Pre-Project Analysis: Conducting Situation, Stakeholder, and Needs Analysis, Exams of Designs and Groups

Download Pre-Project Analysis: Conducting Situation, Stakeholder, and Needs Analysis and more Exams Designs and Groups in PDF only on Docsity!

• CBM | Christoffel Blind Mission

Chapter I: Pre-project analysis

Introduction

Before launching a project, there are two essential stages that you need to work through to help ensure that you will achieve the desired results. The fi rst stage is pre-project analysis and will be described below. The second stage is project planning, which will be outlined in Chapter 2.

Pre-project analysis is an essential precursor to designing a project. It provides project managers, staff, partners and potential target groups with relevant information, and helps to clarify the scope of the project and the context within which it will take place. It can also help determine whether or not the project should be undertaken at all. Carrying out the analysis provides you with the following elements for planning your project:

Identifi cation and an understanding of a situation or problem. It helps to formulate a strategic overview of the project’s goals. Convincing arguments for justifying the initiation of your specifi c project. An informed basis for requesting suitable resources to meet project goals. The creation of joint ownership and understanding with potential partners or target groups.

This chapter is intended to be used as a guide for pre-project analysis and an introduction to some practical tools. We recommend adopting a participatory approach throughout and involving as broad a remit of stakeholders as is consi- dered feasible. This will ensure that there is joint ownership and understanding.

Three recommended tool s for analysis are described below. The process is neit- her linear, nor should the various methods of analysis be conducted in any spe- cific sequence – in fact they may run simultaneously and be mutually supportive of each other. Their description as discrete methods in this chapter is for the purpose of clarity and convenience only. The tools for analysis are:

Situation analysis A situation analysis provides a snapshot of the current state of affairs, and facilitates understanding of the context and broader environment within which the project will take place. It is the starting point for pre-project analysis. Stakeholder and needs analysis are an inherent part of situation analysis but for the sakeof clarity are described as separate methods.

Chapter I: Pre-project analysis

The diagram below is a graphic representation of the Project Cycle Management pro- cess and shows the positioning of the elements contained in this chapter.

1.1 Situation analysis

Before entering the planning stage, it is good to obtain a snapshot in time and space to clearly understand the situation and the context within which the project will take place. This can become a key part of stakeholder/community mobilisation, and re- quires the adoption of a participatory approach. This section summarises the process involved to carry out a situation analysis.

1.1.1 What is situation analysis?

A situation analysis can be described as the gathering and analysis of information to guide project planning and activities. It identifi es, quantifi es, and informs and is gen- erally used to:

. Situation analysis

Situation Analysis Stakeholder Analysis Needs and Priority Analysis SWOT Analysis Problem Analysis

Module 1: Pre-Project Analysis

Feedback/ lessons learned

Module 3: Implementation/ Monitoring

Module 1: Pre-Project Analysis

Module 2: Project Planning

Module 4: Evaluation

. Situation analysis 

Identify stakeholders (for example potential target groups, partners such as other NGOs, service providers, potential funders, state institutions with which the project needs to collaborate and other players in the same sector).

Ensure the project design is appropriate to the situation.

Assess the likely impact of the project within a broader context.

Assess situational factors that will infl uence project implementation and effective- ness, such as potential risks.

Note Situation analysis is the starting point in the pre-project analysis phase. Stake- holder, needs and problem analysis are part of the situation analysis but are described as decrete methods for the sake of clarity.

1.1.2 Why is situation analysis necessary?

A situation analysis will identify the features in a given internal and external environ- ment which helps to inform the strategic options for the project at the project planning stage.

1.1.3 Who is situation analysis for?

Situation analysis helps to inform the project planning team. This team may comprise of decision makers in project management, relevant project staff as well as representa- tives from stakeholder or target groups participating in the analysis phase.

1.1.4 How will the information be used?

The information will be used to make choices, set priorities, and affi rm and validate decisions.

Notes

. Situation analysis 3

Who are we and what are we aiming to achieve?

Review perceptions of your organisational: image; experience; organisational culture; goals, etc.

Who are our collaborators and potential partners?

alliances, policy, and implementing partners; other NGOs or development agencies with complementary programmes eg. com- munity development initiatives or Disabled Peoples Organisations in the focus area.

Who are our target groups?

primary and secondary target groups needs and main problems benefi ts and assistance they are seeking current access to services current assets are there any groups who are excluded from accessing services?

Increasing community involvement If you want to make this process more participatory, you can involve the poten- tial target groups in the gathering and analysis of their own situation by:

• working closely with the potential target group representatives to develop the questions;
• asking them to help work with you to collect the information;
• involving them in the analysis of the information gathered. Remember, however, that it is important to be clear about what the project can and can’t do to ensure that expectations are not raised and do not lead to even- tual disappointment.

3 . Situation analysis

Which other organisations work in the same sector?

Are there other blindness prevention or cross disability organisations operating in the area? What value do we add individually, and collectively? What are their strengths and weaknesses? Is there potential for collaboration with other organisations?

What is the political/policy climate like?

Regulatory or governmental policies supportive or hindering? What type of impact do they have on our target groups?

What is the economic environment?

Impact on resources

What is the technological environment like?

Do we have access to effi cient communication tools? Do we have access to spare parts? Do we have the ability to maintain technology and skills to operate the technology? What local technology, maintenance, service or procurement businesses exist?

What are the potential strengths and assets of the target area that could be devel- oped?

What are resources and skills of the institutions in the target areas that you can build on? What are your organisation’ s skills, knowledge and experiences of services you could build on? What are resources and skills within the communities (community organisations, individuals) that you could build on?

Notes

Situation Analysis

Internal Analysis External Analysis

Strengths Weaknesses Opportunities Threats

SWOT Profile

Internal analysis factors such as: External factors such as:

• Experience • Organisations working in the same
• Key staff sector/mandate
• Access to resources • Target groups
• Operational effi ciency • Suppliers
• Operational capacity • Partners/alliances
• Financial resources • Social changes
• Organisational culture/structure • New technologies
• Organisational image • Economic environment
  • Political and regulatory environment
  • Culture, traditions and indigenous way of life

We recommend that you use the following SWOT format to bring the information gathered into a logical order.

Figure 1. SWOT analysis diagram

. Situation analysis

. Situation analysis 35

Strenghts

Experienced and committed staff Available resources Skills of project staff

Weaknesses

Lack of resources (financial, human etc) Lack of skills Lack of infrastructure

Opportunities

Government policy changes Workshops to explain programs Traditions in favour of the project

Threats

Underfunding Project aims not in line with Government policy Project aims not in line with Traditions

The SWOT analysis identifi es the attributes, which will assist the planners/implement- ers in accomplishing the project (Strengths and Opportunities) and the obstacles that must be overcome or minimised to achieve desired results (Weaknesses or Threats).

Examples of what the strengths, weaknesses, opportunities and threats might look like are outlined below. After completion of the SWOT analysis you have gained a SWOT profile. The SWOT profile essentially tells you what is good and bad about your situation or a certain project idea under discussion. If the SWOT analysis is used to assess a project idea, then it can either show that the project idea is too weak and that the team should refrain from going into the planning process, or it may illustrate that the project idea is strong and the team can start the actual planning process to translate the project idea into action.

Before you go into the formulation of a strategy for your project, bear in mind that:

Strengths – should be maintained, built up and leveraged Opportunities – need to be priorities or optimised Weaknesses – should be minimised or eliminated Threats – should be countered and mitigated (see also risk analysis, p. 81)

A SWOT analysis should be done in a participatory manner. The consideration of a va- riety of viewpoints (management, employees, target group representatives, suppliers, and strategic partners) will improve the quality of the SWOT analysis results greatly.

SWOT analysis can also be used to check the project plan for areas of potential prob- lems and strengths. The results of analysis can feed into the risk analysis and develop- ment of a plan B if necessary (see Chapter 2, p. 81).

. Stakeholder analysis 37

What is a “stakeholder”?

A stakeholder is any person, group or institution that has an interest in a devel- opment activity, project or programme. This defi nition includes both intended target groups and intermediaries, those who are positvely or negatively im- pacted by the project, and those involved or excluded from decision-making processes.

1.2.2 Why is stakeholder analysis necessary?

Stakeholder analysis can be one of the fi rst, and most critical, steps in building rela- tionships needed for the success of a project. It provides a starting point, by estab- lishing which groups to work with, and setting out an approach so this can be a- chieved. It also enables project managers to assess the social environment in which they will operate.

A stakeholder analysis can be used to:

Identify and defi ne characteristics of key stakeholders (potential target groups, direct and indirect partners such as other NGOs, state institutions and other play- ers in the same sector). Identify the real development needs of the target group (see also Needs Analy- sis p. 44). Draw out the interests of stakeholders in relation to the problem(s) the project is see king to address or the existing strategies the project is seeking to strength- en. Identify the different points of view and confl icts of interests between stake- holders to help manage the relationships during the project. Help identify relations between stakeholders that may enable project sponsor- ship, ownership and cooperation. Assess the capacity of different stakeholders and stakeholder groups to par- ticipate. Help to assess the different types and levels of participation by different stakeholders at different stages of the project cycle. Identify ways to improve projects and reduce or remove negative impacts on vulnerable groups.

1.2.3 Who conducts a stakeholder analysis?

Stakeholder analysis should be conducted with all relevant stakeholders where pos- sible. The level of participation should be in proportion with the planned activity. In- cluding potential target groups in all three stages of the analysis will increase owner- ship and buy in. However, it may also be more time consuming and costly, so ensuring a handful of representatives are present may be suffi cient.

Caution Stakeholder analysis is aimed at enhancing stakeholder involvement in partici- patory processes. Where stakeholders are not involved, the analysis can end up being biased in favour of the interests and agenda of those directing the exercise. Care must be taken to redress any biases later in the process by allowing the inclusion of more stakeholders as their interest comes to light.

1.2.4 Who is stakeholder analysis for?

Stakeholder analysis helps the project team to design and manage the project to the best possible benefi t of those target groups and stakeholders addressed and involved.

1.2.5 How do you conduct a stakeholder analysis?

Step 1 : Identify and list the stakeholders

This can be done individually, by brainstorming as a project team or with a broader group of potential stakeholders depending on the level of participation you want to achieve.

Think of all the people who will be affected by the project. These may be people who:

are directly affected by the project activity and may benefit of it (primary stakeholders); have infl uence or power over its success or failure (key stakeholders); who may be required to participate in it as they have an intermediary role in it; who may have a vested interest in the project’s success or failure (secondary stake- holders such as for example family members and care takers of people with disabili- ties, local health workers, health department officials, other NGOs, private doctors, etc.)

. Stakeholder analysis

Note If these “important” stakeholders are not involved the project cannot succeed!

Step 3 : Prioritise stakeholders

There should now be a sizeable list of individuals, groups, institutions or organisations that may be affected or have infl uence on the project. In order to effectively manage these stakeholders they will need to be sorted into smaller groups and prioritised into levels of importance. This will help you to determine how you will deal with them dur- ing the planning and implementation stages of the project. For most projects the stakeholders can be classifi ed into four major groups. These are decision makers, planners and implementers, collaborators and direct target groups.

Decision makers: The more people your project might affect the more likely it is that the project will have an impact on people who have power or infl uence within your organisation. This group of stakeholders could turn out to be strong supporters of your project, or they may try to impede its progress.

Planners & implementers: These are the people from whom you will require an active participation for the suc- cessful planning and implementation of your project. Most of the people in this group are likely to come from within your own organisation or the community itself. Some you may have executive authority over, but many you will require “goodwill” from to complete your project. You must look at both aspects of the project critically, especially the people who will be required to execute the plan, as many well planned projects fail due to the non-compliance by the people expected to perform critical tasks.

Collaborators: These are mainly people, from other agencies, partners, or host governments who might be required to participate in the project in order to implement it successfully. Most likely their participation will be required in the project implementation phase and therefore you will “assume” their collaboration for this phase. It is critical that these be identifi ed early and strategies planned to bring them on board. Knowledge of government policies, national plans and initiatives is key to ensuring you have the right local collaborators.

. Stakeholder analysis

Notes

. Stakeholder analysis 4

Target groups: All projects have groups who are to benefi t possively by its implementation. They will normally be the target group identifi ed in the needs assessment. It may be helpful here not only to consider the direct target groups of the project, but also those people who the project may have an impact on. Particularly when this is a positive impact, these people can be mobilised to provide support for your project. This will invariably be broader than people living with a disability, and will include families and the wider community.

Figure 2. Stakeholder priority matrix

Decision Necessary

(Reporting)

Active in Project

(Participation, Communication & Reporting)

Interest Only

(Information)

Need to be Informed

(Communication)

Participation required

Decision making authority

High

Low Low

High

For many projects there will now be an extensive list of stakeholders. To ensure that addressing their needs does not become a project itself, and in order to arrive at a manageable list of key stakeholders, you need to prioritise them for importance. Once you have done this you can then plan how you will involve them in your project. A simple tool to prioritise the different stakeholders can be to plot them on a simple stakeholder priority matrix.

. Stakeholder analysis 43

.. Stakeholder analysisStakeholder analysis

Children with low vision problem

Access to medical services and sighted education

Good 1

• involvement of representatives in the needs analysis.
• monitoring of satisfaction with services during the project implementation.
• participation in interim and fi nal evaluation of the project.

Primary Stakeholders

Primary Stakeholders

Eye units in hospital a, c

Provider of medical services Good^5

• recepient of further staff training, involvement of key staff in planning, provider of low vision ser- vices, active in monitoring and evaluation

School for blind children

Education of students with low vision

Positive 5 – offer education for students with low vision,– further training of staff members, etc.

How will the Project involve them (Type and Frequency)

School for blind children

Education of students with low vision

Power and Influence in the project (1-5 rating,1=low 5=high)

What is their attitude towards the project?

information or answering questions for a survey). This should be done by listing them on a chart. It is helpful to list them in the order of the priority they have as determined in your priority matrix.

Figure 3. Stakeholder analysis chart

Note You may fi nd that the stakeholder analysis process is enhanced by being facilitated and chaired by someone external to the project and who also understands the his- tory of your project and activities.

Planning how the project will involve them in order to win their support will directly contribute to its successful implementation. How this is done will depend on the re- sults of the previous analysis. Involvement will depend on the appropriate type and level of participation. Involvement level may also change during the course of the project, so partnerships should be fl exible and designed to grow.

Where the stakeholder is a group, a decision should be made on whether the whole group or individual representatives of the group participate.

Notes

44 .3 Needs and priority analysis

Note There are different approaches to carrying out a stakeholder analysis. Work- shops, focus group discussions and individual interviews are three common techniques.

1.3 Needs and priority analysis

This section provides an outline of the needs analysis process, dealing with why, how, and who benefi ts from the project.

1.3.1 What is a needs and priority analysis?

Needs analysis is often approached in a very narrow way, in that it is considered just a survey of people’s needs, wants and/ or preferences. However, needs by nature are defi ned by relating or comparing the expressed views in a given community to what currently exists. Needs analysis therefore defi nes the gap between what exists and what is needed. It is not just about developing a list of needs, but rather it examines the nature, urgency and priority of needs.

Needs analysis differs from situational analysis, in that it assesses what problems and opportunities exist and what needs to be added or scaled up to address them or strengthen them; whereas the situational analysis identifi es priority problems in a complex situation and considers the underlying dynamics with a view to identifying potential points of intervention. It also focuses on capacities, current policies, relevant services, and current and potential stakeholders.

1.3.2 Why conduct a needs analysis?

The project will benefi t from conducting a needs analysis in several ways, as outlined in the table on the next page.

Notes