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Assessing The
Contribution
Of Volunteering
To Development
inspiration in action
United Nations Volunteers
UN Campus, PO Box 260 111, 53153 Bonn, Germany
inspiration in action
English UNV Emblem / A4 Vertical / tagline / CMYK
3 mm bleed included
www.unvolunteers.org
August 2011
Assessing The
Contribution
Of Volunteering
To Development
A Participatory Methodology
Handbook for UN Volunteers, Programme Officers and Managers
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Foreword
Dear colleagues,
It is with great pleasure that I am sharing with you the handbook on the
Methodology for Assessing the Contribution of Volunteering to Development. It is
the result of a joint effort with the International FORUM on Development Service,
a network of organizations engaged in international volunteering and personnel
exchange. The handbook provides development and volunteering practitioners
with practical approaches and tools to generate evidence on the contribution of
volunteering, thereby supporting accountability and learning. It consists of this
handbook plus a CD-ROM with practical tools that facilitate the application of the
methodology.
Flavia Pansieri
Executive Coordinator
United Nations Volunteers
UNV wants to thank the many people and organizations that have contributed to developing this handbook:
All volunteers in the field, community members, partners, stakeholders, UNV Field Units and headquarters staff
who contributed their time and participated in the processes leading to this handbook;
The Centre for International Development and Training (CIDT) and the consultants Patricia Daniel, Sarah French
and Ella King who designed and coordinated the pilot study and wrote the first version of the handbook;
UNDP Country Offices that were very helpful in supporting the logistics of the workshops;
FORUM members who participated in the pilot study: the Australian Volunteer Initiative, Carrefour Canadien
International, the Japanese Overseas Cooperation Volunteers, Skillshare International and the Voluntary Service
Overseas;
The UNDP Evaluation Office that provided advice during critical stages of the development of the Methodology;
Antonella Mancini and Rosalind David who developed complementary methods and tools for the UNV
Volunteerism for Development Results workshops, and who facilitated those workshops together with Natalia
Ortiz. Special thanks goes to Antonella Mancini who put together the current version of the handbook by editing
and revising the original draft and by writing Section Three of this handbook, and to Anum Murtaza of UNV Online
Volunteering services for the graphic design of the handbook.
The UNV Evaluation Unit: Edmund Bengtsson and Robert To, former Evaluation Unit staff, who started this work;
and Katrin von der Mosel, Caspar Merkle and Ana Cristina Guimaraes Matos who have ensured its finalization.
We hope that many UN Volunteers and Volunteer Involving Organizations around the world will use this handbook, be
inspired by it, and adapt the methods and tools to the needs of their own organizations and environment. We wish you all
success with this and look forward to receiving your comments on the experiences you have at: evaluation@unvolunteers.
org. Ultimately, we hope that the handbook will help to showcase the contribution volunteering makes to development.
Best Regards,
Flavia Pansieri
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CONTENTS
PREFACE ...................................................................................................................................................................................3
INTRODUCTION........................................................................................................................................................................7
SECTION ONE: KEY CONCEPTS.........................................................................................................................................7
SECTION TWO: THE ASSESSMENT METHODOLOGY...............................................................................................18
PLACEMENT LEVEL ASSESSMENT PARTICIPATORY WORKSHOP..........................................................................................21
Exercise A: Sharing Stories.............................................................................................................................................24
Exercise B: Reviewing and ranking the volunteers key activities and outputs.................................................25
Exercise C: The outcomes of the contribution of volunteering..............................................................................27
Exercise D: The volunteers overall contribution to higher level development goals.......................................29
Exercise E: SWOT Analysis............................................................................................................................................ 30
Exercise F: Key Lessons and Recommendations......................................................................................................31
INTER-ORGANIZATIONAL WORKSHOP................................................................................................................................................................ 43
Exercise A: Sharing experiences, key findings and lessons................................................................................. 44
Exercise B: Group discussion....................................................................................................................................... 45
Exercise C: Stakeholder perceptions and interests in volunteering....................................................................46
Exercise D: Key Lessons and Recommendations.....................................................................................................47
INTRODUCTION
The handbook aims to support International Volunteering Organizations to ask six basic questions and use the answers to
inform the work that they do and the decisions they take:
1.
2.
3.
4.
5.
6.
What contribution does volunteering make to development? What are the key results?
How does volunteering achieve these results?
What factors help or hinder the volunteering contribution?
What is the added value of volunteering?
How is volunteering perceived by other stakeholders and partner organizations, both national and international?
What lessons can be learned from volunteering and how can they be used to enhance development planning?
By answering these questions, the assessment also provides an opportunity for volunteers to share experiences amongst
themselves and to systematically reflect on the contributions they have made. In this sense the handbook benefits both the
Volunteering Organization and the individual volunteer.
The fundamental principle underlying the assessment approach in this h handbook is that it should be a bottom-up
process, which draws on the experiences and perceptions of volunteers themselves, their partners and the intended
beneficiaries of volunteering placements and programmes. The methodology does not intend to produce an impact
assessment, but rather to promote an analysis of results and contributions of volunteering to short and long-term
development goals. It provides opportunities for volunteers and their stakeholders to engage in a variety of ways. This
includes:
Primary beneficiaries to be included in the process: their voice can illuminate the contributions and changes
observed as well as help to inform policy
Individual volunteers to gain wider recognition of their work and to see their contribution to the bigger picture
Stakeholders and volunteers to reflect on the wider changes brought about through working in partnership with
others
UNV Programme Officers to see the cumulative contribution of volunteer work at national level and where
programme changes might be made
Lesson learning to be shared within and between volunteering organizations and with a range of partners
Promoting awareness about volunteering and its role in development
The methodology draws on a body of existing participatory methods and approaches. References and sources of methods
that provided inspiration are acknowledged with thanks in the appendices at the back of this h handbook. The list of key
people and organizations involved in the pilot workshops can also be found in the appendices.
For placement assessment by the country programme officer in cases where a volunteer has left early or has
particular difficulties
For ex-post assessment by the host organization and beneficiaries to reflect on longer term changes and their
contribution to development
As a basis for, or as part of, an external evaluation
For ongoing monitoring and learning purposes
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The workshops and exercises in this h handbook will require good facilitation. Facilitation can be placed in the hands
of one person or a team, depending on the size of the group. A skilled facilitator may be a colleague or a volunteer from
within your host organization, or a colleague from a national/international volunteer organization. Alternatively, you may
decide to involve an external facilitator.
Placement Level
Programme Level
National Inter-Organizational Level
And finally...
We hope the ideas and processes in this handbook will stimulate your own thinking and ideas on how to assess the
contribution of volunteering to development, and that you will feel encouraged experimenting with and adapting the
frameworks, methods and tools to suit your own organizational systems and work context. Dont worry about getting it
right. Its a learning process for all of us. We only get better by giving it a go. We do however encourage you to send us
feedback on your experience using the ideas and methods in this guide and to share your own ideas as well.
Please send your feedback to the UNV Evaluation Unit: evaluation@unvolunteers.org.
SECTION ONE:
KEY CONCEPTS
Introduction
It is helpful to start by examining some of the key concepts that underpin the Methodology for Assessing the Contribution
of Volunteering to Development. These are:
The facilitator(s) as part of their orientation process and to help them prepare for the workshops
The country programme officers/managers as part of the induction/orientation on the methodology with
volunteers and partners
Volunteers as part of the preparation for the workshops to ensure they are familiar with the basic concepts
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At the heart of volunteerism are the ideals of service and solidarity and the belief that together we can
make the world better.
Kofi Annan, UN Secretary-General
Volunteerism is both an opportunity and an asset for development. It represents a tremendous resource for addressing
many of the development challenges of our times and it has the potential to significantly promote broad-based national
ownership, gender equality, inclusive participation and sustainability. Volunteerism is increasingly seen as an essential
ingredient in supporting peace and development and in achieving the MDGs.
Committed
Volunteering
Fostering
participation
Agents of
change
Adapting to local
circumstances
Technical
knowledge
Passion
Intrinsic
motivation
Professional
Multinational
Highly skilled
Valuing indigenous
knowledge
Le volontariat est bnficiaire par une attitude positive et cest cela qui amne le changement positif. Il faut se
rappeler que la plupart des bnficiaires nont pas t lcole et ils ont de la difficult accepter linnovation.
Le seul moyen damener quelquun au changement, cest de vivre avec lui dans le milieu.
Association Malienne pour la Promotion des Jeunes (CCI Partner organisation), Mali.
Volunteering is a positive attitude that brings about positive change. One must remember that most beneficiaries did not attend school and have difficulties accepting change and innovation. The only way to make
them understand the benefits of change is by living with them and sharing their life in the community.
Malian Association for Youth Promotion (CCI partner organization), Mali
El voluntario tiene un gran valor agregado siendo un ser humano dotado de las siguientes caractersticas e
inculcado en siguientes valores: una vocacin, una vida de servicio, actitud y espritu de voluntariado, y buscar
ser til. Bolivia National Workshop, UNV.
A volunteer adds great value and, as human being, has the following characteristics: a vocation, a life of
service, volunteering attitude and spirit, and quest for being useful. Bolivia National Workshop, UNV.
72% of people feel that volunteering offers something that could never be provided by paid professionals.
Volunteering Ireland, 2006.
key concepts
Traditional volunteering
It is also important to remember that all communities are likely to have a tradition of self-help. This will not be known as
volunteering but have a local term. For example, in Mali, it is called solidarity and includes activities such as:
Often conflict or emergency situations have led to a breakdown of traditional social capital, but volunteering has been
shown to help revitalize this:
El voluntariado puede rescatar valores que se crean muertos, Guatemala Pilot study report.
Volunteering can rescue values that were believed dead, Guatemala Pilot study report.
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The participatory assessment methodology we are presenting in this handbook builds on the Logical Framework
Analysis approach (LFA). LFA or logframes are used worldwide by national and international agencies for planning and
evaluation of development activities. This can be at the organization, programme or project level. International volunteering
organizations are more and more commonly using the LFA, in line with the methodologies and requirements of their donor
agencies.
LFA looks like a table (or framework) and aims to present information about the key components of a project in a clear,
concise, logical and systematic way.
The framework includes:
What the project should achieve, from the level of overall goal down to specific objectives
The performance questions/indicators that will be used to monitor progress
How the indicators will be monitored or how the data will be collected
The assumptions behind the logic of how activities will eventually contribute to the goal
The associated risks
LFA provides a handy summary to inform project staff, donors, beneficiaries and other stakeholders, which can be
referred to throughout the lifecycle of the project/programme
The LFA aims to link individual activities with longer-term impact and to show direct and indirect cause and effect
Using the same kind of approach and the same terms makes it easier to:
o
locate volunteering within the wider development framework
o
discuss the longer-term contribution of volunteering with partners and donors
However, if done well, LFA can be successfully used at the grassroots level by parents, volunteers, community leaders and
civil society organizations in participatory workshops to develop a shared vision for implementing agreed plans. Many of
the tools and methods included in this handbook can be adapted to facilitate a more participatory process for LFA.
Although the logical framework includes several levels up to impact, this methodology is NOT intended to measure the
impact of volunteering. This would be inappropriate, as in general the work of volunteers is not enough to generate impact
on its own. Rather, we look at how volunteering contributes to short and long-term development goals.
key concepts
LEVEL
OBJECTIVES
GOAL
PURPOSE
OUTCOMES
OUTPUTS
ACTIVITIES
Capacity building
Technical advice
Mobilization
Networking
Advocacy
Research
The following table describes what changes the various stakeholders of a volunteer assignment hope to see.
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STAKEHOLDERS
Volunteer
Host organization
CHANGES
Personal and Social change
E.g. Cross-cultural understanding
E.g. Valuing traditional knowledge
E.g. Development of skills
E.g. Commitment to global education
Attitudes and approach
E.g. Remarkable change of attitude among technicians (less top-down instructions and more
participatory approach)
Organizational development
E.g. Change in working practices and culture
Community
members/Civil
Society
Self help
E.g. New ideas for partnership for local development plans are emerging among community
associations
E.g. New attitude of self-reliance and change of mentality whereby village groups are no longer
waiting for UNV to resolve problems encountered
Inclusion
E.g. Participation and public role of women in inter-village land management committees has
increased
Local NGOs
Skills
E.g. Project planning especially among womens groups is now much better due to capacity
reinforcement
Local government
Relationships
E.g. Greater trust and recognition between civil society and elected officials
Public-private sector partnerships
E.g. Commitment to provide training in computing skills for a village school
Private sector
Responsibilities and Priorities
E.g. Drug company keeps pricing low for antiretroviral drugs
Media
Communications
E.g. Local radio programmes are promoting health education
National
government
International
partner
organizations
Donors
Commitment
E.g. Recognition and additional support for volunteering
The public
in-country
key concepts
Triangulation
Pulling together an overall analysis from the assessment process will require you to cross-check the information and
findings with your stakeholders. You need to constantly take into account the different contexts and sources of information.
This will help to ensure the findings and results are robust and reliable. Monitoring and evaluation practitioners sometimes
refer to this process as triangulation.
Of key importance are the rich insights and lessons that can be drawn from these processes at the different levels.
The key findings and lessons should be feeding into strategic planning decisions and help improve projects and future
programmes. Remember also to give feedback on decisions and findings to your stakeholders. Use whatever means are
locally available, including notice boards, meetings etc. to provide feedback on project decisions in local languages.
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Gender
Many scholars and practitioners have recognized that the status of women and girls in any society is one of the best
indicators of economic, social and political development. Nevertheless, there is no country in the world that can claim
to have achieved equality between men and women. While there are strong connections between poverty and gender
inequalityapproximately 70% of the worlds poor are womenwomens discrimination and subordination is experienced
across all social classes and cultures to different degrees.
There is a strongly gendered element to volunteerism, since traditionally a high proportion of the unpaid work that
supports a community has been carried out by women. In addition, the positive effects of volunteerism can be very
empowering for women in particular, providing access to social networks, new skills, and an influential role in the
community for individuals who may otherwise have few formal routes to education or influence. One of UNVs central
missions is the attempt to achieve recognition for the voluntary work that women are already doing, and which is often
disregarded or undervalued. UNVs projects can often have a positive effect in this regard by channelling and externally
validating the voluntary activity, which is already going on2.
However, during programming volunteers do need to consider the risks of adding to the existing loads of unpaid work,
which are already carried by many women. If volunteerism is to justify adding to this load of unpaid work, and taking away
from the time available to women to undertake paid work, it will need to bring very clear benefits to the volunteer. Every
project should, at the analysis stage, carry out an analysis of how volunteering will impact on gendered roles, and make it
explicit how the project will ensure that the benefits are great enough to compensate for the time spent on volunteering.
Gender needs to be integrated into all volunteering placements, projects and programmes and considered at each stage
of the assessment process undertaken with this methodology. When taking into consideration issues of gender, we need
to remember we are talking about men and women.
key concepts
UNVs unique approach to combating Female Genital Mutilation (FGM) capitalizes on volunteerism and local
community action. By involving males and youth in peer education, engaging midwives and mothers in sexual
education, working with schools to raise the awareness of children, reaching families of pupils through public
events, and by generating innovative information materials, UNV and community volunteers were able to challenge
this issue from a community perspective.
Volunteerism enabled communities to generate their own solutions to development challenges, thus
complementing the work of governments and development partners, including civil society organizations. This has
led to enhanced openness to consider the collective abandonment of the practice.
In 2007, UNV contributed to the development of the National Strategy for the Abandonment of All Types of Female
Genital Mutilation (FGM) and launched an abandonment
campaign. Working closely with UNFPA, the Ahfad
University for Women and other stakeholders, UNV
engaged local volunteers to tackle FGM related issues
from within their own communities. It was the holistic
approach of interventions that contributed to the
success of the joint initiatives.
To ensure sustainability, UNV and partners supported
the creation of a new non-governmental organization
comprising the community volunteers it mobilized. The
scheme is being replicated elsewhere in Sudan and
expanded to include new partners.
How and in what way did women, men, girls and boys participate in our assessment processes whose voices
and perspectives got heard?
Did we create the best possible conditions for the participation and active involvement of women?
Did we provide women only spaces that were organized and facilitated by women?
Is our work helping to raise awareness amongst women and men about gender inequality?
Who is benefiting from our different activities and how (men, women, girls & boys)?
What have been some of the unexpected (both positive and negative) results of our different activities on
men, women, girls and boys? (Here you might want to consider issues of work load etc.)
How many womens groups/associations have been formed?
How and in what way has our work contributed to changes in gender attitudes, roles, relationships and
behaviours?
Is our work helping to increase the capacity and confidence of women to have control over their own lives and
decision-making?
Is gender taken into account in the way we plan, analyze, review and report about our work?
Is our work helping to promote equal participation?
What lessons are we drawing from our work that will help to promote and contribute towards gender
equality?
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The Broader Context of our Work: National Development Goals and MDGs
Increasingly development organizations including Volunteer Involving Organizations (VIOs) are aligning their strategies
and actions in support of much higher-level development goals and strategies, both at national and international level. The
rationale being that projects alone will not affect longer-term change and sustainable development, but that working in
synergy with others is more likely to produce significant changes for people living in poverty.
The Millennium Development Goals and targets have been developed as follow-up to the Millennium Declaration,
which was signed by 189 countries, including 147 heads of state and government, in September 2000. The MDGs
are interrelated and should be seen together. They represent a partnership between the developed countries and
the developing countries to create an environment at the national and global levels alike which is conducive to
development and the elimination of poverty.
Democracy, governance and peace-building as well as humanitarian relief and recovery underpin the achievement of the
MDGs.
key concepts
UNV and its partners in Brazil are harnessing school volunteers to raise
awareness of nutrition and MDG1: Eradicate extreme poverty and hunger.
The I learn, I teach programme, which is undertaken in cooperation with the
NGO Conexo - Servio de Integrao Social aims at disseminating and
implementing the MDGs. It involves groups of around five volunteer pupils and
their teachers from 10 schools in Carapicuba city. These groups are trained
on awareness-raising techniques and go out into their communities to spread
knowledge.
Women are the main target group of the information campaigns as they are often
responsible for the purchase and preparation of food, whether for their families
or as school cooks etc. Furthermore, the majority of volunteers both students
and teachers are female.
The strategy has developed local self-esteem and trained people to improve their
own situation, says UN Volunteer Alessandra Preto who has been running the
project since 2007.
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SECTION TWO:
THE ASSESSMENT
METHODOLOGY
The Methodology for Assessing the Contribution of Volunteering to Development comprises a series of participatory
workshops at different levels to collect data about the contribution of volunteering to development. This section introduces
you to main methods and exercises used in the Methodology.
1.
2.
3.
The following four tables provide an overview of the workshops at placement, programme, national and global levels. Each
of these types of workshops is discussed more in detail afterwards.
Individual volunteer, or groups of volunteers working on the same project in the same locality
Purpose
Timing
How
Self-reflection
1.5 day workshop/meeting
Interviews by the volunteers with stakeholders (optional)
Convener
Stakeholders
Volunteer
Other volunteers involved in the project/activity
Supervisor
Representative(s) of host organization(s)
Local groups/actors
Beneficiaries
Other relevant key informants
Output
Level 2
Programme Level Assessment Workshop
Level definition
Purpose
Analyzing overall findings from placements and projects and overall contribution of volunteering
towards national/international goals
Timing
Approximately every 2 years with volunteers who are nearing the end of their placements
How
Convener
Stakeholders
Volunteers
Representative(s) of host organization(s)
Local groups/actors
Beneficiaries
Other relevant key informants
Output
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Level definition
Volunteering Organizations
Purpose
Joint analysis and sharing of lessons and findings, promoting networking and collaborative
planning amongst VIOs
Timing
How
Convener
Stakeholders
Output
Level 4
Global/Headquarters 3
Purpose
Timing
How
As part of managements ongoing review and evaluation of VIO projects and programmes
Stakeholders
Outcome
3
The handbook does not set out specific exercises for HQ level. However, we do give an example schedule for a workshop at HQ
level on the CD. Many of the exercises and tools used in the placement/programme level workshops can be adapted for a workshop at HQ
level.
Reflect on the contribution of volunteering at the level of the individual placement and/or project
Share perspectives between different stakeholders on the added value of volunteering and what difference it
makes
Generate data and findings on volunteering activities (outputs) and outcomes from individual placement or
projects
Identify how volunteering at individual placement or project level contributes to wider development goals
Discuss challenges, good practices and lessons learned
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Decide on a convenient date, location and venue. Planning will require gathering any necessary background information
and materials, arranging logistics, inviting participants, developing the overall schedule and sequence of exercises and/
or interviews, and deciding on what additional preparation work will need to be undertaken. Volunteers will need to make
sure they can back up their analysis with both quantitative as well as qualitative data. Remember to allow time for any
translation work. Key concepts will also need translation into the local language. Make sure the facilitator is well briefed
and able to conduct their assigned tasks. Key exercises and preparation work will need to be adapted to each situation.
Please use the Workshop Participation Form (template on CD) to record who has taken part in the
assessment workshop.
Day 1
Time
Morning
Session
1.
2.
3.
4.
Introductions
Participant expectations & fears
Workshop objectives
Exercise A: Sharing Stories
Break
5.
Introducing basic terms and key concepts
6. Exercise B: Reviewing and ranking the volunteers key activities and outputs
Lunch
Afternoon
Day
Day 2
7.
Exercise C: The outcomes of the contribution of volunteering
8. Exercise D: The volunteers overall contribution to higher level development
goals
Time
Morning
Session
9.
10.
11.
12.
List of Exercises
EXERCISE A: SHARING STORIES..............................................................................................................................................................24
EXERCISE B: REVIEWING AND RANKING THE VOLUNTEERS KEY ACTIVITIES AND OUTPUTS....................................25
EXERCISE C: THE OUTCOMES OF THE CONTRIBUTION OF VOLUNTEERING.....................................................................27
EXERCISE D: THE VOLUNTEERS OVERALL CONTRIBUTION TO HIGHER LEVEL DEVELOPMENT GOALS..............29
EXERCISE E: SWOT ANALYSIS...................................................................................................................................................................30
EXERCISE F: KEY LESSONS AND RECOMMENDATIONS................................................................................................................31
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What?
Invite each stakeholder in advance of the workshop to think of a story or choose a recent example of how
volunteering has brought about a significant change. Ask the participants to consider why the change has
occurred, who was involved, what were the activities and the role of the volunteer(s), who benefited from the
changes and the difference it has made.
Why?
This exercise can be used as an icebreaker. It is a good introduction to the theme of the workshop and helps to
build rapport amongst the participants.
How?
The facilitator should nominate someone to capture the key points from each of the stories and from the group
discussions. Stories can be tape-recorded if relevant for case study purposes. A summary of the most significant
story of change should be written up by the volunteer on the Feedback Sheet Exercise A (Copies of the Feedback
Sheet can be printed from the CD).
Tips: This exercise can also be done by individual volunteers as part of a self-reflection exercise and/or for ongoing
monitoring purposes.
What seem to be the main activities that volunteers have been involved in?
What common themes seem to be arising from the stories about change and the role of the volunteer(s)?
What role did the volunteer(s) play? Who else was involved?
Who were the main beneficiaries (women, girls, boys, men, specific groups)?
What types of changes have occurred as a direct result of the volunteer(s)?
How significant was the change? What difference has it made (overall contribution)?
If the volunteer(s) had not been involved, would this activity have happened?
Step 3: For the final part of this exercise ask participants to get into small buzz groups (three-five people) to discuss
which story they feel best illustrates the contribution of the volunteer(s) and why. It is important that they note down the
reasons why. These provide useful criteria for later discussions on outcomes and overall contribution to development
goals. After 10 minutes, invite each group to share the highlights of their discussion. The facilitator should attempt to
synthesize the discussion, pulling out the most significant story or stories and any common themes and criteria identified.
For workshops with more than 8 people, we suggest the following:
Step 1: Ask participants to get into either pairs or groups of three. In their pairs/groups they each spend five minutes
sharing their story.
Step 2: Invite each group to share highlights of their discussion in plenary. This does not mean feeding back a detailed
account of what each participant has shared but general themes and significant elements of the story that they would like
to share with the other participants. The facilitator can use the same prompt questions as outlined in Step 2 above.
Suggested further reading: Most significant change guide: Rick Davies & Jessica Dart http://www.mande.co.uk/docs/
MSCGuide.pdf
Why?
To build on the stories shared in Exercise A and gather more information about the types of activities and outputs
of the volunteer placement and the volunteers contribution. This exercise requires both quantitative data as well as
qualitative analysis.
How?
The facilitator will need to explain what an output is (see box below). The facilitator can refer to the activities
already identified during Exercise A to illustrate the types of activities and outputs of the volunteer placement. The
facilitator should record the key outputs on a flipchart. The volunteer is responsible for completing Feedback Sheet
B. (Copies of the feedback sheet can be printed from the CD)
OUTPUTS: Outputs are the immediate and specific results of a series of activities that are directly attributable to
the volunteer or the project/programme. For example, the number of people trained, counselled, sheltered etc. The
number of pamphlets published, information leaflets produced etc. It is assumed that these activities will lead to the
achievement of what the project is hoping to achieve overall (the project objectives). Some of these will be planned
outputs (i.e. as per project plan) but there may well be results that were unplanned. See the Logframe example on
page 12 of this handbook.
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Step 5: Write the list of final outputs and scores onto a clean version of the Placement Level Feedback Sheet Exercise B.
Tips: Remember there will be very different perspectives on what constitutes an effective output. Participants may find it
confusing to rank and/or score the order of importance of the volunteer outputs without a more in depth discussion on the
outcomes and results of the activities. Participants are likely to want to discuss other factors that might have contributed to
these changes, including their role, and other internal/external factors. The facilitator can choose to carry out the ranking
exercise as part of Exercise C, which focuses on outcomes.
Human Capacity: Many people trained in various areas (business, leadership, health issues, community
mobilization, CBNRM), skills-based training, also employment of local counterparts and local project staff
Systems: Financial controls, human relations enrichment, management, governance
Knowledge/Information: Cultural exchanges, networking, humanities, various skills
Infrastructure: in the past buildings of preschool etc. would be built by volunteers
Materials/Documents/Websites: KFO website, financial systems, curriculum materials (Bokamoso),
CDF training manuals (sourcing existing materials and updating them), adult education and non-formal
educational materials, health training manuals, BOOK VOICES OF THE SAN
Awareness/Engagement: advocacy for minority groups rights based approaches, cultural exchanges
Participants found it difficult to rank the order of importance of outputs because they felt all the outputs were of
equal importance and very crucial to a holistic development process. Yet in the end, they decided that those
outputs they characterized under human capacity were probably the most important outputs, followed by systems
and then materials. The factors and criteria they used included the mandate of KFO, participation and community
impact.
What?
A group exercise to identify the changes brought about by volunteering during the placement.
Why?
This exercise builds on Exercise B and begins to connect the volunteer activities and outputs to the changes that
have resulted (expected and unexpected).
How?
Ensure all participants understand what an outcome is (see the box below) The facilitator can refer to the
outputs identified during Exercise B as the starting point to discuss what changes have happened as a result of
these activities. The facilitator can use Placement Level Handout Sheet Exercise C (on the CD) to record the key
volunteer outcomes with respect to the changes with different stakeholder groups. Once this has been done, the
facilitator will support participants to explore and discuss in more depth how the volunteer contributed to these
changes, any key challenges and key disappointments, whether the changes were intended or not (based on the
original placement/project objectives), and to explore how different types of volunteers contribute in different ways.
OUTCOMES:
These are actual changes/benefits brought about by volunteers through working with different stakeholders. They
reflect the development of self-reliance.
Essentially we are looking at qualitative change, for example:
Changes in attitudes, ideas, awareness or behaviour
Social, cultural, political or personal change
Individual, group, community, organizational or institutional change
Changes in practice, priorities, resources or systems
Changes in roles, relationships, responsibilities, communications
Changes at micro or macro level, in a specific sector or cross-sectoral
See the examples of types of changes that we expect to see for different stakeholders previously on page 13 of this
handbook.
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inspiration in action
Step 3: Once you have listed all the outcomes, divide the participants into small groups of three to five. Ask each group to
spend 45 minutes discussing the following questions:
Identify HOW volunteering has contributed to the key changes (i.e. identifying the exact role of volunteering within
the changes brought about)
Have there been any negative or unplanned outcomes as a result of these changes?
What key factors do you feel have supported or hindered the volunteers contribution?
Is there a difference in the contributions the following types of volunteers can make? Is so, please explain why.
o
Volunteers of different ages
o
Male and female volunteers
o
National and international volunteers
o
Mixed teams of international/national volunteers
Any other observations you would like to add?
If there are more than five key outcomes to discuss you may want to divide these up amongst the groups.
Step 4: Each group should write up their key findings onto a flipchart paper. They can be as creative as they like, e.g. they
can do this as a picture or write up brief bullet points. The facilitator might want to hand out the Placement Level Feedback
Sheets Exercise C 2 and 3 on the CD for groups to record their discussions.
Step 5: Give each group 10 minutes to feed back the highlights of their discussion. After each group has given their
feedback, open up the discussion to plenary.
Step 6: The facilitator will need to consolidate the key outcomes of Exercise C onto the Feedback Sheets provided on the
CD.
Optional: You could carry out the scoring/ranking exercise detailed in Exercise B as part of this exercise.
TIPS: The facilitator should make it clear to participants that any discussion of negative changes that might have
occurred during the volunteer placement/project is not intended to be a blame making exercise. The idea is to get a better
understanding of some of the unintended consequences of our activities so that we can learn to improve future projects
and programmes. Likewise, any discussion on the contributions that different types of volunteers can make is intended to
inform future placement strategies and is not an assessment or critique of individual volunteers.
Why?
Having looked at what the volunteer does and what is achieved by volunteerism, this task links volunteerism to
higher level goals and connects volunteer activities with the wider development landscape.
How?
Volunteer outputs and outcomes may either contribute to one specific goal or to a number of goals (see examples
on the Placement Level Feedback Sheet D on the CD). The idea is not to establish a direct causal link to these
goals, but to support volunteers and their stakeholders to reflect on how and in what ways volunteering and
volunteerism contributes to long term sustainable development.
In what way do you think the placement or project has contributed to the longer-term goals highlighted in the
presentation (or the longer term goals set out in Feedback Sheet D)?
How might the volunteer placement and/or project contribute to these goals in the future?
Step 3: In the feedback session elicit one point per buzz group for each question. Go round each group until all points
have been shared. Then open up the discussion to plenary.
Step 4: At the end of the plenary discussion the facilitator should attempt to draw together overall conclusions from
the discussion. You could also invite the presenter of the goals or an external stakeholder to feedback their overall
conclusions.
Step 5: The facilitator or volunteer should write up the key points from the discussion onto the Placement Level Feedback
Sheet Exercise D (on the CD).
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inspiration in action
What?
This is a participatory tool that can be used to analyze the strengths and weaknesses, opportunities and threats of
the project or placement.
Why?
To look at the factors which facilitate and constrain the volunteer in achieving the placement/project objectives.
How?
Draw up a SWOT chart on two flipcharts (see Placement Level Feedback Sheet Exercise E on the CD). Use
coloured post-its/coloured cards. You may find it easier to address all 4 factors simultaneously. SW factors are
often used to refer to internal aspects of the placement, while OT factors address issues external to the employing
organization. (See box below)
The aim of any SWOT analysis is to identify the key internal and external factors that are important to achieving the
objective. SWOT analysis groups key pieces of information into two main categories:
List the key strengths of the placement/project (internal). Write each strength on a card and stick them to the
chart labelled strengths.
List the key weaknesses of the placement/project (internal). Write each weakness on a card and stick them to the
chart labelled weaknesses.
List the key threats to the placement/project (external). Write each threat on a card and stick them to the chart
labelled threats.
List the key opportunities for the placement/project (external). Write each opportunity on a card and tape them to
the chart labelled opportunities.
Step 2: Review each category separately and try to reduce the list in each category and/or rank in order of importance.
Step 3: Invite the participants to discuss the findings of the SWOT, and discuss in more detail the strengths, weaknesses,
opportunities and threats and the reasons why. Ask participants to give concrete examples.
Step 4: Ask participants which of the most critical issues need to be resolved and how the issues might be addressed.
Step 5: Make sure to write the SWOT cards and key points from the discussion onto the Placement Level Feedback
Sheet Exercise E (on the CD) at the end of the exercise.
What?
Pulling together overall key lessons and recommendations.
Why?
The exercise builds on the SWOT analysis to prioritize key recommendations for the individual placement.
How?
Participants work in small groups. Participants should identify at least one recommendation that can be usefully
shared at the Programme Level Assessment Workshop.
Ask participants to write up the key lessons and recommendations on the flipchart.
Ask participants to identify one overall key recommendation that can be usefully shared at the Programme Level
Assessment workshop.
Step 2: Ask each group to spend five minutes giving a brief highlight of their key lessons and recommendations.
Step 3: The facilitator feeds back overall conclusions from the workshop and from this last session, and explains how the
findings will feed into the Programme Level Assessment Workshop.
Step 4: The facilitator nominates or invites someone to write up the flipchart lessons and recommendations on to the
Placement Level Feedback Sheet Exercise F (on the CD).
TIPS: At the end of the workshop, it is good practice to carry out an evaluation of the workshop for learning purposes.
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inspiration in action
Discuss the overall findings from a wide range of individual placements/projects (aggregation)
Examine and assess the cumulative contribution of volunteering on national and/or international development
goals
Discuss key questions about the difference volunteering makes
Exchange good practices and lessons learned
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inspiration in action
Day 1
Time
Morning
Session
1.
Introductions
2.
Participant expectations & fears
3.
Workshop Objectives & Introductory Presentation
4. Exercise A: Sharing key findings and lessons from the Placement Level
Workshops
Break
5. Exercise B Volunteering for development and the contribution towards
National/MDG Goals
Lunch
Afternoon
Day
Day 2
6.
7.
Time
Morning
Session
8.
9.
10.
11.
12.
List of Exercises
EXERCISE A: SHARING OF KEY FINDINGS AND LESSONS FROM THE PLACEMENT LEVEL WORKSHOPS............35
EXERCISE B: THE CONTRIBUTION OF VOLUNTEERING TO DEVELOPMENT GOALS........................................................36
EXERCISE C: THE CONTRIBUTION OF VOLUNTEERING TO DEVELOPMENT GOALS GROUP FEEDBACK...........37
EXERCISE D: THE VOLUNTEER AS A CATALYST FOR CHANGE...................................................................................................38
EXERCISE E: FACTORS SUPPORTING AND HINDERING CHANGE............................................................................................39
EXERCISE F: KEY LESSONS AND RECOMMENDATIONS................................................................................................................40
Why?
This exercise can be used as an icebreaker. It is a good introduction to the theme of the workshop and helps to
build rapport amongst the participants as well as link this workshop to the Placement Level Workshop.
How?
Lessons and change stories are shared in small group work. Facilitator(s) pull together a synthesis of key
outcomes/stories and lessons. They can use the Programme Level Feedback Sheet Exercise A (on the CD) to help
collate and put together the synthesis.
Logistics: How did you organize the workshops and who was involved?
Process: What did you like best about the workshop and what was most challenging/surprising about the
process?
Change story: Share your selected story and identify what type of change it illustrates
Key lessons: Share one overall key lesson and explain why
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inspiration in action
What?
Group work exploring how volunteering contributes to higher level development goals.
Why?
To demonstrate the added value of volunteering and its overall contribution to higher level development goals. (See
examples from Mali, Cambodia and Kenya on the CD.)
How?
Two group exercises will run concurrently. One group will focus on assessing the contribution of volunteering
to PRSP/NDGs (or equivalent framework) and the second group will focus on assessing the contribution of
volunteering to the MDGs.
2.
3.
Key OUTPUTS on the chart. Discuss: In which sectors is your organizations (VIO) country programme
contributing and to what extent? Who else was involved? (partners, government, private sector) What was the
cost, etc.?
Key OUTCOMES on the chart. Discuss: Which are the most common key outcomes or changes (Who/what
has benefited from the changes, how significant? Why did it change, is the work sustainable?)
Identifying contributions to DEVELOPMENT GOALS. Discuss: How and in what way do the outputs
and outcomes contribute to higher-level goals (e.g. national development goals, PRSPs etc.) How might they
contribute in the future?
Why?
To share findings, information and views.
How?
Presentation and discussion of charts, small buzz groups, plenary discussion.
What are the similarities and differences in the way national versus international goals have been
addressed?
What do you consider to be the cumulative effect of volunteers over time?
Any other observations or reflections (about doing the exercise and/or the findings from the
exercise)?
Step 3: Get each buzz group to feed back the key points from their discussion. Start with one point per group per
question.
Step 4: The facilitator concludes the session with a quick summary of the key themes and points emerging from the
session. The key points from the discussion should be noted on the Programme Level Feedback Sheet C: Volunteering for
development and the contribution to National and International Goals (on the CD).
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inspiration in action
What?
Group work exploring the role of the volunteer.
Why?
Exercises B & C have looked at what volunteering does and what it achieves. This task looks at how it has been
achieved and the specific role and qualities of the volunteer as a catalyst for change.
How?
Participants split into three groups. A recorder in each group captures the key points on a flipchart for feedback.
As each group presents their key findings in plenary, other participants can add points, which should also be
recorded. Tasks can be written on a card for each group.
Step 2: Each group will give feedback in plenary session. After each group presents their findings, other participants can
add points etc.
Step 3: The facilitator nominates or invites a volunteer to write up the key points on to the Programme Level Feedback
Sheet D (on the CD).
What?
Two exercises running concurrently that will explore and analyze supporting and hindering factors to change.
Why?
Having examined the what and how of volunteering, the workshop now moves on to look at the factors that facilitate
and constrain volunteering and how to overcome them. Factors can be internal or external to the VIO or employing
organization.
How?
Group 1 will brainstorm factors supporting and hindering change. They will draw on the findings from the SWOT
exercise E from the placement level assessment. Group 2 will do a stakeholder analysis to identify people, groups,
and institutions that influence volunteer initiatives (either positively or negatively). Each group will feed back their
highlights and key lessons in plenary session.
Step 3: First list all the key factors that have positively affected the outcomes and achievements. These might be internal
and external forces. Identify the most important factors and discuss how the programme/VIO organization might build on
these supporting forces. Remember to refer to the Placement Level SWOT Analysis Feedback Sheet Exercise E.
Step 4: Next, list all the key factors that have hindered or negatively affected the outcomes and achievements. These
might be internal and external forces. Identify the most important hindering factors and discuss solutions for addressing
these. Record the suggestions on the chart.
Step 5: Identify five key points/lessons to feed back in the plenary session.
Group 2
Step 2: Draw a large matrix on a flipchart paper. (See the Programme Level Feedback Sheet E2 on the CD for the
template) Column one is a list of the people, groups and institutions that influence your project/initiative (either positively
or negatively). Group members can add to this list.
Step 3: Review each stakeholder listed in column one. Assess how important are the stakeholders interests in the
success of the volunteer placement and project. Consider how they might have a positive role (specific interests) and how
they might have a negative role. Record these under the column Stakeholder Interests in Volunteering.
Step 4: The final step is to consider the kinds of things that you might do in the future to get stakeholder support and
reduce opposition or obstacles. Consider how you might approach each of the stakeholders. Think about other groups
or individuals who might also influence the stakeholder(s) to support your project. Record your suggestions in the last
column of the matrix.
Step 5: Identify five key points/lessons to feed back in plenary session.
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inspiration in action
What?
Drawing together key lessons and recommendations for the organization.
Why?
Provides results from the workshop that the organization can use in future strategic planning.
How?
In buzz groups and plenary feedback, drawing out recommendations from the data generated throughout the day.
3.
What are the key lessons? How can we capitalize on our experience more strategically to influence
development interventions and approaches?
What is the profile of volunteers we have/want to have in the future? Think what we have learnt about the
different types of volunteers we have and how we might build these lessons into future recruitment policies and
procedures.
What is the profile of the placements that we have/want to have in the future? Think about the project
design; selection; response to requests; partners etc.
Step 2: Each buzz group agrees and records action points and ways forward for the organization
Step 3: Each group calls out a key lesson and the corresponding action point. The facilitator notes down the key lessons
and actions on a flipchart.
Step 4: Collate the feedback on to the Programme Level Feedback Sheet F (on the CD).
Inter-Organizational Workshop
The purpose of this assessment is to:
The first national volunteers in Niger have been selected and will soon be fielded as part of the Volunteers for
National Development project launched by the Government of Niger with support from UNV.
The process started in early 2008 with the establishment of a
candidate database. Among the host institutions are 25 rural
municipalities, five national organizations and associations (a
farmers group, a womens group, a disabled peoples group,
an NGO and one association), one rural radio station and
one literacy centre.
Aiming to demonstrate how volunteerism is an empowering
force for development, the Liberian National Youth
Volunteering Service is open to citizens under 35. It places
them in the Liberian countryside to work with communities on
peace-building and development issues, bridging the divide
between the urban youth volunteers and rural people.
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inspiration in action
Consider conducting such an inter-organizational workshop approximately every two years. It might be a small or large
scale workshop, e.g. Programme Managers with a small number of volunteers, or a high profile event including national
and international stakeholders.
Inter-Organizational Workshop
Example workshop schedule
The following is an example of a workshop schedule for a half-day or one day workshop programme.
Day
Day 1
Time
Morning
Session
1.
Introductions
2.
Workshop Objectives
3.
Exercise A: Sharing experiences, key findings and lessons
4. Exercise B: Group work identifying key themes and the distinctive
contribution of volunteering to development
Break
5.
6.
Afternoon
7.
8.
List of Exercises
EXERCISE A: SHARING EXPERIENCES, KEY FINDINGS AND LESSONS..................................................................................44
EXERCISE B: GROUP DISCUSSION.........................................................................................................................................................45
EXERCISE C: STAKEHOLDER PERCEPTIONS AND INTERESTS IN VOLUNTEERING...........................................................46
EXERCISE D: KEY LESSONS AND RECOMMENDATIONS...............................................................................................................47
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inspiration in action
What?
Exchange of information by participating VIOs.
Why?
To share findings of assessment exercises between organizations.
How?
Each VIO gives a short PowerPoint presentation or another method of presentation.
Tips
Back to back power point presentations can be tedious. Think about how you might make the sharing session more
interactive and engaging. E.g. by introducing energizers between presentations, breaking into Q&A sessions after
each presentation or buzz group discussions after every two presentations etc. Or perhaps a poster presentation.
Encourage VIOs to be creative in the way they present their findings.
Suggested steps in the process (see also tips in the box above)
Step 1: Ask each VIO to give their 10-15 minute presentation, which will highlight the key findings from their own review
processes. Each presentation will be followed by a five-minute question and answer session.
The presentations should include:
1.
2.
3.
4.
5.
A general introduction to the organization: how and where they work, in which sectors, how many volunteers
etc.
What contribution has the volunteering programme made to national development? What are the key
results?
How has volunteering achieved these results?
What have been some of the key challenges?
What are the key lessons?
Step 2: After each VIO has presented, ask participants if they have any further questions or reflections before moving on
to the next exercise.
Step 3: The facilitator collects each of the summaries from each participating VIO to attach to Inter-organizational
Feedback Sheet Exercise A.
What?
Analysis of presentations.
Why?
To compare findings of assessment exercises between organizations (Group 1); and to identify the specific
contribution of volunteering to development (Group 2).
How?
Participants work in two groups to address different sets of discussion questions (1 and 2).
What are possible key attributes of volunteers that make a difference, as opposed to other
development or peace-keeping workers?
How can we define the different contribution of volunteers, as opposed to other development or
peace-keeping workers?
Step 3: Group feedback: Ask each group to feedback the key highlights and points from their group discussion (five
minutes). This will be followed by a short plenary discussion.
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inspiration in action
What?
Analyze the interests and perceptions of different stakeholders about volunteering.
Why?
Having completed this activity at programme level, this is an opportunity to discuss with peer organizations the
strategic implications vis--vis key stakeholders.
How?
This exercise should build on the programme level stakeholder analysis exercise (see Exercise E on page 41). The
facilitator may want to split participants into smaller groups depending on the number of workshop participants.
Coloured cards or post-it notes should be used to record different perceptions.
What?
Drawing together overall strategic lessons and recommendations for VIOs on how volunteering can be
mainstreamed into development planning.
Why?
Taking lessons learnt throughout the workshop forward into action points for future collaboration and advocacy for
volunteerism.
How?
Each group feeds back their highlights, lessons and recommendations from Exercise C. The facilitator maps out
key lessons and action on a flipchart. Followed by a final plenary session.
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inspiration in action
See Part 7 on the CD for more information on the Volunteerism for Development Results workshops.
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Time
Morning
Session
1.
2.
3.
Introductions
Workshop Introduction & Objectives
Tool 3: Exploring our understanding of volunteerism for development
Break
4.
Afternoon
Day
Day 2
5.
Tool 5: Pulling together an analysis of overall key achievements, challenges
and lessons
Time
Morning
Session
6.
7.
Recap of Day 1
Tool 6: Distillation of progress against organizational/corporate goals
Break
8.
9.
10.
List of Tools
TOOL 1: VOLUNTEER SELF REFLECTION...............................................................................................................................................57
TOOL 2: REFLECTION FOR PARTNERS ATTENDING A WORKSHOP.........................................................................................58
TOOL 3: EXPLORING OUR UNDERSTANDING OF VOLUNTEERISM FOR DEVELOPMENT................................................59
TOOL 4: THE RESULTS TREE.......................................................................................................................................................................60
TOOL 5: GROUP ANALYSIS OF KEY ACHIEVEMENTS, CHALLENGES AND LESSONS......................................................62
TOOL 6: ASSESSING THE VOLUNTEERS CONTRIBUTION TO ORGANIZATIONAL/CORPORATE GOALS................59
TOOL 7: RESULTS MATRIX............................................................................................................................................................................64
TOOL 8: EXTERNAL FEEDBACK.................................................................................................................................................................65
TOOL 9: DEVELOPING A VISION FOR OUR FUTURE WORK GENERATING RECOMMENDATIONS...........................67
TOOL 10: TIPS FOR WORKSHOP NOTE TAKERS...............................................................................................................................68
What is required?
All volunteers will prepare a three-four page reflection note prior to attending the workshop. In the preparation to the
reflection note, volunteers should to the extent possible consult with colleagues, peers and other partners to enrich the
information base and analysis. Once finalized, they should send it to the workshop facilitator and VIO project officer/
coordinator in their country three weeks in advance of the workshop.
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inspiration in action
This tool can be used by VIOs as preparation for partners attending a review/assessment workshop. It is a useful tool for
monitoring and assessing the partnership relationship and how the VIO might best support the partner in the future.
What is required?
To make best use of the workshop time, the VIO invites the partners attending the workshop to prepare a case study and/
or spend some time to reflect on the contribution of the volunteer and VIO in support of the partners work. The case study
should be sent to the workshop facilitator and the VIO project officer/coordinator three weeks in advance of the workshop.
3.
Purpose:
To enable workshop participants to discuss and develop a common understanding of volunteerism and its key
characteristics.
To surface any tensions or questions that participants may have about volunteerism and its contribution to a
specific thematic area of work and/or development goals.
You may need to explain that the question might be something they are expecting the workshop will address, or it might be
an expectation, fear etc.
Step 2: Ask participants to form into small buzz groups for 10-15 minutes to share their reflections and key questions. Ask
each buzz group to distil their reflections on volunteerism and the key questions, and write these on cards to share back in
plenary.
Step 3: First ask each buzz group to provide one definition of volunteerism and one key question. Write these up on
a flipchart. Check to see if there are any additional definitions and questions and then open up the discussion. Ask
participants to share their thoughts and reflections on what has been shared. Look for common themes and questions
emerging.
Note: You may want to follow this exercise with a more formal presentation on the theme of the workshop. This might
include a brief summary of the VIOs understanding of volunteerism, their programme goals etc.
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inspiration in action
Images can be a very powerful tool for supporting critical reflection and learning. For example a tree is a universally
recognized symbol, which people can use to explore issues or processes from a new angle5. The Results Tree exercise
was developed to support volunteers in exploring their individual experience of volunteering. It was also adapted for
workshops with a wide participation of partners.
Purpose:
To provide space for volunteers to reflect on their experiences (achievements and challenges) in their placement/
project.
For the group to peer review the experience of the volunteer and further deepen an analysis of the findings and
results.
Roots: These are the experiences and skills you bring to your work as a volunteer. They include your values
and the reasons why you have chosen to become a volunteer. You dont have to put all of this down, but it does
connect to the theme of volunteerism as a development asset and the contribution that individuals make to
development through voluntary action.
Trunk: The institutions and organizations you are working with.
Branches: The key activities that you are directly involved in (and that contribute towards the theme of the
workshop).
Buds: These represent your key successes.
Fruits: These represent the results of your successes e.g. changes in peoples lives, changes in the
effectiveness of the institutions you are working with and/or other significant changes. You can indicate the
significance of the results by the size of the fruit. This is about the difference volunteers are making and how
that is contributing to positive changes in peoples lives - economically, socially, culturally, politically and
psychologically.
But we also want to hear about your key disappointments, missed opportunities and the challenges you face
in your work
Broken branches lying on the ground: These represent disappointments and/or missed opportunities.
Tree environment: This represents the factors that support and/or hinder your work and the results you are
striving to achieve. These may be internal factors or external factors.
Step 2: Ask the volunteers and participants to form into small groups.
Step 3: Each volunteer has 10 minutes to share his or her tree. After the 10 minutes there will be 15 minutes of
questions and further discussion of the experience with the other volunteers and participants. The purpose is to get a
better understanding of the key results and achievements that the volunteer has contributed to.
Step 4: Once all the volunteers have shared their trees you may open up the discussion and see if the group has any
further thoughts and questions regarding the volunteer experiences.
5
Step 5: At the end of the sharing sessions each volunteer has to choose two specific fruit examples (i.e. specific results
that they are working on and most proud of). Ask the volunteers to please write these examples on cards and keep them.
They will need the cards for another exercise exploring the overall contribution of volunteerism. (See Tool 7)
Notes
Group facilitator: Your role will be to ensure that the group keeps to the time frames allocated for the sharing
and feedback.
Participant observers: Your role is to both listen and make notes of any salient points that you would like to hear
more about or probe further, but you will not ask questions or make comments until the story telling process has
finished.
Note takers: Your role is to both listen and take notes of any salient points that arise from both the sharing
session and discussions that follow, e.g. key achievements and examples of good practices and approaches,
significant changes and results (people, institutions, practices etc.), how these results have been achieved, and
what UNVs role and contribution has been. Note also challenges and issues, and how these have been overcome
or not.
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inspiration in action
This tool can be used to support groups to collectively discuss and deepen their analysis and understanding of key
achievements, challenges and lessons. This exercise should build on previous group work where individual activities and
experiences have been shared and discussed. It could also follow on from a more formal presentation or feedback session
where findings have been presented.
Purpose
To pull together findings and to deepen the analysis from the previous sessions (See Tool 4)
To draw out overall key achievements, challenges and lessons
What key activities have worked well and contributed most to the theme/goal and why?
What are the three main key achievements/examples of work that have made the most significant difference to
peoples lives (be specific) and why?
What are the three main key challenges?
What are the three main key lessons?
It is useful to write the above questions on a flipchart so that participants can view them easily.
Step 4: Group work: The Group facilitator will go through each question in turn. Their role will be to prompt and ask
useful questions to support the group members in their analysis, and they will ask the group members to call out one or
two points from their cards. They will stick the cards onto the flipchart.
Step 5: Once each participant has shared one-two points, the facilitator will cluster the cards and pull out the overall key
themes. They should check back with the group that everyone agrees with this interpretation. They should then move onto
the next question. Once all questions have been covered the group will review the cards and pull out overall headlines and
key points for each question. This will then be shared in plenary session.
Step 6: Plenary: Please choose a rapporteur to report back to plenary (preferably a volunteer). They will have just 15
minutes to give a concise report back on the key points and highlights from the group discussion and analysis. This will be
followed by a 10-minute question and answer session.
Step 7: At the end of the feedback session the main facilitator may want to ask participants to share overall impressions
of themes emerging from the feedback session. The facilitator should also offer their own analysis of themes emerging
or invite another participant to do this, preferably an external stakeholder or someone from the VIO national office or
headquarters.
Purpose
To triangulate and consolidate the analysis of the volunteers achievements and results
To assess how the work of the volunteers and volunteerism contributes to achieving the VIOs strategic goals
and/or broader development goals
Materials: Volunteers will need the two fruits they picked from their Results Tree (Tool 4), coloured cards, pens and
masking tape
Time: Up to 3 hours
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inspiration in action
This tool can be used to support volunteers to think about their work and how it contributes to longer-term development
goals. The matrix can be used by the VIO to also explore how the work of the volunteer is contributing to the organizations
overall strategic framework. In the results workshops, Tool 7 was used together with Tool 6.
Foundations in place,
concrete outputs
evident 7
Significant results
& cumulative
contribution are
evident 9
- Goal 1
- Goal 2
- Goal 3
Etc.
6
These are new activities that volunteers/VIO programmes are directly involved in starting up.
7
These are the effects that are directly attributable to the volunteer or the project/programme, i.e. outputs that are directly
attributable to the volunteer or the project/programme.
8
These are the outcomes to which volunteers contribute through working with different stakeholders.
9
This is the cumulative contribution of the volunteer involvement to higher level goals, together with other stakeholders
(volunteering partnership).
Purpose:
Step 1: You should decide at least 6-8 weeks before the workshop who to invite. Send an invitation letter explaining the
objectives of the workshop and the role the external resource person will play during the workshop. For example, the
external resource people for the results workshop were asked to take part in the two-day workshop and to give feedback
on the last day. UNV specifically asked for feedback on the following:
Feedback/validation/critique of UNVs analysis of their achievements, challenges and lessons, including gender
dimensions and issues related to UNVs work (to be drawn from day one of the workshop).
Their thoughts on how UNV could improve its contribution to development effectiveness in the subject area XXX.
Their own perspective on current debates and future trends in volunteerism for development and the subject area
XXXX, which helps to inform UNVs future work.
Step 2: Once the external resource person has accepted your invitation, be sure that you liaise with them regarding
transport, what youll be covering in terms of costs etc. It is a good idea to phone them at least a week before the
workshop starts to brief them again on their expected role.
Step 3: The external resource people will take part in all the group and plenary discussions. They will listen to the
experiences of the partners and volunteers and help to deepen their analysis by asking challenging and insightful
questions, and sharing their own insights and perspectives regarding the themes/areas of work under discussion.
Step 4: Towards the end of the workshop, the external resource people give their feedback and perspectives. For the
UNV results workshops, we did this through Panel Discussions. Each key resource person had 15 minutes to present
their critical reflections on the theme, followed by a 15 minutes question and answer session. At the end of the feedback
session there was a plenary discussion.
Step 5: Ask the external resource people for copies of their presentations or notes (if possible).
Step 6: And finally, dont forget to send a thank you letter or email to the resource people for their valuable support and
contribution soon after the end of the workshop, as well as, once finalized, the workshop summary report. We recommend
you also ask them for feedback on the draft workshop report prior to its finalization.
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At the end of an assessment workshop the group is usually at the point where they begin to formulate recommendations
and actions. A good way to give people a sense of something to move toward and to generate creative thinking and
encouragement is to conduct a short visioning exercise. You can follow this with a recommendations and actions session.
Purpose:
To generate a common goal, and a sense of working together to achieve that goal
To generate creative thinking and encouragement
To offer the possibility of fundamental change
Step 2: Explain to the participants that this is a personal reflection. They do not necessarily have to share it. Ask the
participants to individually reflect on the following question:
What does the VIO need to do to ensure they make the biggest contribution to development in the future?
Step 3: Ask each participant to spend five minutes writing three recommendations per question on a post-it note or card.
The questions are:
1.
2.
3.
Step 4: Write up each question on a separate flipchart paper. Get participants to put up their recommendations on the
flipchart paper. The facilitators should attempt to cluster the cards and consolidate the recommendations. Spend five
minutes reviewing each question.
Step 5: Invite someone from the VIO country office or VIO HQ (if present at the workshop) to respond to the
recommendations and explain what will happen next.
Step 6: Make sure someone writes up the consolidated key recommendations. These will be included in the workshop
report.
Be clear why you are taking the notes: It is important to be clear why you are taking the notes in the first
place. It might be for the workshop report, to write up a case study or for record keeping purposes only. It helps
to have this in mind to guide you to take the right notes.
Capture specific examples: It is important to listen out for specific examples. The more information you can
pick up regarding the examples, the richer the report will be. E.g. in the Results Tree exercise you would want to
note down:
o
key outputs and good practices
o key achievements and how they have been achieved (most significant changes and outcomes in institutions, people, practices etc.)
o
key enabling factors (what supports/hinders the work of the volunteer)
o
key challenges and how they have been addressed (whether problems have or have not been solved)
o key ideas around the perspective of partners and volunteers on the roles and contributions of UNV to their
work and to the theme of the workshop
Capture quotes: A workshop report is always more interesting to read when there are quotes from participants
to illustrate a key point. It brings the workshop experience alive to the reader. Remember that when writing up your
note you do not need to attribute the quote to a name (issues of confidentiality are important).
Capture themes: It is important to listen carefully during feedback sessions to capture themes and ideas that
emerge. You may want to underline these points as you write.
Review and summarize: Take a few minutes to review your notes - adding any words or phrases that will
make them clearer. The review process will help you remember and make the notes more useful. Once you have
reviewed them, take a couple of minutes to note the most important points again.
Have a format for writing up your notes: It helps to organize your notes if you have a format to work with.
Notes need to be objective and clear, and they need to capture the essential points discussed, so they can be a
valuable input to the workshop report. When more than one note-taker is participating in the workshop, it is very
important to have the same format for the notes. An example is provided below.
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APPENDICES
appendices
Appendix 1:
Guide to CD Materials
Guide to CD Materials
Part 1: The Handbook
Looking at outputs
Looking at outcomes
Contribution to gender equality and critique regarding the consideration of women in the
MDGs
Part 6: The
Assessment
Workshops
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Guide to CD Materials
Part 6.3: Inter-Organizational Workshop
Placement Level Workshop Participation Form
Volunteer Information Form
Exercise A: Sharing Stories
Exercise B: Reviewing and ranking volunteers key activities and outputs
Exercise C: The outcomes of the contribution of volunteering
Exercise D: The volunteers overall contribution to development goals
Exercise E: SWOT analysis
Exercise F: Key lessons and recommendations
Example of Story: No More Sleeping! Assessment Level One Workshop, Indonesia
Example of Story: Communications and relationships, UN Volunteer, Vietnam
Part 6.4: International Headquarter workshop
Example Workshop Schedule
Agenda UNV Workshop, Bonn, Germany
Part 7: Volunteerism
for development
results workshop
Part 8: Additional
Reading
appendices
Appendix 2: Glossary
Activities
Buzz groups
Buzz groups are spontaneously formed teams with a task to be accomplished in a short time
Disaggregate
Analyze data according to different groupings to show differences between certain groups
(e.g. gender, age, ethnic group etc.)
Feedback
Presenting findings
Goal
The overall development objective to which a set of interventions will contribute. Goals are
statements of intended future changes in relation to the key problem or issue to be addressed.
The timeframe for achieving the goal will often be much longer than the intervention period.
Impact
The wider, significant changes that have accrued (positive and negative intended
and unintended) as a result of a given set of interventions.
Impact Assessment
Inputs
Intervention
Logical Frameworks
Management tool used to improve the design of interventions, most often at the project level.
It involves identifying strategic elements (inputs, outputs, outcomes and impact) and their
causal relationships, indicators, and the assumptions and risks that may influence success
and failure. It thus facilitates planning, execution and evaluation of a development intervention.
Outcome
Objective
What we want to achieve; the desired outcome of an activity. They are a level down from a
goal. Objectives are statements that describe in clear terms the intended changes or steps
that the intervention will take towards achieving the overall goal.
Output
The immediate and specific results of the input this is typically (but not necessarily)
quantifiable.
Stakeholders
Literally the individuals, organizations or categories of people who have a stake or an interest
in the work. These include both internal and external stakeholders.
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Appendix 3: Acronyms
CBO
CSO
ECOSOC
HQ
INGO
LFA
MDG
NDG
NGO/INGO
OECD
PPT
PRSP
UNCT
UNDAF
UNDP
UNV
VIO
VSO
appendices
Appendix 4:
Selected Bibliography
Australian Volunteers International (2005): Monitoring and Evaluation Framework Australian Volunteers International
CCI (2005) : Les visages du changement. Des partenariats qui transforment le monde, Rapport Annuel, Carrefour
Canadien International. Available at: www.cciorg.ca
CCI (2005) : Documents provisoires sur lvaluation de limpact
Coulibaly, Anna et Sidib Moussa (2003) : Analyse Sociologique du Volontariat pour la Promotion du Dveloppement
Durable au Mali. Cas du PNUD Mmoire de Matrise, Facult des Lettres, Langues, Arts et Sciences Humaines,
Universit de Bamako, Mali
DFID (2001): Partnership Programme Agreement between UK Department for International Development and Voluntary
Service Overseas
DED (2004): Appraisal (Planning), Monitoring and Evaluation (P, M&E) of Development Worker Placements, DEDHandbuch Band 1, Deutscher EntwicklungsDienst, Bonn
Erdenechimeg, Tserendorjiin et al (2005): Study of the Effects of the National United Nations Volunteers Program in
Mongolia. Research Report Centre for Social Development, Ulaanbaatar, Mongolia
Fofanah, James (2004): The Impact of UN volunteers in Promoting Reintegration and Reconciliation in Communities in
Sierra Leone, Dissertation for MSc in International Development and Training, CIDT, University of Wolverhampton
Davies, Rick & Dart, Jessica, (2005): Most Significant Change Guide, http://www.mande.co.uk/docs/MSCGuide.pdf
Gosling, Louise (1995): Toolkits: A practical Guide to Assessment, Monitoring, Review and Evaluation, Save the Children
Haynes, R. (2006): Impact Assessment in Skillshare International: A Conceptual Framework. Final Report for MSc
(Development Management) Programme, Open University
JICA / JOCV (2005): JICA Volunteer Program Evaluation
JICA / JOCV (2006): Evaluation on Volunteer Program (Japan Overseas Cooperation Volunteers): Cases of Malawi,
Vanuatu and Honduras
Pretty J, Guijt I, Thompson J and Scones I (1995): Participatory Learning and Action: A trainers guide, IIED
Kane,Thierno et al (2004): UNV Programme in Burkina Faso. Country Review
Mondesire, Alicia (2001): Support to Gender Mainstreaming. Report on Pilot Project. Project Document GLO/97/V03 for
UNV/UNDP/UNIFEM
Neighbourhood Initiatives Enterprises (1999): Planning For Real. A Users Guide
Randel, Judith et al (2004): International volunteering: trends, added value and social capital Development Initiatives for
Forum
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appendices
Appendix 5:
Acknowledgements
UNV Country Programme Coordinators:
Koen Acoleyn, Vietnam
Ruby Banez, Cambodia
Stefano Cordello, Syria
Fatou Ndiaye Diop, Kenya
Aidan Leavy, Guatemala
Hugh Salmon, Kyrzyg Republic
Participants from pilot workshops (2006) in: Bolivia, Botswana, Cambodia, Guatemala, Indonesia,
Kenya, Kosovo, Kyrgyzstan, Mali, Mongolia, Syria, Vietnam:
UN Volunteers Representatives from Volunteer Involving Organizations
Representatives from Civil Society Organizations
Representatives from UNV, UNDP, other UN Agencies
Government Representatives
FORUM Representatives:
Anne Gardner, Canadian Crossroads International CCI
Rachel Haynes, Skillshare International SKI
Russell Hocking, Australian Volunteers International AVI
Jessica Lowe, FORUM Coordinator
Ryuichi Nasu, Japan Overseas Co-operation Volunteers JOCV
Doris Popp, German Development Agency DED
Peter Swain, Volunteer Service Abroad VSA
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These questions are asked in a series of participatory workshops that are designed to
systematically reflect on results achieved and to share learning and experiences.
The handbook and CD provide practical guidance, exercises and templates to allow
tailoring of the methodology to your own requirements.
www.unvolunteers.org
United Nations Volunteers, UN Campus, PO Box 260 111, 53153 Bonn, Germany
Assessing The
Contribution
Of Volunteering
To Development
inspiration in action
United Nations Volunteers
UN Campus, PO Box 260 111, 53153 Bonn, Germany
inspiration in action
English UNV Emblem / A4 Vertical / tagline / CMYK
3 mm bleed included
www.unvolunteers.org
August 2011