A Practical Guide to Conducting a Barrier Analysis - Care Groups Info

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1、ContentsRecommended citation: Kittle, Bonnie. 2013. A Practical Guide to Conducting a Barrier Analysis. New York, NY: Helen Keller International. Contact information:Bonnie KittlebonnieleekittleContents AcknowledgementsiAbbreviations and AcronymsiiWhats the Difference?1The Eight Steps of Planning2Le

2、sson 1: Opening Session10Lesson 2: Overview of the Designing for Behavior Change Framework17Lesson 3: The Exercise Exercise31Lesson 4: Identifying Determinants that Influence Behavior35Lesson 5: The Doer/Non-Doer Study and Barrier Analysis41Lesson 6: Introduction to the Questionnaire53Lesson 7: Step

3、 1: Defining the Behavior for the Formative Research61Lesson 8: Step 2: Writing the Behavior Screening Questions67Lesson 9: Step 3: Writing the Research Questions79Lesson 10: Learning to Interview the Doer/Non-Doer Way94Lesson 11: Step 4: Organizing the Field Work (Including Sampling)116Step 5: Cond

4、ucting the Study124Lesson 12: Step 6: Coding, Tabulating, and Analyzing the Data125Lesson 13: Step 7: Using the Results to Make Decisions140Lesson 14: Closing Session147Annex 1: Answer Keys153Annex 2: Learning Needs and Resources Assessment158Annex 3: Alternative Barrier Analysis Questionnaire Forma

5、t159Annex 4: Explanation for Using the MS Excel Barrier Analysis Tabulation Sheet164Annex 5: Possible Review Activities and Review Questions168Annex 6: Barrier Analysis Review Questions169Annex 7: Daily Evaluation Form (Flip Chart)171Annex 8: Option Lesson: Interpreting the Data172AcknowledgementsA

6、Practical Guide to Conducting a Doer/Non-Doer Study and Barrier Analysis draws heavily on both the 2011 version of the Designing for Behavior Change (DBC) Curriculum developed by Linda Morales, Judiann McNulty, Tom Davis, and Bonnie Kittle and the 2004 Barrier Analysis Facilitators Guide written by

7、Tom Davis. The creative skills of Tom Davis, Linda Morales, and Judiann McNulty are amply reflected in this guide. The following people shared their insights into their experiences in organizing and conducting Doer/Non-Doer Studies and Barrier Analyses and made suggestions for what to include in thi

8、s guide: Justin Colvard, Lotta Adelstal and Lucky Kalisya (Mercy Corps); Andrea Cuthrell and Jean Pierre Okitakoy (Food for the Hungry); Bernad Ochieng and Andy Melendez (American Red Cross); Erica Phillips (Cornel University); Sarah Bauler (Samaritans Purse); Lael Kucera (Water for Life); Franck Fl

9、achenberg (Concern Worldwide); and Marjolein Moreaux and Judiann McNulty (independent consultants). I am grateful for the support of Mitzi Hanold (Food for the Hungry) for sharing ideas on how to teach coding and of the participants in my October 2012 DBC course for providing responses that allowed

10、me to design the coding game. The quality improvement verification checklist (QIVC) is based on one initially developed by Food for the Hungry. Many thanks to Tom Davis, Mitzi Hanold, and Mary DeCoster (Food for the Hungry); Justin Colvard (Mercy Corps); and Jennifer Nielsen (Helen Keller Internatio

11、nal) who took time from their busy schedules to review the draft curriculum and make very helpful recommendations. Finally, I appreciate the opportunity that Helen Keller International/Democratic Republic of Congo afforded me to develop this practical guide because it will not only support their wor

12、k, but will be used by scores of other organizations to improve social and behavior change (SBC) programming around the world. Bonnie KittleApril 2013Abbreviations and AcronymsAIDSacquired immune deficiency syndromeANRagriculture and natural resourcesARIacute respiratory infectionCBOcommunity-based

13、organizationCGVCare Group VolunteerDBCDesigning for Behavior ChangeEBFexclusive breastfeedingHIVhuman immunodeficiency virusIPMintegrated pest managementIPTTIndicator Performance Tracking TableITNinsecticide-treated bednetKPCknowledge, practice, and coverage (survey)LNRALearning Needs and Resources

14、AssessmentMCHNmaternal and child health and nutritionNGOnongovernmental organization NRMnatural resource managementPDPositive DevianceQIVCquality improvement verification checklistSBCsocial and behavior changeWASHwater, sanitation, and hygiene Whats the Difference?Whats the Difference?Some have aske

15、d what the difference is between the Designing for Behavior Change (DBC) training curriculum and the training outlined in this practical guide. They seek to determine which they should attend or which would be best for their staff. The DBC training is a five and a half-day course that introduces par

16、ticipants to the DBC Framework. Participants spend equal amounts of time learning about each of the five elements of the DBC Framework, including an introduction to the formative research for Doer/Non-Doer and Barrier Analysis Studies. As part of this training course, participants may conduct a real

17、 survey or, if time or conditions do not permit, a mock survey. The DBC training course is best suited for individuals or organizations that have no prior experience with the DBC Framework and are not sure if they will adopt it as their tool of preference in designing behavior change strategies. A P

18、ractical Guide to Conducting a Barrier Analysis training is best suited for individuals who have already been introduced to the DBC Framework and/or are already convinced that conducting formative research to inform their behavior change strategy is worthwhile. This practical guide includes a brief

19、introduction to the DBC Framework to provide the context for the formative research, but goes into much more detail regarding the planning, implementation of the study and the use of data related to the research. During the training, participants develop survey questionnaires for different behaviors

20、, practice interview techniques and conduct a survey. They spend time learning to code, tabulate, and analyze the data. After having participated in this course, participants are expected to be fully capable of planning and implementing a Doer/Non-Doer Study or Barrier Analysis and of using the resu

21、lts to develop a more effective behavior change strategy.Both courses use the Dialogue Education (Learner-Centered Adult EducationVella) methodology, and both courses can be used to develop behavior change strategies for almost any behavior. In addition, a lesson plan on interviewing that can be use

22、d as a stand-alone to train interviewers is included. To solidify the skills necessary to design the most effective behavior change strategies, organizations are encouraged to send their staff to both courses; first the DBC training, then the Barrier Analysis training.9The Eight Steps of PlanningThe

23、 Eight Steps of Planning1. Why?In the past couple of years (20102012), nongovernmental organizations (NGOs) have substantially increased their use of formative research to inform behavior change strategy design. This trend is in part due to the increased number of people trained to use the Designing

24、 for Behavior Change (DBC) Framework, which requires that some form of qualitative research be conducted to write Bridges to Activities and to select or design the most appropriate activities. The DBC training promotes using a Doer/Non-Doer Study or Barrier Analysis Survey and includes several activ

25、ities to help participants become familiar with these research methods. Because the research part of the training is only one aspect, participants find it difficult to master these research techniques while being introduced to the other parts of the DBC Framework. Not surprisingly, a survey conducte

26、d by the SBC Task Force among people trained in DBC found that 79 percent of respondents wanted additional training in “planning, implementing, and using data from Barrier Analysis/Doer/Non-Doer surveys”.DBC training participants are encouraged to reference the Barrier Analysis Facilitators Guide de

27、veloped in 2004 by Tom Davis of Food for the Hungry. This guide is very useful and is referenced regularly in this curriculum; but, some people who have tried to use it to train their staff to conduct Barrier Analyses have identified the need for a more comprehensive and practical training guide. Ap

28、art from these two documents, there are no resources that trainers and program implementers can use to learn how to plan and implement a Doer/Non-Doer Study or Barrier Analysis, train interviewers, tabulate the results, and interpret the findings. As a result, some organizations are encountering dif

29、ficulties and their study results are less reliable.2. Who?This training curriculum is designed for use by NGO staff that plan to design, organize, and implement a Doer/Non-Doer Study or Barrier Analysis and to use those results to design a behavior change strategy. The training is designed for a ma

30、ximum of 25 participants that are fluent in English Though the training curriculum is currently only available in English, is it anticipated that it will be translated into other languages, such as French, Portuguese, or Spanish. and have some education beyond high school. A fairly high level of for

31、mal education is required to understand the concepts in this training course.Lesson 10 Learning to Interview the Doer/Non-Doer Way and completing the questionnaire could be taught as a separate course, in which case a lower education level among participants would be sufficient. Annex 2 includes an

32、example Learning Needs and Resources Assessment (LNRA) questionnaire that should be used to gain additional information about the participants. This information should be used to tailor the training to the specific needs and learning levels of the participants. The training should be facilitated by

33、a trainer experienced in the learner-centered adult education (Dialogue Education) method and who has experience in planning, organizing, and implementing a Doer/Non-Doer Study or Barrier Analysis. The context will be more meaningful if the trainer also has participated in the DBC training course. T

34、he trainer should speak the same language as the trainees. 3. Where?The course should be held in a space with plenty of natural light, plenty of wall space for posting flip-chart paper, and enough room for four or five tables placed in fish-bone fashion around the room with five people per table. At

35、 the front of the room there should be space for visual aids to be taped to the wall. This preferred room arrangement is shown on the next page. There should be a place for participants to have breaks, snacks, and meals near the training room. Because the training includes conducting a survey, it wo

36、uld be most convenient if the training could be held within a reasonable driving distance to a project community. If this is not possible, a mock survey can also be organized.Preferred Room ArrangementFor Trainer Front of the training room5 people5 people5 people5 people5 people4. When? The course t

37、akes place over a four and a half-day period with approximately 6 hours of class per day. On Day Three there is only a half-day of training, but time will be needed to translate and photocopy the questionnaire and to tend to other logistics related to the survey planned for Day Four. The survey is c

38、onducted on the morning of Day Four. If a project community is nearby, a real survey (90 interviews) can be conducted and will likely take 45 hours, including travel time. A mock survey, conducted if no project community is nearby, usually takes less time (12 hours). Each day there are mid-morning a

39、nd mid-afternoon breaks of about 15 minutes each and a lunch break of about 60 minutes. 5. What? This curriculum covers the following topics:- The DBC Framework- Determinants of behavior change- A Doer/Non-Doer and Barrier Analysis Survey- The behavior statement- A Doer versus a Non-Doer - The surve

40、y questionnaire- Interviewing- The field work- Tabulating the results- Using the data6. What for? Achievement-based objectives: By the end of this course, participants will have: - Reviewed the DBC Framework- Examined a list of determinants of behavior change- Matched research with determinants- Ide

41、ntified determinants in the context of a story- Researched aspects of a Doer/Non-Doer Study and Barrier Analysis - Practiced writing behavior statements- Practiced defining a Doer - Critiqued definitions of Doers- Developed a Barrier Analysis questionnaire- Listed the characteristics of an effective

42、 interviewer- Critiqued a Barrier Analysis interview- Practiced interviewing - Provided and received feedback on interview techniques- Provided and received feedback on note-taking- Listed the organizational decisions that have to be made to conduct the Doer/Non-Doer Study or Barrier Analysis- Pract

43、iced tabulating the results from a Barrier Analysis- Identified ways to use the formative research results to make critical decisions7. How? The lesson plans contained in this curriculum will guide participants to plan and implement a Barrier Analysis or Doer/Non-Doer Study. 8. With what resources?#

44、Lesson NameLearning Resources Needed1Opening Lesson- Training Pre/Post-Test (Answer Key in Annex 1)- Lesson 1 Flip Chart 1: “Getting to Know You” Questions- Index cards- Flip chart paper for hand-written flip charts titled Our Expectations, Norms and Procedures, and Parking Lot- Lesson 1 Handout 1:

45、Training Objectives- Lesson 1 Handout 2: Training Schedule2Overview of the Designing for Behavior Change Framework- Flip Chart of the Designing for Behavior Change Framework - Lesson 2 Handout 1: Blank Designing for Behavior Change Framework - Lesson 2 Handout 2: Definitions of Designing for Behavio

46、r Change Framework Terms- Lesson 2 Handout 3: Examples of Completed Designing for Behavior Change Frameworks - Lesson 2 Handout 4: Planning Guide: Steps in the Designing for Behavior Change Process- Lesson 2 Handout 5: The Five Principles3The “Exercise” Exercise- Lesson 3 Flip Charts 110: The “Exerc

47、ise” Exercise - Masking tape4 Identifying Determinants that Influence Behavior- Lesson 2 Handout 2: Definitions of Designing for Behavior Change Framework Terms- Lesson 4 Handout 1: Important Determinants that Influence Behavior- Lesson 4 Handout 2: Match the Determinant to the Question5The Doer/Non

48、-Doer Study and Barrier Analysis- Seven steps of Barrier Analysis on individual color construction paper for display- Lesson 5 Handout 1: Seven Steps of Barrier Analysis- Lesson 5 Handout 2: Five Tenets of Barrier Analysis- Fifteen (15) Post-its for each small group (one Post-it for each question)-

49、Lesson 5 Handout 3: Learning About Doer/Non-Doer Studies and Barrier Analysis Surveys- Lesson 5 Handout 4: Barrier Analysis Game Questions and Correct Responses6Introduction to the Questionnaire- Lesson 6 Handout 1: Generic Barrier Analysis Questionnaire- Lesson 6 Handout 2: Doer/Non-Doer Study and

50、Barrier Analysis Questionnaire Content7 Step 1: Defining the Behavior for theFormative Research- Seven steps of Barrier Analysis on individual color construction paper for display (from Lesson 5)- Lesson 2 Handout 2: Definitions of Designing for Behavior Change Framework Terms - Lesson 7 Handout 1:

51、Guidance for Writing a Behavior Statement- Lesson 7 Handout 2: Whos Who in Behavior Change- Optional: Example indicators from participants Indicator Performance Tracking Tables (IPTTs), project Log-frames, design framework, other monitoring and evaluation table8 Step 2: Writing the Behavior Screenin

52、g Questions- Lesson 8 Flip Chart 1: Behavior Screening Questions - Lesson 8 Handout 1: Behavior Relaxing Worksheet- Lesson 8 Handout 2: Example Behavior Screening Questions with Doer/Non-Doer Classification Tables- Lesson 8 Handout 3: Behavior Screening Question Characteristics- Lesson 8 Handout 4:

53、Writing Behavior Screening Questions9 Step 3: Writing the Research Questions- Lesson 9 Handout 1: Sample Questions for Doer/Non-Doer and Barrier Analysis Questionnaires per Determinant- Lesson 9 Handout 2: Find the questionnaire errors! (answers are found in Annex 1: Answer Keys)10Learning to Interv

54、iew the Doer/Non-Doer Way- Lesson 10 Handout 1: Doer/Non-Doer Interviewing “Dos” and “Donts”- Lesson 10 Flip Chart 1: Relating Responses to Determinants- Lesson 10 Handout 2: The Differences between “Disadvantages” and “Difficult”- Lesson 10 Handout 3: Quality Improvement Verification Checklist for

55、Doer/Non-Doer Interviews- Lesson 10 Handout 4: Role Play Script: How to Conduct a Doer/Non-Doer Interview- Lesson 10 Handout 5: Completed Barrier Analysis Questionnaire for Evaluation- Lesson 10 Handout 6: Practice Classifying Doers and Non-Doers- Barrier Analysis questionnaire11Step 4: Organizing t

56、he Field Work (Including Sampling)- Lesson 11 Handout 1: Barrier Analysis Field Work Logistic Issues to Address- Lesson 11 Handout 2: Barrier Analysis Supervisor ChecklistStep 5: Conducting the Survey- 24 blank Doer/Non-Doer or Barrier Analysis questionnaires per participant (or 90+ if you are doing

57、 a real survey)- Pencils, erasers, and sharpeners for each participant- Folders for supervisors to carry the questionnaires- Cell phones and a list of numbers to contact interviewers and the necessary field contacts12 Step 6: Coding, Tabulating, and Analyzing the Data- Lesson 12 Flip Chart 1: Defini

58、tion of Coding- Lesson 12 Handout 1: Coding Game Part 1- Lesson 12 Handout 2: Coding Game Part 2- Completed questionnaires from the field work- Lesson 12 Flip Chart 2: Example Coding Guide/Tally Sheets of Results for Doer/Non-Doer Study - Lesson 12 Handout 3: Example Coding Guide and Tabulation Shee

59、t for Analysis - 1 hand calculator- Computer (optional for using the Barrier Analysis Tabulation Worksheet)- Barrier Analysis Tabulation Worksheet (MS Excel) on flash drive, downloaded from www.caregroupinfo.org/docs/BA_Tab_Table_Latest.xlsx- Annex 4: Explanation for Using the MS Excel Barrier Analy

60、sis Tabulation Sheet13 Step 7: Using the Results to Make Decisions- Lesson 2 Handout 1: Blank Designing for Behavior Change Framework- Lesson 2 Handout 2: Definitions of Designing for Behavior Change Framework Terms- Lesson 2 Handout 3: Examples of Completed Designing for Behavior Change Frameworks

61、- Lesson 13 Handout 1: Writing Bridges to Activities (answers found in Annex 1: Answer Keys)- Lesson 13 Handout 2: Match the Determinants to the Activities14Closing Session- Lesson 14 Flip Chart 1: Expectations Assessment- Post-Training Process Survey- Training Pre-/Post-Tests (completed pre-tests f

62、rom the beginning of the training and blank post-tests to be completed in this lesson)- Post-Training Process Survey- Lesson 14 Flip Chart 2: Tracking Correct Responses in the Pre-and Post-Tests- Certificates (optional)List of Supplies- Name tags for participants (not pre-printed)- 2 pads of flip ch

63、art paper and a flip chart stand (tripod/easel)- 3 rolls of masking tape- 2 packets of colored Post-its (3” x 5”)- Note pads for each participant- Pens/pencils/eraser/sharpeners for each participant (the latter for conducting the survey)- 1215 wide-tipped permanent markers of various colorsEquipment

64、- 12 large garbage cans- Printer that can be hooked up to the trainers laptop with a new ink cartridge or 1 spare cartridge- 2 reams of copy paper- 1 pair of scissors- 2 staplers and plenty of staples- Electric extension cord and multi-plugThe Training Venue- The training venue should be large enough for 25 participants to sit comfortably at five tables with five people per table. - Rectangular tables are p