1. Data Analysis Session 5.1. Session 12: 1 Qualitative Approaches for FS Assessments

2. Session Objectives After this session, participants should be able to: Identify the principles of qualitative data analysis. Analyze qualitative data using triangulation matrices and coding tools. Session 12: 2 Qualitative Approaches for FS Assessments

3. Exercise 5.1. Working individually, review and expand your field notes. Process 1.Read your field notes 2.Develop your short-hand notes into narrative 3.Integrate quotes (if captured) and observations 4.Integrate your memos (now maybe the time to develop these). 5.Refer to Handout 12 for guidance, and ask for help if needed. 110 min Session 12: 3 Qualitative Approaches for FS Assessments

4. Exercise 5.1. Remember : 1.Your expanded notes do not have to be long (simply make sure they are comprehensive and capture all of your field notes). 2.Distinguish between what was said and your conclusions/observations 3.Write legibly (your group members will need to read your notes later) 4.MUST: Begin each notebook entry with the date, time, place, type of data collection event, your name, your group’s number (as in handout examples). 110 min Session 12: 4 Qualitative Approaches for FS Assessments

5. Principle of Qualitative Data Analysis Session 12: 5 Qualitative Approaches for FS Assessments Flexibility Multidisciplinarity Iterative Bias Correction

6. Qualitative Data Analysis Methods Session 12: 6 Qualitative Approaches for FS Assessments Analytical Memoing Triangulation Coding

7. Analytical Tools Session 12: 7 Qualitative Approaches for FS Assessments Colored cards or sticky notes for coding Computer-driven software for coding Triangulation matrices

8. Coding Example Jose’ is the head of a refugee household, who is now living in a collective centre (Youth Club). Jose’s family: Receives daily food (sandwiches, canned food, bread, some milk) from WFP but have no means to cook by themselves. It cannot find a place where to go and would not have the cash to pay rent in any case. Were fully dependent on WFP cash and food assistance before the crisis but have lost this source of cash at present due to relocation. Children are not going to school because the collective centre is not close to the former place of residence, where children were attending school before the war. Session 12: 8 Qualitative Approaches for FS Assessments

9. Coding Example Jose’ is the head of a refugee household, who is now living in a collective centre (Youth Club). Jose’s family: Receives daily food (sandwiches, canned food, bread, some milk) from WFP but have no means to cook by themselves. It cannot find a place where to go and would not have the cash to pay rent in any case. Were fully dependent on WFP cash and food assistance before the crisis but have lost this source of cash at present due to relocation. Children are not going to school because the collective centre is not close to the former place of residence, where children were attending school before the war. 1. Food Assitance Accessible 2. No ability to cook 3.No permenant shlter 4. No Source of Cash 5. No education Session 12: 9 Qualitative Approaches for FS Assessments

10. Exercise 5.1a Each group will work with the expanded notes its members produced & the Compiled Secondary Data Handout it received. There will be more than one set of expanded notes for each data collection event. This is good for triangulation and helps with iterative bias correction. Session 12: 10 Qualitative Approaches for FS Assessments 180 min (90 minutes before lunch, and 90 minutes after)

11. Data Analysis Build 3 templates to compile data Session 12: 11 Qualitative Approaches for FS Assessments

12. Build a Secondary Data Template ( based on the handout received from Facilitator ) Category (as agreed during the field exercise planning session) Secondary Data (source: Country Context) DemographicsInfo Income / ExpendituresInfo Food SecurityInfo MarketsInfo etc…Info Session 12: 12 Qualitative Approaches for FS Assessments

13. Build a Key Informant Template (based on Expanded Notes) CDKI1 … KI3 FGD1 … FGD3 Conclusion Sources of Info (who?) ---------------------- Category 1: Category 2: Category 3: Category N: Session 12: 13 Qualitative Approaches for FS Assessments

14. Build a Household & Observations Template (based on Expanded Notes) HH1HH2…HH9Conclusion Sources of Info (who?) Category 1: Main Livelihood Category 2: Income Category 3: Food Cons. Category 4 Category N Session 12: 14 Qualitative Approaches for FS Assessments

15. Summarize the template data Secondary Data Primary Data from Key Informants, CD, and FGDs Primary Data from HHs and Observations Summarized Data: Conclusion category 1 Conclusion category 2 Conclusion category 3 Conclusion category 4 etc… Session 12: 15 Qualitative Approaches for FS Assessments 2-4 short paragraphs per category, integrating conclusions from primary and secondary data.

16. Situation Analysis A process that examines a situation, its elements, and their relations Defines and interprets the general position or combination of conditions of the population at the time of the assessment Provides the context and knowledge for effective decision-making Your Situation Analysis Report should Session 12: 16 Qualitative Approaches for FS Assessments

17. Before you begin… Remember/Hints Make sure that you read thoroughly the expanded notes of everyone (allocate 20 minutes for this) Split-up: 2-3 sub-team to analyze specific categories. One team to work on the computer template, other teams on paper-based templates. Underline what you deem relevant then discuss possible coding. You could use this to quantify how many times a certain remark was made by people you met. Come together to develop a consolidated computer template, and discuss and formulate your group’s analysis Session 12: 17 Qualitative Approaches for FS Assessments

18. As you are preparing your brief assessment findings report… Remember Make it concise, but informative. two to four short narrative paragraphs per category based on primary and secondary data should suffice. 30 minutes to prepare (max). 3 pages max. Do not make conclusions, if you don’t have sufficient evidence. Simply say so, and identify how to improve. Make sure to show evidence of triangulation. Prop up your arguments with secondary quantitative data or vice-vesra. Session 12: 18 Qualitative Approaches for FS Assessments

19. Teams Analysis Reports– Facilitator Comments Overall, good points Substantial number of findings Good syntheses Be sure to: Rank (prioritize) needs, income sources, expenditures provide evidence to back up statements (who said it?); include secondary information to strengthen context analysis when possible, integrate quantitative data distinguish between various livelihood groups within site (and between sites when more than one site is visited) Conclusions: Move context info (e.g. hazard history, topography, shocks, food security data) to context section, and focus on humanitarian conditions and the key issues affecting food insecurity. Your readers should not have to wonder why you said what you said.