication process whether it is among the people developing the strategies or the communities and participant groups that are being reached through the C4D interventions.
Balancing the science and the art of C4D and Box 3: Knowles’ Principles of Adult Learning based translating it into learning content will require on androgogical or learner-focused approaches C4D subject matter expertise as well as an understanding of adult learning theory to make . Adults are self-directed and need to be in control of their the content engaging, relevant, focused, result- learning including what, why and how they learn oriented and well formulated. Learning content can . Adults are relevancy oriented and need to see a reason and be developed as subject matter modules (e.g. immediate use of the learning especially in connection to their research techniques, audience analysis etc) that daily lives take into account the different adult learning styles such as: . Adults are goal oriented and need to anticipate how they will . learning through images and observations use the learning, improve their performance and maximize their resources (visual/spatial) . learning through listening and music . Adults are focused and want to learn about issues that (aural/verbal) concern them and build upon their knowledge and experience . learning by doing and experiencing . Adults are result oriented and need to test the new learning, (physical/kinesthetic) solve problems and apply new knowledge immediately . learning by analyzing and problem solving (logical/mathematical) . Adults require enabling environments that are collaborative, . learning by interaction and dialogue supportive and respectful, to imbibe and apply new learning (social/interpersonal) . Adults need information that is well formulated, drawing on . learning by individual reflection their experiences, and appropriately paced (conceptualization solitary/intrapersonal)
19 UNICEF C4D Vision, Mission & Principles, Excerpt from C4D Strategic Plan, 2008 (Annex IV) 21 5.3 Triggers and Entry Points
Triggers and opportunities define how and under what circumstances learning can be provided. Several factors motivate adults to learn new skills and competencies20. Key among these are:
(i) Complying with imperatives or fulfilling expectations of external institutions or individuals: These triggers relate to the need to build or re-new C4D knowledge and skills due to changes in either the field of C4D or the larger context of development. Triggers can be either responsive – requiring action in response to staff needs or changes in the development sector or organisation related priorities, policies, mandates or processes; or proactive – in anticipation of potential changes in priorities, policies, mandates and methodologies. For UNICEF to achieve its current goals as per the MTSP/ MDGs, C4D capabilities will need to support shifts in programme and advocacy work such as the recent, renewed focus on ACSD issues in Africa or child protection issues across the world. For UNICEF to stay ahead of the curve and be a leader especially in the area of C4D, capability development will need to focus on the new and emerging issues, such as emerging infectious diseases, climate change and food security that will have a major impact on children, their families and communities over the coming years. Table D – Programme/ Project Life Cycle Opportunities The normal life-cycle of programme inception, design, "Program/Project Life Cyle" Opportunities delivery and transition (Table D) provides opportunities for Program Inception reactive, responsive and proactive capability Program Design development. Different phases of the programme or project Program Updates (MTRs) require different sets of capabilities and are, as such, Program Transition/Handoff entry points for imparting learning around relevant - Assure relevant capabilities are present for the appropriate phase of the project technical content areas related to that particular phase. Entry points or triggers build around programme/ project life cycle phases have the advantage that learning imparted at these junctures has a high degree of being put to use immediately, ensuring that the knowledge and skills imbibed are there to stay.
In addition to the above, regularly scheduled organizational meetings and workshops such as programme network meetings, regional or country management team meetings also offer opportunities to impart new knowledge and skills to aid UNICEF staff deliver, facilitate or enable C4D functions.
(ii) Securing and/or maintaining personal advancement in professional and personal spheres: To the extent that mastering sets of capabilities is integrated into future job descriptions and performance management, audiences responsible for the C4D delivery function will be motivated to
20 Malcolm Knowles (1970, 1973, 1984) 22 learn the capabilities in order to be eligible for promotion and to maximize their performance feedback. Another potential trigger is certifying staff to achieving certain levels of capability development. This provides recognition to the participant and provides greater assurance to the organization that they can depend on certain capabilities residing in certain individuals, CO’s, regions, etc. It also opens the opportunity for re-certification – a way to assure people stay current in their knowledge and application of the capabilities they have been certified in.
(iii) Building interpersonal relationships and networking for new associations and friendships: The opportunity to meet new people and exchange ideas during a capability development intervention such as a training workshop stimulates participation especially if audiences represent different regions, organizations or job profiles. Capability development interventions need to build in adequate time for interpersonal networking, and allow for ‘community of practice’ exchanges. At the same time, regularly scheduled ‘community of practice’ events such C4D related team and networking meetings, conferences and seminars whether inside the organization or outside, provide low-cost entry points for imparting C4D knowledge and information related to design and delivery of C4D interventions.
(iv) Stimulation and breaking away from routine including the need to relieve boredom at work or home: Capability development initiatives need to be well-conceived and stimulating. Learning content needs to be designed in an engaging manner that captures and holds participant attention and interest. More importantly, capability development initiatives need to encompass a wide variety of ways to deliver learning. Moving beyond online and classroom training, on-the-job training through field missions and staff exchange programmes also offer workable options, among others, to C4D delivery staff for capability development.
(v) Learning out of learning’s sake or satisfying cognitive interest in certain subjects: These triggers point to the need for learning content to be high quality, comprehensive and detailed, or at the very least, identify quality references and sources for more in-depth research in the subject matters being taught. While typical classroom training sessions may not always allow for detailed exploration of subject matter, after class coaching and on-going support and facilitation become necessary to sustain the interest in, and practice of, newly learnt capabilities.
Building on the points above, the following table takes a look at potential triggers for imparting C4D knowledge and skills to key audience segments across the organization.
Table E –Triggers for C4D Key Audience Groups Audience Segments Triggers C4D Operations/ Delivery New developments in the field of C4D Changes in organizational priorities, mandates, policies and processes C4D capability requirements in JDs and PERs C4D Certification & Re-certification requirements Opportunities through training, field missions and staff exchange C4D Enablers Changes in organizational priorities, mandates, policies and processes C4D accountabilities in JDs and/or PERs Opportunities through training and field missions C4D Policy makers Changes in organizational priorities, mandates, policies and processes
23 5.4 Delivered in what ways?
Different audiences are likely to prefer different learning delivery methods. Someone in a remote region with no or slow internet access will have difficulty utilizing a web-based learning channel and may prefer paper-based methods. Others may be motivated to learn by facilitated face-to-face discussions. Once the need for capability development is triggered, the framework recognizes that learning can be delivered through a combination of a variety of different events or interfaces:
Formal/structured/planned learning interfaces: These will involve extensive pre-planning and advanced scheduling, and will require sustained and substantive investments. These will include:
(i) Distance or face-to-face training courses and workshops (such as SCOPE, COMBI, CDCynergy) designed specifically for C4D in UNICEF across C4D functions, office and staff levels. Training can be done through virtual, online platforms or face-to-face meetings. Depending on the content structure and subject matter modules, training can be designed at induction/basic, intermediate and/or advanced levels of C4D knowledge and skills. Training can also be designed around programme focus areas such as C4D for ACSD or Child Protection issues. In this regard, it is to be noted that UNICEF has a bank of existing C4D related toolkits and guides around specific issues such as the Polio Immunisation Handbook, Behaviour Change in Emergencies Guide, Behaviour Change Communication for Water & Sanitation, and the Avian Influenza Strategic Communication Planning Toolkit (ASAP) that can prove useful in building capabilities around some of these specific areas.
(ii) C4D components within other internal training events such as OLDS Senior Leaders Course and Leadership Development Initiative, as well as the PPM training; and external courses such as those by the UN Staff college in Turin
(iii) On-the-job learning through staff exchange or rotation programmes
Informal/unstructured/ opportunistic learning interfaces: while these may require some pre- planning and resources especially for development of content, the actual occurrence of these events will depend on external factors, and the opportunity provided through these factors to add C4D related information and knowledge within event agendas. Opportunistic interfaces will include.
(i) C4D within the agenda of scheduled and unscheduled institutional events such as regional/global network or management team meetings to impart latest information/ knowledge about the area
(ii) Informal discussions and dialogue among C4D community of practitioners, facilitated through platforms and tools such as websites, emails and newsletters.
(iii) Short term study missions and field visits
With each interface or event, the CDF posits a three phase process – ideally a mix of pre, during, post activities - to build motivation, reinforce changes in knowledge and skill levels, and ensure retention and transference of learning to help participants acquire new capabilities. This is consistent with principles of adult learning theory.
24 Pre-event/interface: In order to assess participant commitment and to orient him/her to the subject, each participant will be taken through individual pre-work as the first step of learning. While dependent on the particular audience and content, the general preference will be to make the materials available through self-paced delivery channels such as web-based materials, CD/DVDs, or paper-and-pencil where technology-aided channels are not available or feasible.
Based on audience During (face to face): Upon successful completion of the pre- and content work, participants will come together to deepen their learning and interact with the facilitator and/or one-another Individual in applied exercises and simulations. Pre-work (remote) Post-event/ interface: On completing group learning, Group Experience participants will be asked to apply what they’ve learned and (in person) practiced in the controlled environment of the classroom to “real work” situations back in their home offices. This will Follow-up Figure (v) – 3 step process for (coaching, be supported by both active coaches and access to forms of formal/ structured events technology) “passive” support such as list serves, journals, and videos.
For best results, customization should occur within each of these steps. The options in Table F are customized based on the 3 steps of a particular event.
(Individual) Pre-work (Face-to-Face) Group Work Follow-up Self Local Workshop Self Peers CO Workshop Peers Supervisors RO Workshop Supervisors SMEs HQ Workshop SMEs External SPL creators/ distributors Consulting/Training Company RO facility Internal SPL creators/ distributors Academic Institution OLDS Video Conferencing Studio NYHQ Academic Institutions Individual consultants/ trainers Consulting/Training Companies External SPL creaters/distributors Table F: Potential Delivery Channels Across the 3 steps of an event
Adult learning styles and processes21 differ across groups of audiences and within members of a group. Ultimately the blend of C4D learning events/interfaces will depend on type and number of audiences as well as technical C4D knowledge and skills to be provided to each audience.
21 Bandura, Vygotsky, Bruner , Kolb et al 25 5.5 Delivered by whom?
Matching the right content providers to specific audiences and specific content can make or break learning events. It is unrealistic to believe that “one content provider fits all” – that one person or institution is the very best fit for every content area, method of content delivery and every audience. The C4D CDF identifies four distinct roles for content providers that include:
1. Content development – providers will design and develop C4D learning content architecture and modules. Content developers will need to have subject matter expertise across C4D content areas
2. Content packaging – providers will translate learning content architecture and modules into virtual, online or face-to-face training packages, materials and tools based on sound adult learning styles and methodologies
3. Content delivery - instructors will conduct or facilitate learning sessions using the methods and materials developed by 1 and 2. Instructor’s knowledge of local language and culture is essential.
4. Coaching and follow-up support – will provide post-training coaching and follow-up support to ensure that subject matter learnt is used and there to stay
A combination of these roles maybe present in one or more individuals or institutions. The availability of internal and external C4D expertise and technical resources will define how C4D will work with content providers – whether on contract basis, as a partnership, or as a technical network or advisory group.
The balance of internal and Table G: Internal vs External Instructors and Trainers external providers of training and • Issues regarding external • Issues regarding internal support is an important dynamic. provders: (UNICEF) providers:
Each has advantages and concerns – Differing levels of knowledge – “Deep” knowledge of UNICEF – these are listed in the attached about UNICEF and programmes table. The ideal situation is to – Redundancy/sole sourcing – Different orientations, biases, areas of content expertise, – Flexibility (geography, strengths, weaknesses have a mix of internal and external language, level of mgm’t, etc.) delivery and support resources. – Assessment of credibility by – “Novelty” value others inside and outside of the The external people provide the – Highly sought after by others organization. “fresh set of eyes” and “face outside of UNICEF – Availability – “Same curriculum for the 10th validity” – the internal resources year in a row” – Way to increase visibility provide UNICEF-specific context – Different orientations, biases, – Way to provide recognition and examples. As a practical areas of content expertise, strengths, weaknesses – Provides development matter, there may be a higher opportunities dependence on external instructors and coaches as implementation of the CDF begins due to existing staffing models and budgets as well as availability of resources. A migration towards increasing use of internal instructors and coaches will allow UNICEF to retain the knowledge gained by the instructors and coaches as they gain new stories and examples of what works best for any given situation within UNICEF.
26 5.6 Towards what measurable outcomes?
Benjamin Bloom’s Taxonomy22, summarized below, provides a useful basis for setting and measuring learning objectives and outcomes:
. Knowledge refers to the recall of lessons learnt including facts and theories, and represents the lowest level of learning outcomes in the cognitive domain . Comprehension refers to the ability to understand the meaning of lessons and represents the lowest level of understanding . Application refers to the ability to use learned material in new and concrete situations. . Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood. . Synthesis refers to the ability to put parts together to form a new whole and involves creative abilities. . Evaluation refers to the ability to judge the value of material for a given purpose, on the basis of select criteria.
While the list above applies to learning in the cognitive or “knowledge’ domain, objectives can also be set around affective or ‘attitudinal’ elements (such as openness to ideas, listening, participation, internalization of values etc) and at the psychomotor or ‘skills’ level (such as adaption, origination etc).
Ultimately, there will be many variables that influence the success of a UNICEF programme. Attributing the success of a given programmatic result to the development and utilization of any one or a set of new C4D capabilities will be naïve and inaccurate. It is more realistic to look at a set of measures that, tracked over time, may indicate a correlation between the capabilities being demonstrated and the outcome being evaluated. There are three complementary sets of outcomes and related measures that could help provide the data needed for short- , medium- and long-term evaluation.
Traditional “activities” measures focus on the capability "Traditional Activity" Measures development process itself and short-term quantitative aspects associated with different interventions and events. How many capability development events were held? How many people attended them? What percentage of people who could have taken advantage of capability development did so, etc. Figure (vi): Traditional Activity Measures
23 Kirkpatrick 4 levels of training impact Kirkpatrick’s four levels of training outcomes define a continuum of short-term quantitative and qualitative measures to evaluate the effectiveness of a particular capability development event. They range from most immediate/easiest to capture (the “smile sheet” at the end of a session) to the farthest removed in calendar time/hardest to measure (“What was the bottom line impact of the learning event?”). These are primarily
Fig. (vii): Kirkpatrick’s Levels of Outcomes focused on the participants of the capability development event.
22 Bloom, Engelhart, Furst, Hill, Krathwohl (1956) 23 Kirkpatrick (1998) 27 The “Universal Measurement Template 24”, used in the private sector, focuses attention on several short-, medium- and long- term indicators that can be used to measure both the capability development process itself as well as the outcomes the development process was designed to impact.
Figure (viii): Universal Measurement Template Outcomes "Universal Measurement Template"
Quality focuses on the extent to which things are “done right” and for C4D will centre around the comprehensiveness, depth, relevance and appeal of learning content Cost is concerned with value and budget adherence issues and measured over time, will indicate the efficiency of capability development interventions Timelines is concerned with adherence to due dates and speed of response. Customer satisfaction focuses on the internal and external ‘customers’ of C4D interventions that have been developed by participants of capability development and will include programme staff, counterparts and partners as well as target populations who will provide feedback on the effectiveness of C4D interventions in contributing to programming and advocacy results. This is typically a subjective assessment. Compliance focuses attention on the extent to which C4D interventions developed by participants of capability development, build on and reflect latest trends, thinking and practice in the field. It also takes into account the extent to which internal policies, standards, norms and guidelines are followed. Innovation invites the question, “Is this learning event/outcome state-of-the-art? Have we experimented? Taken risks? Pushed the envelope? Learned a new way of communicating?
In this regard, it will be pertinent to point out that “Proof of concept” or piloting of events provide opportunities to test content and gain input directly from participants with regards to the transfer of learning into behavioural change in support of accomplishing “real work” objectives. Both verbal and written feedback needs to be solicited during and immediately after the events are conducted utilizing the lexicon of metrics described above. Follow-up information needs to be solicited at regular intervals following the pilot events to gather not only additional perspectives on the events themselves, but what worked and what can be taken to scale.
24 Developed by Lawrence Solow, 3-D Change, Inc. 28 5.7 Supported how?
The need for “after the class” support, coaching, and reinforcement is a critical requirement for building capability that can actually be applied in the workplace in support of UNICEF’s goals. The C4D CDF offers some ways to look at a comprehensive support process that includes options such as:
1. Development of rapid response teams for technical support across C4D capability areas A combination of subject matter experts, who represent a capability “cluster” that is critical for success of C4D delivery functions within any given region, can be created as global or regional support teams for rapid deployment to countries in contexts where regional or country offices are understaffed and/or under-resourced, or where an emergency may require additional support. Rapid response teams will need to possess more advanced levels of knowledge and experience in specific content areas; teaching, coaching, and facilitation skills to disseminate those skills in the region; as well as the ability to apply areas of expertise in support of regional and programmatic goals. Rapid response teams could consist of internal and external experts and consultants, who would support UNICEF across all office levels with the latest thinking in the academic and private sectors.
2. Development of long-term partnerships with academia, think tanks and external experts Building on the point above, UNICEF will need to develop long term partnerships with a range of vetted and oriented, individual and institutional experts and technical leaders in the field of C4D for transfer of knowledge, design and delivery of capability development initiatives, and rapid deployment of technical support. Partnerships will need to emphasise UNICEF’s role in C4D.
3. Development of C4D community of practice and repositories of knowledge, tools and resources A fully functioning and well facilitated C4D community of practice within UNICEF will help those responsible for C4D delivery and enabling functions to reinforce their learning, call for assistance or provide peers with C4D knowledge and skills as and when the need arises. In addition to developing platforms for C4D communities of practice and building repositories of C4D documents, toolkits and guidance; updated rosters of readily available, vetted and oriented experts will be useful for C4D practitioners and others across the organization.
During initial implementation, those parties (whether internal or external to UNICEF) designing and/or leading capability development events may need to provide after-the-event support. The specific forms of that support will be determined based on the specific content being shared. Choices include active “push” strategies, (instructors initiate calls/e-mails to “check in” and answer questions), “pull” strategies (instructors are available for phone calls/e-mails initiated by participants) or monitoring technology- enabled strategies (“chat rooms,” listserves, or a web-page on UNICEF’s intranet). Additionally, lists of books, journals, and videos will need to be made available as part of the events to support post event learning.
29 5.8 Over what time period?
The timeline section of the CDF recognizes that the work embedded in the other sections of the CDF cannot be accomplished overnight. It documents a logical flow that begin should begin with recognizing the key determinants of scope and time line of interventions for capability development i.e availability of resources – financial, as well as internal and external sources of potential content and delivery/support staff – before actually developing and implementing interventions – pilot or otherwise.
Increasing the capability of the entire organization to realize and appreciate the cross-cutting value of C4D will require time for both - the development and the implementation of strategic capability development interventions, as well as sustained investments in terms of fund and human resources. For this reason, the deployment of the CDF is envisioned over at least two bienniums. Ultimately, like the nature of C4D itself, capability development will take require long term commitment and investment to bringing about a ‘behaviour and social change’ in the way UNICEF staff and associates, indeed all C4D practitioners, go about their work.
30 6. Translating the CDF: Global C4D Capability Development Plan
6.1 A long-term vision for Global C4D Capability Development As outlined in the C4D Strategic Framework 2007, C4D capability development in UNICEF will work towards creating a culture of excellence and leaders in the field of C4D. UNICEF staff, its consultants and counterparts will be equipped with the knowledge and tools to promote C4D in the development discourse, drive behaviour and social change in the field, and demonstrate leadership in this area.
6.2 Headquarters Role in Global C4D Capability Development Based on Table A, C4D HQ’s role in overall C4D capability development in UNICEF will involve: . Development of a global capability development framework and HQ level plan . Regular assessments of global institutional capacity in terms of needs and gaps analysis . Development of capability development related norms, guidelines and standards . Development of global tools and templates for capability development . Creation of global training and learning opportunities for field staff . Establishment of institutional partnerships and MOUs for facilitating capability development and technical assistance at regional and national level . Development of rosters and panels of technical experts . Creation of global knowledge dissemination and sharing platforms to facilitate C4D communities of practice
6.3 Priority Audiences Based on Table B, the following priority audiences have been identified for global capability development over the next two biennums:
(i) C4D delivery level: Field level individual C4D practitioners and contributors (internal and external) represent a core audience. This group is directly responsible for delivery of C4D results. As the individuals who are the direct interface with children and the systems that surround them, providing them with selected new capabilities will directly impact their effectiveness in delivering programme outcomes. This audience needs to understand the history, role, concepts and principles of C4D. They need to learn and apply the major techniques of C4D intervention design and delivery. From a global perspective, the following groups are broadly clustered together as C4D practitioners at ‘delivery’ level: . Programme communication officers . Information/ Media Relations officer with C4D duties within JDs . Programme staff with C4D duties within JDs . UNICEF consultants responsible for specialized C4D functions . National and sub-national counterparts and NGO partners on C4D initiatives
(ii) C4D enablers: This group can constrict or enable C4D through systems, operations, and funding and represent a critical ‘make’ or ‘break’ population. They, more than any other group, can impact ‘bottom- line’ C4D delivery and results. They control schedules and financial resources. They can influence – either positively or negatively – the new C4D capabilities being introduced into the system. In order to maximize that influence, this audience needs to understand the different ways that C4D adds value to programme delivery, how C4D is different from and complements the external/ media relations 31 communication functions, the elements of a C4D implementation, and the critical tasks of management required to maximize C4D success. Globally, this group includes: . Country Representatives . Deputy Representatives . CO Section Chiefs
(iii) Policy makers: Executive leaders (internal - RD, Deputy RDs, HQ Division Directors and Deputy Directors, HQ Section Heads and Unit Chiefs; external – donors, high level executives from partner agencies) set organizational agendas and policy. They are in a position to make or influence long term investments and to reinforce the value that C4D can add to the achievement of UNICEF’s programme and other goals. They too need to know the value that C4D adds to the work of the organization, both as a ‘right’ and as a ‘tool’. This group includes: . Division Directors + Deputy Directors . Regional Directors + Deputy regional directors . HQ Section chiefs . Donors
6.4 C4D Competency Framework Competence in C4D at UNICEF will be considered along three levels (depicted in Figure ix):
. At the very core is technical capability in planning and managing C4D interventions which encompasses an understanding of underlying C4D theories, concepts, methodologies and techniques to develop, deliver and evaluate C4D interventions. Based on an informal assessment of staff needs and field requests, this level of capability in C4D is required in two primary ways: comprehensive overview of the C4D process and outcomes from an overall planning and management perspective. This because staff members in UNICEF field offices are, at the very least, in charge of planning and managing C4D interventions (refer to Annex II) higher level (expanded) understanding of some elements of the C4D process such as objective setting, research techniques and monitoring and evaluation. Technical competency in planning and managing C4D interventions focuses more on the ‘socio- scientific’ aspects of C4D to ensure that interventions are evidence based and strategic. Learning content thus lends itself more easily to training – indeed several external courses such as SCOPE and COMBI are focused around developing this level of C4D competency in field staff.
. At a second level, building on the above, is competency in the application of C4D technical capability to specific UNICEF MTSP/programme areas such as child survival (health, water sanitation & hygiene promotion, nutrition etc) and child protection (violence etc). The need for this level of competency is driven by organizational mandates and on-ground needs. Ultimately, every C4D intervention is an integral component of, and supports, the achievement of specific programme and advocacy objectives. Programme priorities within a country or region shape the C4D strategies and methodologies that are designed to accelerate or sustain results. Technical competency in managing a C4D process cannot, in isolation, lead to results rather this competency needs to be framed within the context of specific programme areas. While underlying C4D theories, concepts, methods and techniques will largely be constant across programme areas, each programme area however will bring with it, its unique set of issues, successful approaches and history of lessons learned. It is this knowledge and understanding that is ‘in demand’ within the organization and the 32 area within which C4D function is expected to deliver results. This level of competency will require the creation of specialized capability development initiatives that apply C4D technical competency to specific programme areas such as exclusive breastfeeding or hygiene promotion.
. Technical competence in C4D and its application across programme areas will not ensure adherence to human rights principles or guarantee long term sustainability of results if root causes are not addresses. The third level of competency surrounds, indeed permeates, every other level of C4D competency and encompasses the application of UNICEF C4D core values and principles25 related to human rights, gender, disability, class, participation, communicating with children and so on. An understanding of this dimension among those who are responsible for delivery of C4D results or are in a position to facilitate and enable C4D within their offices, is essential, because C4D is both a ‘right’ and a ‘tool’ for realizing the rights of children and their communities. However knowledge of C4D values and principles is not merely enough for those responsible for the delivery of C4D results – they must be able to apply these principles in the development, implementation and evaluation of C4D interventions. Learning content around this area of competency is more challenging to develop as it more focused on the ‘art’ of C4D and the softer elements that go behind making communications interesting, participative, empowering and culturally sensitive.
UNICEF C4D Values & Principles Human Rights, Gender, Disability, Social Inclusion, Community Participation..
C4D & Programmes C4D as a cross cutting practice – C4D Process applied across MTSP Areas
C4D Process C4D ‘core technical curriculum’ for planning C4D capability and management of C4D development interventions: research, strategic planning, implementation, creative strategizing, m&e, documentation
Figure (ix): C4D Competency Framework
For C4D capability development to be responsive to staff needs and organizational priorities, interventions will need to develop competencies at the core and secondary level. For C4D capability development to be proactive in building UNICEF leadership in the area, strategic interventions will need to develop competencies at the ‘UNICEF C4D values and principles’ level.
25 Refer to Annex VII for UNICEF C4D Guiding principles 33 6.4 Global C4D Capability Development Plan: Matrix of Key Strategic Elements
Target Core KSA/ Broad Content Triggers Learning Interfaces Delivered how (intervention/ package) and Timing Gp. Generic Theme/ Competency Area C4D C4D Process MACRO LEVEL Responsive: Planned Awareness level: Delivery (C4D Technical (Planning/Mgmt, driven by staff 1. Training - UNICEF 5-7 days rapid C4D training course conducted at field level Competency) Cap. Dev): C4D needs - Int. + ext. - Existing External Courses: COMBI, SCOPE , WB Process Pro-active: - New + existg create C4D 2. On-the-job Understanding level: UNICEF 3-4 week course in partnership with Univ./ mgrs academic institution Application/internalization level: C4D core curriculum embedded within respective programme area based C4D competency training o-j-t opportunities (…) to be considered/ explored over the next 2-4 years
Opportunistic 1. C4D/DOC Network Mtgs One learning day during meetings MICRO LEVEL Responsive: Planned Awareness & Understanding level: UNICEF short (3-5 day) C4D specialised (R,M&E, driven by staff 1. Training courses conducted at field level Implmtn., needs - Int. + ext. Application/internalization level: C4D core curriculum embedded within Creative): C4D - New + existg respective programme area based C4D competency training (6mths – 2 yrs Process elements 2. On-the-job timeframe) expanded. Opportunistic 1. C4D Network Meetings One learning day during meetings Programme Area ACSD: WASH, Responsive: Planned C4D core curriculum adequately covered within existing UNICEF based C4D Health (ORT, driven by 1. Training programme area based C4D training: Malaria), organizational . Hygiene Promotion (online course) Nutrition (EBF) mandate and . Polio communication priorities . HIV & AIDS Short C4D for ACSD training – self learning and interactive (face-to-face) modules External Health communication courses: SCOPE
Opportunistic 1. Prog. Network Mtgs One learning day Violence (ECD, Responsive: Planned Reference package of good practice and database of C4D resources on Education, emerging orgn. 1. Orientation violence Protection): priority 2. Training Dedicated C4D orientation/ training on violence Corporal Pro-active: Punishment, C4D leadership Opportunistic 1. Prog. Network Mtgs One learning day
UNICEF C4D Approach to Pro-active: Planned Orientation package: C4D in UNICEF (awareness) Values & C4D in UNICEF: C4D leadership 1. Training Generic package: C4D Values & Principles (deeper understanding) Principles HRBA, Gender, - Int. + ext. Embedded components: (1) UNICEF C4D process & programme-based C4D Disability, - New + existg competencies training (application) Children, 2. On-the-job (2) External courses (SCOPE, COMBI versions) Minorities, PRA, Stand-alone, in-depth packages: values & principles subject RBM, Social training/learning (internalisation) Change Embedded components: UNICEF generic trainings (HRBAM, PPPM, Gender) Opportunistic 1. Network Meetings One learning during C4D Operationalis- - Overview of Responsive 1. Planned GRCE Course on Cross-cutting practice areas Enablers ing C4D - C4d components in existing C4D definition, C4D Component in existing UNICEF – OLDS courses: (staffing, process and courses - Senior Leader’s Training (SLC) structure, policies within - Leadership Development Initiative (LDI) resources) UNICEF 2. Opportunistic - Orientation Course for Dep. Reps & Ops Officers (DROPS) - Practical - RMTs C4D in external courses: Advocacy for Application - CMTs C4D (UN, donors, - UN Staff college, Turin - Operations govt, partners) - UNRC Training - Evidence & Impact C4D Orientation package for use in RMTs, CMTs Assess quality Programme Directives? Executive Directives? (plans, resources, - Values & Field Visits process) Principles
Policy Advocacy - Overview of Responsive Planned C4D Orientation packages + advocacy presentations for GMT, RMT, HQ Makers C4D Section Meetings Allocation of - Practical Field Visits resources Application - Evidence & Briefing Notes for Goodwill Ambassadors Impact - Values & Principles
Immediate - Six months-one year timeframe Short-term - 1 to 2 years timeframe Medium Term - 3 to 4 years timeframe Long term - 4 to 6 years timeframe
34 6.5 Global C4D Capability Development Plan: Key Components (2008-11)
A. RESOURCES PANEL & PARTNERSHIPS 1. Map of individuals, institutions and resources involved in C4D capability development 2. Global panel of SMEs – for development of core content 3. Global web roster of consultants (individual LTAs) – source and orient SMEs for content packaging, delivery, coaching/support 4. Regional resource centres (institutional MOUs) – for trans-creation and delivery of region specific (themes, language etc) packages 5. Link in with Universities conducting Master’s/ PhD courses (provide packages)
B. C4D TRAINING SERIES 1. UNICEF C4D Briefing Packages (A & B) – C4D Values & Principles + Overview of C4D in UNICEF (approaches, resources etc)- for new staff members, and consultants 2. Rapid 5-7 day Overarching Course – Macro perspective of C4D Process; planning and management focus; include C4D Values & Principles 3. Short 3-5 day C4D Specialised Courses – C4D Elements expanded (planning, r,m&e, creative strategizing) 4. Programme Area based C4D Workshops/ Packages –ACSD , Violence (flagships) (include C4D Process, C4D Values & Principles) 5. C4D Values & Principles in-depth packages/modules – e.g. overview, expanded (rights, gender, communicating with children, social inclusion etc) 6. Regional C4D Comprehensive Courses (3-4 week) – in collaboration with universities (regional), C4D process in depth + C4D Values & Principles
C. C4D ADVOCACY 1. C4D Orientation package for ‘Enablers’ – RMTS, CMTs 2. C4D Orientation package for ‘Policy Makers’ – GMTS, HQ Division/Section Meetings 3. Advocacy presentation
D. C4D COMPONENTS IN EXISTING/FUTURE COURSES (COLLABORATIONS) 1. PD – C4D core content in existing programme area based C4D courses & Packages – WASH, PEI 2. OLDS – C4D components in NETI, LDI, SLT, DROPS… 3. DPP – C4D Components in HRBAP, PPP, Gender etc courses 4. UN – UN Staff College (Turin), UNRC Training
E. C4D COMMUNITY OF PRACTICE & OTHER OPPORTUNITIES 1. Presentation/Packages for One Learning Day 2. Community of Practice platforms and tools - development & enhancement, coaching and support
F. ON-THE-JOB-TRAINING (O-J-T) OPPORTUNITIES (TBC) : Staff exchange Missions – study visits Mentoring Internship Fellowship/scholarship
6.6 Next Steps: Plan of Action Based on Section 6.5, a broad roadmap of how activities would pan out over the next 4 years is as below:
2008 2009 2010 2011 Activites Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Finalise Capability X X X Development Framework Develop Global Strategy for X C4D Capability Development Develop funding proposal X X Procure funding for next 2 X X X biennums Mapping – capability X X development efforts/ resources/ tools & templates Staff Capacity assessments X X X Identify panel of SMEs to X X develop core content for C4D Process, Values & Principles Convene SME panel for X consultation Develop core content- X X overarching + expanded Convene UNICEF staff X X meeting to ratify content Identify content packagers/ X X X delivery folks Produce packages X X X ToT X X X Identify existing programme X X X X X area based trainings – WASH, Polio to ensure C4D Process components Identify primary resource X X X X X centre for programme area based C4D e.g. WASH with London School of Hygiene and Tropical Sciences Tie-ups with regional centres X X X X Mapping of C4d for Violence X X Develop roster of X X X X X X X X X X X X X SMEs/content packagers/ facilitators
Table H – 4 year Timeline of Key Activities 36 6. Closing thoughts
Taken together, the CDF is designed to provide an overall framework for identifying and building needed capabilities among those involved in the C4D function in support of programme and UNICEF goals. It is designed to provide structure and guidance to enable staff to identify the capabilities needed for successful C4D implementation, learn those skills using principles of adult learning theory, translate that knowledge into new behaviour, and be able to monitor and evaluate the impact of their new capabilities.
Several strategic decisions will have to be made with regards to deployment of the CDF across office levels. The first has to do with the degree of customization required and/or desired. The CDF makes clear that segmentation of people, location, country typography, job function, and other factors make some amount of customization a necessity. In a perfect world, capabilities will be assessed, and customized development processes will be designed, delivered, and followed-up on that are tailored to every individual who performs C4D-related activities -- whether they work for UNICEF or outside. This degree of customization comes at a cost, however, and the issue will need to be addressed in view of global, regional and country office responsibilities for capability development.
A second strategic decision has to do with the relative priority of audiences and focus of capability development (whether internal or external) to be covered under the scope of the CDF. Non-C4D staff in UNICEF plays a critical role in development of C4D interventions. The World Health Organization, UNESCO, and other UN organizations would also benefit from world-class capability development. Governmental and NGO counterparts provide essential roles in C4D delivery. Over time, UNICEF will have to decide how best to coordinate capability development in relation to these many constituencies.
Finally, a third strategic decision regards the speed at which C4D capabilities need to be developed. As stated above, there are many staff members with different needs and opportunities for growth. It will take resources – time, energy, and money – to build the infrastructure, systems, and staff to make best use of the Capability Development Framework. Two bienniums is a minimum time horizon to put these in place. It will require a long-term, sustained investment – a sustained “push on the flywheel” for UNICEF to grasp the greatest return on its capability development investment.
The Human Rights-based Approach being implemented by the UN, UNICEF, and other agencies requires that caregivers and duty-bearers approach development programmes and advocacy based work differently. This change, coupled with UNICEF’s evolution towards “upstream” advocacy and the need to achieve ever higher levels of development outcomes requires the acquisition and utilization of new capabilities. The CDF provides a comprehensive structure and process to enable UNICEF and its internal and external partners to effectively and efficiently identify, learn, and use those new capabilities to (re)establish its global leadership position in the C4D arena.
Implementation of the CDF will require long-term understanding and commitment of staff at all levels of the organization. With understanding, perseverance, commitment, and flexibility, UNICEF – and the children it ultimately serves – will certainly reap the benefits of the investment in developing C4D capability.
37 References & Sources
Bloom, Engelhart, Furst, Hill, Krathwohl Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain, 1956
Bandura, Albert Social Learning Theory, 1977
Gladwell, Malcolm The Tipping Point
Kirkpatrick Donald, Training Programs: The Four Levels 1998
Kolb, David Experiential Learning: Experience As The Source Of Learning And Development, 1984
Knowles, Malcolm The Modern Practice of Adult Education, 1970
Knowles, Malcolm The Adult Learner: A Neglected Species, 1973
Knowles, Malcolm, Androgogy, 1984
Solow Lawrence, Universal Measurement Template, New York
UNICEF, Strategic Framework (First draft), New York 2007
UNICEF, CBSC Concept Note, New York 2007
UNICEF, Executive Brief – Outcomes of the Global Consultation on CBSC, New York 2007
UNICEF, OLDS Learning Pyramid, New York (to be added)
UNICEF, Summary Presentation – Rapid Capacity Assessments, New York 2007
Vygotsky, Lev Social Development Theory 1978
38 ANNEX I – C4D Accountabilities Across Office Levels
HQ LEVEL Policies & Tech. Guidance Partnerships IKM, Networking & Research Organizational Capacity Building & Learning Strengthened Management Systems
REGIONAL LEVEL Representation & Partnerships Oversight & Quality Assurance Knowledge & Evidence Base Management Support Country Programme Support Knowledge and Evidence base
COUNTRY LEVEL Leadership & Representation Country Programme Process Monitoring & Evaluation Documentation & Knowledge Sharing Capacity Building Management & Administration
Programme Partnerships Human Resource Information & Outcomes Management Knowledge Mgmt. Country . Planning, . Leadership & . Recruitment, . Documentation & Office implementation and Representation for Development & Knowledge Sharing at monitoring of national alliances Administration of country level C4Dinterventions to . Leadership on field staff . Contribution to Regional achieve country C4Dissues in UN . Capacity Building & Global Data Base programme goals Communication of local level .Contribution to Group counterparts and UNDAF process staff Regional . Country Programme . Strategic . Coordination & . Building of regional Office Oversight & Quality Representation & Management of knowledge and evidence Assurance Advocacy at regional capacity building of base . Country Programme level, especially CO staff . Inter-country sharing Support/ Technical around issues that . Sourcing & . Contribution to building Assistance require inter-country deployment of of global knowledge and response (e.g. child technical expertise evidence base trafficking) . Design of training . Linking COs to tools, methods dynamic, new communication networks, academic institutions and innovators Global/ . Programme Policy . Leadership, . Organizational . Create and manage Headquarters Guidelines & Quality Representation for Capacity Building & mechanisms for Assurance Global Partnerships in Learning, including Information & Communication for Standardization of tools Knowledge Management Development & . Strengthened Capacity & networking within UN Management Systems
39 ANNEX II – Technical Skills Sets Required Across Office Levels
1. Technical Skills Sets Required in Country Offices
Knowledge, Skills, Abilities and Experience Must be Must be Can be housed in housed sourced C4D within externally UNICEF Research - Technical expertise and experience in Social Yes Science Research &/or Market Research Approaches and Methods Strategic - Social Sciences Background (Sociology/ Yes Communication Anthropology/ Behavioural Psychology/ Child Planning Development/ Gender/ Media & Communications) - Experience in strategic communication planning, implementation and evaluation in developing country contexts Strategic - Technical knowledge of C4D Yes Communication - Experience in coordination of Management/ communication projects, including quality Coordination control, monitoring of work processes and and Quality budgets Control - Skilled in managing teams Creative - Experience in the development, production Yes Strategy & and evaluation of creative strategies and Production multi-media materials in the field of C4D - Background in creative arts and design, or media production Monitoring & - Technical expertise and experience of Yes Yes Evaluation monitoring and evaluation of C4D projects using both quantitative and qualitative research methods and approaches Documentation - Background and proven experience in Yes writing case studies and project documents in the field of Communication for Development
40 2. Technical Skills Sets Required in Regional Offices
Knowledge, Skills, Abilities and Must be Can be Can be Experience housed housed sourced in C4D within externally UNICEF Technical Support - Social Sciences Background - Strong understanding of strategic communication principles and methodologies including research, planning, monitoring and evaluation - Knowledge & experience in identifying and sourcing expertise - Experience in guiding teams and facilitating capacity development - Experience in strategic communication planning, implementation and evaluation in developing country contexts Overall Quality - Technical expertise in field of C4D Yes Assurance & - Experience in social marketing, and Regional communicating with children Partnerships - Intimate knowledge of field realities and perspectives preferably within the region - Experience in building alliances in field of C4D and with regional public and private sector bodies. - Experience in management and team- building Country - Technical knowledge of C4D Yes Programme - Experience in management and Coordination for coordination of communication projects. Oversight - Experience in monitoring and evaluation - Skilled in teamwork Knowledge - Background or experience of design and Yes sharing, use of MIS and knowledge sharing networking platforms in the field of Communication for Development - Networking skills
41 3. Technical Skill Sets Required at Headquarters
Knowledge, Skills and Experience Must be Can be Can be housed in housed sourced C4D within externally UNICEF Policy guidance - Technical expertise in field of C4D Yes and quality - Experience in social marketing, assurance communicating with children and high level policy dialogue within and outside UN system - Intimate knowledge of field realities and perspectives Partnership - Experience in building alliances in field of Yes Building C4D and with intellectual ‘think tanks’ and/or academia. - Experience in building partnerships across public and private sectors Management - Technical knowledge and/or experience of Yes information design and use of MIS and global systems and knowledge sharing platforms in the field of networking Communication for Development - Networking skills Management of - Technical expertise in training needs Yes Capacity analysis, and the design and use of tools Development & and methods for building capacity in the Training field of C4D - Facilitation skills HR Planning - Technical expertise in the field of HRM Yes and - Experience in recruitment and selection, Management with emphasis in communication related fields
42 Annex IV - Excerpt from UNICEF C4D Strategic Framework 2008
Vision The vision driving Communication for Development in UNICEF is consistent with UNICEF’s mission and the human rights approach to development but focuses on C4D’s specific role as a cross-cutting practice area.
UNICEF C4D envisions a world in which people come together as equals and dialogue so that every child, family and community has access to the information, skills, technologies, and processes they need to generate solutions and are empowered to make informed choices, reach their full potential, and participate meaningfully in decisions affecting their lives and realise their rights.
Mission The mission of C4D in UNICEF is to collaborate with partners to harness the power of communication and social networks to make a positive difference in the lives of children, their families and communities. C4D promotes the use of a judicious mix of communication strategies and approaches in order to increase the impact of development programmes, accelerate achievement of global development goals and enhance the ability of families and communities to achieve results for children and realise their rights.
Guiding Principles Building on UNICEF’s guiding principles and based on the human rights based approach to programming (HRBAP), particularly the rights to information, communication and participation enshrined in the Convention on the Rights of the Child (Articles 12, 13 and 17), the values and principles that guide UNICEF’s C4D work include:
Facilitating enabling environments that: . Create spaces for plurality of voices/ narratives of community . Encourage listening, dialogue, debate and consultation . Ensure the active and meaningful participation of children and youth . Promote gender equality and social inclusion Reflecting the principles of inclusion, self-determination, participation and respect by ensuring that marginalized groups (including indigenous populations and people with disabilities) are prioritized and given high visibility and voice Linking community perspectives and voices with sub-national and national policy dialogue Starting early and addressing the WHOLE child, including the cognitive, emotional, social and spiritual aspects in addition to survival and physical development Ensuring that children are reflected as agents of change and as a primary audience group, starting from the early childhood years Building self esteem and confidence of care providers and children.
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