Japan International Cooperation Agency

Ministry of Agriculture and Irrigation, the Government of the

Republic of the Sudan

Capacity Development
Guideline/Manual
(JICA Model)
January 2014
JICA Capacity Building Project for the Implementation of the
Executive Programme for the Agricultural Revival

2014
This guideline and manual were developed and published by JICA Capacity Building Project for
the Implementation of the Executive Programme for the Agricultural Revival in the Republic of the
Sudan.

January 2014
 Table of Contents

Guideline
1. Introduction 1-1
2. Capacity Development Concept of the JICA Project 1-1
3. Implementation Structure of the JICA Project 1-3
4. Project Cycle Management (PCM) 1-4
5. Monitoring and Evaluation Framework 1-8

Manual
Implementation Process 2-1

STEP 1: Training Needs Analysis and Capacity Assessment 2-2

1.1 The Framework of Capacity Development Activities 2-2
1.2 Procedure of Capacity Assessment 2-2
Exercise 1: Confirmation of the Mandate 2-2
Exercise 2: Stakeholder Analysis 2-3
Exercise 3: Definition of the most Important Capacities 2-4
Exercise 4: Evaluation of the Current Capacity Level 2-5
Exercise 5: Capacity Assessment of the Current Individual Capacity and 2-6
Identification of Training Needs

STEP 2: Design of Training Themes 2-8

2.1 Selection of Training Themes 2-8
2.2 Establishment of Training Framework 2-8
2.3 Design of a Training Course 2-10

STEP 3: Implementation and Monitoring (Supervision) 2-13

3.1 Preparation 2-13
3.2 Implementation 2-13

STEP 4: Action Plan (JICA Model) 2-15

4.1 Making an Action Plan 2-16
Exercise 1: Group Formation 2-16
Exercise 2: List the Problems 2-16
Exercise 3: Stakeholder Analysis 2-16
Exercise 4: Problem Analysis 2-17
Exercise 5: Objective Analysis and Selection of Action Plan (Project) 2-18
Exercise 6: Making a Project Design Matrix (PDM) 2-20
 Exercise 7: Making a Plan of Operation (Action Plan) 2-23
4.2 Implementing the Action Plan (Monitoring and Supervision) 2-23
4.3 Final Report, Presentation and Evaluation 2-23

Appendix
1. Capacity Development Working Group (WG) Terms of Reference (June 2010)
2. Organizational Capacity Assessment Sheet (version 2)
3. Individual Capacity Assessment Sheet (version 1 and version 2)
4. Sample of Programme Design Matrix (PDM)
5. Sample of Plan of Operation (PO)
6. Evaluation Sheet for final Presentation
 Index of Abbreviations
CB Capacity Building

DG Director General

FMoAI Ministry of Agriculture and Irrigation

HSA Horticulture Sector Administration

ICI International Cooperation and Investment Directorate

JICA Japan International Cooperation Agency

OJT On the Job Training

PAE Planning and Agricultural Economics Directorate

PCM Project Cycle Management

PDM Project Design Matrix

PO Plan of Operation

SMoA State Ministry of Agriculture

TTE Technology Transfer and Extension Administration

TU Training Unit
1. Guideline
 Implementation Guideline (January 2014)
JICA Capacity Building Project for the Implementation of
the Executive Programme for the Agricultural Revival

1. Introduction
JICA Capacity Building Project for the Implementation of the Executive Programme for the
Agricultural Revival (hereinafter as “the JICA Project”) was implemented from March 2010 to
March 2014 (4-year- project). The Project aims that the Ministry of Agriculture and Irrigation
(hereinafter as “FMoAI”) and the Ministries of Agriculture in the state level (hereinafter as
“SMoA”) are to obtain needed capacities towards materializing “the Executive Programme for
the Agricultural Revival”.

The JICA Project is expected to produce two outputs by the end of the project period, such as:

Output 1: Through the experimental activities of the Project, a model system of human
resource development and organizational capacity development of the Ministry of
Agriculture and Irrigation to be established.

Output 2: Planning, implementation, monitoring and evaluation for promotion of rice

production are enhanced.

In order to complete the outputs, the JICA Project and its counterparts (FMoAI and SMoAs)
have endeavored to conduct various activities for their staff since March 2010. This guideline
and manual contain the training methodologies which we have developed in the process of
conducting output 1 activities. We expect that they can be used by those who will conduct
training courses in FMoAI and SMoAs in the future.

2. Capacity Development Concept of the JICA Project

The core capacity development concepts of the JICA Project are as follows:
 Project Cycle Management
The JICA Project applies Project Cycle Management (PCM) methodology as the
basic concept of its organizational management. The details of the PCM are
discussed in the next section.
 Selection of Training Themes in line with the needs of FMoAI and SMoAs
The JICA Project always considers the needs and priority on the sector policy/
strategy of FMoAI and SMoAs in selecting training themes. In order to do so, the
JICA Project studies the sector policy/strategy, mandates of all directorates/
departments and the other documentation, as well as conducts interviews with
DGs, staff and other stakeholders.

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 High Consideration on the linkage between individual training and

organizational development
It is most important in the JICA Project that any individual capacity development
produces “change agents” who have good motivation, new concepts and
improved knowledge and skills. The JICA Project supports change agents as
conducive to playing a leading role for organizational capacity development.
 Focus on the Application of knowledge and skills to work (utilization to
internalization)
The JICA Project also prioritizes that the training participants immediately
implicate the obtained knowledge and skills into their work. Many junior staff
especially have few opportunities to commit to any substantial work in their work.
Thus the JICA Project makes the participants produce an action plan by the end
of the training course, and obligates its implementation as a part of the training
course.

4th Year
Utilization to
3rd Year
Internalization
Training to
2nd Year
1st Year Utilization
Awareness Basic Training
Raising and and Practice
Basic Skill
Training

Figure 1.1 The Capacity Development Activities of the JICA Project

Based on these concepts, the JICA Project provides capacity development activities for the
target directorates and staff. The detail procedures are introduced in the manual.

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3. Implementation Structure of the JICA Project

The capacity development activities are conducted by the JICA Project and its counterparts
(FMoAI and SMoAs). The implementation structure is as follows:

Advisory Committee: It is composed of concerned DGs and the JICA Project. It has an
obligation to supervise all capacity development activities of the JICA Project. Meetings are
held 1 or 2 times a year.

Working Group: It is consisted of 2 representatives of each concerned Directorate (1 senior

staff member and 1 middle/junior staff member) and the JICA Project. The Working Group is
to make an annual plan and monitor the whole process as the core planner and supervisor of
capacity development activities. The most important responsibility of the Working Group is to
establish a working environment to be conducive to that their Task Teams being able to carry
out their action plan maximally.

Task Team: A Task Team consists of about 10 members who have taken JICA training
courses. The members make an action plan and implement it.

Advisory
Decision Maker Committee

Planner/
Working Group JICA Project
Supervisor

Working Group Working Group Working Group Working Group Working Group
member in ICI member in PAE member in TTE member in HSA member in TU

Task Team in Task Team in Task Team in Task Team in Task Team in
ICI PAE TTE HSA TU

Implementer

Figure 1.2 Implementation Structure (FMoAI Level)

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4. Project Cycle Management (PCM)

The Project Cycle Management (PCM) is one method of project management. It can be
applied to all intended future courses of action aimed at achieving specific goal(s) or
objective(s) within a specific timeframe.

The PCM comes up with a “Project Design Matrix (PDM)” as a tool for managing the entire
project cycle. The project cycle consists of “Plan – Do – See”:
i) Plan: a written account of an intended future
course of action aimed at achieving specific
goal(s) and objective(s) within a specific timeframe.
It explains in detail what needs to be done, when,
how and by whom.
ii) Do: to implement, to direct and to monitor all steps
in their proper sequence.
iii) See: to review the steps (process), to evaluate to
what extent the objectives are accomplished, to extract any lessons learnt from the
process and results, and to come up with recommendations for future projects.

The PCM has some advantages;

Participatory Approach
Participants are able to be engaged in the analysis equitably, thus nurturing a sense of
ownership.
Logical
A project could be formulated logically based on problem analysis and PDM.
Consistent
A project cycle should be managed consistently.

The PCM has mainly six (6) components to make a plan;

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the Executive Programme for the Agricultural Revival

Step 1: Stakeholder Analysis Step 2: Problem Analysis

Identify stakeholders, then Identify core problem, then
comprehend current problem
situations and briefly identify analyze and organize
candidate core problems for problems in a hierarchical
beneficiary or target group. tree structure.

Step 3: Objective Analysis

Step 4: Project Selection
Clarify statement of project
Choose approach to achieve
purpose, then identify basic
project purpose by selecting
construction of means to
means to be handled by project.
solve structured problems.

Step 5: Project Design Matrix

(PDM)
Step 6: Plan of Operation
Work out a narrative summary,
Clarify time schedule and
objectively verifiable indicators,
responsible personnel for
means of verification,
conducting activities.
important assumption,
reconditions and input.

Figure 1.3 The Procedure of PCM

The project monitors the activities based on the Plan of Operation (implementation
schedule and responsible persons), and evaluates the progress of the project along with
the indicators on the PDM. Their examples are in the Manual and Appendix.
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Project Design Matrix (PDM)

Project Name: Duration: Ver.No:
Target Area: Target Group: Date:
Objectively Means of Important
Narrative Summary
Verifiable Indicators Verification Assumptions
Overall Goal
Standards for Data sources from Important, however,
What is expected
measuring project which indicators are uncontrollable factors
after the project
achievement. derived. of the project.
purpose is achieved?
Its fulfilment is
uncertain.

Project Purpose
What should the
project achieve within
the project period?

Outputs
How should the
project achieve the
Project Purpose?

Activities Input
What should actually Personnel, materials, equipment, facilities
be done to achieve and funds that are required for the project.
output?
Pre-conditions
Conditions that must
be fulfilled before the
project starts.

Figure 1.4 Project Design Matrix (PDM)

The PDM does not have a time schedule, a person in charge, an implementer, input or any
other remarks. Thus, the Plan of Operation (PO) is made besides the PDM. The members
of a project implement their activities. The supervisor monitors the progress of the project
based on the PO. Whenever there is a delay, the supervisor investigates the causes and
takes appropriate action. At the same time, the supervisor and implementers check to what
extent the indicators of output and project purpose on the PDM have come to the expected
levels. If they do not, supervisors have to reconsider the means of approach (activities).

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Plan of Operation (PO)

Responsible
Expecting Progress
Activity Sub-activity 1 2 3 4 5 6 7 8 9 10 11 12 person Implementer Input Cost
results Remarks
(supervisor)

Figure 1.5 Plan of Operation (PO)

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5. Monitoring and Evaluation Framework

The Monitoring and Evaluation frameworks are developing through the Project activities as
Table 2-9 and Table 2-10.

Table 1.1 Monitoring Framework (Draft)

Venue of
Item of Activities Main Monitoring Targets Monitoring Tools Monitor
Monitoring
Training  Contents of training  Training Plan Classroom The Project
Courses courses (Training targets, (CB Working
 Attitude and responses of curriculum, time Group)
lecturer to trainees schedule, etc.)
 Appropriate and plain  Contracts
explanation of the lecturer  Monitoring
 Good atmosphere to Sheet
activate free discussion
and question
 Time management
Post-Training  Appropriateness of  Presentation Classroom The Project
Activity (Action identifying core problem  The ppt slides (CB Working
Plan) and problem analysis and/or Group)
 Appropriate usage of PCM documents
tools
 Commitment of all
members
 Appropriateness of
technical assistance/
advice and timing from
lecture to trainees
 Time management
Task Team  Implementation of planned  Observation of  Weekly Project
Activities activities in schedule or not daily works meeting (CB Working
(Implementation  Team building  Plan of with Task Group)
of Action Plan)  Commitment of all Operation Teams
members to the Task Team  Interview and  Monthly
activity discussion to meeting
 Identification of impeding member and with CB
factors and counter concerned Working
measures people Group
CB Working  Progress of capacity Report of each CB Monthly The Project
Group development activities in Working Group meeting (CB Advisory
each Directorate/Unit member at monthly Committee)
 Progress of Task Team meeting
activities
Source: JICA Project

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Table 1.2 Evaluation Framework

Verified
Activities Main Evaluation Targets Indicators Evaluator
Resources
Training Course Trainees’ 1. More than 70% of  Feedback The Project
1. Attendance rate attendance rate sheets filled (CB Working
2. Satisfaction rate 2. More than 80% of in by trainees Group)
3. Training contents satisfaction rate after
match needs 3. More than 80% of completion
4. Utilization of the training contents of the
trained skills and match needs training
knowledge 4. More than 60% of course
utilization of the  Final reports
trained skills and of Action
knowledge plans
 Final report
of lecturer
Task Team  Achievement of  To what extent the  PDM The Project
Activities project purpose and Project purpose is  Presentation CB Working
(post-training planned activities accomplished Group
Action Plan  Incidents  To what extent DGs
activities) (experiences/ they understand
lessons leant) in the
implementation  How to utilize the
process obtained
knowledge and
skills in the daily
work
 Lessons learnt
and good
experiences of
Task Team
Individual To what extent trainees  5 Criteria, which Capacity Individuals
Capacity have already utilized the trainees Assessment （Self-
Development obtained knowledge and defined at the 1st Sheet Evaluation）
skills in their daily works year
 Kirkpatrick’ 4
measures
Organizational To what extent Task  5 Criteria, which Capacity Groups
Capacity Teams have improved the trainees Assessment （Self-
Development the organizational defined at the 1st Sheet Evaluation)
capacity development year
Source: JICA Project

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2. Manual
 Implementation Manual (January 2014)
JICA Capacity Building Project for the Implementation of
the Executive Programme for the Agricultural Revival

Implementation Process
The Implementation Process has four (4) steps as shown below. The JICA Project team
carried out from Step 1 to Step 4 with the CB Working Group members. It should be noted
that “the JICA Project” written in the Manual means not only the JICA Project Team
(Japanese experts and the National Consultant) but also CB Working Group members.

identify/define the target level based on strategy, policies,

Step 1: mandates, etc.
Capacity assess the current capacity which target group (human
Assessment resources) has.
identify training needs.

draft the framework of training programme.

Step 2: employ a facilitator to conduct the training.
Design of conduct pre-training study for a detailed design of the
Training training.
Programme set up a detailed schedule and contents of training.
notify the details of the training to the participants.

arrange the venue and needed equipment.

prepare an attendance sheet, feedback sheet (reflection
Step 3: sheet/questionnaire).
implement the training.
Implementation monitoring the training participants and facilitator(s).
and Monitoring let the participants fill in the feedback sheet.
analyse the process of the training and the results of
feedback sheet.

form a task team.

make an action plan.
present it in front of the other task teams, and get any
Step 4:
feedback.
Action Plan present the developed version of the action plan in front of
(JICA Model) DG and senior staff in the participants’ directorate.
implement the planned activities along with the action plan.
evaluate the final presentation by senior staff.

Figure 2.1 Implementation Process (JICA Model)

The next section explains how to take these steps one by one.

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STEP 1: Training Needs Analysis and Capacity Assessment

1.1 The Framework of Capacity Development Activities
Firstly, the JICA Project identifies (1) the capacity development needs of the target groups
and (2) the level of existing capacity of target group (people) through pre-survey (document
survey and interview survey) and “Capacity Assessment”.

The training courses and other capacity development activities have to be designed to satisfy
their needs. However, (3) the available resources (financial, physical and human resources)
can limit the framework of the activities. It is important that the planner seek better solutions
considering the available resources.

In this section, the methodology of training needing analysis and capacity assessment is
introduced.

1.2 Procedure of Capacity Assessment

The JICA Project had a Capacity Assessment workshop in each target directorate every year.
The workshop had two objectives;
one was to enhance the participants’ understanding about their directorate’s (or
department’s) mandate and about the linkage between the mandate and the job
description allocated to them; and
another was to assess their contribution in terms of knowledge, skill and attitude to the
job description/mandate.

The workshop was conducted in participatory manner by a facilitator. Each participant wrote
his/her opinion on a card regarding the given theme and presented it on the wall. All
participants discussed all the presented cards with the facilitator.

The rules regarding the cards were as follows:

One sentence per card
Cards must be completed before the discussion
All cards are treated equally
Simple sentences in large writing

[Exercise 1] Confirmation of the Mandate

At the beginning, remind all trainees of the mandate which their directorate/unit has, and
confirm the mission of their work.

1. Write your directorates/unit’s mandate on a sheet provided to each of you without

referring to any documents.
2. Compare your idea to the mandate which each directorate/unit has, add more
mandates if any.
3. Categorize mandates into 3 sections
 Implementing (ongoing)
 Need to be implemented (currently not in process)
 Not in process

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[Exercise 2] Stakeholder Analysis

Referring to the mandates of your directorate/unit, write down any kinds of subsections,
institutions, individuals, and groups related to the organization.

In general, the stakeholders can be allocated into 5 categories as follows. However, in the
JICA Project, the participants analysed 3 categories: beneficiaries (main customer),
implementing agency and funding agency. Some stakeholders may appear in several
categories.
Beneficiaries: Who obtains the benefits if your directorate accomplishes the mandate?
This means that the beneficiaries are the recipients (customers) of your service.
Potential Opponents: Who may lose opportunities/benefits if your directorate
accomplishes the mandate?
Implementing Agency: Your directorate has a responsibility for implementing any
activities along with the mandate, but sometimes you need partners and/or
collaboration with others.
Decision-makers: Which decision-maker has to be concerned if your directorate
accomplishes the mandate?
Funding Agency: You have to consider potential financial agencies besides the
present funding agencies.

The below figure is the sample case of the JICA Project.

Government of Sudan FMoAI SMoAs

Beneficiaries
Staff of FMoAI and SMoAs Farmers Main Customer

Potential Opponents Different Donor(s)

JICA Project Team Counterparts (ICI, PAE, TTE, HSA, TU)

Implementing Agency
Training Institute(s) Facilitator(s)

JICA Sudan Office JICA HQ

Decision-makers Minister for Agricultural and Irrigation

Undersecretary of FMoAI DGs

Funding Agency Government of Japan

Figure 2.2 The Stakeholder Analysis of the JICA Project (Sample)

Additionally, it is recommended to conduct a detailed analysis about the 5 categories

because the results of this analysis will show you the right track of capacity development in
terms of human resources and organization. The analysis items are:

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Basic information: quantitative information (i.e. the number of beneficiaries and cost),
quantitative information (i.e. working productivity)
Problems/weaknesses
Strengths/potentials

[Exercise 3] Definition of the most Important Capacities

Through exercise 1 and 2, you confirmed the mandate of your department/unit and analysed
the possible relation between you and stakeholders. Exercise 3 defines the most important 5
capacities to accomplish the mandate.

In exercise 3, the participants specified 5 categories, which they considered the most
essential capacities for accomplishing the mandate. Then, a facilitator requested the
participants to re-define the listed capacities using verbs.

This is an activity to transfer any conceptual terms into behavioural objectives. Through this
activity, people have a common understanding about what each conceptual term means for
them. At the same time, the definitions show the participants the ideal activities and/or
attitude which they head for.

The table below shows an example about 5 capacities and their definition. The definition can
be different from person/group to person/group. That is fine.

Table 2.1 Selected 5 Capacities and the Definition (Sample)

Capacity Group’s Definition of the Capacity
Management  To motivate people.  To delegate responsibilities.
 Goal-oriented management.  To have good communication.
 To make a decision at the right  Learning attitude from
time. mistakes.
 Proper position management.
Negotiation  To be a good listener.  To lead a win-win conclusion.
 To enable to define own points.  To utilize languages well.
 To show objective data and
information.
Communication  To enable description of the  To be assertive.
facts in the right words.  To show receptiveness to
 To transfer own idea(s) and others.
feeling(s) properly.
 To accept various ideas.
Monitoring and  To establish/improve the  To utilize the tools properly.
Evaluation system of Monitoring and  To feedback the results of
Evaluation. M&E to an on-going project
 To develop M&E tools. and/ or the next project.
Team Building  To have “love and respect” for  To share the recognition of the
the others. present situation.
 To be a member having one’s  To share the goal.
own identity.  To share the action plan.

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[Exercise 4] Evaluation of the Current Capacity Level

Exercise 4 discusses and evaluates the current capacity level of your directorate/unit in the
listed 5 essential capacities.

In exercise 4, regarding the 5 capacities listed in exercise 3, you will assess to what extent
your directorate/unit has already satisfied the defined activities and attitude of the 5
capacities at present.

The JICA Project adopts the Kirkpatrick Model as the evaluation of capacity development.
According to the Kirkpatrick model, output of capacity development programme can be
divided into 4 levels as the figure below.

Indicatos
Kirkpatrick Model
Level 4 As a result is there any benefit Improvement of benefit for
Result or profit for your customers
directorate/unit?

Level 3 How did they apply it into their Observation from

Behaviour work? supervisor, self evaluation

Level 2 What did they learn? Exam, Reporting,

Learning Presentation

Level 1 Was it appropriate training? Questionnaire

Reaction

Figure 2.3 Kirkpatrick Model

Base on the Kirkpatrick Model, the JICA Project sets up the 5 assessment grades into
capacity development activities.

Table 2.2 JICA Grade and the definition

JICA Grade The definition Kirkpatrick Model
To utilize the capacity for project work and Level 4
5th Grade
make countable positive impact. (Results)
To utilize the capacity for daily work. Level 3
4th Grade
(Behaviour)
To have skill and knowledge. Level 2
3rd Grade
(Learning)
To have interest. Level 1
2nd Grade
(Reaction)
Do not have any interest.
1st Grade

Participants assess the present capacities of their directorate/unit with the 5 listed
capacities in exercise 3 by the JICA Grade system.
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[Exercise 5] Capacity Assessment of the Current Individual Capacity and Identification

of Training Needs
1. To assess your present level of capacities regarding the 5 listed essential capacities.
2. To record the self-assessment results in your “individual capacity assessment sheet”.
3. To submit the sheet to the JICA Project.

Exercise 5 aims to assess your present capacity, and to specify your weakness (training
needs). Three layers (institution, organization and individual) closely link each other under
one common mission. In order to accomplish the mission, an institutional arrangement
(system) should be established; the organization should set up their mandate within the
institutional framework; and then human resources (individual members) accomplish the
mission by carrying out their job description.

Institution
(System)
Mission
accomplished

Organization Individual

Figure 2.4 Capacity Development and Mission accomplished

Hence, you are expected to contribute to your directorate/unit to accomplish its mandate as
a member. How you assess your present capacity means to what extent you have
contributed to the goal of your directorate/unit. Thus you assess your present capacity from
the 5 essential capacities which were listed in exercise 3. Assessment criteria can be the
same tool (i.e. JICA 5 grades) as organizational capacity assessment.

The JICA Project prepared an “individual capacity assessment sheet” as an attachment. It

can be used not only for an individual capacity assessment, but also as a needs
assessment of training. The contents are as follows:

Table 2.3 The Main Contents of Capacity Assessment Sheet

Section Main Contents
1 Individual capacity assessment
 Assess his/her present capacity level by the JICA Grade (1 – 5).
 Record the reason for this year’s evaluation comparing to the previous
year.
 Show the assessment results on a web graph.

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2 Priority Capacity Development Areas (Subjects).

 Identify his/her priority capacity development areas (3 out of the 5
essential capacities).
 Write the reasons why he/she choses the 3 capacities.

3 Preferable types of training and plan of application of learned skills to

his/her daily work.
 List the attended training courses in the previous year.
 List preferable types and themes of training in the year.
 Express his/her plan on how to apply the learned skills to his/her daily
work.

4 His/her idea/plan on how to improve work/organization in 5 years or longer.

 Write his/her mid-term and long-term visions.
 Write his/her idea on how to improve the FMoAI and his/herself.

5 Preferable changes in the Directorate/Unit.

 Write about his/her preferable change in the directorate/unit.
 Write the reason what he/she expects to happen.

Section number 2 asks the participants about their present weak points (Needs Analysis),
and then the individual assessment sheet lets them list preferable types and themes of
training in the year in section number 3. Also it confirms how the participants would transfer
the knowledge and skills obtained in the training into their daily work in order to increase the
efficiency and effectiveness of their directorate. Through filling in the individual capacity
assessment sheet, the participants can enhance their comprehension of their strengths and
weaknesses, and eventually specify the area (capacity) which they hope to develop.

The JICA Project considers that the capacity will never be developed unless each individual
recognizes his/her present capacity gap (weakness) by himself/herself. Those who have
identified their weaknesses can easily take action to overcome their weaknesses. Training
is one of the means to do so. Individuals who have the motivation can utilize their
knowledge and skills in their work and assimilate them effectively.

recognition of your assessment of your specify your own

expected strengths, and capacity development
responsibility weaknesses strategy

Figure 2.5 Process of Individual Capacity Development

The results of the individual capacity development sheets are entered into a database of
the JICA Project for capacity development activities.

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STEP 2: Design of Training Themes

2.1 Selection of Training Themes
This step is to design the training programme. Firstly, you will select which training themes are
most appropriate.

When you select themes of any training courses (capacity development programmes), three
factors should be considered: necessity, priority and appropriateness.

(1) Necessity
“Necessity” of the training is one of the fundamental conditions, but whose necessity
should be considered?

 Individuals: You have already identified the target group (expected trainees) needs
by the individual capacity assessment sheet. You can select some themes among
candidates by means of analysing all individual capacity assessment sheets about
the frequency, urgency and/or importance of each theme.
 Organizations: Since the individual capacity development programme has to be
linked with the necessity of concerned organizations, as well, you can interview the
management of target group about the necessity.

(2) Priority in the agricultural policies and mandate (job description)

“Priority in the agricultural policies and mandate (job description)” is to assess whether
the themes are matched with and prioritized in agricultural policies, annual plans, and the
mandate of each directorate/unit and the job description of the target group.

Also if you expect some technical transfer and/or budget contributions from any donors,
you will consider their priority and/or project framework, as well.

(3) Appropriateness
Lastly, you consider whether the selected themes are appropriate areas as a means to
develop the capacity development of the target organization and group.

 the selection of target organization and target group (trainees)

 possibility of knowledge sharing (distribution) via the target group

2.2 Establishment of Training Framework

You have decided the training themes, and next, you establish the training framework. The
training framework means the main contents (purpose/outcome, outputs, activities and overall
goal), period, list of trainees, venue and budget.

In order to establish the training framework, you can utilize the PCM methodology. Based on
the results of individual capacity development sheets, you study the details of the capacity
gap (development needs).

(1) To break down the factors which consist of training themes

For example, the concept of “management” includes many meanings as the members
redefined it by using objective verbs. Thus to improve management means to increase
the knowledge and skills for the definitions.

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Table 2.4 The Sample of Group’s Definition of “Management”

Capacity Group’s Definition of the Capacity
Management  To motivate people.  To delegate responsibilities.
 Goal-oriented management.  To have good communication.
 Make decisions at the right time.  Learning attitude from
 Proper position management. mistakes.

“Goal-oriented management” in Table 2.4 is a very effective method for good

management, but you know that the “goal-oriented management” requires many basic
skills beforehand. For example, if the trainees do not have knowledge on how to establish
a “goal”, the trainees had better study about planning methods before coming into
“goal-oriented management” directly.

So the training planner assesses the existing level (basic, intermediate or advance) of
trainees, and designs the training course to be matched with the speed of trainees’
comprehensions. The details are in the next section ((2) Annual Plan of Capacity
Development).

(2) Annual Plan of Capacity Development

Based on the results of individual capacity development and listening to each other’s
opinions of the directorates/unit, you assess to what extent the capacity gap of each
trainee has. In general, an organization is consisted of staff having different strong and
weak points. It is most likely that strong organization has a vision and a concrete capacity
development plan, and conducts related activities strategically. As the result of it, such an
organization can utilize its human resource efficiently and effectively.

Therefore you had better establish a long-term capacity development goal (7-10 years)
and a mid-term capacity development goal (3-5 years). The long-term and mid-term goals
should be closely linked with the capacity development priority of FMoAI and SMoAs.
However the approach to the goals can be reviewed every year, and revised in the
annual plan.

The annual plan includes;

 training themes and training purpose (expected output) respectively
 schedule
 target group (number, qualification, etc.)
 planned venue
 budget (cost) for facilitator(s), venue, teaching materials, visual aids, reports, etc.
The annual plan should be submitted to the concerned administration by the due date of
next year’s plan and budget.

For example, the JICA Project established a 4 year plan of capacity development, and
adjusted the activities along with the progress of trainees’ activities. The JICA Project had
a goal to solve the problems which the participants claimed in the first year while the
participants conducted a project (“plan-do-see”) by themselves.

(3) Selection of a facilitator (lecturer)

When you have established an annual plan of capacity development, you will assign
some persons and/or training institutes as training facilitators. The appropriateness can
be assessed by criteria such as: educational background, experiences as a facilitator/a
lecturer, expertise of training theme, quality of proposal, reputation and so on.

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[BOX 1] Procedure of the JICA Project in employing external facilitators

Selection of Facilitators
The selected themes of the Advanced Training Course are (1) Quality Control, (2) Agriculture
Policy Formulation, and (3) Strategic Management. The Project opened applications for
course facilitators respectively from the public through newspapers. The process is as shown
in table Box1.1.

Box 1.1 Actual Schedule for the selection of facilitators

Timeline Actions In charge
16 Apr. Decide the procedure of selection. CB working group, JICA
Expert, National Consultant.
16-23 Apr. Prepare TOR of instructors of the 3 training courses to be TU with CB working group.
posted in newspapers.
15-19 May Classification of TOR in newspapers. JICA Expert, National
Consultant.
By 30 May Receive proposal papers. JICA Expert, National
Consultant.
1 June Copies of proposal will be delivered to all WG members with TU with JICA Expert,
check sheets. National Consultant.
17-24 June Review proposal papers (1st Selection). TU with CB working group
and JICA Expert, National
Consultant.
2-5 July Make 1st selection list for interview. The Team.
 Interview with candidate instructors.
By 21 Aug. Final Selection. TU with CB working group
 Review interview results of the week. and the Team.
 Check training venues and facilities.
 Discuss training costs.

In response to the applications, 15 applicants submitted their offers (4 individuals and 11

training institutes). The Project set up selection criteria. The CB working group assessed the
applications along with the criteria, and they made a short list of candidates. Then the Team
(the Chief Advisor and the National Consultant) interviewed them. Also the Team considered
the availability of training venues and the cost. Finally, the facilitators were selected.

2.3 Design of a Training Course

(1) Draft design of training curriculum and type of training
It is assumed that “management” has been selected as one of the training themes. As we
have already seen above, the term (management) has been analysed in the Capacity
Assessment Workshop as follows.

It means that the management skill of your directorate/unit can be improved when its
member (leader and/or staff) enough satisfies with the required activities. That is, the
required activities can equal the main content of training course for
“management”.

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Table 2.5 The Required Activities (Sample) Main training content

Capacity Required Activities

Management  To motivate people.  To delegate responsibilities.
 Goal-oriented management.  To have good communication.
 Make decisions at the right time.  Learning attitude from
 Proper position management. mistakes.

Table 2.5 shows that the capacity of “management” is to meet the 7 required activities
and/or states. You will design the training curriculum and type of training (i.e. lecture, OJT,
workshop, sightseeing, presentation and so on) to correspond to them.

Three Aspects of Capacity Development in Designing a Training Course

It is said that capacity development has three different aspects. One is to increase and
widen the knowledge about theory, method, system, definition and so on. The second
aspect is to develop skills. They include the adoption of new knowledge into practice,
technical skills and so on. The last aspect is to change (improve) one’s attitude. The JICA
Project focuses on changes in people’s behaviour.

Figure 2.6 Three Aspects of Capacity Development

If you want to increase the knowledge of your target group, in-class training is most
suitable. However, it is necessary for skill training and attitude training to be conducted
not only in-class training but also through workshops and/or On-the-job-training (OJT)
because skills and attitude can only be developed through daily practice.

Table 2.6 Suitable Training Type of respective Aspect (Sample)

Required Activities Training Type

Aspect
(in a case of “management”) (sample)
Knowledge Goal-oriented management.  In-class training about the
Position management. concept.
 Outline of methodology.
 Comprehension about the
system.
 Case studies.
Skill To motivate people.  In-class training about the
Make decisions at the right time. concept.
To delegate responsibilities.  Workshop (in-class practice).

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To have good communication skills.  OJT (including implementation of

Action Plan).
Attitude Learning attitude from mistakes.  In-class training about the
concept.
 Workshop (in-class practice).
 OJT (including implementation of
Action Plan).

You have to design training courses in consideration with the framework of Aspect,
Required Activities and Training Type.

The JICA Project has prioritized that the trainees utilize the obtained knowledge and skills,
rather than that they just participate in various training programs. Thus in the JICA
training courses and at the end of the training, the trainees are always required to make
an action plan and to implement it in their daily work.

(2) Pre-session between facilitators and trainees (for Advance Training Courses)
In the case that you employ some external facilitator, it is most likely that the facilitator
does not know about your problems and background. The JICA Project set up a
“pre-training interview session” in which the representatives of trainees and a facilitator
exchanged their views and/or expectations of the training courses.
The following is an example of a Pre-training Interview Session conducted by the JICA
Project.

[BOX 2] Pre-Training Interview Session (JICA Project)

Pre-Training Interview Session

After these facilitators were selected, each of them had interview sessions with the
representatives of the target Directorate as shown Box 2.1. The purpose of the interview
session was to enhance the understanding of the facilitators about the needs of the trainees
and the expectation of senior management staff to the training.
The CB working group has taken responsibility for the selection and arrangement/
coordination for the pre-training interview session.

Box 2.1 Actual Schedule of pre-training interview session & training

Timeline Actions In Charge
28 Aug Preparation of the pre-training interview session. CB working group, The
Team.
Aug - Sep Pre-training interview session with instructors and Facilitators, The Team,
trainees. Participants,
 30 Aug: QC facilitator with HSA. Senior staffs.
 2 Sep: QC facilitator with TTE.
 3 Sep: Policy Formulation facilitator with PAE.
 3 Sep: Strategic Management with PAE.
Aug - Sep Preparation of the in-class training (Programme, Facilitators, The Team.
materials, facilities, venues, etc.).
Sep- Starting in-class training. Facilitators,
 At the end of the in-class training, trainees Trainees.
complete making action plans.
Oct-Jan Group of trainees implement activities on the Trainees, Instructors, CB
formulated action plan. working group.

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STEP 3: Implementation and Monitoring (Supervision)

In steps 1 and 2, you have already decided a) training themes, b) training content, and c)
facilitator(s) (lecturers). From now on, you come into the implementation stage.

3.1 Preparation
Before starting any training courses, some preparation is needed as follows:

(1) Venue
You have to confirm the training venue. Confirm that the venue is the appropriate size
and has the available facilities (desks and chairs, whiteboard (flip-chart),
audio-equipment, and others). You need to confirm the availability of the room, make a
reservation and form a contract.

(2) Schedule (time table) and agenda

You set up the training schedule (time table) in cooperation with the facilitator(s).

(3) Notification to Participants

After deciding the venue and training schedule, you send an invitation letter and the
details of the training to the participants.

The profiles of the trainees are entered into the database.

(4) Printed handouts

Handouts are useful for trainees to understand the main points of the lecture and/or to
review them. It is recommended for facilitator(s) to prepare any handouts for training
beforehand.

Please receive the handouts from the facilitators, and prepare the appropriate numbers.

(5) Required equipment

It is recommended that visual aids are in working order before the training begins. Also
the preparation of other goods (marker pens, flipcharts, Post It notes, notebooks, Scotch
tape, scissors, staplers and so on) one day before the training.

The JICA Project has produced a feedback sheet. It aims to assess the reaction of the
trainees after the training, and to reflect on the comments for the next training.

(6) Demarcation of work

All members of your team confirm the work which was allocated to each member again.

3.2 Implementation
(1) Opening Session
You may ask suitable person(s) to have opening remarks if necessary.

Then you introduce the facilitator(s) to trainees.

An orientation (briefing) about the training is given to the trainees about:
 the purpose of the training
 curriculum and time schedule
 usage of venue
 strong commitment to the course work
 any other business

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(2) Supervision
You observe the lecture, and monitor the progress. If you notice some problems or
difficulties which the trainees might have during the explanation from the lecturer, you
advise the facilitator(s) during a break to give further explanations. This is because it is
highly likely that an external facilitator will understand the background (educational level,
daily work, usage of technical terms, etc.) of the trainees.

“Time management” is also one of your important responsibilities.

In order to improve the quality of training, “recording” is crucial. You should record
comments and/or requests from the trainees and facilitator(s) through conversations with
them, and also the recording of photos and/or video.

(3) Closing
The facilitator(s) review and summarize every session, and comment on the work/effort
of the trainees during the training.

You may ask suitable persons to offer the closing remarks.

At the end of the closing session, you ask the trainees to fill-in a feedback sheet and to
submit it to you. The result should be entered into the database.
Also you remind all participants the necessity and importance to utilize knowledge and
skill acquired in the training in the daily work.

3.3 Reporting
You are requested to make a report at the end of the training. The report has to mention, for
example;
Background of training courses, to mention the reason why the training was
conducted. E.g. Individual Capacity Assessment Sheet: Large number of requests
from trainees.
Overview of training courses.
 Framework of training.
 Facilitator(s) and the reason why he/she/they was (a) facilitator(s).
 Curriculum and time table.
Process (results of monitoring).
Results of feedback sheet.
Your comment on the training.
Lessons learnt from the training.

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STEP 4: Action Plan (JICA Model)

JICA capacity development activities aim that every trainee can internalize the obtained
knowledge and skills into his/her mind.

You must remember the “Kirkpatrick Model” (see Figure 2.7).

Level 1 (Reaction) means what the training participants (trainees) thought about the training.
Some trainees become interested in the training theme after the training, and others may lose
interest.

Level 2 (Learning) means what and to what extent did they learn from the training. Up to level
2, the trainees do not have the practical experience through their work; they only have the
knowledge (concept).

Level 3 (Behaviour) means that trainees have changed their behaviour in their daily work
(and life) from what they have learnt in the training.

Level 4 (Result) means that trainees have produced benefits (profits) for their Directorate/Unit
using the obtained knowledge and skills.

The JICA Project aims that the trainees can reach to level 4 based on the knowledge and
skills with which the Project provides. In order to reach to it, trainees have to practise the
obtained knowledge and skills in their work. However, it is not always possible for the trainees
to do so.

Thus the JICA Project conducts on-the-job-training (OJT) through the implementation of an
action plan.

Indicatos
Kirkpatrick Model
Level 4 As a result is there any benefit Improvement of benefit for
Result or profit for your customers
directorate/unit?

Level 3 How did they apply it into their Observation from

Behaviour work? supervisor, self evaluation

Level 2 What did they learn? Exam, Reporting,

Learning Presentation

Level 1 Was it appropriate training? Questionnaire

Reaction

Figure 2.7 Kirkpatrick Model

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4.1 Making an Action Plan

Trainees learn the concept, the meaning, the usage and/or good examples of methodologies
in classroom training. Then they make an action plan of what they have adopted in their
learning. For planning, they can use the Project Cycle Management (PCM) methodology. The
procedure of PCM is referred to the PCM Textbook written by the FASID1.

[Exercise 1] Group Formation

The facilitator divides the trainees into groups (Task Teams) of about 5-10 people. It would be
better to group the trainees from the same directorate/unit together.

The lessons learnt of the JICA Project show that the Task Team whose members come
from the same directorate/unit has merits as follows in implementing an Action Plan:

integrating their awareness of the problems in their work into one action plan
sharing information among the Task Team members
arousing teamwork among the Task Team members
increasing responsibility and identity to their directorate/unit
increasing commitment to the Action Plan activities

[Exercise 2] List the Problems

The members brainstorm a list of their problems in their daily work and give a rank with them
(rating). The problem at the first rating is to be the “Core Problem”.

The theme of the action plan has to be chosen from the problems/challenges within their
daily work because all the training aims to improve the efficiency and effectiveness of their
work.

[BOX 3] Importance of Capacity Development Plan

At the beginning of the project, the JICA Project recognized the capacity gap between the
expected capacity and existing capacity of the target group. Also the working environment of
the target group was not always cooperative to optimize their capabilities.

Then the JICA Project set up a 4 year capacity development plan to accumulate the
capacities of the target group year by year. Therefore training about PCM, leadership,
communication, team building and other management concepts were provided to the trainees
as basic training in the 1st and 2nd years.

It is important to consider what and how to develop the capacity of your target group, and to
make a mid-term plan and a long-term plan. An Annual Plan should also be considered as
well.

[Exercise 3] Stakeholder Analysis

The Task Team member analyse who are the stakeholders and in which they have a stake in
the theme: to be beneficiaries, potential opponents, implementing agency, decision-makers
and/or funding agency.

1
The Foundation for Advanced Studies on International Development, Tokyo, Japan
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Based on the result of the analysis, the Task Team members consider what kinds of
services the beneficiaries expect, whose negative intervention should be controlled, who
can support their activities, how to persuade the decision-makers and so on.

[Exercise 4] Problem Analysis

The Problem Analysis starts from the Core Problem. The Task Team members sort out
existing problems derived from the Core Problem by applying the relationship of “Cause and
Effect”. The cards developed both upward (cause) and downward (effect) like growing a Tree.

The procedure of the Problem Analysis is as follows:

1. Identify a Core Problem (theme) and write it down on a card.
2. Write Direct Causes of the Core Problem (Direct Cause) on cards and put them below
the Core Problem card in a horizontal line.
3. Discuss the appropriateness of the cards in regard to their contents as well as their
locations. Discuss whether there are additional causes as well. Then finalize cards to
be Direct Causes.
4. Write the Secondary Causes for each “Direct Cause” on cards, and put them below
corresponding Direct Cause cards in a horizontal line. Then finalize them.
5. Repeat these procedures for the next set of causes. It will develop the tree as you
work downward.
6. The space above the Core Problem is for effects caused by the Core Problem. Write
the Direct Effects of the Core Problem (Direct Effects) on cards and put them above
the Core Problem in a horizontal line.
7. Discuss the appropriateness of the cards in regards to their contents as well as their
locations. Discuss whether there are additional effects as well. Then finalize cards to
be Direct Effects.
8. Write the Secondary Effects for each “Direct Effect”, on the cards, and put them above
their corresponding Direct Effect cards, and develop the tree upward with careful
consideration.
9. Confirm that the scope of the Core Problem is appropriate in relation with other cards,
problems/weaknesses identified in Stakeholders Analysis, and expected Action Plan
(project) framework. Then, draw lines to connect cards to complete the tree.

Rules for Problem Cards

Write the fact.
Write the problem in a negative manner.
Write one problem per card.
Describe the problem in a complete sentence.
Avoid writing “We do not have…” or “There is no…” Describe the conditions
resulting from the lack of resources or the absence of particular solutions.

Bad Good
There is no hospital People cannot receive
appropriate medical treatment

Do not include both the cause and the effect of a problem on one card.

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[Exercise 5] Objective Analysis and Selection of Action Plan (Project)

Objective analysis like the problem analysis is to develop an analytical tree by clarifying
relationships between the desired situations by solving problems and the means that lead to
the situations in the form of “Means-Ends” relation.

Selection of Action Plan (Project) is a process of selecting specific project from the objectives
and means which are derived from the Objective Analysis. It is conducted on the use of
selection criteria.

The Objective Tree includes all means necessary to achieve the Core Objective. However, in
actual projects, there are many constraints, such as those related to inputs and schedule. It is
normal that not all means shown on the tree can be implemented as part of a single project.
Therefore, it is necessary to formulate a project from part of the tree.

(1) Objective Analysis

An Objective Tree is drawn by transforming problem cards of “Cause-Effect” relation into
positive objective cards of “Means-Results” relation. Do not simply rewrite negative
statements into positive statements. Discuss whether the statement is a truly desirable
situation as well as its feasibility.

Conduct the analysis by ensuring the cards right below the objective card cover every
means necessary to achieve objectives. When there are insufficient means, add any
necessary means.

In forming the lower part of the Objective Tree, add cards up to the level at which major
activities can be imagined to be implemented by a project An insufficient downward
development of the Tree causes some difficulties to choose a project.

The procedure of Objective Analysis is as follows:

1. Identify the Core Objective. All objective cards should be in sentences to describe
desired situations.
2. Write the potential Direct Means for the Core Objective (Direct Means) on cards
and put them below the Core Objective in a horizontal line.
3. Discuss the appropriateness of the content of and the location of the cards, and
whether there are additional causes. Then finalize the cards to use as Direct
Means.
4. Write the potential Secondary Means for each Direct Means on cards and put them
below each card of Direct Means in a horizontal line.
5. Repeat these procedures for the next set of means. It should broaden the tree as
you work downward.
6. The space above the Core Objective is for Direct Objectives of the Core Objective.
Write the potential Direct Objectives of the Core Objective (Direct Objectives) on
cards and put them above the Core Objective in a horizontal line.
7. Discuss the appropriateness of the content as well as the placement of the cards,
and whether there are additional objectives. Then finalize the cards to use as Direct
Objectives.
8. Determine the Secondary Objectives for each Direct Objective. Write them down on
cards and put them above each Direct Objective card in a horizontal line. Then your
way upward as with point 7.
9. Confirm that the Means-Results relationships among cards are appropriate and
that there are no means or results missing in each level. Then, after reviewing
points to keep in mind (shown below), complete the tree by connecting the cards
with lines.
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The Task Team members had better consider whether the Action Plan can anticipate any
negative effects through the implementation.

(2) Selection of Action Plan (Project)

The Objective Tree usually has several branches. The cards on one branch show the
“Means-Results” relation, tying the card from the lowest card(s) to upwards. The branch of
cards is called an Approach. An Approach can be consisted of two or more branches, and
also some approaches are combined into a larger Approach. The Process of Action Plan
selection starts by identifying these Approaches.

The method of selection is as follows:

1. Reconfirm the expected project framework in terms of its budget and duration
(constraints of the FMoAI/SMoAs or their directorate/unit).
2. Circle Approaches on the Objectives Tree. Give each circled Approach a name to
indicate its objective.
3. Summarize and confirm the basic points of each Approach (target groups and the
number of Task Team members; the target area; the details of principal activities
and their main actors; the types and amounts of materials and facilities, etc.)
4. Utilize the “Selection Criteria”, compare each approach by considering the following
factors.

Table 2.7 Sample of Selection Criteria and the Considering Factors respectively
Sample of selection
Considering factors
criteria
 In terms of size, impacts, demands and urgency, is the tentative
Target Group
target group appropriately chosen?
 In terms of size, impacts, demands and urgency, is the tentative
Target Area
target area appropriately chosen?

 How much human resources, materials and funds for your action
plan can be expected to have?
Possible Input
 Which is the most efficient way to use of possible input for
implementing the objective of the approach?
 Does the objective of the approach meet the needs of the target
Needs (Demands) group?
 Does the objective of the approach meet the stakeholders’ needs?
 Is the approach relevant to development policies of their
directorate/unit?
Policy Priority
 Is the approach relevant to development policies of the FMoAI
and/or SMoAs
Possible negative  Is there any possible negative impact? If yes, can any measures be
impacts taken to remove or minimize such impact?
Achievement of the  Can the objective of the approach (the card in the highest position)
Objective be achieved under the current framework and constraints?
 Does the action plan use any material/equipment whose
maintenance is not locally available?
 Is there enough time to train personnel to take over the activity
Sustainability of the when the action plan ends?
Objective  Are the trained people likely to remain with the directorate/unit after
the project ends?
 Is there any concern to be addressed about its sustainability from
the perspective of the cross-cutting issues?

These are example of Selection Criteria. They should be modified according to

specific needs and circumstances of each action plan.

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5. If negative factors are found, consider altering the Approach and use a card to
show that it requires further investigation.
6. Select one Approach to be developed into a project.

A target group tentatively selected in the Stakeholder Analysis may be changed as a result
of discussion in the Project Selection stage.

[Exercise 6] Making a Project Design Matrix (PDM)

The Task Team fill in the each column on the PDM. The elements can be derived from the
approach, which is chosen during the Project Selection.

PDM
Project Name:
i.e You took the Duration:
“C” Approach Target Area:
Target Group:
Date:
Version Number
A Objectively
Narrative Means of Important
Verifiable
B C D Summary Verification Assumptions
Indicators
Overall
B-1 B-2 C-1 C-2 D-1 Goal:
A
B-1-1 C-1-1 C-1-2 C-2-1 C-2-2 D-1-1
Project
B and D are
B-1-1-1 C-1-1-1 C-1-2-1 C-2-1-1 C-2-2-1 Purpose: satisfied.
C
B-1-1-2 C-1-1-2 C-1-2-2 C-2-1-2 C-2-2-2
Output:
C-1
C-1-1-3 C-2-2-3
C-2

Activities: Input
C-1-1 Input
C-1-2 Pre-Condition
Objective Analysis
C-2-1 Input
C-2-1

Identifying information in the Upper Margin

The Task Team firstly write the name of the project, duration, target area, target group,
date and PDM version in the Upper Margin of the PDM.

Project Purpose (C)

The Project Purpose is the objective which the Task Team has to achieve by the end of
their implementation period. Basically, the objective card positioning at the top of the
selected approach is normally a candidate of the Project Purpose.

However, if the Task Team found any missing means-ends relation in the Project
Selection process, the top card has to be rewritten.

Overall Goal (A)

The Overall Goal is a development effect (i.e. positive impact) of the Project (action plan)
which will come up in 3-5 years after the end of the Project. That is also saying that the
Overall Goal is the future direction of the Project.

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Thus normally the Overall Goal is only one. If you establish multiple Overall Goals, it is
necessary to carefully consider whether the project directions are contradictory, or
whether the Project Purpose can have impacts on all of the Overall Goals.

The Overall Goal is selected from cards positioned one level above the Project Purpose
card.

Output (C-1 C-2)

Output is a group of intermediate goals for reaching to the Project Purpose. Output
indicates how the Task Team achieves the Project Purpose.

Output cards can be selected from the cards positioned below the Project Purpose card.
Even if the cards are further below than this level, the cards can be Output as long as
they require many Activities to achieve what the card says.

Task Teams should be careful not to re-phrase the Project Purpose as the Output. If the
Output cards have a sequential relation, Task Team will arrange them in order of time.

Activities (C-1-1 C-1-2 C-2-1 C-2-2)

Activities are specific actions intended to produce the Output, using planned input
maximally. A project usually involves various Activities, including project management,
monitoring, and information collection. Yet only major Activities are on the Narrative
Summary of the PDM.

As illustrated below, Activities cards are sorted into the respective Output element and
the sequential order.

Sequential Order

Output 1 2 3 4

Activities 1-1 2-1 3-1 4-1

Sequential
Order 1-2 2-2 3-2 4-2

1-3 2-3 3-3 4-3

Figure 2.8 Relation between Output elements and the Activities

Important Assumptions
Important Assumptions are conditions that (i) are important for the success of a project
(action plan), (ii) but uncontrollable within the project, and (iii) there is uncertainty about
their fulfilment. They are conditions necessary for achieving an objective in the upper
column after implementing activities or achieving objectives specified for each component
of the Narrative Summary from the Activities to the Overall Goal.

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Important Assumptions are positive and negative factors influencing the performance of
Activities and the achievement of objectives: for example, changes of economy
(price/distribution), policy/regulation, environment, socio-cultural, human resources, and
others. Therefore they should be monitored during the project’s implementation period.

In identifying Important Assumptions, it is useful to check the objective cards which are
not included in the selected approach in the Objective Tree; i.e. unselected objective
cards.

Objectively Verifiable Indicators

Objective Verifiable Indicators mean the expected results by achieving for Output, Project
Purpose and Overall Goal, showing the qualified value or degree of the target. Thus they
can be used to monitor project status (progress and/or stagnation).

Who Target Farmers (100 farmers) Objective Veriable Indictors

What Post-harvest losses
The improved mango harvest procedure
Where Khartoum State
decreases the post-harvest losses of the
by when by 2015 target farmers in Khartoum State by 30%
Improved mango harvest from 2013 level.
Which measure
procedure
How much decrease by 30%

Figure 2.9 Example of Objective Verifiable Indicators

The indicators always include 5W1H elements: who, what, where, by when, which
measures and how much/many increase/improve. Figure 2.9 shows an example.

If there are any changes in the elements in the Narrative Summary, the corresponding
indicators may need to be modified.

Since Output, Project Purpose and Overall Goal have “Means-Ends” relationship each
other, it is logically impossible that the Project Purpose and Output, for instance, have the
same indicator(s).

Means of Verification
Means of Verification refer to the source of data for Objectively Verifiable Indicators: i.e.
statistics, reports and recorded data. They indicate from where or who the data is to be
obtained, a type of document, methods for obtaining it, and so on.

In selecting data sources, you have to be careful (i) the credibility of the data (data
sources and the methods of study), and (ii) availability of data collection (cost and
accessibility).

The Procedure to fill in Objectively Verifiable Indicators and Means of Verification is as

follows:
1. Think about data that will accurately reflect the status of Overall Goal, Project
Purpose and Output while being objectively verifiable to the degree of their
achievement.
2. Each indicator includes the 5W1H elements.
3. Consider the credibility of data sources, accessibility of data, and cost. Then
decide on a Means of Verification for Objectively Verifiable Indicators.
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4. When data source do not exist, add a project’s activity for collecting data.

Input
Input column shows the inventory of all human resources, facilities, equipment and fund
necessary for the entire project.

It notes that the JICA Project has promoted the “Zero Cost” management in implementing
the Action Plan because the JICA Project expected the trainees not to establish a new
project, but to practice their obtained knowledge and skills within their daily work through
implementing action plan.

Pre-conditions
Pre-conditions are requirements that should be fulfilled before the project begins like
supplying input, termination of application process, singed the formal agreement on the
project implementation and so on.

[Exercise 7] Making a Plan of Operation (Action Plan)

Based on the PDM, the Task Team makes a Plan of Operation.

The Plan of Operation (PO) shows project details, such as the expected results, the
schedule, people in charge, parties responsible for implementation, necessary resources
and equipment, and costs for each activity of the Action Plan.

PO is an effective tool for project implementation and management, and serves as the
basis for monitoring and evaluation of the project. The format and time-frame vary with
the project.

4.2 Implementing the Action Plan (Monitoring and Supervision)

It is requested the Task Team members present their action plan to their DG and senior staff.
This means not only sharing the knowledge of the trainings to other staff in their
Directorate/Unit, but also to get support from them to the implementation of action plan.

You should monitor the Task Team activities daily and/or weekly, and supervise them through
consultation and/or technical advice.

The monitoring points are as follows:

 progress and/or delay based on the plan of operation (action plan)
 team building and cooperation
 good leadership
 people’s motivation and/or commitment
 problems

4.3 Final Report, Presentation and Evaluation

At the end of the action plan period, you request the Task Teams to make a final report and
present the main elements to the appraisers: i.e. the DG, senior staff and other staff of the
directorate/unit and working group member from other directorates/unit.

The main contents of the final report and presentation should be:
 background (reason) of the action plan
 framework of the action plan: problem and objective analysis, selection of approach,
PDM and PO (action plan)
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 the progress of each activity

 the obtained output
 lessons learnt and recommendations for the next plan
 conclusion
 visual aids (video and photos of their activities)

The appraisers examine the performance (various efforts) of the Task Team in implementing
the action plan, and assess to what extent the Task Team achieved their Project Purpose
from the perspective of the five evaluation criteria: Relevance, Effectiveness, Efficiency,
Impacts and Sustainability. These criteria have been put forward by the Development
Assistance Committee (DAC) of the Organization for Economic Cooperation and
Development (OECD).

Table 2.8 DAC 5 Evaluation Criteria

Perspectives
Criteria
General Action Plan (The JICA Project)
This is used to check whether the  Does the action plan meet the
Project Purpose and Overall Goals mandate and the priority of
meet requirements of development directorate/unit?
Relevance
policies and needs of beneficiaries.  Does the action plan utilize the
obtained knowledge and skills
in the class?
Effectiveness is checked through an To what extent has the project
evaluation of the prospects for purpose of the action plan been
achieving the Project Purpose. It needs achieved by the end of the project
to verify that the Project Purpose is period?
expected to be achieved by the  Were all Output indicators
Effectiveness achievement of Outputs. Other issues, satisfied?
such as analysis of Important  Were all Project Purpose
Assumptions is appropriate and indicators satisfied?
additional Outputs are necessary to If not satisfied, what impeded their
achieve the Project Purpose, are also achievement?
examined.
Examine whether Input is effectively  Was the action plan the most
utilized, and Output is achieved in terms efficient approach due to
of the quality, quantity and timing of achieve the Project Purpose in
Input. Check whether there is any terms of human resource,
Efficiency
wasteful Input, which can be replaced duration and cost?
with less-expensive input and/or any  Were the expected input done
other locally affordable input and in appropriate quality, quantity
activity. and timing?
Impacts are assessed by anticipating  What were revealed
effects that project implementation will positive/negative impacts?
have on the target society.  How did the Task Team control
Achievement of the Overall Goal is the the negative impacts?
initial consideration. It is checked
Impacts whether there are negative impacts in
addition to positive ones, whether any
measures can be taken to prevent the
negative impacts, and whether such
measures can be incorporated in the
project plan in advance.

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Sustainability is checked by examining  Did the Task Team take any

whether the benefits of the project will actions to sustain the benefits
continue after it is completed, with of the project?
particular attention paid to the
self-sufficiency of the project. The
sustainability is considered from
political, technical, environmental,
socio-cultural,
organizational/operational, and
Sustainability economic-financial perspectives. When
there are concerns about the
sustainability, related Outputs,
Activities, and Important Assumptions
within the PDM are reconsidered in
order to improve sustainability. It is
necessary to verify that local people will
be able to continue the activities and
output as consequences of the project,
even after the project has ended.

In addition to them, the JICA Project compiled the experiences which Task Teams and
Working Group members have made: i.e. challenges and lessons learnt. These experiences
can be useful when the next Task Team members develop their action plan.

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Appendix
 Appendix 1

ูῧ 3

"CAPACITY BUILDING PROJECT FOR THE IMPLEMENTATION OF

THE EXECUTIVE PROGRAMME FOR THE AGRICULTURAL REVIVAL"

CAPACITY DEVELOPMENT WORKING GROUP (WG)

TERMS OF REFERENCE (JUNE 2010) DRAFT

1.0 BACKGROUND

"Preparatory Study on Support to Agricultural Development in Sudan" has been

carried out in two phases since 2009, to propose an overall framework of JICA's
cooperation in the agricultural sector in Sudan. The first study was conducted
from April to May 2009, identifying three key areas for JICA's cooperation for the
development of agricultural sector in Sudan:

Reflecting analysis, "Capacity Building Project for the Implementation of the

Executive Programme for the Agricultural Revival" (hereinafter “the project”)
was officially requested by the Ministry of Agriculture and Forestry to the
Government of Japan in June 2009.

The second study was conducted from July to August 2009 to study further on
the three key areas so as to assess the possibility of cooperation within the
framework of the proposed project. Finally, the project started in March 2010
after amendment of outputs as follow;
1. A model system of human resource development in the Ministry of
Agriculture and Forestry is established.
2. Technical Package of rice production is developed.
3. Action plan is formulated for improvement of agro-pastoral productivity in
Kassala state).
4. Capacity of the Ministry of Agriculture and Forestry and the organizations
concerned on Project Cycle Management is enhanced through the
implementation process of the output 1-3

Important elements of Capacity Building are ownership and leadership of the

Ministry of Agriculture and Forestry. In order to strengthen partnership between
MoAF and JICA project, and to enhance effectiveness of training and secure
action learning process in different directorates/ units, Capacity Building Working
Group is to be established within the terms of reference.

2.0 PURPOSE OF THE WG

As written in 1.0 Background, this WG aims to achieve following output;

1. Human and institutional capacity development of the Ministry of Agriculture
and Forestry
WG undertakes to initiate coordination all stages of the capacity development
related activities. Also it has a role of consultancy body to determine direction of
the activities within Capacity Development Component, including (but not limited
to) the following.

¾ alignment with the Executive Programme for the Agricultural Revival

¾ sustainability (hand over activities to Training Unit and scaling up after the
Project ends)
¾ share of good practice/ lesson learnt among WG members

3.0 WHAT WORKING GROUP DOES

The WG will perform the following functions:

x Sharing concept ideas and framework of the capacity building component,

verifying results of capacity/needs assessment, training plan and consulting
selection of participants in the preliminary stage.

x Enforcement of training skill and knowledge applied into actual work and OJT
(On the job training) conducted during the implementation stage.

x Extracting lesson learned and reflecting into following training plan after
evaluation.

x Strengthen the effectiveness of Capacity Development activities through

collaborating dialogue, joint implementation and evaluation within MoAF.

4.0 ORGANIZATION OF THE Working Group

4.1 Membership

WG is open to Capacity Building Component related directorates and Units of the

Ministry of Agriculture and Forestry. Current members of WG are as follows

x Horticulture Sector Coordination Unit

x Information and General Relation Unit
x Technology Transfer and Extension Directorate
x International Cooperation and Investment Directorate
x Planning and Agricultural Economic Directorate
x Training Unit (as Secretariat)
x JICA project experts

2
4.2 Behavioral principles

Discussions will take place in the context of mutual respect, and under the
principle of accountability for statements and actions.

Conflicts will be resolved through dialogue and discussion.

4.3 Meeting schedule

WG will meet on not periodically. During the period of training formulation,

verification meeting in each process will be frequently required. Once training
starts working group is called less frequent when necessity arises.

5.0 Validity of ToR

The ToR will be reviewed upon its necessity.

(END)

3
JICA Capacity Building Project for the Implementation for Agricultural Revival version 2

Organizational Capacity Assessment Sheet

Date: / /

Directorate/Unit: Horticultural Sector Administration (Group from FY2011) Department:

Position: Name:

Score
Target Skills (Capacity) Definition of Target Skills Why did you give yourself the score?
(Self Evaluation)

To make decision
1 Managerial Skill To have good leadership

To know report writing

To have English language skill
2 Communication Skill To know how to communicate with
others

To formulating plans
3 Planning Skill To conduct monitoring and evaluation

To be able to analyze in computers

4 IT Skill To know maintenance
To have knowledge of network

To be able to cooperate
5 Team Work To conduct coorination

Level Criteria to evaluate your capacity

5 To Utilize the capacity for project work and make countable positive impact
4 To Utilized the capacity for daily working
Appendix 2

3 To have skill and knowledge

2 To have interest
1 Do not have any interest
JICA Capacity Building Project for the Implementation for Agricultural Revival version1 Appendix 3

Individual Capacity Assessment Sheet Date: / /

Directorate/Unit: ( ) Department: ( )
Position: ( ) Name:( )
1. Individual capacity assessment
Fill in score from 1 to 5
Self Evaluation Reason for this year's evaluation
Capacity Skill
year 1 year 2 compare to last year
skill
skill 1
5
1 4
3
2
5 2
2 1
0

skill
3

4 3
skill
4
skill

5
Your skill of  (previous year)
Your Skill of (present)

Level Criteria to evaluate your capacity 1

5
4
5 To Utilize the capacity for project work and make countable positive impact 3
5 2 2
1
4 To Utilized the capacity for daily working 0

3 To have skill and knowledge

4 3
2 To have interest
E
1 Do not have any interest
2. Please, prioritize your 3 required capacities out of 5 raised in section 1. ,based on your job description.
Prio-
Capacity Reason
rity

3. If you have a opportunity to attend a training, what kind of training is the best way to improve your capacity. Please consider based on your mandate and required
skill. And describe how are you going to utilize the skill and knowledge into your daily work ? Please raise 3 of them.
Training course attended in (year)? Training you are willing to attend in (year)? How are you going to apply into your work after the training?

4. Please write your dream or resolution in your work at the Ministry of Agriculture this year and in 5 years. And what are you trying to realize your dream.
Your dream and resolution at the MoA What are you trying to realize your dream?
This
year

in 5
years

5. If you wish one change to be happened in your directorate, what are you going to expect ? And Why?
What kind of change do you expect? Reason

Thank you very much for your cooperation.

JICA Capacity Building Project for the Implementation for Agricultural Revival version 2

Individual Capacity Assessment Sheet

Date: / /

Directorate/Unit: Horticultural Sector Administration (Group from FY2011) Department:

Position: Name:

Score
Target Skills (Capacity) Definition of Target Skills Why did you give yourself the score?
(Self Evaluation)

To make decision
1 Managerial Skill To have good leadership

To know report writing

To have English language skill
2 Communication Skill To know how to communicate with
others

To formulating plans
3 Planning Skill To conduct monitoring and evaluation

To be able to analyze in computers

4 IT Skill To know maintenance
To have knowledge of network

To be able to cooperate
5 Team Work To conduct coorination

Level Criteria to evaluate your capacity

5 To Utilize the capacity for project work and make countable positive impact
4 To Utilized the capacity for daily working
3 To have skill and knowledge
Appendix 3

2 To have interest
1 Do not have any interest
 PDM of PAE Task Team Action Plan: Enhancement of Coordination and Monitoring System
Target Group: PAE staff Target Area; PAE Project Period: 9 months(March-December) 30 Jan. 2012 ver.0
Narrative Summary Indicators Information Source Important Assumption
1. Questionnaires after the
Improve the Monitoring System and Coordination
Overall goal 60% of Annual Agric. Plans are monitored project
with in MoAI within 3 years
2. Report
1. 60% of PAE staff agree that
Project coordination between departments is 1. Questionnaires
Efficient coordination and monitoring with in GAPE
Purpose improved 2. Clear annual plan of PAE
2. Report done by monitoring Unit

1. 50% of the staff agrees there is

1. Effective coordinate develop in PAE coordination between Departments of 1. Interviews, Questionnaires
Outputs
2. Effective monitoring is developing in PAE PAE 2. reports
2. 3 Questionnaires and reports
Inputs:
1) Sharing Information
Antivirus Program (Kasparsky) by free download
1.1 Activate the local area net work and outlook
Back up Tools: CDs, external hard-disk
1.2 Create Email Address to the member does not
Stationary
have email address
1.3 Reactivate the data base
1.4 Training courses of computer
2) Team Work
1.5 Joint meeting in each Department
1.6 Joint session to whole staff (brain storming)
1.7 Social Activity (Family Day)
1.8 Exchange of efficiency experience from other
organization (FAO)
Activities 3) Maintenance
1.9 Antivirus setup
1.10 Back up for data Pre-Condition
1.11 Regular maintenance Working Group Approval
Personal strong committee
2.1 Session on how to formulate plan Management support
2.2 Collect regular reports from other Departments
and Units
2.3 Create monitoring format
Appendix 4

2.4 Session of training assesment

2.5 Training in monitoring and evaluation
2.6 Regular meeting in Administration
2.7 Building file system
 Appendix 5

No.
Materials and Cost Progress/
on Activities Sub-Activities Expected results Person in charge Implementer
equipent (SDG) Remarks
PDM 3 4 5 6 7 8 9 10 11
Activate the local area net
1.1 Sharing information Ekhalas Computer Enginer Software 4,000 done
work and outlook
Create Email Address to the
1.2 member does not have email Improve communication Task Team Information Unit Computer 0 done
address
1.3 Reactivate the database Follow up of database Task Team All Department Software 10,000
1.4 Training courses of computer
The subject for the meeting × × × × × × × Sara Hoyam, Sara, Amel, Stationary 0
Joint meeting in each (all?)
1.5 Prepare invitation (place & time) Building teamwork in PAE × × × × × × × Sara Babeker Anwar, Salama Stationary 0
Department
Implementations × × × × × × × Sara and Iman Stationary 0
The subject for the meeting × Stationary 0
Hoyam, Sara, Amel,
Joint session to whole staff
1.6 Prepare invitation (place & time) Awareness of selfness management × Babeker Anwar, Instructor from outside Stationary 0
(brain storming)
Salama and Iman
Implementations × Stationary 0
Hoyam, Sara, Amel,
1.7 Social Activity (Family Day) Arrangement and implementation Strengthen of Social relationship × × × Babeker Anwar, All task team members Stationary 0
Salama and Iman
Exchange of efficiency Hoyam, Sara, Amel,
1.8 experience from other Arrangement and implementation Knowledge new model of team work Babeker Anwar, All task team members Stationary 0
organization (FAO) Salama and Iman
1. inform. Save form damages Technical support and
1.9 Antivirus setup Ekhalas One original CD
2. quick download to useful data information unit
Salwa, Limya, Sumia, Technical support and 2 external
1.10 Back up for data Data will be secured from lost 600
Nada, Nagla, Iman information unit harddisk

Cleaning, Change any damaged parts, Daily

1.11 Regular maintenance Computers will be saved from dust Task Team Teamwork (?)
repairing

Awareness on how to formulate

Discussion for the current situation
plans
Mandate of each department was Asma, Awatif, Lila and Asma, Awatif, Lila and
Collection of the mandate of each Department Stationary 50 done
written Sumia Sumia/Mohommed/
Session on how to formulate
2.1
plan Awareness on how to formulate Asma, Awatif, Lila,
Asma, Awatif, Lila and
Conduct session in how to formulate the plan plans Sumia, Mohommed/ Stationary 0 done
Sumia
Plan formation is prepared. Ahlam
Asma, Awatif, Lila and Asma, Awatif, Lila and
Distribute the format plan to each department The plan format is distributed × Stationary
Sumia Sumia
to collect filfulled forms to all departments
Collect regular reports from to analyse the results Asma, Awatif, Lila and Asma, Awatif, Lila and
2.2 Stationary
(other)all Department to feedback to each department and senior Sumia Sumia
management
Is the numbering order
to discuss the draft format with all correct?
departments
Asma, Awatif, Lila and Asma, Awatif, Lila and
Create (design) monitoring to compile their needs/ suggestion
2.3 Monitoring format is designed × Sumia, Mohommed/ Sumia, Stationary
format to finalize the draft by all departments'
Ahlam Mohommed/Ahlam
agreement
to distribute the format to all departments ×

2.4 Session of training assessment not mentioned

Training in monitoring and
2.5 not mentioned
evaluation
Regular meeting in
2.6 not mentioned
Administration
2.7 Building file system Saving documents Task Team Task Team Stationary
 Appendix 6

Questionnaire in Presentation Assessment

1. Validity
Did the action plan match with the mandate and/or policy (plan) of thier
directorate?
2. Effectiveness
How much % of the project purpose has been satisfied?
Why do you assess it so?
What caused the gap between plan and actual result?
What should they have done to fill the gap?

3. Efficiency
Have they done every planned activity (duty) in schedule?
Have they made any efforts to increase cost performance in the process?
What did they do when they faced unexpected delay (any accidents and/or
problems)?
Did they identify the reason or background of the delay, accidents and/or problems?
How did they discuss to overcome such delay, accidents and/or problems within the
team?

4. Impact
Impact means matters and states naturally appearing outside of the action plan’s scope.
Namely impact is a sort of bi-product of the Task Team activity, and the Task Team
usually cannot control impacts.
Impact can be categorized positive impact and negative impact.
Do they recognize existence of positive and negative impacts?
If so, what kinds of positive impacts are there?
What kinds of negative impacts are there?

5. Sustainability
Have they made any efforts to sustain the outcome, which their activity produced?
What is necessary to ensure its sustainability?
 Appendix 6

Evaluation Sheet
1. Validity

2. Effectiveness

3. Efficiency

4. Impact

5. Sustainability

6. Lessons Learnt

7. Recommendation

Evaluator’s Name