Planning MEAL Activities

Question 1

MEAL PLANNING TOOLS

Answer 1

Performance Management Plan
Indicator Performance Tracking Table
Feedback-and-Response Mechanism Flowchart
Learning Plan
Planning Tools for MEAL communications
Summary Evaluation Table
Evaluation Terms of Reference

Question 2

PERFORMANCE MANAGEMENT PLAN

Answer 2

Builds on the Logframe, providing additional information on indicator definitions, data collection plans, means of analysis, and data use.

Question 3

INDICATOR PERFORMANCE TRACKING TABLE

Answer 3

Helps teams track progress toward a project’s indicator targets in an easy-to-read table format.

Question 4

FEEDBACK-AND-RESPONSE MECHANISM FLOWCHART

Answer 4

Maps the flow of feedback from stakeholders and identifies how the project will respond to the feedback it receives.

Question 5

LEARNING PLAN

Answer 5

Ensures learning activities are intentionally planned and managed throughout the life of the project.

Question 6

PLANNING TOOLS FOR MEAL COMMUNICATIONS

Answer 6

Identifies stakeholder information needs and helps ensure that MEAL communications are systematically planned and managed throughout the life of the project .

Question 7

SUMMARY EVALUATION TABLE

Answer 7

Describes planned evaluations, including priority questions, timing and budget.

Question 8

EVALUATION TERMS OF REFERENCE

Answer 8

Plans the specifics of an evaluation, including concise evaluation questions, proposed methods, and roles and responsibilities.

Question 9

PERFORMANCE MANAGEMENT PLAN FIELDS

Answer 9

Indicators with definitions
Data Collection
- Method
- Frequency
- Person who will collect data
- Respondents (who to talk to)
Means of Analysis
- Type of analysis
- Subgroups (strata)
Use of information for communication and decision-making

Question 10

PMP INDICATOR DEFINITIONS

Answer 10

In practice, it is preferable to add definitions as an attachment to the PMP. Some donors require specific templates to be used for this purpose, such as the Performance Indicator Reference Sheet, or PIRS, requested by USAID.

Question 11

EXAMPLE OF INDICATOR DEFINITION

Answer 11

Logframe Indicator: By Year 3, an average of 30 liters of water per person per day is available to IDPs through water points

Indicator definition: The “30 liters of water per person per day” indicator is intended for domestic use only. Water use categories include:
* 10 liters for drinking
* 10 liters for cooking
* 10 liters for personal washing
The 30 liters is not intended to include water required for washing clothes, cleaning the home or growing food.

Question 12

DATA COLLECTION

Answer 12

Related to data collection:
- Methods
- Frequency
- Responsibility
- Respondents

Question 13

Data Collection
METHODS

Answer 13

Measurement methods were identified when the Logframe was developed, so that information could be pulled directly into the PMP.

Question 14

Data Collection
FREQUENCY

Answer 14

You will now need to determine when and how often to collect data. The timing and frequency of data collection will be based on different factors, including:
○ Management and decision-making needs
○ Donor reporting requirements
○ Seasonal considerations (this might include planting and harvest calendars, school schedules, weather patterns, and religious holidays)
○ Estimates of how quickly change is expected to occur
○ Resource availability

Question 15

Data Collection
RESPONSIBILITY

Answer 15

Identify who is primarily responsible for collecting the data in question. As always, this allocation of responsibilities must be done in coordination with the general project implementation team and with any external stakeholders involved in the process.

Question 16

Data Collection
RESPONDENTS

Answer 16

Identify and list your respondents. These are the people who can give you the most reliable data for each indicator. The PMP has space for a general statement of who you will interview to gather data for each indicator, such as “heads of households” or “women.” The more detailed process of identifying these respondents is called sampling, which requires the support of an experienced MEAL practitioner with statistical knowledge.

Question 17

Means of analysis
TYPE OF ANALYSIS

Answer 17

This section of the PMP table asks you to think clearly about how you will analyze the data you collect. Different types of data are analyzed differently. Quantitative data are analyzed statistically, calculating cumulative numbers, averages, percentages, etc. Depending on the complexity of your project, you may need to indicate in your PMP what level or kind of statistical analysis you will conduct for each indicator.

Qualitative data are analyzed using what is called “content analysis.” This is a process of reviewing notes from focus groups and interviews to develop themes. Your PMP should indicate this type of analysis when your measurement method is a qualitative method.

Question 18

Means of analysis
SUBGROUPS

Answer 18

Determine whether your information needs require the comparison of data from different groups of people taking part in your project. When you identify these different groups, or “strata,” during your data collection design, you are then able to disaggregate the data each group gives you during analysis

Question 19

Means of analysis
DISAGGREGATION

Answer 19

It is the practice of dividing data collected from a population into groups according to key characteristics: gender, religion, age, etc. Disaggregation allows for the identification of trends, patterns or insights that would not be evident if the data was examined as a whole.

Question 20

DATA USE

Answer 20

Complete the PMP table by adding details about how the collected data will be used. This section may be relatively straightforward if your project has simple needs regarding accountability and learning. In this case, the column can include simple statements such as “quarterly reporting,” or “evaluation report,” which meet your stakeholder information needs.

Question 21

DATA FLOW MAPS

Answer 21

Data flow maps illustrate the flow of data from each data collection form to the corresponding report.

Visualization will engage your team in the process and help you find gaps in your system; places where you may need to create a new form or report. And, it can help you find efficiencies; places where you can use one form to complete two reports.

Question 22

INDICATOR PERFORMANCE TRACKING TABLE

Answer 22

The Indicator Performance Tracking Table (IPTT) distills the project’s information into a short concise table format. It shows where the project stands with regard to its original and revised indicators, and shows progress achieved toward the indicator targets

Question 23

STRENGTHS OF THE IPTT

Answer 23

● Provide a simple format to establish indicator targets and track progress against them over time.
● Improve accountability for tracking and reporting project progress.
● Compare the project’s progress to other projects inside (or outside of) the organization.
● Compare actual versus expected performance and think critically to understand the evidence.

Question 24

IPTT COMPONENTS

Answer 24

Baseline and target

Question 25

IPTT Components
BASELINE

Answer 25

The value of an indicator before the implementation of an activity, against which subsequent progress can be assessed.

Question 26

IPTT Components
TARGET

Answer 26

The specific, planned level of change to be achieved during the life of the project.

Question 27

NEED FOR BASELINE

Answer 27

Ideally, all project indicators should have baseline data. Baseline data should be collected before implementation of an intervention and can be used to define targets. If performance indicator baseline data cannot be collected until later in a strategy, project or activity, the IPTT should document when and how the baseline data will be collected.

Question 28

Feedback-and-response mechanisms
FEEDBACK MECHANISMS

Answer 28

Communities provide feedback to the project team through channels that include meetings, suggestion boxes, hotlines and others.

Question 29

Feedback-and-response mechanisms
RESPONSE MECHANISMS

Answer 29

The project team acknowledges receipt of the feedback and provides appropriate responses to the community.

Question 30

QUESTIONS FOR FEEDBACK-AND-RESPONSE MECHANISM SYSTEM

Answer 30

1. How will feedback be collected?
2. Who receives feedback?
3. How is feedback processed?
4. How is feedback used?
5. How does the project respond to feedback?

Question 31

Feedback-and-response mechanisms
IMPORTANT POINTS

Answer 31

a. Respond to all feedback received. In some cases, this will only require an acknowledgement of receipt, in other cases the response could be ongoing and complex.
b. Ensure that response mechanisms are appropriate to your project context and the type of feedback received. This is especially true when feedback relates to fraud, corruption, harassment or sexual exploitation. In those cases, it is critical that the rights of the stakeholders be respected with regard to due process, safety, anonymity and confidentiality.
c. Identify an appeals process in case you receive a second round of feedback from the community indicating that additional follow-up is required.

Question 32

LEARNING PLAN AND ADAPTIVE MANAGEMENT

Answer 32

Adaptive management is an intentional approach to making decisions and adjustments to the project in response to new information and changes in context.

Question 33

LEARNING PLAN AND ORGANIZATIONAL LEARNING

Answer 33

Organizational learning is the process by which an organization discovers and adapts to new knowledge.

Question 34

Organizational Learning
KNOWLEDGE CREATION

Answer 34

New knowledge is created by combining new information (the data you are collecting through your MEAL processes) with existing knowledge, or by discovering new ways of organizing existing knowledge.

Question 35

Organizational Learning
KNOWLEDGE TRANSFER

Answer 35

An organization doesn’t learn until knowledge is transferred agency-wide. Knowledge transfer can be person-to-person and through knowledge platforms that are used to share information across programs, offices and locations.

Question 36

Organizational Learning
KNOWLEDGE RETENTION

Answer 36

Organizational learning happens when new knowledge is embedded into processes and activities, at the project, organizational and sectoral levels. This is why the MEAL cycle is circular, to support a process of embedding learning into the work of the organization.

Question 37

LEARNING PLAN X LEARNING AGENDA

Answer 37

A learning plan is focused on learning processes at the project level and how they might be supported by improvements in knowledge creation, capture, management and sharing.
A learning agenda is a set of broad questions directly related to the work that an organization conducts that, when answered, enable the organization to work more effectively and efficiently. A learning agenda includes:
1. A set of questions addressing critical knowledge gaps.
2. A set of associated activities to answer them.
3. Products aimed at disseminating findings and designed with usage and application in mind.

Question 38

LEARNING-TO-ACTION DISCUSSIONS

Answer 38

Learning-to-action discussions are specifically planned discussions that bring staff together to reflect on data and understand project progress. They take place throughout the data collection process.

Question 39

LEARNING PLAN SHOULD INCLUDE

Answer 39

1. Activity or Process
2. Roles and Responsibilities
3. Expected Outcomes
4. Timeline
5. Resources

Question 40

Learning Plan:
ACTIVITY OR PROCESS

Answer 40

A concise description of the specific activity or process.

Question 41

Learning Plan:
ROLES AND RESPONSIBILITIES

Answer 41

The roles and responsibilities of the office or staff member responsible for leading the activity or process.

Question 42

Learning Plan:
EXPECTED OUTCOMES

Answer 42

The intended outcome for each action item describing the anticipated changes resulting from implementing the identified activity or process.

Question 43

Learning Plan:
TIMELINE

Answer 43

The key milestones and deadlines for the activity or process. This timeline should be linked to project implementation calendars.

Question 44

Learning Plan:
RESOURCES

Answer 44

The resources (including staff time, mechanisms, implementing partners, funding, etc.) needed to implement the action item. This planning should be completed in coordination with overall project planning to make sure these resources are made available.

Question 45

Planning Tools for MEAL Communications
COMMUNICATION PLAN

Answer 45

Communication plan - Defines who needs to be aware of and informed about the project MEAL activities, what they need to know, how and how often information will be distributed, and who will be responsible for the distribution.

Question 46

COMMUNICATION PLAN CONTENTS

Answer 46

1. Target stakeholder
2. Information needs
3. Communication methods
4. Timing and frequency

Question 47

Communication plan contents
TARGET STAKEHOLDER

Answer 47

Who needs to receive MEAL communications? It is not unusual for a project to have many stakeholders, some more pivotal than others. Stakeholders have different information needs and different communication preferences. Each will require information provided in a way or ways that are appropriate to them.

Question 48

Communication plan contents
INFORMATION NEEDS

Answer 48

What does each audience need to know? Good communication requires an understanding of the stakeholder and their information needs. Some examples of stakeholder information needs include:
● Project goals and objectives, including project targets and who will receive support
● Access to and use of feedback-and-response mechanisms
● Project progress, changes and updates
● Results of learning efforts

Question 49

Communication plan contents
COMMUNICATION METHODS

Answer 49

Information should be as accessible as possible. The most effective communications methods will be designed with the stakeholders’ preferences in mind. It can be very helpful to consider issues such as “What are the literacy levels and preferred language?” “Do stakeholders have access to technology?” “How broad an audience are we trying to reach?”
Don’t assume that a single communication method will work for all stakeholders.

Question 50

Communication plan contents
TIMING AND FREQUENCY

Answer 50

All communications should be planned in accordance with the overall implementation team and calendar. This will allow for enough time to communicate effectively.

Question 51

Communication with stakeholders ensure that projects are
TRANSPARENT

Answer 51

Effective communication with communities ensures they have access to timely, accurate and relevant information in languages and formats and on relevant channels that are culturally appropriate and accessible to different groups.

Question 52

Communication with stakeholders ensure that projects are
PARTICIPATORY

Answer 52

Establishing and sustaining multiple inclusive channels for sustained dialogue strengthens the engagement of communities in programming.

Question 53

Communication with stakeholders ensure that projects are
REPONSIVE

Answer 53

Projects need to be responsive to the information needs of communities, partners and other stakeholders. Be sure to consult with your primary users and stakeholders to determine when and in what form they want to receive information.

Question 54

Evaluation Planning:
TYPES OF EVALUATION

Answer 54

1. Formative
2. Process
3. Impact or Outcome
4. Summative
5. Ex-post
6. Developmental evaluation
7. Empowerment Evaluation
8. Meta Evaluation

Question 55

Types of Evaluation:
FORMATIVE

Answer 55

PURPOSE
Improve and refine an existing project

TIMING
Early in project implementation, up to the midpoint.

Question 56

Types of Evaluation:
EX-POST

Answer 56

PURPOSE
Assess the long-term sustainability of the project.

TIMING
After the project’s formal end date, sometimes 3 to 5 years later.

Question 57

Types of Evaluation:
IMPACT OR OUTCOME

Answer 57

PURPOSE
Assess how well a project met its goal to produce change. Impact evaluations can use rigorous data collection and analysis, and control groups.

TIMING
At project end. Also requires baseline data gathered at the beginning of implementation and regular, rigorous monitoring activities.

Question 58

Types of Evaluation:
SUMMATIVE

Answer 58

PURPOSE
Judge the performance of the project.

TIMING
At project end.

Question 59

Types of Evaluation:
PROCESS

Answer 59

PURPOSE
Understand how well a project is being implemented (or was implemented) particularly if you want to replicate or enlarge your response.

TIMING
During project implementation (often at the midpoint) or at the end.

Question 60

Types of Evaluation:
DEVELOPMENTAL EVALUATION

Answer 60

PURPOSE
Used to design a response to a known need, particularly in complex situations, where response approaches are being tested. It supports creative, innovative approaches and provides real-time feedback to inform ongoing project design.

TIMING
Continually throughout project implementation.

Question 61

Types of Evaluation:
EMPOWERMENT EVALUATION

Answer 61

PURPOSE
An approach that seeks to improve project implementation by providing project participants themselves with the tools to evaluate the planning, design and implementation of the project.

TIMING
Throughout project implementation in the sense that participants require training and facilitation in evaluation tools. The evaluation becomes part of project implementation.

Question 62

Types of Evaluation:
META EVALUATION

Answer 62

PURPOSE
A systematic and formal evaluation of evaluations. Examines the methods used within an evaluation or set of evaluations to bolster the credibility of findings. Often used in policy-making settings.

TIMING
External to project implementation cycle.

Question 63

SUMMARY EVALUATION TABLE FIELDS

Answer 63

Evaluation Purpose (performance, impact, etc.)

Priority Evaluation Questions

Timing (midterm, final, etc.)

Anticipated evaluation start and completion

Evaluation budget

Question 64

EVALUATION CRITERIA

Answer 64

They are a set of principles that guide the development of evaluation questions and the overall evaluation planning process

Question 65

Most commonly used EVALUATION CRITERIA

Answer 65

1. Relevance
2. Efficiency
3. Effectiveness
4. Impact
5. Sustainability

Question 66

Evaluation Criteria
RELEVANCE

Answer 66

The extent to which the project is relevant to the priorities, needs and opportunities of the target group, recipient and donor.

Question 67

Evaluation Criteria:
EFFICIENCY

Answer 67

The extent to which the project uses the least costly resources possible to achieve the desired results. This generally requires comparing alternative approaches to achieving the same outputs, to see whether the most efficient process has been adopted.

Question 68

Evaluation Criteria
EFFECTIVENESS

Answer 68

The extent to which a project attains its objectives.

Question 69

Evaluation Criteria
IMPACT

Answer 69

The positive and negative changes produced by a development intervention, directly or indirectly, intended or unintended.

Question 70

Evaluation Criteria
SUSTAINABILITY

Answer 70

The extent to which the benefits of a project are likely to continue after support (monetary and non-monetary) has been withdrawn.

Question 71

EVALUATION QUESTIONS

Answer 71

Evaluation questions are clear statements of what you need to know from the evaluation.

Question 72

Examples of evaluation questions
Criterion: RELEVANCE

Answer 72

● Did the initial needs assessment identify priority community needs?
● Did the assessment differentiate between the needs of men and women, and between more vulnerable and less vulnerable households? If so, how? If not, why not?
● Has the project met the specific needs and priorities of women? Why or why not?
● Is the project design appropriate for meeting the community’s priority needs?
● Did the targeting strategy allow the project to meet the greatest need in the community (i.e., the most vulnerable households or individuals)? Why or why not?
● Was community participation sufficient throughout the needs assessment, design, implementation, and monitoring and evaluation of the project? Why or why not? If not, how can participation be increased during the remainder of the project (for midterm evaluations) or in a future project (for final evaluations)?

Question 73

Examples of evaluation questions
Criterion:EFFICIENCY

Answer 73

● Are the project‘s staffing and management structures efficient? Why or why not?
● Did the project staff have enough capacity to implement a high-quality project? Why or why not?
● What was the cost per project participant? Is this reasonable given project impact? Why or why not?

Question 74

Examples of evaluation questions
Criterion: EFFECTIVENESS

Answer 74

● Did the project achieve its planned outputs (according to the detailed implementation plan) on the planned timeline? Why or why not?
● Did the monitoring and evaluation system provide the right information at the right time to allow for timely project management and decision-making? Why or why not?
● Has working in partnership increased the effectiveness and quality of the project? Why or why not?
● Has the project been effective in building partner capacity? If so, how has partner capacity been built? If not, why not? If not, how can this be improved for next time?

Question 75

Examples of evaluation questions
Criterion: IMPACT

Answer 75

● Has the project achieved its planned impact (refer to Logframe indicators to determine planned impact)? Why or why not?
● Did impact vary for different targeted areas, households or individuals (e.g., men and women)? If so, how and why?
● Was there any unintended impact from the project, either positive or negative? What impact was most valuable to participating communities? Why?

Question 76

Examples of evaluation questions
Criterion: SUSTAINABILITY

Answer 76

● What is the likelihood that the community will be able to sustain the impact of the project? How do you know?
● What has the project done to support community structures or groups to be able to continue to address community needs and sustain project impact? Is this sufficient?

Question 77

EVALUATION TERMS OF REFERENCE

Answer 77

The evaluation terms of reference, or ToR, is a planning tool that is developed directly before the evaluation is conducted. It is much more detailed than the summary evaluation table and becomes a planning document for the evaluation itself. If your project intends to conduct multiple evaluations, a separate ToR will be needed for each evaluation.

Question 78

INFORMATION NEEDED ON THE EVALUATION ToR

Answer 78

1. Project Introduction and Background
2. Evaluation Purpose, Audience, and Use
3. Evaluation Criteria and Questions
4. Methodological Approach
5. Evaluation Roles and Responsibilities
6. Evaluation Deliverables and Timeline
7. Evaluation Logistics and Other Support

Question 79

Information needed on the Evaluation ToR
PROJECT INTRODUCTION AND BACKGROUND

Answer 79

Briefly describe the project, its implementation period, funding sources and amounts, and any other relevant information. Summarize the project, the problem that it seeks to solve, and its intervention strategy. Also include a description of what baseline and monitoring data already exist.

Question 80

Information needed on the Evaluation ToR
EVALUATION PURPOSE, AUDIENCE AND USE

Answer 80

This is an extremely important section. It explains why you are conducting the evaluation, who will be using it (internally and externally) and how it will be used. Being clear and specific in this section increases the chances that your evaluation results (and any reports you generate) will be relevant and timely to your internal and external stakeholders. To create this section, review your communications planning tools to refresh your understanding of your stakeholder information needs. Then, consider how you can present evaluation results to those stakeholders using methods appropriate to each.

Question 81

Information needed on the Evaluation ToR
EVALUATION CRITERIA AND QUESTIONS

Answer 81

Review the evaluation criteria and questions that were originally included in the summary evaluation table. It is likely that the questions will need to be updated based on your experience, monitoring results and implementation challenges. Be realistic about the number of questions you include in your evaluation ToR. Include only the questions that you need to answer and that can be realistically answered within the timeframe and budget available to you. Your MEAL specialists and stakeholders can help you narrow down the list.

Question 82

Information needed on the Evaluation ToR
METHODOLOGICAL APPROACH

Answer 82

Many ToRs include a basic description of a suggested approach that incorporates the monitoring processes and data already in place and suggests supplemental ideas. If your donor has requested a certain type of evaluation and included related funding, then you will need to specify those requirements here. If you’re using the TOR to hire an external consultant, you may want to request that they suggest methods with which they are experienced. Any methods chosen must be linked to the questions that need to be answered. It is likely that a variety of methods will be needed to meet information needs, resulting in the mixed-methods evaluation that is often recommended. Finally, include a section about how you expect data to be analyzed (this information can partially come from your PMP).

Question 83

Information needed on the Evaluation ToR
EVALUATION ROLES AND RESPONSIBILITIES

Answer 83

Describe the various roles and responsibilities of the evaluation team. Describe how a potential external evaluator or evaluation team will communicate with the project and MEAL teams. Also, be sure to include detail about data collection, data analysis and report-production responsibilities.
It is useful at this stage to be specific about how you expect partners and local stakeholders to be involved in the evaluation. Stakeholder involvement in the evaluation process itself enables them to own the findings, thereby increasing the chances of high-quality data and follow-up.

Question 84

Information needed on the Evaluation ToR
EVALUATION DELIVERABLES AND TIMELINE

Answer 84

State specifically the timeline of the evaluation and when different components are due. Plan time for document desk review, fieldwork, data analysis, and report writing. Be sure to include time for stakeholder feedback and response.

Question 85

Information needed on the Evaluation ToR
EVALUATION LOGISTICS AND OTHER SUPPORT

Answer 85

Include details about logistics and support to the evaluation team. Indicate whether support will be forthcoming from local partners, particularly in terms of data gathering. If necessary, allow extra time when conducting more complicated evaluations to design samples, and finalize databases and data entry plans.

Question 86

MEAL IN THE PROJECT CALENDAR

Answer 86

When developing the calendar for MEAL activities, the MEAL team should list all the MEAL activities included in the planning documents. The list should include all monitoring visits, evaluation activities, learning initiatives, feedback-and-response mechanisms, communications efforts, and any reports that need to be created. Working from this information, build a Gantt chart specifically for project MEAL activities.

Question 87

GANTT CHART

Answer 87

Gantt chart A bar chart that illustrates a project schedule, identifying the start date, end date and expected durations of all activities.

Question 88

MEAL IN PROJECT BUDGET

Answer 88

Budgeting for MEAL is usually an iterative process. The initial step toward establishing the MEAL budget takes place when the original project proposal is developed. This original budget is a high-level estimate of costs based on initial estimates of the MEAL activities that will be conducted.
After the proposal is approved, a more detailed budget needs to be created. Detailed budgets are often activity-based. This means that the project creates accurate and complete budget estimates by systematically listing, quantifying and costing out all the resources (e.g. staffing, materials, equipment and travel) that are needed to run the MEAL activities for the project. These MEAL activities are found in the MEAL planning documents and the MEAL Gantt chart.

Question 89

MEAL in Project Budget
CONSULTATIONS

Answer 89

It is important to consult with the budget and human resources offices within your organization to verify and understand your particular budget process, rules and policies. Similarly, review any donor requirements and regulations related to project MEAL.