SD5: CoBRA Assessment Team Training Guidance · SD5: CoBRA Assessment Team Training Guidance ... Exercise one: Stingy and generous listening. Trainees put in pairs and given subject

SD5: CoBRA Assessment Team Training Guidance

Overall Objectives of CoBRA Assessment Team Training

1) Participants gain a good understanding of the CoBRA methodology and can explain and

discuss the key issues with local communities; and

2) Participants have a good understanding of the three data collection tools and are able to

elicit and record quality data for analysis.

Training Duration

Day 1 Classroom based


Day 3 Field based


Training should ideally be immediately followed by field work, and therefore Day 4 should

complete with practical arrangements for field work and possibly travel to the first field site.

Location of Training

Classroom location should be away from participants’ normal working location. Training venue

must have space for LCD presentations, accommodate plenary and break out group sessions

and space to hang flip charts.

Field locations should be reasonably close to training location to minimise travel times.

Materials Required and Logistic Support

The following materials and logistics support need to be procured/arranged in advance of

commencement of field training.

Essential items required for classroom sessions include:

Overhead projector

Flipchart and marker pens and tape/blu-tack

Large map of assessment area

List of sub-locations within each administrative area included in the assessment

Copies of FGD and KII (resilient households) recording sheets

A5 size cards or large sticky notes

Set of CoBRA graphics with scoring notes on reverse - laminated

Beans for scoring

For Field work: (Per Team)

Vehicles and drivers for field work

FGD participants – identified and sensitised for the appropriate time, date and location

Refreshments for team and participants (as agreed in CoBRA Assessment plan: see SD2)

A5 size cards or large sticky notes

Set of CoBRA graphics with scoring notes on reverse - laminated

Beans for scoring

CoBRA Assessment Team Training Guidance – Day ONE - Classroom

Day One: Classroom

Session Details Materials and Logistic

support required

(1) Introduction

(15 mins)

Introduction and welcome - ideally session opened by senior official.

Copies of Training

schedule for all

participants

(2) Background

to CoBRA

(20 mins)

Objective: Participants understand context of CoBRA and specific objectives of this assessment

Details: Presentation on CoBRA outlining:

What is CoBRA?

What are we trying to find out?

How can/will findings be used?

Outline of training programme for next 4 days.

(Embed draft presentation) Presentation will need to be modified to include specific objectives of this

CoBRA Assessment

Projector

Power point

presentation

(3) Questions

and

Discussion

(10 mins)

Respond to questions on above presentation and training in general Flip chart for noting

names and questions

and issues etc

throughout the day

Tea Break

(4) Facilitator

trainees

introduction

Objective: Trainer and participants get to know each other and feel comfortable

Details: Team Leader should introduce themselves with some background on their experience. Each

participant is encouraged to introduce themselves and be explicit about their current role and specifically

how much facilitation / community based experience or work they have undertaken (this can be done in

pairs with one partner then introducing the other)

(5) Mapping

shocks and

disturbance

s

(30 mins)

Objective: Team gains understanding and consensus on shocks affecting target population.

Details: Trainer poses question to group – “Are we in normal or crisis year (or other status)?” Clarify if

this year is normal and when was the last crisis year (and why).

In plenary, group should brainstorm on shocks experienced in the area – use responses to complete

following table.

Shock Frequency Who Affected

Flipchart to record

responses

Map of area / sheet

listing sub-locations



support required

(this may be geographic area or target group)

(6) Defining

resilience

(1 hour)

Objective: To gain a common and shared understanding of the term resilience.

Details:

Group work

Put trainees into groups of 2 or 3 (possibly grouped by local languages spoken) and ask them to put

down a brief definition of the term “a resilient community”. The aim is that the definition is simple and

clear enough for their ‘granny’ to understand. Consequently if they asked their granny to describe a

resilient community after they had given her their definition she would be able to. The definition should

be developed in the language(s) of the local communities and then written on flip charts in local

language(s) and English and fed back to the group.

Plenary

Each team put up their definitions. These are reviewed with similarities and differences noted and the

strongest elements of each used to develop a single definition that all understand in each language being

used. This may involve consensus on how to translate using words available in the relevant local

languages. Key issues;

Avoiding verbs that are not normally used e.g. mitigate, adapt

Giving examples to explain what ‘hazards’ are and what coping looks like e.g. “people who eat

well all the time”

Explore the issue of being resilient even when there is no shock or hazard

Flip charts and marker

pens

(7) Who is the

community?

(45 mins)

Objectives: The assessment team members clarify:

Who should participate in FGDs?

How should FGD participants be selected?

How many FGDs should be done with different groups?

Details:

Plenary

Give a list of issues that may be important in selecting groups i.e. gender, age, livelihood, education

levels, etc

Group Work

Flip chart and marker

pens



support required

Trainees put in groups and ask them to complete the following questions using a table on a flip chart:

Who in the community should

be FGDs?

How to identify / select each

type of group?

What % of all FGDs should be

with this group?

Feedback in plenary

Use feedback to agree the composition of FGD participants required. Agree a protocol for the assessment

team for selecting the various types of beneficiaries

Lunch

(8) Listening

Hearing and

recording

(1 hour)

Objective: To facilitate discussion on good practices for effective facilitation, listening and hearing of

focus group discussion.

Exercise one: Stingy and generous listening. Trainees put in pairs and given subject to tell their partner

about for 1 minute. The listener remains silent but must show as much interest and attention as

possible. The second minute the roles are reversed and the listener listens as disinterestedly as possible,

even walking away. Plenary discussion about how the two approaches made the talker feel.

Exercise two: Emergency airlift [see attached explanatory leaflet]. The purpose is to show how much a

facilitator can influence a group on emotive issues. Split trainees into groups of four and identify a

facilitator for each group. The facilitators are taken out of the room and given 5 mins to read the leaflet

before being asked to go back and share the leaflet with their team and facilitate the team’s (not their)

answer. Before they return to their teams the trainer asks the facilitators for their choices. The teams

discuss the challenge for 10 mins and feed back their decisions. The trainer puts these on the flip chart

beside those of the team’s facilitator. Similarities in decisions can spark interesting debate.

Plenary discussion: Issues in facilitation – talk through some of the following common challenges in

facilitating group discussions and how participants have and do deal with them;

Talker and non-talkers

Influencing groups with own views and passions

Listening and hearing



support required

Exercise Three: Chinese Whispers Quick exercise to illustrate the value of speaking simply

Exercise Put all trainees in a line. There are three statements to be passed along the line by each trainee

whispering the statement to the next. The first 2 statements are technical, long, jargonistic sentances e.g.

“achieving resilience involves a comprehensive and multi-sectoral approach that addresses vulnerability”.

The third statement is something simple like “my livestock have no water”.

The statements are written on the flip chart stand – one per page but hidden from the view of trainees.

The person at the end of the line writes down what they hear and this is written underneath the original

statement. Participants discuss how well different ways of explaining things translate.

Tea break

(9) Mapping

interventio

ns and

change in

the target

location

Objective: Use facilitators’ local knowledge to map the services and interventions in the focus districts

and split locations

Details:

Pre-training - A schedule of the assessment area is developed showing it split into sub-locations

(kebeles/Pas?) showing the estimated population of each. Participants are organised into groups, each

covering several sub-locations. Participants should choose sub-locations where they have most detailed

knowledge if possible. In plenary discuss the range of interventions and services it is possible to map.

Add or take away from the standard list. Groups then complete the form and return them to the team

leader. Some additional information may need to be identified from other sources. Facilitators with the

necessary contacts should take responsibility for completing the sheets for the specific areas.

Intervention mapping

sheets for all sub-

location in the

assessment area

Wrap up

(10-20 mins)

Objective: To address questions and queries on any aspect of the days training

Details: Open discussion. There may have been issues raised during the day but other may emerge at this

point. All issues raised should be noted on a flip chart and addressed immediately or for follow up in the

morning.


Day Two Details Materials and

Logistic support

required

(10) Recap and update on mobilisation

(30 mins)

Objectives: Recap on yesterday’s sessions

Discuss and agree locations for next day’s field testing

Details:

Plenary – Address any issues / concerns raised yesterday and not addressed. Trainer to ask participants

to list key learning points from yesterday.

Group to suggest and identify test locations near to training venue. Group agrees how and who shall

mobilize which groups of participants. Action points for individuals given accordingly. Note these people

may have to be supported with transport to go and mobilise

Flip charts

(11) Introduction to field tools

(15 mins)

Objective: Recap on the two tools to be used in collecting data

Details:

Plenary presentation

[insert powerpoint presentation] Re-show the slides from initial presentation that recap – CoBRA

assessment objectives and the specific outline of the FGD and KII.

(12) FGD - Introducing CoBRA to communities

(30 mins)

Objective: Trainees learn to facilitate CoBRA FGD using recording sheet

Details: Trainer distributes first 2 pages of FGD recording sheet and asks all participants to read and note

any questions or queries. Trainer should address queries. Participants are then asked to work in pairs

and to complete the initial sections using the characteristics and location of a community they know of in

the assessment area.

FGD Recording

sheets – one for each

participant

(13) FGD – Resilience statements

(3 hours)

Objective: Resilience Statements - Learning to elicit, rank and score felt impact statements

Details:

Step 1: Long List The trainer splits participants into teams of 4-5 and asks them to develop resilience

statements for a community they know (i.e. one mentioned on their forms). Trainer supports teams in

ensuring impact statements are positive statements not problems or wish lists

Each team reads out their statements which are then written on an A5 card and put on the floor. Other

teams are likely to mention similar or repeated statements. This will create a single consolidated list of

all statements. The trainer then puts a CoBRA graphic card on top of related statement. A final list of

statements (each with graphic) is then lined up on the floor.

Step 2: Ranking priority statements - The trainer then explains the Ranking process to participants.

A5 cards

Beans

Graphic cards with

scoring guidance

notes on reverse



Logistic support

required

Each participant is given 6 beans and uses these to score what they consider to be their top three most

important community resilience statements (3 beans for first, 2 beans for second and 1 bean for third).

The statements are then placed in order of highest to lowest scoring. Statements that did not score any

beans are removed.

Step 3: Scoring statements – In plenary all trainees complete the three scoring columns on the FGD

recording sheet with advice from trainer. Each trainee asked to facilitate the scoring of at least one

priority resilience statement. Facilitators encouraged to use scoring guidance notes on back of graphics.

Tea and Lunch Breaks at appropriate times

(14) FGD – Resilient

households and

Interventions

(1 hour)

Objective: Participants can correctly complete FGD record sheet section on resilient households and

interventions

Details:

Trainer hands out relevant pages of the FGD record sheet and trainees review.

Group work

In same groups as developed resilience statements – participants complete the sheet for their ‘focus’

community. Then groups complete interventions section as per form.

Groups feedback a) characteristics of resilient households; and

B) the 2 sets of top three interventions on a flip chart to rest of group.

The trainer facilitates a discussion on how to improve or clarify the way characteristics are noted and

discussion on how interventions are justified. Discuss how greater clarification can be achieved.

FGD Record sheets,

flip charts and

market pens

(15) KIIs with

Resilient

Households

(1hour 30 mins)

Objective: Participants understand and are able to complete KII report format

Details:

Trainer explains rationale and objectives for this KII, specifically how information builds on FGD questions

on resilient households. In plenary the trainer asks for suggestions as to how appropriate key informants

could be identified. The group agrees the possible options to be used. The trainer distributes KII

recording sheets.

In pairs

The group is split into pairs. At least one person in each pair should be from the local area. One

participant should interview the other using the recording sheet (in pairs with a non-local partner the

Resilient household

KII Record Sheets



Logistic support

required

local person should be the interviewee). Interviewees should answer using their own or their

household’s route to resilience. Once the interview is complete – the recording sheets are handed to the

trainer who reviews for completeness and quality.

Plenary

Participants to bring up questions or difficulties. Trainer identifies strengths and weaknesses from

completed forms and uses examples to explain how it could have been better completed. Focus on

answers that could be further probed and explored.

(16)Planning for

Field testing

(1 hour)

Objective: A clear plan for day 3 field testing is established

Details:

The trainer/ Team Leader should allocate assessment teams with one supervisor for every group of 4-6

facilitators. This should be displayed on flip chart or LCD

Each team of two facilitators should do one FGD and two KIIs. The supervisor should be present to

support all FGDs. Therefore FGDs should be held in the same location or phased over the course of the

day. Key issues to clarify:

FGD locations –Who is community contact person?

All parties clear on location and time of FGD(s) i.e. who is going where, when?

Field kits of recording sheets, graphics, cards, beans etc in place and sufficient for all FGDs/KIIs

Vehicle driver, pick up and departure times

Calculate and purchase the refreshments required for participants and teams

Flip chart or LCD

CoBRA Assessment Team Training Guidance – Day THREE – Fieldwork

Day 3 – Field Work – Testing Each Assessment team should undertake the following exercises.

Focus Group Discussion (minimum one) with 15-20 participants

FGD participants should be selected as part of the sensitisation process. Given the sensitisation process for the field testing day is likely to

have been carried out before the classroom training began the composition of participants may not be completely in line with that identified

by facilitator during classroom session (4) on communities.

Each FGD is facilitated by 2 facilitators (and supported by an Assessment Supervisor). The facilitators should take it in turn to facilitate and

record different sections of the FGD to get experience of both aspects. It is the supervisors’ role is to mentor and improve the skills of the

facilitators rather than take over facilitation him/herself. The supervisor should be noting down facilitators’ performance during the FGD and

highlighting specific examples where they did well or could have done something differently or better. The supervisor may have to step in to

address technical problems e.g. difficulties in turning a felt impact statement into a question for scoring etc.

At the end of the day, the supervisor (and trainer /Team Leader) should sit down with each pair of facilitators and go through their

performance, address any issues or problems they want to raise and review the FGD record sheets. The supervisor must ensure what is on

the record sheet fairly reflects what was said, is coherent, logical and well recorded, for data entry and analysis.

Key informant interview with member of a resilient household (minimum one for each facilitator and supervisor)

Resilient household key informants should be identified on the day by FGD participants or the assessment team in consultation with the

local community. Each facilitator and the supervisor (wherever possible) should complete one KII. Where appropriate the Supervisor may sit

through this interview to monitor their ability (although a one-to-one conversation may elicit better answers e.g. if informant and facilitator

are both women). After the interview the supervisor can sit down with the facilitator and discuss how it went as well, review how well

responses were recorded and whether any responses could have been further probed or explored.

During the field work exercise the team should note any general problems or issues for wider discussion at the classroom de-brief the following

day.

All recording formats should be collected by Supervisors and submitted to the Team Leader / Trainer at the end of the day.

CoBRA Assessment Team Training Guidance – Day FOUR – Classroom

Day 4 – Classroom


support required

(17) Review and

debrief of

field work

(2 hours)

Objective: Address issues arising from field work

Improve team performance

Details:

Group work – 15 mins

Trainees are encouraged to sit in assessment team groupings. Each team is asked to consider yesterday’s

experience and highlight:

what went well

what they learned

what didn’t go well, questions or concerns

Plenary: groups feedback verbally and points noted by trainer. The trainer then adds his/her views to

those mentioned. The trainer then focuses session on questions and concerns and how these can be

addressed / improved. Assessment teams’ composition may need to be reviewed

Flip chart

FGD and KII recording

formats from previous

day

Tea break

(18) Planning for

Field work

(90 mins)

Objective: Review and finalise field logistics plan

Details:

The trainer presents the proposed sampling frame and draft field logistics plan for review and discussion.

Whole group discus and review.

Overall plan broken down into individual logs plan for each Assessment Team.

Each Team to complete details and checklist for their route. Particularly:

Timing for travelling, community sensitisation and actual FGDs/KIIs

Form of communication with Team leader at each point

Vehicles and accommodation

Supplies and equipment required

Float or funds required

Team Leader supervision visits Session ends when overall plan is finalised and members of all teams are fully aware of their roles and

activities to the end of the assessment.

SD7: Field logistics plan

and team sheets

CoBRA Assessment Team Training Guidance – Day FOUR – Classroom

Documents

SD5: CoBRA Assessment Team Training Guidance · SD5: CoBRA Assessment Team Training Guidance ... Exercise one: Stingy and generous listening. Trainees put in pairs and given subject