Communication for
Development (C4D)
Capability Development Framework
First Draft for Restricted Circulation
Developed in collaboration with:
Preface
In the context of UNICEF’s Organizational Review 2007 and the Global Consultation on Communication for Behaviour and Social Change (CBSC), New York 2007, programme communication, now renamed as Communication for Development (C4D), will be strengthened as a key cross-cutting practice area within the organisation that is critical to achieving MDGs and fulfilling the rights of children and women. Realizing UNICEF’s potential to use C4D to impact development programmes will require an organization-wide commitment to building a culture that values and places a high priority on developing a critical mass of skilled advocates and practitioners at all levels both within and outside the organization. The C4D Strategic Framework 2008 identifies capacity development as one of the four key management goals of the C4D function, and provides an overview of broad directions and key actions for strengthening UNICEF’s C4D capacity across all levels of the organisation including the need to develop and deliver customised C4D knowledge and skills (capabilities) based on the needs of internal staff; and external partners and counterparts.
This paper provides a detailed description of Communication for Development’s (C4D’s) Capability Development Framework (CDF) that offers a way to: (i) structure ideas and experiences; (ii) focus conversations, decisions and actions in support of developing C4D capabilities within and outside UNICEF; and (iii) ensure that capability building initiatives are sound, strategic and data-driven - based on concepts and theories of adult-learning, in line with organizational imperatives and cognizant of field realities and needs. The underlying intention is to support UNICEF offices to enhance their understanding and ability to develop and implement effective C4D interventions that strengthen and sustain programme and advocacy results. The framework identifies key elements and references related theories and concepts that must be considered within any C4D capability development plan, whether at country, region or headquarters level. It will lead to the systematic development of interventions, methodologies and packages to develop the knowledge and skills of UNICEF staff, counterparts and externally sourced experts who may be directly involved in, or responsible for, the development, delivery and evaluation of C4D interventions.
This paper is intended to serve as a standards protocol and reference document for strategic actions and decisions around global C4D capability development in UNICEF over the next two biennums. It aims to provide a basis for raising resources for strategic plans and initiatives that will follow. The paper has been produced by the C4D Headquarters team and 3D Change, a private sector organization that specializes in HRD and learning. Members of the C4D working group and the Organization Learning and Development Section (OLDS) in DHR were actively consulted during the development of the framework.
Contents
Preface
Table of Contents
Glossary
Acronyms
1. Context
2. Background
2.1 UNRT & UN Coherence: Directions for C4D Capacity Development
2.2 C4D Programme Communication Staff: Rapid Capacity Assessments
2.3 C4D Capacity Development at UNICEF: Training Based Approach
2.4 C4D in UNICEF: Functions and Skills Required Across Office Levels
2.5 OLDS Training Courses: Opportunities for Mainstreaming C4D
2.6 Need for a Comprehensive Approach
2.7 CDF Development Process
3. High Level Overview of the CDF
4. Underlying Assumptions
5. Elements of the CDF
5.1 Who?
5.2 Learn what?
5.3 Triggers and entry points
5.4 Delivered through in what ways?
5.5 Delivered by whom?
5.6 Measurable outcomes achieved?
5.7 Supported how?
5.8 Over what time period?
6. Translating the CDF: Global, HQ Capability Development Strategy
6.1 A long term vision for C4D Capability Development in UNICEF
6.2 HQ Role in Global Capability Development
6.3 Priority Audiences
6.4 Global C4D Competency Framework
6.5 Matrix of Delivery Options
6.6 Key components
6.7 Timeline of Activities
7. Closing Thoughts
References & Sources
Boxes
1. Definition of CDF
2. High level C4D Knowledge/ Content Areas for Learning
3. Knowles’ Principles of Adult Learning based on androgogical or learner focused approaches
Contents contd.
Figures
(i) Programme Communication Staff Across Issues
(ii) Overview of CDF
(iii) Content Building Block - 1
(iv) Content Building Block – 2
(v) 3 Step Process for Formal/Structured Learning Events
(vi) Traditional Activity Measures
(vii) Kirkpatrick’s Levels of Training Outcomes
(viii) Universal Measurement Template
(ix) C4D Competency Framework
Tables
A. Capacity Development Accountabilities Across Levels of Office
B. Audience Matrix
C. High Level Matrix based on C4D Knowledge and Skills
D. Programme/ Project Life Cycle
E. Triggers for Key Audience Groups
F. Potential Delivery Channels Across the 3 steps of an event
G. Internal vs External Instructors and Trainers
H. 4 Year Timeline of Key Activities
Annexures
I. C4D Functional Accountabilities across Office Levels
II. C4D Technical Skills Set Requirement across Office Levels
III. DHR Learning Pyramid (to be added)
IV. UNICEF C4D Vision, Mission & Guiding Principles
Glossary of Terms
As the many disciplines from which the CDF is derived use different vocabularies, operational definitions have been provided below for the terms that have been used in this document.
Audience cluster: Identified group of potential recipients for capability development.
Capability: Knowledge, based on relevant underlying theory that is translated into behaviour and results.
Capacity: refers to the numbers of people (staff) and resources within an organization for performance of specific functions, as well as the capability and ability of the staff and resources to perform those functions.
Coach: Internal or external person who supports a participant in the transfer of learning from the classroom to his or her daily activity. Often used interchangeably with “mentor.”
Competency: A cluster of related knowledge, skills, abilities and other personal characteristics (KSAOs) working together to produce outstanding performance in a given area of responsibility (e.g., planning and organizing). A competency affects a major part of one's job (one or more key roles/ responsibilities), correlates with performance on the job, can be measured against well-accepted standards and can be improved through training and development.[1]
Content: Subject matter to be covered during a capability development or training process.
Content Providers: An individual or group of individuals who teaches pre-defined subject matter to others.
Development: Identification, acquisition, and reinforcement of knowledge, attitudes, and practices (KAPs) (in relation to the framework). Otherwise used in the sense of UN, government and social sector work.
Executives: Leaders of organizations who have responsibility for policy development and overall strategy formulation. They function primarily at the “macro” level.
Expertise: Skill or knowledge in a particular area.
Facilitator: Someone who leads interactive capability development learning processes. Often used interchangeably with “instructor” or “teacher.”
Foundational competency: Competencies that provide “the natural or prepared ground or base on which some structure rests[2]”.
Framework: A way to organize and manage a huge amount of information; a “trunk and branches” upon which to hang the “leaves” of specific capabilities.
Functional competency: Competency related to “the action for which a person or thing is particularly fitted or employed. Assigned duty or activity; a specific occupation or role.[3]”
Governmental partner: The government counterpart to a UNICEF staff member engaged in C4D activity.
Hard skills: are those usually associated with the technical requirements of the job
Individual contributors: Staff members whose primary function is the individual contribution of C4D-related activity or support.
Instructor: Someone who leads capability development learning processes in a more traditional “lecture” format. Often used interchangeably with “facilitator” or “teacher.”
Job competency: set of technical knowledge and hard and soft skills related to a particular job
Job description (JD): Is the end product of a job analysis that involves the identification of the knowledge, skills and expertise required to effectively perform a job. JDs lay out the essential and unique tasks, duties and responsibilities of the position, establish criteria for selection and promotions including required and/or preferred qualifications and experience for the job incumbent, develop the standards for the measurement of performance, and/or assist with the determination of pay classification levels.
Learning event: A specific opportunity that is existing or has been created to support or facilitate learning.
Mentor: Someone who provides guidance to another regarding his or her professional and/or personal development. Often used interchangeably with “coach.”
Participants: An individual or group of individuals participating in capability development learning processes. Used interchangeably with “audience” or occasionally “students.”
Self-Paced/ Self-Directed Learning: An approach to education that allows an individual to learn at his or her own pace. This approach often uses technology such as web-based learning, CD/DVD, and other computer-based learning as its vehicle.
Skills: Proficiency, facility, or dexterity that is acquired or developed through training or experience[4].
Soft skills: are those usually associated with creativity and interactions between people.
Subject Matter Expert: Someone who is deemed to be an “expert” in some aspect of his or her chosen field.
Technical competency: Competency that is related to a “peculiar to or characteristic of a particular art, science, profession, trade, etc.: technical details[5].”
Trainer: Someone who leads capability development learning processes in a more traditional “lecture” format. Often used interchangeably with “facilitator” or “teacher.”
Training: “To make proficient with specialized instruction and practice[6].”
Trigger: “Any act or event that serves as a stimulus and initiates or precipitates a reaction or series of reactions[7].”
Working Group: A group of cross-functional, cross-geographic representatives from within UNICEF who have made a commitment to developing C4D both inside and outside of UNICEF.
Acronyms
CCAs : Common Country Assessments
C4D : Communication for Development (formerly Programme Communication in UNICEF)
CDF : Capability Development Framework
CEE/CIS : Central & Eastern Europe/Commonwealth of Independent States (UNICEF RO)
CO : Country Offices (UNICEF)
COMBI : Communication for Behavioural Impact (Training Course, WHO-NYU)
DHR : Division of Human Resources (UNICEF)
DOC : Division of Communications (UNICEF)
DPP : Division of Policy and Practice (UNICEF)
EAPRO : East Asia & Pacific Regional Office (UNICEF)
ESARO : Eastern and Southern Africa Regional Office (UNICEF)
HR – D/M : Human Resources – Development/Management
HQ : Headquarters (UNICEF)
IP : International Professionals
JD : Job Descriptions
JHU-CCP : John Hopkins University – Centre for Communication Programmes
KAB/P : Knowledge Attitudes and Behaviours/Practices
MD : Millennium Declaration
MDGs : Millennium Development Goals
MENARO : Middle East and North Africa Regional Office (UNICEF)
MTSP : Medium-Term Strategic Plan 2006-2009 (UNICEF)
NGO : Non-Governmental Organization
NO : National Officers
NYU : New York University
OD : Organization Development
OLDS : Organization Learning and Development Section (UNICEF)
OED : Office of the Executive Director (UNICEF)
PC : Programme Communication (UNICEF)
PD : Programme Division (UNICEF)
PER : Performance Evaluation Report (UNICEF)
RMT : Regional Management Team
RO : Regional Office (UNICEF)
ROSA : Regional Office South Asia (UNICEF)
SME : Subject Matter Expert
SPL : Self Paced Learning
TACRO : The Americas and Caribbean Region Office (UNICEF)
UN : United Nations
UNDAF : United Nations Development Assistance Framework
UNRT : United Nations Round Table (on Communication for Development)
WACRO : Western & Central Africa Region Office (UNICEF)
WHO : World Health Organisation
1. Context
The world in which UNICEF operates continues to change. As detailed in the C4D Strategic Framework 2008, factors such as changing demographics, globalization, conflicts, cross-border migration, and rapid urbanization have posed both challenges and opportunities for the global development and communication sectors. Development agendas have become more complex as underlying economic, cultural and political factors have impacted the reach and sustainability of development programmes and stressed the need for approaches rooted in social and behavioural sciences. At the same time, the human rights-based approach to development has emphasized the need to address difficult, multi-layered issues such as violence, abuse, exploitation, stigma, discrimination and social exclusion, as well as climate change. Emerging infectious diseases and emergency health issues such as the highly transmissible SARS and Avian Influenza have added a new dimension to the work of development agencies and emphasized the need to have a surge capacity of vetted, oriented expertise available at all times. On the other hand, communication technologies have been morphing at unprecedented rates. The past decade has witnessed rapid changes in both communication approaches and channels used to connect people, deliver messages and provide access to information. There is greater competition for resources and mindshare. These changes require new and different skills in order to be dealt with effectively.
In the past, UNICEF was one of the few players in the global C4D field, especially in relation to issues for children, women and their communities. However, with increasing recognition of the importance of C4D in the development community and the growth of specializations within the communication for development community itself, more organizations have entered or expanded this field, both globally and locally. The existence of other organizations engaging in strategic communication initiatives and providing a range of associated services can be both a challenge and a great opportunity as UNICEF redefines its C4D function and builds the skills and knowledge of its staff accordingly – this especially in the context of UN coherence and the CCAs/UNDAF.
Within UNICEF, there have also been many changes in relation to its C4D work. Programme Support Communication, Health Communication, Programme Communication & Social Mobilisation and Communication for Behaviour and Social Change are among the many names UNICEF has applied for its efforts to use communication to help leverage programme objectives and development goals. Some have emphasized advocacy and social mobilization, others behaviour and/or social change. Different approaches and orientations including commercial and social marketing, and public health information dissemination have at one time or the other informed and influenced the development and delivery of C4D interventions. Each approach has implied its own unique set of knowledge, capabilities and experiences. An understanding of the strengths and weaknesses of each of these approaches is necessary to design effective, efficient and participatory communication interventions that can accelerate and sustain results.
Even as UNICEF focuses on a more ‘upstream’ advocacy related mandate[8] over the coming years, coupled with the C4D function’s move into the Gender Rights and Civic Engagement Section of the Division of Policy and Practice, there is a need to re-tool staff with the skills necessary to ensure that this upstream work reflects the voices of children, women and their communities through the use of strategic communication both as a right and as a tool.
The Global Consultation on Communication for Behaviour & Social Change, 2007 affirmed similar points[9]:
· Success in meeting the Millennium Development Goals, as a milestone in fulfilling the rights of children and women, is largely dependent on changing behaviours and addressing underlying, complex social and cultural issues that impact on families and communities.