ROOTS 5 PROJECT CYCLE MANAGEMENT

SECTION

1 Project identification
Responding to a need
Read Nehemiah 1 ■ What news did Nehemiah’s visitors bring?
(verse 3)
Nehemiah was a Jew in exile in a foreign
land. Some of the Jews had returned to Judah ■ What was Nehemiah’s reaction to the news?
after their attackers, the Babylonians, were What does this say about his character?
overthrown by the Persians. But many of ■ How does this passage challenge us in
the Jews felt settled where they were and so our relationship with God and with local
remained in exile. communities, and in our response to others?
■ What concerned Nehemiah in verse 2?

The first step in the project cycle is to

Why areg
identify an issue that a project could
address. This usually involves a ‘needs
assessment’ which finds out what com-
we doin ? FOOTBALL
munity needs are and whom they affect. so badly G AMES
W on 0
Only when we know what people really Drawn 0
want can we develop an effective project. Lost 10
The needs assessment is followed by a
‘capacity assessment’ to see what strengths
the community has which it can use to address its
problems. The project should seek to strengthen any
weaknesses. Some people prefer to use ‘appreciative enquiry’ instead of needs assessment and
capacity assessment. This, in effect, starts with a capacity assessment by asking community
members to identify the resources they have and then asks them how they want to use them
in the future. The tools on the following pages can be used or adapted to help community
members identify their vision. The project can then aim to help the community achieve part of
its vision.

Needs We might already have a good idea of local needs. They might be quite obvious, or we might
assessment have become aware of them during a past project. On the other hand, we might have no idea
what a community’s needs are. It is important to carry out a needs assessment before planning
development work, whether we think we know what the needs are or not.
■ The project should come out of what people say they want and not from assumptions that
we make.
■ Sometimes the needs are not immediately clear or cannot be easily understood.

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■ By talking to different people, we will be able to understand how problems affect people
differently. For example, poor access to clean water may affect women more than men
because women have to walk a long way to fetch water.
■ Circumstances change:
• There may be new people in the community.
• There may be new needs.
• Old needs might have been addressed.
• Problems might be affecting people differently.
■ Needs assessment gives people an opportunity to prioritise their needs, which leads to a
more sustainable development project.

The time spent carrying out a needs assessment may vary according to the contact we have
had with a community in the past. In general, needs assessment is done fairly quickly. At this
stage, we are trying to gain an impression of needs and who the project beneficiaries might
be. We are not looking for too much detail. Further research into stakeholders and causes and
effects of the problem is carried out during the design phase of the project cycle.

Try to talk to a variety of people, such as key community members or representatives of

community groups. Or use methods that can draw out the views of many people in a short
space of time, such as community mapping. We do not want to be raising expectations or
wasting people’s time. Make sure that the people we talk to include women, men, girls, boys,
the elderly, people with disabilities etc.

There are many tools that enable communities to identify their needs. A few tools are outlined
below as examples of some of the options available. These tools can be adapted for the
capacity assessment.

Asking questions The kind of questions we ask makes a difference to the information we can gather. Asking the
wrong kind of questions will limit the information discovered. The important thing is to avoid
closed questions where people can answer only yes or no. For example, ‘Isn’t the new health
post wonderful?’ Try to use open-ended questions which allow the person replying to give more
information. For example, ‘What do you think of the new health post?’
Listen carefully, and explore people’s answers. It is useful to have some key questions in front of
us, but be careful not to miss the answers because we are preparing the next question. Be flexible
and be ready to ask unprepared questions if someone says something interesting. To explore
people’s answers, questions normally begin with one of the six ‘helping words’: What? When?
Where? Who? Why? How?

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TOOL 1 Listening
By listening for the issues about which people have the strongest feelings, it is possible to
identify the issues that they most want addressed and projects which they are most likely to
participate in. A team of people (development workers or village members) ask a community or
group questions to find out what people are worried, sad, happy, fearful, hopeful or angry about.
The questions should be open-ended. It is important to have a clear idea about what we are
looking for so we can make sense of the answers.

TOOL 2 Interviewing
This tool helps us to gain greater under-
standing of the issues. It involves talking to key
people in the community in order to discuss

Isabel Carter
their knowledge, experience and understanding
of the issues. These people might already be
involved in community development activities,
they might be people that the community turn to in times of crisis or those who are seen as
the heart of the community. Key people include health workers, traders, religious leaders,
village chiefs, pastors and teachers. When choosing people to interview, make sure their views
and opinions are likely to represent those of others in the community. Take care not only to
interview the powerful, but also to interview those whose views are not usually heard.

Use open-ended questions such as:

■ What are the main problems you face in your area of work?
■ What are the main pressures that people in the community face?
■ What simple things could be done to improve the situation?

TOOL 3 Focus groups

This tool is used with a group of 10–20 people. It helps them to understand and voice some
of the problems they face and the needs they have. A focus group enables people with
different views to discuss their differences, challenge assumptions and come to a collective
understanding of the needs of the community. By exploring issues together from the start,
communities start to own the development intervention.

Questions to stimulate discussion could include the following:

■ What are the main pressures that people in the community are facing?
■ What simple things could be done to improve the situation?
■ If you could change one thing in this community, what would it be? Why?

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TOOL 4 Community mapping kiji

This tool involves community members drawing a map

tata
of their community to tell their story together. They
draw either on paper or outside on the ground, using
whatever resources are available. They are given little lila
guidance of what to include. The important point of
the exercise is to discuss what people have drawn. The
map might show the natural and physical resources in
hara
the area – forests, rivers, roads, houses, wells. It might
show important people and organisations.

Once the map has been drawn, encourage discussion

by asking questions such as:
■ How did you decide what to include? What was excluded?
■ What was emphasised? Which are the most important parts?
■ What was difficult to represent?
■ What were the areas of disagreement?
■ What can we learn from the map about the needs of the community?

To gain greater understanding of the issues facing different groups within the community, the
groups should work separately. A map by young people may show very different information
from that of older women.

Questions for discussion could include:

■ What differences are there between the maps?
■ Why are there differences?
■ How does the information from each map help to make a more complete picture of the
community?

Agreeing priority Once the needs have been identified, community members should be given the opportunity to
needs say which needs they feel are a priority. Ask them to group their needs into general issues such
as water, health, land and food. It does not necessarily matter how they are grouped, but it is
important that people can see how their concerns have been included.

Once the needs have been grouped, community members can decide which of the issues should
be given priority. Write all of the issues onto separate pieces of paper. Community members
then place them in order in a line from the most important to the least important. Encourage
them to discuss and negotiate with each other and to move the pieces of paper around until
they all agree.

Alternatively, write or draw the needs on separate paper bags. Give each person six seeds,
stones or beads to use as counters. Each person in turn is invited to put their counters in the
relevant bags, according to their priorities. They should put three counters for their first priority,
two for their second and one for their third priority. The counters in each bag are then counted
and the results announced. The needs are ranked according to the results.

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This tool should help to identify the main issue to address. There may be more than one priority
issue to start with and the group will have to choose whether to take all priority issues at once
or focus on one at a time.

Capacity assessment
Communities should be encouraged to use their own capacities and resources to address the
problems they face. It is therefore important to carry out a capacity assessment after needs
assessment to identify strengths that the community could use to address the problems
they identified earlier. The project, if needed, should focus on strengthening the community’s
capacities to address their problems. By doing this, we are facilitating the community to address
their problems rather than addressing their problems for them.

Capacity assessment involves six types of assets:

HUMAN These enable people to make use of their other resources. They include skills,
knowledge, ability to work and good health.

SOCIAL These are based on relationships and include organisations and groups within the
community, political structures and informal networks.

NATURAL These form the local environment and include land, trees, water, air, climate and
minerals.

PHYSICAL These are man-made, such as building, transport, water supply and sanitation
services, energy sources and telecommunications.

ECONOMIC These are things that people can use to sustain their livelihoods, such as money and
savings, grain stores, livestock, tools and equipment.

SPIRITUAL These include faith, scripture, guidance and prayer.

Using participatory techniques, such as those used for the needs assessment, ask community
members to identify their capacities. Remember to ask a range of community members, as
different people have different perspectives.

Write the capacities onto a large piece of paper and ask community members to identify how
they could be used to address the problems identified during the needs assessment. Then ask
community members to think about which capacities should be strengthened so that they can
start to address their priority problems themselves. This is what the project should focus on.

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Decide whether it is realistic for our organisation to strengthen the community’s capacity to
meet the priority need:
■ Does meeting the need fit in with our mission?
■ Does meeting the need agree with our values?
■ Does meeting the need fit into our strategy?
■ Will meeting the need be too risky?
■ Do we have enough experience?
■ Do we have enough resources?

EXAMPLE Asset type Capacities

of a Capacity
Human Construction skills
Assessment chart Strong self-help tradition
Women make local handicrafts

Social Community centre

Church building
Local primary school

Natural River

Physical Good access to city centre

Internet café nearby
Water standpipes

Economic Revolving fund

Income from trading in city centre

Spiritual Servant leadership

Unity among church members

Concept notes Once a need has been identified which a project can address, write a concept note. A concept
note outlines the project idea. It does not have to contain a lot of detail and may only be about
two pages in length. The reason for writing a concept note before a full proposal is so that our
organisation’s leadership or a donor can gain an idea of what we hope to do. They can ensure it
fits with strategy, check its relevance and quality and give feedback before a lot of time, effort
and resources are spent planning the project. If an organisation does not have a process for
checking projects at this stage, it should consider setting one up. The members of staff
responsible for appraising concept notes should ask the questions at the top of this page.

Concept notes should outline:

■ background information
■ why the project is necessary
■ who will benefit from the project
■ how they will benefit
■ an estimate of both the total budget and the resources needed for design.

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