Social and behavior change communication (SBCC) Quality Assessment Tool

Transcription

1 Social and behavior change communication (SB) Quality Tool Organizational Profile ate of : / / Y MONTH YER. Name of Organization:. ontact etails:. Technical Focus of the : ll reas Only one technical area:. Organization Works in the Following HIV and IS Technical reas: Basic prevention RT VT Home Based are PMTT OV TB 5. Target udiences: General community Youth Young children MRPs Other: 6. Locations: Rural Urban Regions: dults PLH Specify: Note: This version of the cover/profile page is intended for use by the organizations implementing HIV and IS programs. It can be adapted based on the type of program being planned or implemented. pril 009 This publication is made possible by the generous support of the merican people through the United States gency for International evelopment (USI) under the terms of greement No. GPO The contents are the responsibility of the -hange program, managed by E, and do not necessarily reflect the views of USI or the United States Government.

2 Sbcc planning and design. Theory-driven Planning and esign nswer the questions below with a number score from to above, calculate the rating. (dd VLUES +B. THEN IVIE THIS SUM BY ). re you aware of any formal behavior change and health communication theories such as Stages of hange, Health Belief Model, etc., and are these used in program and intervention design?. o you analyze information on determinants and dynamics of behavior during planning and design (e.g., alcohol abuse, multiple concurrent partners, stigma, etc.)? Sbcc theories never used to drive design. No analysis of determinants and dynamics. verage SB theories sometimes used to drive design including analysis of determinants and dynamics. SB theories used frequently to drive design with analysis of determinants and dynamics. SB theories are always used to drive design with analysis of determinants and dynamics. B

3 Sbcc planning and design. ollection and Use of ata nswer the questions below with a number score from to to the questions above, calculate the rating. (dd VLUES +B+c+d. THEN IVIE THIS SUM BY ). o you gather and analyze secondary data (desk and documentation reviews of epidemiological data, studies)?. o you collect and analyze your own quantitative data (surveys and large baseline studies)?. o you collect and analyze your own qualitative data (focus groups, interviews, observation)?. o you collect and analyze your own data through group participatory methods (e.g., social and community mapping, participatory learning for action methodologies, etc.)? ata never used to inform SB strategies and plans. verage Some data used to inform SB strategies and plans. ata used frequently to inform SB strategies and plans. ata routinely used to inform SB strategies and plans. B

4 Sbcc planning and design. Negotiation and Strategic Partnerships nswer the questions below with a number score from to to the questions above, calculate the rating. (dd VLUES +B+c. THEN IVIE THIS SUM BY ). re relevant local and national stakeholders (other donor programs, NGOs, MOHSS services in the area) clearly identified, mapped during planning and design?. o you establish partnerships with these stakeholders during planning and design?. re ongoing relationships with these stakeholders nurtured over the course of the program? Stakeholders not identified or mapped during planning and design. No formation of strategic partnerships or nurturing of relationships. verage Stakeholders sometimes identified and mapped and partnerships established during planning and design, relationships sometimes nurtured. Stakeholders frequently identified and mapped and partnerships established during planning and design, and relationships frequently nurtured. Stakeholders are always identified and mapped during planning and design and partnerships established. Ongoing relationships are nurtured. B

5 Sbcc planning and design. evelopment of Strategies nswer the questions below with a number score from to above, calculate the rating. (dd VLUES +B+c+d+e+f. THEN IVIE THIS SUM BY 6). o you set clear behavioral targets during planning and design?. o you select your target audiences and conduct audience segmentation?. re you aware of key elements of SB message design (e.g., appeals, barriers, benefits, enablers) and do you use those in the design of your messages?. re messages reviewed by technical staff to ensure accuracy of health information?.5 re materials pretested with members of the target audience and feedback incorporated into final messages and materials?.6 re channels of communication (individual, group, radio, drama, etc.) selected with input from target audiences, and are their access and preferences taken into account? No SB strategic planning is conducted. verage Some SB strategic planning is conducted, but does not include all the steps listed above. The organization frequently conducts SB strategic planning and includes most of the steps listed above. The organization always conducts SB strategic planning and includes all steps listed above. B e f

6 Sbcc Program Implementation. Implementation of ommunication Strategies nswer the questions below with a number score from to. o you use multiple communication strategies and channels in your programs (e.g. community mobilization and advocacy, community dialogues, interpersonal communication, group approaches, mass media, etc.) to reach the target audience?. o your communication interventions seek to influence different levels (individual, family, community, regional, national)? B above, calculate the rating. (dd VLUES +B+c+d. THEN IVIE THIS SUM BY ). o you conduct periodic reviews of your communication approaches and materials to ensure they are up to date and relevant to the context and realities?. SB providers need supporting materials to do their work. re IE materials and tools (e.g. manuals, flip charts, counseling cards, scripts) available to providers to support mass, community and interpersonal communication interventions? No use of multiple channels or influence on different levels. No updating of approaches or materials. SB providers do not have supporting materials/tools. verage Some use of multiple channels and influence on different levels. Some updating of approaches or materials. SB providers have some materials/tools. Frequent use of multiple channels and influence on multiple levels. Frequent updating of approaches or materials. SB providers with most materials/tools. Routine use of multiple channels and influence on multiple levels. Routine updating of approaches or materials. SB providers with all necessary materials/tools. 5

7 Sbcc Program Implementation. Strengthening of Staff ompetencies nswer the questions below with a number score from to above, calculate the rating. (dd VLUES +B+c+d+e. THEN IVIE THIS SUM BY 5). Has management staff been trained in SB?. Has technical supervisory staff been trained in SB?. Have SB providers, including volunteers, been trained in SB?. o you conduct an ongoing of staff SB competencies?.5 Is there a plan for strengthening of staff s SB competencies (basic SB training, on-the-job training, etc.). Is it being implemented? No staff has received training in SB. There have been no s of staff competencies and there is no strengthening plan. verage Some staff has received training in SB. Limited of SB competencies and plan for strengthening. Most staff has been trained in SB and there is a frequent of competencies and planning for strengthening. Staff at all levels, including volunteers, has been trained in SB, competencies have been assessed, and a strengthening plan is in place and is being implemented. B e 6

8 Sbcc Program Implementation. Implementation Structure (for programs in prevention, HB and OV) nswer the questions below with a number score from to. re SB providers selected according to clear criteria, with target audience involvement in the case of volunteers?. Is there a written job description for SB providers, including volunteers?. It is important in SB that providers have repeated contact with the same clients frequently to reinforce messages. Is the program structured in a way that allows for this depth of client contact? b above, calculate the rating. (dd VLUES +B+c+d. THEN IVIE THIS SUM BY ). Is there a problem with turnover of volunteers? re there incentives for volunteers to encourage retention (bicycles, IE materials, training, money, etc.)? SB providers not selected according to clear criteria, no job description. No repeat client contact. No incentives for retention. verage Some SB providers selected according to criteria with a job description. Structure allows for infrequent repeat client contact (twice a year or less). Some incentives for retention. Most SB providers selected according to criteria with job descriptions. Structure allows for more frequent contact with cliets (once a quarter or less). Some incentives for retention. ll SB providers selected according to criteria with job descriptions. Structure allows frequent client contact (at least monthly). dequate incentives for retention. 7

9 Sbcc Program Implementation. Supervision of the Quality of SB Service elivery nswer the questions below with a number score from to. To ensure the quality of SB services, frequent supervisory visits to SB providers are critical. oes structure of the program allow technical supervisors to visit SB providers at least monthly?. Is the supervisory visit limited to group meetings with SB providers, or does it also include monthly visits to the SB provider at his or her site and observation of the SB services being delivered to identify strengths and weaknesses, and needs for further support?. Is there a supervisory checklist to guide supervisory visits? oes it include indicators related to SB service delivery? b above, calculate the rating. (dd VLUES +B+c. THEN IVIE THIS SUM BY ) No supervision of SB providers is taking place. verage There is some supervision of SB providers, but there is no checklist and providers are only seen in group meetings monthly or less. SB providers are routinely supervised at least monthly and a supervisory checklist is used that includes SB indicators. Some site visits and observations are taking place. SB providers are routinely supervised at least monthly using a supervisory checklist with SB indicators. Providers are visited at their sites and SB service delivery is observed to ensure quality. 8

10 Sbcc Research, Monitoring and Evaluation. Frameworks and Mechanisms nswer the questions below with a number score from to. o you have output indicators for SB activities that are clearly defined (e.g., numbers of people who received different SB messages, people trained in SB)?. re there monitoring tools used to track SB outputs? b above, calculate the rating. (dd VLUES +B+c+d. THEN IVIE THIS SUM BY ). o you have indicators to measure changes in your targeted behaviors (e.g., numbers of clients who reduced their alcohol intake, numbers who use bed nets every night, numbers who have used condoms)?. Is there system in place to collect behavior change impact data? No system is in place to collect SB output or impact data. verage Some SB output or impact indicators are defined and some tools are used to track outputs or inputs. Frequently SB output or impact indicators are defined and frequently tools are used to track outputs or inputs. SB output and impact indicators are defined and tools are used to track both outputs and inputs. 9

11 Sbcc Research, Monitoring and Evaluation. Use of Research to Measure Impact nswer the questions below with a number score from to. re quantitative research methods (e.g., surveys) used to measure the impact of SB interventions?. re qualitative research methods (e.g., focus groups, interviews, observations) used to measure the impact of SB interventions? b to the questions above, calculate the rating. (dd VLUES +B+c. THEN IVIE THIS SUM BY ). re group participatory research methods (e.g., diagramming, community dialogue, participatory learning for action methodologies) used to measure the impact of SB interventions? No data is collected to measure the behavioral impact of interventions. verage ata is sometimes collected to measure the behavioral impact of interventions using quantitative, qualitative or participatory methods. ata is frequently collected to measure the behavioral impact of interventions using quantitative, qualitative or participatory methods. ata is routinely collected to measure the behavioral impact of interventions using quantitative, qualitative or participatory methods. 0

12 Sbcc Research, Monitoring and Evaluation. Utilizing and ommunicating Results nswer the questions below with a number score from to above, calculate the rating. (dd VLUES +B+c+d. THEN IVIE THIS SUM BY ). re the data generated by M&E analyzed and fed back to the SB providers?. re the data generated by M&E used to improve interventions?. re project results communicated to key stakeholders, donors and partners?. re lessons learned and best practices systematically documented and disseminated? M&E data are not analyzed, fed back to providers or used to improve interventions. Results, lessons learned and best practices are not documented or disseminated. verage Sometimes M&E data are analyzed, fed back to providers or used to improve interventions. Sometimes results, lessons learned and best practices are documented or disseminated. M&E data is frequently analyzed, fed back to providers and used to improve interventions. Results, lessons learned and best practices are frequently documented or disseminated. M&E data are routinely analyzed, fed back to providers and used to improve interventions. Results, lessons learned and best practices are routinely documented or disseminated. b

13 Sbcc OVERLL SSESSMENT SETION comments and recommendations SETIONS SB Planning and esign Programming Implementation b Research, Monitoring and Evaluation Based on scores for the sections above, calculate the rating. VLUES +B+ THEN IVIE THIS SUM BY OVERLL SSESSMENT SORE To enter scores electronically and view results graphically, please use the SB (Excel) workbook that can be accessed at the -hange website: