48 pages.

Decent, practical introduction in participatory project planning, using OOPP/ZOPP

approach. Practical and with checklist, tools, examples, but somewhat dated. Does not cover
methods developed since 2000. Starting point, but needs to be updated or supplemented with
more recent materials
Reviewed 2011 or, MdG

Manual Objective Oriented Project Planning

A Guide for Trainers, Trainees and Students
Euroconsult / BMB Mott MacDonald

2008

Manual OOPP

Table of contents
Preface.......................................................................................................................................................... iii
Introduction.................................................................................................................................................. iv
Glossary........................................................................................................................................................ v

Getting Started....................................................................................................................................... 2
1.1

Introduction................................................................................................................................ 2

1.2

Benefits...................................................................................................................................... 2

1.3

Purpose...................................................................................................................................... 3

1.4

Conditions.................................................................................................................................. 3

1.5

Limitations.................................................................................................................................. 3

1.6

Other Instruments......................................................................................................................4

Objective Oriented Project Planning...................................................................................................5

2.1

Structure of OOPP.....................................................................................................................5

2.2

Participation Analysis.................................................................................................................5

2.3

Problem Analysis: the Core Problem.........................................................................................6

2.4

Causes and Effects: the Problem Tree......................................................................................7

2.5

Objectives Analysis....................................................................................................................9

2.6

Strategy Selection....................................................................................................................12

2.7

Logical Framework...................................................................................................................14

2.8

Questions and answers............................................................................................................16

Applications of OOPP......................................................................................................................... 19
3.1

Project Formulation.................................................................................................................. 19

3.2

Inception Phase.......................................................................................................................19

3.3

Project extension......................................................................................................................19

Supporting Materials...........................................................................................................................20
4.1

Exercises.................................................................................................................................. 20

4.1.1

Exercise 1 Identify the core problem.....................................................................................20

4.1.2

Exercise 2 Problem analysis.................................................................................................20

4.1.3

Exercise 3 Objectives analysis..............................................................................................21

4.1.4

Exercise 4 Strategy analysis.................................................................................................21

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4.1.5

Exercise 5 Logical framework: intervention logic..................................................................21

4.1.6

Answers exercise 1 Identify the core problem......................................................................22

4.1.7

Answers exercise 2 Problem analysis...................................................................................22

4.1.8

se Answers Exercise 3 Objectives analysis.......................................................................22

4.1.9

Answers exercise 4 Strategy Selection.................................................................................25

4.1.10 Answers Exercise 5 Logical Framework...............................................................................26

4.2

Training Guidelines..................................................................................................................28

4.2.1

Training Preparation.................................................................................................................28

Background Information..................................................................................................................... 36
5.1

References...............................................................................................................................36

5.2

Examples................................................................................................................................. 36

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Preface
Institutional development has become a permanent ingredient of all projects assisted by our company.
Sometimes as one aspect of a mostly technical project, sometimes as the main focus of an intervention.
But in all situations it is essential to understand the organisational setting in which our staff operate and to
ensure that our contribution leads to improvements that will be absorbed and sustained by local
institutions.
Most of our experts have substantial experience and expertise with regard to institutional development
issues and approaches. But not all might have immediate and recent experience with the full range of
practical instruments and methods in this field. For that purpose we decided to define and present the
most relevant instruments and to develop training materials and manuals on these instruments. First of all
to upgrade and update the skills of our staff, but also to enable their counterparts and local colleagues to
develop such skills.
The practical results of this initiative is the production of Manuals on "Instruments for institutional
development". These manuals are the outcomes of a collective effort of the staff at Head Office and in the
field and the present version incorporates the experience from the use of draft versions. We hope to
improve and expand these manuals while time goes on.
The purpose of the manuals is threefold. Firstly they provide a complete set of materials and guidelines for
trainers. A trainer can draw from this to prepare and give a (one day) course to expatriate and national
staff. Secondly the manuals can be used as reference materials during and after the training sessions.
Lastly the manuals contain all the materials required for independent study, without a trainer. A
professional can acquire the necessary understanding and can test and improve his/her skills through the
exercises provided in the materials.
We hope that these manuals will further contribute to the professional quality and consistency of our work.
They express, in a very practical way, our commitment to capacity building at individual and institutional
level and our intention to continue to learn and share our knowledge.
September 1996

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Introduction
This first manual in the series on Instruments for Institutional Development deals with Objective Oriented
Project Planning (OOPP). OOPP is also known as Ziel Orientierte Projekt Planung (ZOPP). As such it was
introduced by GTZ in 1983 to improve planning and implementation of projects and to facilitate
communication and cooperation among decision makers.
OOPP puts much emphasis on the involvement of local implementers during the project design process.
Furthermore, OOPP encourages in-depth problem analysis and promotes the selection of clear and
realistic project objectives. OOPP helps to develop project design, but can also be used for monitoring and
evaluation purposes.
The idea underlying OOPP is that cooperation within teams and organisations will be more effective when
the participants jointly develop unambiguously formulated objectives. These objectives are derived from
problems and their causes and effects. The strength of OOPP lies in the visualisation of contributions from
participants during discussions with help of cards.
This manual consists of five sections.
Section A outlines issues to be considered before getting started with OOPP: benefits, purpose, conditions,
limitations and the combination of OOPP with other instruments.
Section B outlines the steps to be considered when applying the OOPP methodology. In this manual we
consider five steps:
1.

Participation analysis

2.

Identification of the core problem,

3.

Analysis of causes and effects of the core problem,

4.

Objectives analysis,

5.

Selection of a strategy

Section C gives various applications of OOPP for people working with Euroconsult and BMB. Especially
the problem tree and objective tree have been frequently applied.
Supporting materials for training and learning are included in Section D. These are a tentative training
programme, copies of transparencies, exercises and a sample of cases where OOPP has been
successfully applied.
This manual concludes with Section E, which provides background information on OOPP, like references
and examples.

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Glossary
Problem
A problem is a negative state and is therefore not expressed as the absence of a solution. 'No computers
available' is the absence of a solution whereas 'ineffective data analysis' is a negative state and a proper
formulation of the problem.
Core Problem
The core problem is the central point in a problematic situation. The participants should reach consensus
on one core problem.
Problem Tree
The problem tree is a visualised presentation of problems and their cause and effect relationships. A
problem tree is a simplified reduced form of a real problematic situation.
Objective
An objective is a positive situation to be achieved by the project in the future. An objective occurs at
several levels and it should be indicated at which level of detail the objective is specified.
Objective Tree
The problem tree forms the basis for the objective tree. Problems are reworded into positive statements
(objectives) which form an objective tree with the same structure as the problem tree.
Strategy
Based on the objective tree a trade-off is made to select a strategy. The strategy specifies what to do, for
whom, with whom and how.
Logical Framework
The Logical framework (or Logframe) is a structured way to summarise project objectives of the selected
strategy. The objectives are specified into goal, purpose, outputs and activities. The core problem
becomes the purpose of the Logframe. Another important asset is the clarification of assumptions that
specify factors outside control of the project management likely to affect project performance.
Direct Recipients
Direct recipients are staff from partner organisations who participate directly in the project activities.
Intermediate Beneficiaries
Intermediate beneficiaries are staff of organisations who are affected by the activities of the direct
recipients. The outputs of a project play a role at the level of the intermediate beneficiaries.
End Beneficiaries
Direct recipients, (through intermediate beneficiaries) should deliver the benefits of a project to the end
beneficiaries. The impact of a project is ar stake here. For example, the Ministry of Agriculture is involved
in an institutional strengthening project so that it is better able to timely inform seed companies about

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Manual OOPP

which seeds to provide to the farmers of a certain district. In this case, staff of the MoA are direct
recipients, the seed companies are intermediate beneficiaries and the farmers are end beneficiaries.

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1 Getting Started
1.1 Introduction
Successful development interventions start with a clear definition of existing problems. Absence of a
thorough problem analysis may lead to selection of inappropriate or irrelevant objectives and
unsustainable project results and insufficient participation of local implementers and organisations.
Project objectives are not likely to be met when these are unclear and unrealistic. An effective definition of
ownership and responsibilities and of the intended beneficiaries is impossible with vague objectives.
OOPP tries to create 'ownership' of and commitment to the planning process by emphasising the direct
involvement of future implementors in project design.
OOPP helps to define the objectives of the project by the direct recipients and the beneficiaries jointly,
facilitated by the consultant. This process enhances the likelihood that the identified problems are in line
with the needs of the beneficiaries and as such reflect 'social reality' instead of viewpoints only existing
within the project or requesting organisation. Local organisations have an important role to play in the
definition of problems and the selection of interventions because of their thorough understanding of and
experience in the local situation.
In short, OOPP provides a flexible and efficient framework to improve planning for technical as well as
institutional development projects with the active involvement of the organisations associated with or
affected by the problem. OOPP does not intend to replace creative thinking or spontaneous ideas. OOPP
does not have to be applied from step 1 to step 4. Steps can be used separately.

1.2 Benefits
OOPP promotes open-minded and wide-ranging reflection on the causes and effects of a problematic
situation. The sequence of steps guides participants to become more specific and logical in their often
broad and intuitive notions about the perceived problems. OOPP helps to get a more specific, modest and
realistic understanding of project objectives as opposed to making sweeping statements about
unattainable and unverifiable goals. The formulation of a strategy to be adopted by the project is the
outcome of OOPP.
The process of OOPP establishes a convincing logic between the goal, project purpose, outputs, activities
and inputs. Together these elements constitute the intended intervention, which involves a number of
specified organisations and beneficiaries. In the original GTZ approach, the Project Planning Matrix (PPM)
completes the OOPP exercise. We find it more useful to deal with this phase separately and to use a more
widely accepted term: the logical framework. How to develop such a logical framework is described in
Manual 2.
OOPP contributes to smoother cooperation when all involved have jointly expressed and agreed on
objectives and project strategy. The learning process which participants experience together forms the
basis for effective communication and collaboration. At the same time, the OOPP process generates

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simplified and improved information for planning which leads to better understanding among collaborating
organisations. Direct outputs of OOPP are a problem tree, an objectives tree and elements of a logical
framework (PPM).

1.3 Purpose
UOPP is an instrument to be used for planning development projects at various levels. The central
purpose of OOPP is to provide clarification in terms of causes and effects of a problem situation. Two
related purposes can be distinguished.
The process of going through several steps with other participants helps to establish commitment to and
ownership of the problems, objectives and the final strategy. In Euroconsult and BMB, OOPP is often
applied in the inception phase to initiate discussion among participants and to clarify and compare differing
perceptions. During this phase, the project can be formulated or redefined which results in a workplan.
This workplan is the product of the combined efforts of participants.
The second purpose is consensus building. Different interests or opinions may become an obstacle to
project performance. Agreement on a common plan of operations is necessary. The OOPP process helps
to clarify differences and to create mutual understanding among participants. In case consensus cannot be
achieved, at least the participants are aware of the underlying reasons for their disagreement.

1.4 Conditions
First, circumstances should be such that participation of all stakeholders or delegates is possible.
Important interest groups and beneficiaries should participate in expressing and discussing diverse
perspectives on the problem situation. Only when these people are represented the identified problems
and objectives are connected to their needs and interests. This enhances project success since there is a
high probability that the proposed changes are wanted by the beneficiaries and will be supported by them.
A stakeholder analysis could be useful (see Manual 3).
A second condition is that participants are open-minded and willing to share their opinions with each other.
This means that the problems should be debatable, that participants are those people who have an
interest in solving the problem, and that they have the authority to speak on behalf of their organisations.
Only then meaningful consensus can be reached. The facilitator must be aware of the hidden agendas of
the participants and should be able to create a platform for open-minded discussion.
The third condition is the presence of a skilled facilitator who is familiar with the logic of the exercise as
well as with the methods of stimulating and guiding wide ranging discussions in the specific socio-cultural
setting. Knowledge of the problem situation is not required as this can be supplied by the various
participants. In many situations a neutral outsider is better able to handle sensitive issues in such
discussions than, for example, a team leader.

1.5 Limitations
1 earn work only is not sufficient to initiate a change process in an organisation. For this purpose, the
experience of other stakeholders should play a role in finalising planning processes.

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OOPP puts emphasis on the core problem, which presents a somewhat narrow view at a given point in
time. This means that when OOPP is applied in a rigid manner, the identified problems and objectives
could after some time not be applicable.
Another limitation of OOPP is that a bias towards project potential and purpose occurs very easily. When
participants are aware of the project purpose behind the exercise, they tend to mention not the 'real'
problems but those problems which can most certainly be addressed by the project.
A practical limitation is the time needed to pursue OOPP until the drafting of the logical framework. The
process can be very time consuming when each step has to be finalised properly and consensus has to be
established on each issue.

1.6 Other Instruments

(JOPP is compatible with the logical framework approach and possible similarities and overlaps are not
accidental. OOPP however has a clear focus on problem identification and analysis. In this sense, OOPP
is leading up to the logical framework, because the logical framework assumes that a clear problem
analysis is done before. The Project Planning Matrix of OOPP is similar to the logical framework matrix.
Therefore, the Project Planning Matrix or logical framework matrix will not be outlined in detail in this
manual, but we refer to the manual on the logical framework (number 2 in the series on ID instruments).
The Project Cycle Management method, developed by the European Commission is an instrument in
which the logical framework and OOPP are integrated, although slightly adapted. The integrated approach
is a method for managing the various phases of a project cycle, currently promoted or even prescribed in
the European Commissions. A booklet has been produced by the EC called 'Project Cycle Management:
integrated approach and logical framework'. This manual is a tool in the PCM training programme.

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2 Objective Oriented Project Planning

2.1 Structure of OOPP
OOPP has five practical steps to arrive at a project strategy. Each step has its specific purpose. OOPP
starts with a participation analysis to make an inventory of the people who affect and who are affected by
the problem situation. The second step is problem analysis to identify the core problem. The third step
analyses the causes and effects of the core problem. The fourth step, objectives analysis, describes the
future situation that could be achieved by solving the problems. The fifth and last step is the selection of a
strategy to identify potential alternative solutions to problems. This results in the identification of the most
appropriate strategy. This strategy is inevitably a global one, but forms the basis for developing a more
specific project plan. In some approaches to OOPP such project planning is included. In this manual we
treat this as another phase, to be dealt with by a separate instrument, the Logical Framework, which is
discussed in manual number 2 of this series. The two instruments are complementary.
The five steps are gone through by a team. Who the members of this team are depends on the situation.
The team however must be able to deal with interdisciplinary issues (technical, social, institutional) at
various levels (national, regional, local) and must have the authority and potential to propose interventions
to higher authorities.
Ideally, a facilitator guides and structures the discussions. The advantage of a 'neutral' outsider is that
sensitive issues are more easy to discuss and that the process of project design gets as much attention as
the issues involved.
OOPP is carried out in a workshop format with participation of relevant actors, decision-makers as well as
beneficiaries and future implementors. The people involved in the workshop should be able to speak on
behalf of their organisation and should have an interest in the OOPP process and outcome.
During the workshop, cards, flip-overs and other materials which allow visualisation are used with subgroups and/or plenary group discussions. Visualisation techniques have proven to be very valuable in
stimulating debate and feed-back, and in keeping the process flexible and accessible to all. Cards can be
moved from one place to another and diagrams or other figures can easily be removed or adapted. At the
same time, the process and specifically the progress become visible also to those who are less actively
involved in discussions.

2.2 Participation Analysis

OOPP includes a participation analysis. A participation analysis is done to get insights into interests,
objectives, (hidden) agendas of the organisations connected to the defined problem situation and their
mutual relationships. Participation analysis is part of the preparation for the OOPP workshop to determine
who will participate in this workshop. Care should be taken not to raise hopes and expectations. The risk of
involving too many and not relevant organisations is high. One should consider who affects the problem
situation and who is affected by the problem situation.

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Participation analysis is the task of a small group of core people, for example the consultant and the
organisation that initiated the OOPP exercise (the sponsor). This group has to agree upon the criteria
applied to determine who will participate in the workshop. Participation of other relevant organisations
broadens the scope of actual problems and potential solutions beyond the knowledge of the team
members themselves. The choice of participants influences which problems will be identified and the
process of the workshop.

2.3 Problem Analysis: the Core Problem

Problem analysis is done to identify and rank weaknesses or problems. The purpose of this initial exercise
should be made clear so everybody knows what to expect. To do a proper problem analysis the team
should include multi-disciplinary perspectives and not only focus on technical dimensions. The problem
analysis can focus on existing problems at a given point in time when OOPP is used to plan a project.
When OOPP is used for the extension of a project, then problems concerning implementation and results
of interventions should be included as well. In this case, project staff as well as local organisations should
be involved. An independent facilitator can guide the exercise.
Purpose
The first step is the identification of what is called the "core problem". It is strongly preferred to establish
consensus on what is the core or central problem. Two core problems can be kept when consensus on
one core problem cannot be reached. The risk is however that linkages between problems, causes and
effects do not become clear and that the team and participants become divided between the two problems.
This step establishes the basis for participants to communicate their views on the problem situation with
each other. Cards are used for visualisation which facilitates and structures the discussions.
How to identify the core problem
1.

Each member of the team writes down what (s)he sees as the central problem. One problem is
written on one card. Problems are expressed as a negative state, not as a lack of a solution, nor
as problems internal to the project. The focus should be kept broad to avoid getting trapped by
details.

Absent solution

Problem = Negative state

No training provided

Staff have insufficient skills and knowledge

2.

All cards are pinned on the wall. Cards that duplicate are omitted and one makes sure that all
cards are understood by the participants. Each problem is briefly discussed and participants try to
agree on what is the core problem. The core problem is written in three or four words. Eg.:
'Ineffective use of land and water resources'

3.

If agreement cannot be reached directly on selecting one core problem, the various cards are
arranged above and below each other into a cause and effect relationship. Again, an attempt is
made to reach agreement based on the overview.

4.

If still no consensus is reached then there are several options:

-

agree on criteria to assess the weight of the problems. Examples of such criteria are:
urgency, impact, interrelatedness and ability to handle;

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Manual OOPP

brain-storming, role games, or other decision-making aids;

decide temporarily to continue with several problems, but try to determine the core
problem in the next phase of OOPP.

5.

If agreement is reached on the core problem, the core problem is clearly defined, in as simple as
possible terms. Core problems as perceived by each team member do not automatically turn into
the project purpose. The core problem should be within the domain of the project or programme.
One should realise that the selection of one core problem is a step to simplify reality. OOPP is an
instrument to assist in simplifying reality, in full awareness of the limitations of the process.

2.4 Causes and Effects: the Problem Tree

Direct causes and effects of the core problem are identified. Causal relationships should be direct and
essential. Often, problems which are relevant for the day-to-day project implementation are low in the
problem tree. It depends on the purpose of the exercise how detailed the problem tree will be.
Purpose
The purpose of analysing causes and effects of the core problem and of drawing the problem tree is to
create insight into relationships between various problems. This enables participants to see how problems
cause or reinforce each other.
How to analyse causes and effects of the core problem
1.

The direct causes of the core problem are placed parallel to each other underneath the core problem.

2.

The direct effects of the core problem are placed parallel to one another above the core problem.

3.

The figure can be further extended for each of the identified causes and effects using the same
procedure.

4.

The problem analysis can be concluded when the team is convinced that the essential information has
been used to build up a causal network explaining the main cause-effect relationships for the problem
situation. Such cause-effect relationships are characterised by an if - then sequence: if cause A - then
effect B (figure 1).

The following problem tree is based on a proposal for extension of the Fayoum Water Management Project
in Egypt, May 1996. In view of the learning purposes, the number of problems at the lowest level is limited
to three only. Some issues mentioned in the proposal are not mentioned here and vice versa. This also
holds for the objectives tree (see Figure 1 - Problem tree based on the proposal for extension,
Fayoum Water Management Project, Egypt (Euroconsult) - next page).

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Poor living conditions

Farmers informed too late

of the rural population

about established crop prices

Lack of inputs

in Fayoum

Unreliable transport system

Inadequate
market
conditions

Market system poorly

Ineffective use of land

and water resources in

Low rice

Lack of credit facilities

production

Fayoum

Appropriate cropping

functioning

system unknown

Insufficient water

Sectoral water

Inefficient O&M and

usersparticipation in water

management ineffective

Limited capacity of the

rehabilitation of irrigation

MPWWR within

and drainage system

Fayoum

management

Limited involvement of

Unclear legal basis for

Farmers lack support

Ad hoc decision

farmersorganisations in

water usersinvolvement

to perform tasks

made on

irrigation and drainage

rehabilitation

Limited insight in
O&M techniques

activities

Outdated water manage-

Stakeholdersactivi-

Narrow perspective

Fayoum Irr.Dept.

Dist.Eng.Office

Staff skills are

ment policy for Fayoum

ties ineffectively

on water related

unable to fulfil its

performs below

limited

coordinated

issues

tasks adequately

standard

2.5 Objectives Analysis

Since a project aims at finding solutions for identified problems, objectives can be derived from the
problems identified in the problem tree. The assumption is that once the objective is achieved, the problem
is solved. In general, all problems can be translated into potential objectives, provided the objective is
ethical and potentially achievable. In other cases, the objectives should be rephrased or be left as
problems in the objective tree. These problems may later be moved to the assumptions column of the
logical framework matrix.
A clarification of the word objectives is necessary here since various organisations use different
terminology to indicate the same. The term objective is the most general one, in fact objectives occur at
several levels. For clarity sake different terms are used to indicate the objectives for each level.
European

UNDP

Various

World Bank

Development

Long-term

Goal

Objective

Objective

Immediate

Short-term

Objective

Objective

Results

Outputs

Sub-objectives

Outputs

Activities

Activities

Sub-objectives

Activities

Community
OBJECTIVES

Overall Objective
Project Purpose

Purpose

The terminology used in this manual is that suggested by the World Bank. This will become clear in B7, the
Logical Framework.
Purpose
The purpose of the objectives analysis is to transform the hierarchy of problems (problem tree) into a
hierarchy of objectives (objectives tree) and to analyse the objectives.
How to do objectives analysis
1.

This procedure starts from the top of the problem tree downwards and consists of rewording all
problems into objectives.

Problems worded as a negative condition are rephrased into a positive condition, to be achieved in the
future. It is important to stick to the exact wording of the problems to keep what is initially meant (figure 2).
2.

Issues to note when rewording the problems:

difficulties in rewording indicate weaknesses in the problem analysis. In this case, return
to discuss the problem: "what did we really mean to say?" Eg.: 'inefficient water users'
participation in water management'
Do we want to say that water users should be more efficiently involved in operation and
maintenance? Or, perhaps, that they should contribute more funds? Or that they should
have a greater say in water allocation decisions?

rewording will lead to practically non-sensical or ethically questionable statements. Then,

rephrase the objective. Eg.: 'deficient water allocation to the Fayoum' . This is a rather
difficult problem to address in a project. The objective would be 'increased water
allocation to the Fayoum' which is beyond project control. This problem could be
rephrased into an assumption of the logical framework.

3.

The cause-effect relationship of the problem tree is characterised by an if - then sequence, which
for the objective tree should be: means A in order to achieve end B. While going down the tree,
the following questions should be asked: Has the causal relationship been changed into a
plausible means-end relationship? Eg.: "If staff of the Ministry of PWWR has limited capacity,
then water is inefficiently managed" "Increased capacity leads to better water management"
Has the cause (problem) been translated in such a way that the means could be sufficient to
reach the next higher level? Eg.: "If staff has improved management skills, if technical facilities
have expanded and if the District Engineer has sufficient manpower, then the capacity of the
Ministry of PWWR has increased"
If these means seem not to be sufficient for realising the higher level objectives, it is likely that
some problem was overlooked in the earlier analysis. In this example perhaps: lack of operational
funds (the objective would be: sufficient operational funds), or lack of staff motivation (the
objective would be: motivated staff).

Figure 2 Objectives tree based on the problem tree of the Fayoum Water Management Project,
Egypt see next page.

Figure 1 Objectives tree based on the problem tree of the Fayoum Water Management Project, Egypt
Crop prices known at

Adequate inputs

Enhanced living

appropriate time

available

conditions of the rural

population in Fayoum
Reliable transport

Credit system for

system

farmers operational

Markets improved

Improved

Sustainable use of

Increased

market

land and water

rice

Appropriate cropping

conditions

resources in

production

system known

Fayoum achieved

Enhanced farmer

Integrated water

Improved O&M and

Adequate capacity of

participation in water

management

rehabilitation practices

the MPWWR within

management

achieved

Water user boards

(WUBs) operational

Fayoum,

Policy and legal

basis for WBUs in
place

Support to improved

Structured decisions

Imrpoved decision

water management at

made on rehabilitation

making on O&M

mesqa level available

activities

techniques

Water management

Improved coordination of

Integrtated perspective

Fayoum Irr.Dept.

Distr.Eng. Office

policy in place

Staff skills

horizontal and vertical

on water management in

adequately fulfilling

effective

enhanced

water management

place

its tasks

2.6 Strategy Selection

1 he fourth phase of OOPP concerns the identification and selection of potential alternative strategies
towards realizing all or some of the objectives. The project's ultimate strategy should reflect a choice
among these alternatives. The policies of the government and the involved organisations as well as donor
preferences have to be considered during the selection of a strategy.
Purpose
A strategy reflects a decision on how a core objective should be pursued. A strategy is the basis for any
plan and is derived from the project objectives and the context in which these have been formulated. The
objective tree is the starting point to define a strategy. A choice has to be made: which means - end
branches in the objectives tree are selected. For any given end, many means may be considered, based
on criteria like amount of money required, accessibility, degree of control, etcetera. The arguments for this
choice justify the selected strategy.
How to identify alternative strategies
1

Identify objectives that cannot be achieved due to resource limitations and set these aside when
considering alternatives. These objectives later become assumptions in the logical
framework.

Clusters of objectives related by cause and effect in the objectives tree are identified as possible
alternative project strategies. A circle is drawn around these means-end linkages. These meansend linkages constitute the alternative solutions and as such the different strategies. This is
shown in figure 3.

The alternatives are marked with labels like 'production approach', income approach', 'institutional
development approach'.

Appraise the selected strategies in terms of:

-

resource constraints & can it be implemented

time horizon

organisational capacity and capability

probability of achieving main objective

government policies

comparison of inputs and outputs, efficiency

donor policies

political interests

project mandate

Figure 3 Selection of a strategy from several options see next page.

Figure 3 Selection of a strategy from several options

The selected strategy, the land and water use strategy, needs to be made much more specific and
elaborated in terms of targets, plans, budgets and assumptions. This is done in a separate, equally
systematic series of steps, presented in our Manual on the logical framework. However, it is Important to
understand how the results of the OOPP exercise relate to the logical framework approach. One is
inconceivable without the other. OOPP lays the foundation for the logical framework.

2.7 Logical Framework

1 he logical framework describes in a condensed format (preferably one page, figure 4):

why the project is carried out (its goal)

what the project is expected to achieve (its purpose)

how the project is going to achieve these results (its outputs, activities and inputs)

which external factors are crucial for the success of the project (assumptions)

where data can be obtained to assess the success of the project (OVI's and MoV's)

How to develop the logical framework (summary only)

1

The chosen project intervention is derived from the objectives tree and transferred into the first
column of the matrix. Start with the selection of one goal and one project purpose. If necessary,
review the wording in the objectives tree.

The goal probably was already present in the objectives tree (if so, at the highest level) or could
have been implicit.

The purpose in the logical framework is the objective at the top of the selected means-end
cluster.

Outputs are stated as objectives which the project must achieve and sustain. Their combined
impact must be necessary to achieve the project purpose. They can be taken for the objectives
underlying the 'purpose level' objective of the previous step. 5 Activities are tasks necessary to
achieve the outputs. The activities should indicate the (not too detailed) basic structure and
approach of the project. The activities are, in fact, the operational objectives at the bottom of the
selected means-end cluster.

Assumptions have to be defined for each level. They indicate whether activities directly generate
the desired results/outputs, or whether an additional event must also take place outside the
project. Assumptions are conditions that must exist if the project is to succeed. Assumptions can
also be derived from the means-end cluster in the objective tree.

Indicators operationalise the objectives. The indicators should indicate the desired changes in
terms of quantity, quality, time period, place, target group and partner institutions. An indicator
describes to what extent the goal, purpose and outputs have been reached.

Means of verification are sources of information to verify each indicator. These form the basis for
the information system of the project and possibly for future monitoring and evaluation.

Table 1 The logical framework matrix

Intervention logic

Objectively Verifiable

Means of Verification

Assumptions and

Indicators (OVI)

(MoV)

preconditions

Goal

Goal OVI

Goal MoV

Assumptions

The higher level

Measures (direct or

The sources of data

Important events,

objective towards which

indirect) to verify to what

necessary to verify

conditions or decisions

the project is expected

extent the goal is

status of goal level

outside control of the

to contribute (mention

fulfilled

indicators

project which must

Purpose

Purpose OVI

Purpose MoV

Assumptions

The effect which is

Measures (direct or

The sources of data

Important events,

expected to be achieved

indirect) to verify to what

necessary to verify

conditions or decisions

as the result of the

extent the purpose is

status of purpose level

outside control of the

project

fulfilled

indicators

project management

target groups)

prevail the goal

necessary for the

achievement of the
purpose
Outputs

Output OVI

Output MoV

Assumptions

The result that the

Measures (direct or

The sources of data

Important events,

project management

indirect) to verify to what

necessary to verufy

conditions or decisions

should be able to

extent the outputs are

status of output level

outside control of the

guarantee (mention

produced

indicators

project management

target groups)

necessary for the

production of outputs

Activities

Inputs

Activities MoV

Assumptions

The activities that have

Goods, people and

The sources of data

Important events,

to be undertaken by the

services necessary to

necessary to verify

conditions, decisions

project in order to

undertake the activities

status of activity level

outside control of the

indicators

project management

produce outputs

necessary for the start

of the project
Preconditions
Important events,
conditions, decisions
outside control of the
project management
necessary for the start
of the project
In essence, the intervention logic identified in the selected strategy becomes the first column in the logical
framework matrix. The main objective, its supporting objectives and the lower objectives, respectively turn
into the goal, purpose, outputs and activities of the logical framework (table 2).

Table 2 Objectives from the selected strategy transferred to the logical framework matrix
Intervention Logic

OVI

MoV

Goal
enhanced living conditions of
rural population in Fayoum
Purpose
sustainable use of land and
water resources in Fayoum
Outputs
1.

enhanced water users'

participation in WM

2.

integrated WM achieved

3.

improved O&M and

rehabilitation practices

4.

4. adequate capacity of
MPWWR within Fayoum

Activities
1.1 establish water user boards
(WUBs) in pilot areas
1.2 assist in development of
policy + legal basis for WUBs
1.3 support improved WM at
mesqa level
2.1 support development of
water mgt policy
2.2 promote transition from
sectoral towards integrated WM
approach
2.3 horizontal and vertical WM
coordination enhanced
3.1 develop a master plan for
irr. system rehabilitation
3.2 introduce improved decision
making on o&M techniques
4.1 support establishment of
techn. office at FID
4.2 strengthen the District Eng
Office 4.3 provide formal
training

2.8 Questions and answers

The following questions may help to do the problems and objectives analyses.

Assumptions

1. What area are we addressing?

We must be certain of the precise field for consideration. Often this is given in the Terms of Reference. In
any case, the starting point is to state the characteristics clearly: what economic sector, sub-sector,
industry, set of activities, or institutions are we dealing with? Which geographical area? Which occupational
group?
2. Who is - or should be - involved in this area?
List all of the categories of people likely to be affected in some significant way. This could be project
beneficiaries, decision-makers and people potentially being affected.
3. What is the main problem?
In order to obtain a usable list of problems it is useful to have brainstorming sessions. A group of people is
encouraged to come up with anything they consider a problem. Then discuss the list, eliminate
duplications and set the remaining items in order. The key problems must be stated clearly.
A typical problem might be economic, social, cultural and environmental at the same time. People with
different backgrounds will perceive these problems differently. For this reason, selecting who should
participate in OOPP workshops is a sensitive and important business.
4. What are the underlying causes of this problem?
Whenever a set of problems is listed, some are likely to arise out of others. For example, food shortages
may be caused by poor production, losses after harvest, bad distribution or a combination of these and
other reasons. In turn, poor production may itself be a result of wrong crops or ineffective methods. Each
problem should therefore be traced back as far as possible so that the fundamental cause is clarified.
5. What will the future situation be once the problem has been addressed?
This is the aim of the project. Often, this may be a simple negation of the answer to the above problem.
Again, the issue of whom is going to benefit from the solved problems should be considered in detail.
6. How best should this situation be achieved?
What are the means by which the future situation shall be achieved? What are the strategies that will
achieve the aim with maximum cost-effectiveness? Understanding the problems underlying the causes
(question 4) will help to determine the strategies.
7. Which is the most effective point at which to intervene?
Sometimes there are clear choices between the levels of possible intervention (supporting consumers,
helping farmers directly, refining agricultural policies, etc.)- The most cost-effective and practically-effective
point of intervention in this hierarchy of means and ends (future) should be discussed and determined.
8. Which is the most appropriate focus for our initiative?
Here again, our understanding of the underlying problem will guide us in determining the most important
strategies. Often there are several alternative options. For example, poor nutrition could be addressed
through diet education and/or horticulture and/or improved food security. The costs and likely benefits of
each approach must be analysed and strategic choices should be made by deliberately comparing these
approaches.

When assessing the most appropriate focus (at the selected level) it is important to consider whether the
chosen strategy is:
a.

of high priority

b.

feasible

c.

requiring outside intervention

If any answer is no, the need for a project is questionable.

3 Applications of OOPP
3.1 Project Formulation
1 he process of OOPP could be useful to assess if the project is actually dealing with key issues as
perceived by the direct recipients and other stakeholders. An OOPP exercise may identify issues that have
been left out or that are included but are irrelevant.
At the same time an OOPP exercise may determine whether the project addresses the causes or
symptoms of a problem situation. For instance, in a village where sugar is hardly available one can choose
to give each citizen two bags of sugar (solve the symptoms) or to identify why there is no sugar available
(sugarcane harvest destroyed) and try to do something about it (pesticides, IPM).
During project formulation it is important not to loose track of the larger context of which the future project
is part. An OOPP exercise may place the project in perspective of a larger problem situation. The selection
of a strategy then occurs in view of the total problem picture. This facilitates the explanation and
justification of trade-offs to be made on one side, and improves understanding of project rationale on the
other side.

3.2 Inception Phase

During the inception phase OOPP could be used to adjust the identified intervention to the situation which
is now better known to project managers. This should be done in a joint problem analysis, with partner
organisations and intermediate beneficiaries. Understanding of project rationale and trade-offs will be
enhanced.

3.3 Project extension

The problem situation may have to be redefined in view of the new conditions, which requires as well a
redefinition of objectives. Problems or objectives that are still relevant and new ones that have emerged
should be included.

4 Supporting Materials
4.1 Exercises
The following five exercises are based on the case study 'Strengthening of Soil Survey of Pakistan
included in this manual. The answers given are not the only 'right' answers. They are presented here to get
an idea of the reasoning and logic behind OOPP.
Exercise 1

Identify the core problem

Exercise 2

Problem analysis

Exercise 3

Objectives analysis

Exercise 4

Strategy analysis

Exercise 5

The logical framework

4.1.1 Exercise 1 Identify the core problem

The identification of the core problem is not a linear process. By discussing and defining clusters of cards,
the core problem will eventually be identified.
1.

Please read pages 7 till 11,13 till 15, 17, 18 and 32 till 37 on the draft Project Document from June
1991 on the Soil Survey of Pakistan, and "responses to questions

" attached at the end of the

document,
2.

Identify the problems described in the case study.

3.

Write the most crucial problem on a card, if necessary, use more cards but limit one problem to one
card.

4.

Put the cards on the wall.

5.

Omit the cards which duplicate.

6.

Make sure all cards are understood by the participants.

7.

Establish consensus on what really is the core problem by discussing, moving cards and defining
clusters.

4.1.2 Exercise 2 Problem analysis

1.

Identify the problems that cause the core problem

2.

Place the direct causes underneath the core problem on the same level

3.

Organise the other problems related to each direct cause

4.

Identify the effects caused by the core problem

5.

Place the direct effects above the core problem on the same level

6.

Organise the other effects related to each direct effect

7.

Form a problem tree showing the cause and effect relationships

4.1.3 Exercise 3 Objectives analysis

1.

Take the problem tree as starling point

2.

Rephrase the problems, worded as a negative phrase, into positive objectives, working from the top
downwards

3.

Check the relationships between the various levels of objectives in terms of the if-then sequence

4.

Check whether the objectives are sufficient to reach the next higher level

4.1.4 Exercise 4 Strategy analysis

1.

Read the ToR of the Soil Survey of Pakistan

2.

Identify objectives in your problem tree which cannot be achieved due to resource limitations or
because these are unethical or non-sensical and set these aside when considering alternative
strategies

3.

Branches related by means and ends are identified as possible alternative project strategies. A circle
can be drawn around the means-end branches to signify the alternative solutions and as such the
different strategies

4.

Identify the strategy chosen by the project designers and draw the relevant circle

5.

Appraise the selected strategy in terms of:

6.

feasibility

time horizon

organisational capacity and capability

probability of achieving main objective

government policies

comparison of inputs and outputs, efficiency

donor policies

political interests
Identify the direct recipients, intermediate beneficiaries and end beneficiaries

4.1.5 Exercise 5 Logical framework: intervention logic

1.

Take the selected strategy as starting point

2.

Transform the main objective into the purpose

3.

Transform the next higher level into the goal

4.

Transform the level below the main objective into outputs

5.

Transform the level below the outputs into activities and formulate the statements into an action ("to
..").

4.1.6 Answers exercise 1 Identify the core problem

Problems described in the case study:
1.

Methods for soil and water analysis outdated

2.

Limited effectiveness of planning and design of agricultural development and soil conservation

3.

programmes

4.

Staff has poor management skills

5.

Outdated lab capacity

6.

Limited client orientation

7.

SSoP ineffectively meeting demands for soil data and analysis

8.

Insufficient awareness on the side of the clients about SSoP services

9.

Working methods of staff insufficiently adjusted to the demand

10. Information on soil physical characteristics unorganised

11. Insufficient allocation of dissemination of information
12. Limited and poor range of offered services
13. Ineffective and unclear organisational structure within SSoP
14. Needs and views of clients are unknown
15. Outdated lab equipment
16. Poor management capacity
17. Insufficient use of present day technologies
18. Modern development in the direction of quantitative land evaluation not followed
19. Limited and randomly time spent on meetings
20. Limited skills in selected disciplines related to client orientation
21. Lack of facilities
22. Working methods for the laboratory ineffective
23. Budgeting and accounting system badly finetuned to client orientation
24. Processing of research data inefficient
25. Limited lab facilities
26. Staff has limited motivation to orient towards client
27. Demand and supply of relevant services unknown
28. Present funding arrangements inadequate
29. Staff has low technical skills

4.1.7 Answers exercise 2 Problem analysis

Problem tree of the problems related to the Soil Survey of Pakistan

4.1.8 se Answers Exercise 3 Objectives analysis

Objective tree of the objectives based on the problem tree of the Soil Survey of Pakistan see next page

Limited effectiveness of planning and design of agricultural

development and soil conservation programmes

SSoP ineffectively meeting demands for soil data and analysis

Limited client orientation

Limited and poor range of

Poor management capacity

Outdated lab capacity

offered services
Limited skills in selected
disciplines
Needs and views of clients

Information on soil physical

characteristics unorganised

Staff has poor management

skills

Insufficient use of present

Limited and randomly time

day technologies

spent on meetings

Clients insufficiently aware

Demand and supply of

about SSoP services

relevant services unknown

Ineffective and unclear

Working methods of staff

Working methods for the

insufficiently adjusted to the

laboratory ineffective

are unknown

Modern development in the

Staff has limited motivation

direction of quantitative land

to work with clients

evaluation not followed

Processing of research data inefficient

information insufficiently
allocated

analysis outdated

Staff has low technical

skills

Limited lab facilities

within SSoP

demand

Dissemination of

organisational structure

Methods for soil and water

Lack of facilities

Budgetting and accounting

system poorly finetuned to
clients
Present funding
arrangements inacequate

Outdated lab equipment

Increased effectiveness of planning and design of agricultural

development and soil conservation programmes

SSoP effectively meeting demands for soil data and analysis

Increased client orientation

Expanded and improved range

Improved management capacity

Expanded lab capacity

of offered services
Staff has improved expertise
in selected disciplines
Needs and views of clients
are known

PR exercise conducted

Information on soil physical

characteristics organised

staff in demand-led working

methods

More time spent effectively

present day technologies

on formal meetings

Demand and supply of

Organisational structure

water analysis introduced

Staff has increased

technical skills

Lab facilities expanded

clear
for the lab designed

evaluation methods followed

work with clients

Budgetting and accounting

New lab equipment

system adapted to client

introduced

orientation
Adequate funding

Efficient processing of
Information dissemination

within SSoP effective and

New methods for soil and

Effective working methods

Modern quantitative land

Increased motivation to

of staff

Sufficient use made of

relevant services known

Increased competence of

Improved management skills

research data

adequately allocated
Improved infrastructure

arrangements in place

4.1.9 Answers exercise 4 Strategy Selection

The project addresses weaknesses in the planning for sustainable use of land, water and other natural
resources on the short and long term. The selected strategy is to enhance contributions by the SSoP to the
planning process, by improving the functioning of this organisation, in order for it to provide better, more
varied and more relevant soil data to a range of (potential) users. The strategy proposes to work directly
on and with the SSoP and to combine institutional development as well as technical interventions.
The direct recipients of the project are the staff of the SSoP. The intermediate beneficiaries are staff of
institutions of irrigation and drainage, agricultural development and soil conservation programmes, both
government and donor organisations as well as private enterprises, who are active in sustainable land use
and water management. The end beneficiaries are the land users of Pakistan.

4.1.10 Answers Exercise 5 Logical Framework

Intervention Logic

OVI

Goal
Increased effectiveness of planning and design of agricultural development
and soil conservation programmes
Purpose
SSoP effectively meeting demands for soil data and analysis
Outputs
1. increased client orientation
2. expanded and improved range of offered services
3. improved management capacity
Activities
1.1 arrange for training in selected disciplines
1.2 explore needs and views of clients
1.3 conduct PR exercise
1.4 train staff in demand-led working methods
1.5 introduce incentives for client orientation
1.6 assign responsibilities for information dissemination
2.1 establish data base on soil characteristicws
2.2 operationalise GIS
2.3 identify demand and supply of relevant services
2.4 design effective working methods for the laboratory
2.5 introduce quantitative land evaluation methods for the laboratory
2.6 introduce computerised processing of research data
2.7 construct auditorium and exhibition room
3.1 train in management skills

INPUTS

MoV

Assumptions

Intervention Logic
3,2 introduce regular meetings
3.3 introduce transparent organisational strucuture
3.4 adapt budgeting and accounting system to client orientation
3.5 explore options for alternative funding arrangements
4.1 introduce new methods for soil and water analysis
4.2 upgrade technical skills
4.3 expand lab facilities
4.4 introduce new equipment

OVI

MoV

Assumptions

4.2 Training Guidelines

When planning to conduct a training in OOPP several issues have to be taken into consideration. During
the preparation of the training one needs to pay attention to the programme, materials, location and
composition of the group of trainees. The training itself requires excellent skills from the trainer or facilitator
to deal with group discussions and working groups to create an optimal learning process. An evaluation
after the training assesses strengths and weaknesses and opportunities for improvement.

4.2.1 Training Preparation

A. Training Programme
While the plenary group should not exceed 15 people, the working groups should not include more than
five people for effective group work. A possible time schedule is provided below.
Activity

Time Required

Format

Introduction to the training

10 min.

Plenary

Introduction to OOPP

30 min.

Plenary

Explanation of problem analysis and exercise 1

5 min.

Plenary

Exercise 1: core problem

20 min.

Working groups

Presentation by one group and discussion

15 min.

Plenary

Explanation of exercise 2

10 min.

Plenary

Exercise 2: problem analysis

45 min.

Working groups

Presentation by one group and discussion

30 min.

Plenary

Explanation of objectives analysis and exercise 3

10 min.

Plenary

Exercise 3: objectives analysis

20 min.

Working groups

Presentation by one group and discussion

20 min.

Plenary

Explanation of strategy selection and exercise 4

10 min.

Plenary

Exercise 4: strategy selection

45 min.

Working groups

Presentation by one group and discussion

30 min.

Plenary

Explanation of logical framework and exercise 5

15 min.

Plenary

Exercise 5: logical framework (intervention logic)

30 min.

Working groups

Discussion on OOPP process

45 min.

Plenary

Evaluation of the training

30 min.

Individual/Plenary

Total time required for the training session

7 hours

B. Materials
Flip-overs
Overhead-proj ector
75 cards of 1/2 A4 format
Tape
Markers
C. Location
The location is important for a successful training. Participants are encouraged to stay overnight. Informal
discussions may contribute to the effectiveness of the training.
Space should be allocated to allow working in groups. Each group should be able to work in a separate
room or, if the room is large enough, in a corner of the room.

Training Session
During the training the use of overhead sheets and flip-overs to clarify specific elements of OOPP is
encouraged. Overhead sheets produced for the OOPP course are included in this chapter.
The trainer should not only be knowledgeable on OOPP but should also have the skills to facilitate plenary
sessions and group work.

Objective Oriented Project Planning

Purpose
________________________________________________________

to improve understanding of project rationale

to make trade-offs in project design explicit

to establish consensus

to promote participation

Objective Oriented Project Planning

Main Elements
___________________________________________

open process

uses visualisation

builds on team work

stresses interrelationships

from the general to the specific

Objective Oriented Project Planning

Main Steps

1. (Participation Analysis)
2. Identify core problem
3. Problem Analysis --> Problem Tree
4. Objective Analysis--> Objective Tree
5. Selection of strategy
6. (Project Planning Matrix)

OOPP
Problem analysis

core problem = central point

one problem one card

problems are real situations

vertical cards: cause and effects

horizontal cards: other causes or other effects

OOPP

Objective analysis
OOPPsituation
Objective = future, desirable
Selection of strategy
Restate each problem into an objective

Remove unachievable objectives

Identify the
nie;ins-erids
clusters
From
top downwards

Select optimal cluster by considering:

-If

rewording
problem difficult: reconsider the
resource constraints

-problem
time horizon

programme priorities

whether
objectives
-Check
policies
of country
level
objective?
-higher
policies
of donors

are sufficient to achieve

cost-benefit ratios

opportunities

special interests

stakeholders support

etcetera

Strategy
Tolls us:

Why: Justification; strategic goals

What to do: Direct support; Institutional

Development; Choice og Interventions

For Whom and with whom: Intended

beneficiairies; Direct recipients; Other partners

How: Institutional framework

Strategy selection
Some criteria

Technical: appropriateness, local resources,

market suitability
Financial: coats, fln. attainability, forax
Economic: coat effectiveness, scon, return
Institutional: capacity, capability, TA requirements
and absorption
Environmental: effects, envlr.costs, attainability
Pragmatic: mandate, other efforts comparative
advantage

1. Project Identification

From Identification
to strategy

2. Identify stakeholders
3. Initial workshop
4. Define and rank problems
5. Define and rank objectives

6. Select target group(s)

7. Direct support of I.D.?
8. Determine org. framework
9. Select strategy

Over-fishing regional seas

Problem tree
Tuna Project

No adequate management
of tuna resources
Inadequate enforcement

Lack of reliable data

of regulation

No database on

Poor under-

No dissemination

oceanic fisheries

standing of tuna

among regional

biology

states

Lack of

Limited

essential

experience

information

Shortage of

Poor

staff

equipment

Poor

Absence of

Low political

equipment

regional treaty

priority

Shortage of

No dedicated

staff

lab. facility

Weak internal
legal framework

Economic utilisation of

Objectives tree
Tuna Project

natural resources

Sustainable management of
tuna resources in the region
Effective

Adequate information

management of

on tuna fisheries

regulations

Up-to-date

Proper under-

Dissemination

adequate

Database

standing of

of info among

staffing of

on tuna

Tuna biology

Regional states

fisheries
admin.

Detailed
base info

Relevant
expertise

Adequate
Internal

equipment
Regional

Sufficient

Dedicated

treaty on

staff

laboratory

tuna

Objectives tree
Tuna Project

Economic utilisation of
natural resources

Sustainable management
of tuna resource in the

Adopted
strategy

region

legal

Equipment for
admin. &
enforcement

High pol.
priority

framework

Project
logic

Goal or
development
objective

Purpose or
immediate
objective

Adequate information
on tuna fisheries

Up-to-date

Proper under-

Dissemination of

database

standing of

info among

on tuna

Tuna biology

regional states

Results or
outputs

Activities

Training Evaluation form OOPP

Date:

Please answer by scoring on a scale of 1 (usually most negative) and 5 (usually most positive).
Narrative comments are welcome.
1. What was the level of your knowledge and skills

Low

high

Low

high

Low

high

a) duration

shorter

longer

b) timing

poor timing

good

on OOPP before the workshop?

Comments:
2. What was your interest hi OOPP before the
workshop?
Comments:
3. How useful did you find this workshop
altogether?
Comments:
4. The workshop gave too much attention to:

5. The workshop gave too little attention to:

6. The workshop should have been:

timing
c) location

bad

good

d) selection of trainees

poor

good

a) contents

useless

useful

b) approach used

useless

useful

c) speed

too slow

too fast

d) use of overhead sheets

too little

too much

e) quantity

too little

too much

f) style of presentation

dull

interesting

g) overall satisfaction with plenary sessions

unhappy

happy

a) tasks given to groups

useless

useful

b) instructions

unclear

clear

c) time allowed per session

too little

too much

d) nature of selected case

useless

useful

e) overall satisfaction with working groups

unhappy

happy

Comments:
7. How did you like the plenary sessions:

Comments:
8. How did you like the work in working groups?

Training Evaluation form OOPP

Date:

Comments:
9. How do you rate your present skills and

Little

high

Low

high

Unlikely

likely

Low

high

Unlikely

likely

Bad

good

Bad

good

knowledge of OOPP?
Comments:
10. What is your present interest in using OOPP?
Comments:
11. Do you expect to use OOPP this year?
Comments:
12. How do you rate your ability to carry out a
workshop on OOPP yourself?
Comments:
13. Do you expect to actually do such a workshop
this year?
Comments:
14. How did you like the training venue?
Comments:
15. How did you like your accommodation?
Comments:

5 Background Information
5.1 References
Euroconsult experience
A problem tree only is used in project preparation documents and/or inception reports. An example is:
Coastal Wetlands Protection and Development. Viet Nam (February 1996). Project preparation, draft final
report.
Agricultural Sector Management Support Project Yemen. Extension and Training Component, Agricultural
Research and Extension Authority (July 1993). Mission report.
Outside experience
GTZ, Gesellschaft fur Technische Zusammenarbeit, Germany
Tel: + 49 6196 79 19 51
Fax: +49 6196 79 71 71
Many projects sponsored by international donors like DANIDA, USAID, SIDA, the European Community
and others
Literature, manuals
1.

Manual Project Cycle Management: integrated approach and logical framework. Commission of
the European Communities, Evaluation Unit Methods and Instruments for Project Cycle
Management. No. 1. February 1993.

2.

ZOPP - an introduction to the method. GTZ, Deutsche Gesellschaft fur Technische

Zusammenarbeit, Germany. March 1988.

Resource person at Euroconsult/BMB

Martin de Graaf

5.2 Examples
Euroconsult/BMB
Problem tree 1: Agricultural Sector Management Support Programme, Yemen (1993)
Problem tree 2: Coastal Wetlands Protection and Development, Viet Nam (1996)
Outside
Problem tree 3: Source: Manual Project Cycle Management (PCM)
Objectives tree 1: Source: Manual PCM
Logical Framework 1: Source: Manual PCM

Problem tree 1 Agricultural Management Support Programme, Yemen

Agric output low and not sustainable

Lack of good land

Lack of water

Sales not attractive

Lack of agr. inputs

Use of inadequate technologies

Tenancy and

Over-use

No water storage

High cost

Transport

Low prices for

Farmer doesnt know

Limitations of tradi-

share cropping

of land

facilities

of inputs

problems

some food crops

alternative technology

tional technologies

problem

Over-grazing of

Over cutting of

rangelang

trees

No access

No messages on rainfed

Farmer does not accept

Extensionist does

to credit

agric Or livestock

extension messages

not visit farmer

Research messages not

Research biased towards

Confusing messages

Extension

Lack of

Lack of

Bias to-wards

converted to extension

irrigated agriculture

from different agencies

method not

trans-

motiva-

some farmers

port

tion

effective

Weak contact research

Information from

No communica-

Lack of knowledge of

No female

Lack of

Wrongly se-

extensionists

extensionsits does not

tion between

extension and commu-

extensionist

incentive

lected ex-

reach researchers

various agencies

nication methods

tension
staff

Problem tree 2 Coastal Wetlands Protection and Development, Viet Nam

Rapidly increasing population

Lack of resources

(mainly thorugh in-migration)

Limited skills /
Lack of conservation

Increased pressure on scarce resources:

knowledge/awareness

- firewood/charcoal

priority = survival

- construction wood

experience

- land for production

Weak governmental
control / protection structure

Vicious circle
Clearfelling/desctruction
Of mangrove forests in coastal
beit

Reduction/depletion

Establishment of aqua-

Conversion into

Decline in fish

Reduced

Accelerated coastal erosion

of natural (shrimp) fry

culture (shrimp) farms

paddy fields

stocks

biodiversity

through increased wave

action

Establishment of hatcheries

Unplanned and
uncontrolled growth

Low quality post

Inadequate main

larvae production

strucutres

Un-sustainable
economic activity
Start of crab
cultures

Collapse of shrimp industry

Decline in coastal
Inadequate pond design
and management

Production of pollution
/ acidity

area fishing
opportunities

Legend
Direct cause or effect

Increased fishing
effort

Possible cause or effect

Major cause or effect of
interventions

Hampers (further)

Collapse of

mangrove growth

marine fisheries?

Problem tree 3 Source: Manual PCM, European Commission

FOOD
SHORTAGES

PRODUCTION ON HILLS

RICE PRODUCTION

DECREASING

DECREASING

CAUSES

CAUSES
EROSION OF

DESTRUCTION

IRRIGATION

IRREGULAR

HILL SLOPES

OF HARVESTS

NETWORK NOT

SUPPLY OF

FUNCTIONING

INPUTS

Objectives tree 1 Source: Manual PCM, European Commission

FOOD SITUATION
IMPROVED

END

INCREASED

INCREASED RICE

PRODUCTION ON HILLS

PRODUCTION

MEANS

MEANS
EROSION OF

DESTRUCTION

IRRIGATION

MORE REGULAR

HILL SLOPES

OF HARVESTS

NETWORK

SUPPLY OF

DIMINISHED

DIMINISHED

FUNCTIONING

INPUTS

Logical Framework 1 Source: Manual PCM, European Commission

Rice production, Northern Province Bogo
Intervention Logic

Objectively Verifiable Indicators

Sources of

Assumptions

Verification
Overall objective:

Food situation improved. After

Survey by Ministry

Food situation

1997, 300 kg rice or 600 kg

of Agriculture in

improved

manioc consumed same

1998

(indexed) price as in 1992.

Project purpose:

Increase rice production per ha

Project report

Increased agricultural output

Increased rice

( 45% output sold) 94 95 96 97

94/95/96/97

on hills over 50% or rice

production

10% 20% 30% 10%

crop consumed by
production

Results:
1. Irrigation network

From 1995 all fields adequately

functioning

irrigated

Survey of peasant

No sabotage or irrigation

farmers 95/96/97

system

Reports from

Farmer associations carry

2, More regular supply

A month before planning all

extension services

out maintenance of irrigation

of inputs

peasant farmers have seedlings

and project team

system

and 50 kg fertilizer per ha

Mechanized rice production
3. Farmers using new

Farmers apply the agricultural

farming skills

calendar and plan at right

Select rice surplus covers

distance from 1996 onwards

production costs (inputs)

Activities:

Inputs:

1.1 - Organize rural

EC

farmers

Human resources

1.2 - Clear blocked

- 120m/m means invested

channels

- 3 cars/4 motorcycles

1.3 - Raise dikes

- 3 houses/offices

1.4 - Train farmers in

- working capital

management and
participation

(x 1000 ECU)

condition (see 2.1)

1200
Extension workers motivated
60

by incentives (see 3.1)

140
500
1.900

BOGO
Human resources

Access roads in good

Extension workers able to

establish dialogue with
farmers (see 3.1)

120

2.1 -Organize

- 240 m/m means invested

Traders continue to supply

purchase of inputs

- 4 houses

inputs

2.2 - Organize inputs

- running

distribution

40
40
200

3.1 - Organize

Extension service continues

to meet changing need of
farmers

extension service
3.2 - Train extension

Budget for training still

workers

available post project

3.3 - Train instructors

(men & women)
3.4 - Study effects of
use of inputs on

Intervention Logic

Objectively Verifiable Indicators

Sources of

Assumptions

Verification
environment
Preconditions
Disputes between hill
farmers and lowland farmers
are settled
Official approval of
organizational set-up