Determine what the team seeks to learn from the PE analysis
Determine who will benefit or who will be the audience of the PE
What to measure
Identify what changes you are trying to measure and what the
unit of measurement will be
Identify the target population in which the change is being
Use measurable indicators to determine the change. Use
qualitative and qualitative indicators for measuring the change.
When selecting indicators to measure change, the following
features about indicators must be kept in mind:
· Targeted – Indicators must measure <
/b>what is changing (elements of change), who is involved (target group), where the change took place (place), and when the change will/has happened (timeframe).
· Measureable – Indicator must measure units that have changed (units of measurement), capture the measurement at beginning (baseline measurement), and capture the quality of the change (whether change is effective, appropriate etc).
· Reliable – Indicator must be credible, assumptions about its usage should minimal, and connections between indicator and what is being proven should be clear
· Feasible – Using the indicator must be feasible and viable. Measurement must be doable so that information can be obtained
- Trainers Training Process – The CMF staff provided trainers with a 10 day training (also called TOT – Training of the Trainer). The TOT process was evaluated by conducting anonymous phone interview of trainers. Questions about trainer experience during CMF training sessions, relevance of the training materials, effectiveness of training materials used by CMF, feasibility of training locations and timings were asked.
- Client Training Process – Once the Trainers acquired knowledge about financial literacy through CMF hosted TOT sessions, and had sufficient experience conducting mock trainings sessions, trainers were sent to the field to conduct client trainings. Clusters of 10 clients were formed and the trainers provided 1-hour interactive Financial Literacy training to these clusters. This process was evaluated by conducting interviews with 10% of clients randomly selected from each cluster. The clients were asked about their experience during the training, feasibility of training locations and timings, relevance of training sessions in their day-to-day lives, and suggestions for improvement of the overall training delivery mechanism.
- Client Knowledge Acquisition Process – Clients were provided comprehensive financial literacy during the sessions; topics such as importance of savings with formal institutions, developing savings goals based on their long-term and short-term life needs, understanding the range of savings products available for disparate savings needs, general expenses and income management. Clients’ knowledge about these various topics was evaluated by conducting interviews with 10% of the clients, randomly selected from each cluster. To determine if trainings had a longer-term effect, clients’ knowledge was reassessed through a subsequent survey, conducted approximately 6-8 weeks after the FE trainings.
Cheyanne Church and Mark M. Rogers, DESIGNING FOR RESULTS: Integrating Monitoring and Evaluation in Conflict Transformation Programs, Search for Common Ground, 2005