1. for Avian and Pandemic Influenza Programs
Training Course:
Fundamentals of M&E
for Avian and Pandemic Influenza Programs
MEASURE Evaluation
[COMMENTS, NOTES, AND INSTRUCTIONS FOR THE FACILITATOR ARE WRITTEN IN ALL CAPS AND BRACKETS [] THROUGHOUT THE POWERPOINT PRESENTATION AND THE FACILITATOR NOTES. SUGGESTED TEXT FOR YOU TO READ, ALOUD, TO PARTICIPANTS ARE WRITTEN IN SENTENCE CASE AND NOT INCLUDED IN BRACKETS.]
[HINTS FOR ADAPTATION: THESE TRAINING MODULES AND FACILITATOR NOTES ARE WRITTEN FOR AVIAN AND PANDEMIC INFLUENZA PROGRAMS, THOUGH THEY CAN BE EASILY ADAPTED FOR ANY EMERGING ZOONOTIC DISEASE. THE MONITORING AND EVALUATION (M&E) KNOWLEDGE AND SKILLS USED IN THESE MATERIALS IS LARGELY BORROWED FROM THE HEALTH AND POPULATION SECTORS AND APPLIED TO AN INTEGRATED “ONE WORLD, ONE HEALTH” PROGRAMMING CONTEXT. BECAUSE COUNTRIES VARY WIDELY IN THEIR PROGRAMMATIC RESPONSE TO THESE DISEASES AND THE AVAILABLE RESOURCES TO RESPOND, NO SINGLE M&E GUIDE CAN FILL ALL M&E KNOWLEDGE AND PRACTICE GAPS. THEREFORE, THROUGHOUT THE TRAINING MODULES, FACILITATOR NOTES, AND TOOLKIT MATERIALS, YOU WILL LIKELY NEED TO MAKE CHANGES TO REFLECT YOUR SPECIFIC PROGRAMMATIC CONTEXT, THE COUNTRY IN WHICH YOU WORK, AND THE SKILL LEVEL OF YOUR AUDIENCE. THE TRAINING MODULES AND TOOLKIT MATERIALS ARE INTENDED FOR YOU TO USE AND EMPLOY AS YOU SEE FIT – TAKE THEM AND MAKE THEM YOUR OWN. ADD, DELETE, ALTER, AND REORDER THE SLIDES TO BEST MEET YOUR NEEDS.]
[FOR SIMPLICITY AND CONSISTENCY, THE NOTES FOR THIS COURSE ARE WRITTEN USING THE PROGRAMMATIC TERMINOLOGY AND APPROACH, “AVIAN AND PANDEMIC INFLUENZA” (API). ALTHOUGH “API” IS USED THROUGHOUT THE SLIDES, THE TRAINING MODULES AND TOOL KIT MATERIALS ARE INTENDED FOR A BROADER AUDIENCE OF THOSE INVOLVE IN DISEASE PREVENTION AND CONTROL EFFORTS FOR RAPIDLY EMERGING PATHOGENS, PARTICULARLY THOSE THAT CROSS THE ANIMAL-HUMAN SPECIES BARRIER. YOU WILL NEED TO MAKE THE LANGUAGE CONSISTENT AND UNDERSTANDABLE FOR YOUR TARGET AUDIENCE. IF YOU WANT TO REFER TO YOUR PROGRAMS AS “EMERGING PANDEMIC THREATS” OR “EMERGING INFECTIOUS DISEASES”, MAKE THE CHANGES AS APPROPRIATE. TRY BE CONSISTENT THROUGHOUT.]

2. Agenda
[FILL IN YOUR TRAINING MODULE AGENDA AND TIMING HERE. THE TIMING IS FLEXIBLE. YOU COULD COMPLETE ALL TRAINING MODULES AND ACTIVITIES IN AS LITTLE AS THREE FULL DAYS OR YOU MIGHT SPREAD THE LESSONS AND ACTIVITIES OUT OVER SEVERAL MORNINGS, DAYS, OR WEEKS DEPENDING ON YOUR NEEDS AND TIME CONSIDERATIONS. YOU MAY ALSO IMPLEMENT ONLY SPECIFIC MODULES, DEPENDING ON YOUR TIME CONSTRAINTS, THE SKILL OF THE PARTICIPANTS, AND YOUR INTENDED TRAINING OUTCOMES.]

3. Training Goal
To introduce the fundamental concepts of monitoring and evaluation (M&E) for avian and pandemic influenza (API) programs for persons responsible for M&E activities within their organizations.
[READ SLIDE. IT IS IMPORTANT TO ORIENT THE TRAINING COURSE TO THE INTERESTS AND SKILL LEVELS OF PARTICIPANTS]
Some of you will find this to be a review of things you already know. Some of you will find this all to be new and are learning through this course, while others of you will find it just right, helping you solidify skills you already have. Whatever your skill level, there are many activities where you will be able to work at your own level for more flexibility.

4. Training Objectives: (1)
By the end of the training, participants will be able to understand:
M&E terminology, including differences between monitoring and evaluation;
the use of M&E data for program planning, management, and improvement; and
the utility of M&E as both a means to manage and improve programs, in addition to reporting and accountability.
Let’s start by reviewing the objectives of this training. Many of you may have been exposed to M&E activities in your current or previous positions. At times, you may have been conducting M&E activities without fully knowing why – it may have been a reporting mandate from above or M&E processes that you inherited from the person in the job previously.
This course aims to provide a high-level view of M&E and its use in managing and improving programs. By the end of the course, you should feel comfortable with the basic vocabulary of M&E in the context of API programs and will be able to effectively articulate the function of M&E in sound program management, in the context of your work in API prevention and control.
We will cover such key concepts as the definitions of program components, definitions of M&E, contrasting and comparing monitoring versus evaluation.

5. Training Objectives: (2)
By the end of the training, participants will be able to:
work towards developing program-specific M&E plans, including program goals and objectives, an M&E results framework, program indicators, and data use; and
identify threats to data quality and know methods to minimize and manage such threats.
As we work through the course, you and your group will develop an M&E work plan tied to those API activities applicable to your current work. Every effort will be made to ensure that animal and human health colleagues have a chance to work together to ensure that the M&E plans represent an integrated approach towards measuring progress. [YOU MAY NEED TO ADJUST THIS IF THE COURSE IS ONLY BEING GIVEN WITHIN THE ANIMAL OR HUMAN HEALTH SECTORS].
Because indicators may be considered the foundation of M&E, a large portion of time is spent discussing indicators and their relationship to data quality and information use. Key indicator concepts, including levels of indicators, will be discussed and then the process of selecting and operationalizing indicators for use in monitoring your program will be covered.
In addition, data quality issues will be discussed in-depth so that you can recognize and work to prevent common data quality concerns for the M&E data you are using the manage and improve your programs.

6. Training Sessions Introduction to Training
Developing a Comprehensive M&E Plan
Principles of Monitoring and Evaluation
Introduction to Indicators
Selecting and Operationalizing Indicators
Data Flow, Data Management, and Data Quality
Planning for Evaluation
[YOU MAY CHOOSE TO COMPLETE ALL MODULES, SPECIFIC MODULES, SPECIFIC SLIDES OR REARRANGE THE MODULES TO FIT YOUR SPECIFIC NEEDS. YOU MAY ALSO ADD TRAINING MODULES AS NEEDED/DESIRED BY YOUR SPECIFIC ORGANIZATION AND TRAINING AUDIENCE.]

7. Training Target Audience
This training course is most useful for:
staff who are involved with monitoring and evaluation of avian influenza programs
managers and staff who design, plan and implement avian influenza programs
organizations that work with avian influenza programs
consultants and trainers of technical staff in avian influenza programs
[YOU MIGHT NEED TO ADAPT THE MODULES TO BETTER FIT YOUR AUDIENCE NEEDS]

8. Training Learning Methods
Lectures
Small group work
Group presentations
[NOTE: YOU WILL NEED TO ADAPT THESE NOTES TO THE COMPONENTS AND TIMING OF YOUR SPECIFIC COURSE. YOU, AS THE TRAINER, WILL ALSO HAVE TO DETERMINE WHEN AND HOW YOU WILL ORGANIZE THE GROUP WORK COMPONENTS. WILL PARTICIPANTS CHOOSE THEIR OWN GROUPS AND WORK ON THEIR OWN MATERIALS OR WILL YOU ORGANIZE GROUPS AND TASKS FOR THE PARTICIPANTS? AT THE END OF EACH MODULE, ACTIVITY, OR DAY, AS WELL AS AT THE END OF THE COURSE, PARTICIPANTS SHOULD HAVE A CHANCE TO PRESENT AND GAIN FEEDBACK FROM PEERS – A CRITICAL COMPONENT OF M&E. THERE IS A SAMPLE AGENDA FOR THE COURSE IN THE ANCILLARY MATERIALS.]
[IN ANTICIPATION OF THE NEXT SLIDE, ASK PARTICIPANTS TO PROVIDE EXAMPLES OF WHAT M&E ACTIVITIES THEY HAVE PARTICIPATED IN AND THE PURPOSES OF THOSE ACTIVITIES]

9. Purposes of M&E Program Improvement Reporting/ Accountability Share
Data with
Partners
[YOUR DISCUSSION HERE CAN BE TAILORED TO THE EXAMPLES THAT THE PARTICIPANTS GAVE EARLIER]
Here we see a general framework which shows the different purposes of M&E and the relative importance of each of these purposes. While reporting and accountability are frequently named as the reason for monitoring and evaluation, you will see that the illustration portrays these reasons for M&E as relatively small. Similarly, sharing data with partners is a purpose for establishing M&E systems. However, again, sharing data is not the primary purpose. The primary purpose for M&E is having the information you need to manage and improve your programs – to be able to prevent outbreaks; to be able to target hot spots; to ensure that infection control efforts are being successful and to see that communication activities are influencing people to improve their animal husbandry practices, or to seek medical care sooner.

10. Key Primary Questions That M&E Answers
Are we doing the right things?
Are we doing them correctly?
Are we doing them on a large enough scale?
Are we achieving the desired outcomes/impact expected?
These are some key questions into which M&E provides insight [READ SLIDE]. As we work through this course, you will see the specific ways in which M&E provides responses to these types of questions.

11. Training Overview Introductions File content Ground rules
Training expectations
Housekeeping
Daily monitoring form
[THE GROUP INTRODUCTIONS ACTIVITY CAN BE INSERTED HERE. HAVE STUDENTS IN PAIRS OR TRIOS. EACH STUDENT SHOULD FIND OUT THE FOLLOWING INFORMATION FROM THE OTHER STUDENT:
NAME
WHERE THEY ARE FROM
SOMETHING THEY LIKE TO DO IN THEIR SPARE TIME
WHAT EXPERIENCE HAVE THEY HAD WITH M&E AND WHAT ARE THEY HOPING TO LEARN IN THE COURSE.
HAVE STUDENTS INTRODUCE THEIR PARTNERS TO THE GROUP USING THE INFORMATION THEY LEARNED.
REVIEW THE CURRICULUM, WORKSHOP EXPECTATIONS, HOUSEKEEPING (BASIC LOGISTICS SUCH AS WHERE THE RESTROOMS ARE LOCATED AND WHAT IS THE SCHEDULE EACH DAY).
HAVE THE STUDENTS COME UP WITH SOME BASIC GROUND RULES (EXAMPLE – NO CALLING/TEXTING DURING CLASS, RETURN FROM BREAKS ON TIME, ETC.) OR PREPARE AND PRESENT A LIST OF GROUND RULES.
THE DAILY EVALUATION FORM, INCLUDED IN THE TOOLKIT, ALLOWS STUDENTS TO PROVIDE FEEDBACK DAILY. THE FEEDBACK CAN BE USED TO ADJUST TOPICS/PACING THE FOLLOWING DAY. THE USE OF THE FORM PROVIDES AN EXCELLENT EXAMPLE OF MONITORING FOR STUDENTS AND THE AGGREGATED FEEDBACK FROM EACH NIGHTS FORM SHOULD BE PRESENTED BACK TO THE STUDENTS AS WELL AS ANY ADJUSTMENTS MADE TO THE COURSE ON THE BASIS OF THE FEEDBACK.]