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WinS for Girls: Advocacy and Capacity Building for MHM in WinS

WinS for Girls: Advocacy and Capacity Building for MHM in WinS. Photo credit: Jackie Haver. Module 9: Training, Piloting, and Executing Research. WinS for Girls Module 9: Training Learning Objectives. At the end of the session participants should be able to:

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WinS for Girls: Advocacy and Capacity Building for MHM in WinS

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  1. WinS for Girls: Advocacy and Capacity Building for MHM in WinS Photo credit: Jackie Haver Module 9: Training, Piloting, and Executing Research

  2. WinS for Girls Module 9: Training Learning Objectives At the end of the session participants should be able to: • Design a training based off the needs of in-country research team • Facilitate a training with research team using demonstrated training tools • Set up and successfully carry out a school visit • Complete a school report post-visit using the provided school report template • Carry out ‘pilot’ exercises and make changes to research activities based off findings from the pilot • Recognize common research challenges and know how to address them WinS for Girls

  3. WinS for Girls Module 9: Training Module Source Material Material for this module adapted from: • Hennink, M. M. (2007). International focus group research : a handbook for the health and social sciences. Cambridge: Cambridge University Press. • Maynard-Tucker, Gisele. (2000). Conducting Focus Groups in developing Countries: Skill Learning for Local Bilingual Facilitators. Qualitative Health Research, 10(3), 398-410. • Ulin, P. R., Robinson, E. T., & Tolley, E. E. (2005). Qualitative methods in public health : a field guide for applied research (1st ed.). San Francisco, CA: Jossey-Bass. Resources can be found on Blackboard WinS for Girls

  4. WinS for Girls Module 9: Training Training: Research Team What to look for in a research team • Background knowledge on the subject matter • Education, Adolescence, Gender, WASH, Biology, etc. • Research experience • Qualitative, quantitative, mixed methods, analysis • Connections to the local context • Language, relationships with stakeholders, school systems, working with young people • Computer literacy • Typing, storing and downloading files, managing data WinS for Girls

  5. WinS for Girls Module 9: Training Training: Research Team Additional Considerations based on the populations you are working with • Sex • Are women or men more people to facilitate interviews with these populations? Both? • Age • What age group is most appropriate for interviews with young people? With teachers? With government officials? WinS for Girls

  6. WinS for Girls Module 9: Training Training: Research Team Additional Considerations • Number of people needed for planned activities • Start with FGD and IDIs with girls, KIIs with teachers, and facilities observation. • Learn from these activities before adding new ones. • Hold a later training on additional tools. By then, the research team can help refine them. WinS for Girls

  7. WinS for Girls Module 9: Training Training: Key Topics • Training should cover the following topics: • Introduction to MHM in WASH in Schools • Ethics of Research • Child Protection • Qualitative Research Approach • Tools for MHM Research • Transcription, Translation and Data Management • Piloting WinS for Girls

  8. WinS for Girls Module 9: Training Training: Key Topics • We recommend a 7-day training with your team PLUS extra time for pilot activities WinS for Girls

  9. WinS for Girls Module 9: Training Training: Sample Schedule – Day 1 WinS for Girls

  10. WinS for Girls Module 9: Training Training: Sample Schedule – Day 1 WinS for Girls

  11. WinS for Girls Module 9: Training Training: Sample Schedule – Day 1 • Introductions • Introduce all stakeholders (UNICEF, Partners, Government) • This is a team effort, make all members feel welcome • The Research Assistants will likely have the least clout, but are crucial to success of research • Need to make them feel welcome, that their contributions, questions and comments are important WinS for Girls

  12. WinS for Girls Module 9: Training Training: Sample Schedule – Day 1 WinS for Girls

  13. WinS for Girls Module 9: Training Training: Sample Schedule – Day 1 • Introduction to MHM and WASH in Schools • Want to provide foundation of knowledge for greater research team • Want to understand what the team already knows about the topic • Why is this important? • Learn baseline understanding of team members; clarify misunderstandings • Discover biases, assumptions, what is considered ‘known’ knowledge that may not be followed up on WinS for Girls

  14. WinS for Girls Module 9: Training Training: Sample Schedule – Day 1 WinS for Girls

  15. WinS for Girls Module 9: Training Training: Sample Schedule – Day 1 • Introduction to MHM UNICEF Research • Want team to understand objective of UNICEF-Specific research • Why is this important? • Keep all on track with same goal • Understanding research helps team more actively contribute to work • Report back findings, adding new questions, making lead researcher aware of trends • Empower team to ask the questions, probe deeper, get to substance WinS for Girls

  16. WinS for Girls Module 9: Training Training: Sample Schedule – Day 1 WinS for Girls

  17. WinS for Girls Module 9: Training Training: Sample Schedule – Day 1 Research Ethics and Informed Consent • Use Module 3 presentation • Review Informed consent forms • Review translation of informed consent forms (if translated; if not, have the team translate one together) • Review in loco parentis forms (as needed) • Make sure they understand that they need to read these each and every time! WinS for Girls

  18. WinS for Girls Module 9: Training Training: Sample Schedule – Day 1 WinS for Girls

  19. WinS for Girls Module 9: Training Training: Sample Schedule – Day 1 Sample Timeline of Research Activity WinS for Girls WinS for Girls 21

  20. WinS for Girls Module 9: Training Training: Sample Schedule – Day 1 Terms of Reference-Research Assistants 1. Working in a team under the supervision of the [RESEARCH LEAD]. 2. Training in qualitative data collection methods, research ethics, and research tool use. All Research Assistants working on the project must complete the whole 1-week training regardless of previous experience with qualitative methods or data collection. 3. Translating research tools as appropriate for the local context (to be determined via conversations in country with Plan International and UNICEF team). 4. Pilot testing of research tools prior to official data collection. 5. Providing feedback about the tools prior to use, after the pilots, and throughout the data collection period. 6. Assisting with data collection and transportation scheduling and organizing. WinS for Girls

  21. WinS for Girls Module 9: Training Training: Sample Schedule – Day 1 Terms of Reference-Research Assistants 7. Moderating in-depth interviews, focus group discussions and participatory learning activities according to the agreed-upon data collection schedule. 8. Transcribing all recorded interviews, discussions, and activities into word documents. (Note: additional assistants may be hired to assist with this activity exclusively as needed). 9. Translating all transcribed data into language. (Note: additional assistants may be hired to assist with this activity exclusively as needed). 10. Participating in meetings with the research team to discuss and review data collection activities, transcribed data, and proposed implementation strategies. WinS for Girls

  22. WinS for Girls Module 9: Training Training: Sample Schedule – Day 1 Terms of Reference-Research Assistants Research Assistants should have the following qualifications: • Experience using computers, including Microsoft office, and ability to organize, save, and share files. • Ability to listen to recordings and type words into a document word-for-word/verbatim. • Ability to translate transcribed information collected into analysis language (as needed). (Note: additional assistants may be hired to assist with transcription and translation exclusively as needed). Research Assistants ideally also have the following qualifications: • Experience in qualitative data collection (conducting FGDs and IDIs). • Experience working with adolescent girls and/or boys on sensitive topics WinS for Girls

  23. WinS for Girls Module 9: Training Training: Sample Schedule – Day 1 Code of Conduct Objective: To collaboratively create a code of conduct that reflects expectations of research team and lead • Discuss the importance of shared and stated expectations • Brainstorm several qualities together as a big group. Example: Call/SMS the team leader if you are going to be more than 5 minutes late) • Ask research assistants to brainstorm essential qualities for their code of conduct for 5 minutes. If you have a large team, break the team up into two groups and let each group establish their own code. • Share the codes of conduct and create a shared code that reflects everyone’s ideas. WinS for Girls

  24. WinS for Girls Module 9: Training Training: Sample Schedule – Day 2 WinS for Girls

  25. WinS for Girls Module 9: Training Training: Sample Schedule – Day 2 • Introduction to Qualitative Research - General overview • Often re-calibrating people with survey experience • Use slides from this e-course to teach qualitative methods WinS for Girls

  26. WinS for Girls Module 9: Training Training: Sample Schedule – Day 2 • Introduction to Qualitative Research - Methods • In-Depth Interview, Overview WinS for Girls

  27. WinS for Girls Module 9: Training Training: Sample Schedule – Day 2 • Introduction to Qualitative Research - Methods • Focus Group Discussion, Overview

  28. WinS for Girls Module 9: Training Training: Sample Schedule – Day 2 • Introduction to Qualitative Research - Methods • Focus Group Discussion, Overview WinS for Girls

  29. WinS for Girls Module 9: Training Training: Sample Schedule – Day 2 Introduction to Qualitative Research – Role of Moderators Interviewer conduct is essential -Small talk to get acquainted -Establish rapport, create safe environment -Pose open, unthreatening questions -Listen, ask follow-up questions, probe -Show empathy -Motivate participant to tell the story -Observe body language, reactions -Have RESPECT What else influences rapport? WinS for Girls

  30. WinS for Girls Module 9: Training Training: Sample Schedule – Day 2 • Introduction to Qualitative Research – Role of Moderators Exercise 1: ‘Open and Closed’ • Objective: Practice effective questioning skills; especially focused on asking open rather than closed questions • Purpose: Train research assistants to ask more open questions (open meaning cannot be answered with a yes or no) in order to gain more and higher quality information. WinS for Girls

  31. WinS for Girls Module 9: Training Training: Sample Schedule – Day 2 Exercise 2: ‘Open and Closed’

  32. WinS for Girls Module 9: Training Training: Sample Schedule – Day 2 • Introduction to Qualitative Research – Role of Moderators Exercise 1: ‘Open and Closed’ Alternative to scenario in the book: Split the research assistants into pairs. Instruct the one participant to ask their partners about an exciting event that happened in the last year using only closed (yes and no) questions. Let them question their partners for 3-5 minutes. Reflect on what they learned about the other person’s event and the experience. Instruct participants to switch roles. The new interviewer should ask about an exciting event using only open questions. Reflect on what they learned about the other person’s event and the experience. WinS for Girls

  33. WinS for Girls Module 9: Training Training: Sample Schedule – Day 2 • Introduction to Qualitative Research – Role of Moderators Exercise 2: ‘Probing deeper’ Objective: Practice effective questioning skills, especially how to probe deeper to get to the heart of an issue Purpose: Probe deeper into an issue, practice asking follow-up questions. WinS for Girls

  34. WinS for Girls Module 9: Training Training: Sample Schedule – Day 2 Exercise 2: ‘Probing Deeper’ WinS for Girls

  35. WinS for Girls Module 9: Training Training: Sample Schedule – Day 2 • Introduction to Qualitative Research – Role of Moderators Exercise 3: ‘Bad/Good Listening’ WinS for Girls

  36. WinS for Girls Module 9: Training Training: Sample Schedule – Day 2 • Introduction to Qualitative Research – Role of Moderators Exercise 3: ‘Bad/Good Listening’ What are some qualities of good listening? • Use body language to show people you are listening and understanding • Use facial expression to show interest and reflect what is being said • Listens to how things are being said through tone and other person’s body language • Asks questions to clarify issues • Summarizes and rephrases issues to check on understanding of what has been said and asks for feedback WinS for Girls

  37. WinS for Girls Module 9: Training Training: Sample Schedule – Day 2 • Introduction to Qualitative Research – Role of Moderators Exercise 3: ‘Bad/Good Listening’ What are some qualities of good listening? • Turned away from person speaking • Arms crossed • Not making any eye contact with the person in question • Not asking any follow-up questions • Asking questions about things that the speaker has already brought up (not showing active listening) WinS for Girls

  38. WinS for Girls Module 9: Training Training: Sample Schedule – Day 2 Exercise 3: ‘Bad/Good Listening’

  39. WinS for Girls Module 9: Training Training: Sample Schedule – Day 2 • Introduction to Qualitative Research – Role of Moderators Exercise 4: ‘Mock FGD’ • Assign the roles of facilitator and notetaker to 2 people in the group. Ask them to leave the room. • Assign roles to other people in the group by handing our descriptions of their “role” or “personality” on pieces of paper: • Sabateur • Person who barely speaks, • Person who won’t stop speaking • Person who agrees with everything that others have said • Bring facilitator and notetaker back into the room. • Run FGD for 10-15 minutes. • Ask the facilitator to reflect on the challenges that they face Ask the notetaker to share on what they observed in terms of facilitation and how the facilitator handled the group Ask the participants to share on how it felt to be part of the group and what facilitation they responded to WinS for Girls

  40. WinS for Girls Module 9: Training Training: Sample Schedule – Day 2 • Introduction to Qualitative Research – Role of Note Takers Note Taking -Be explicit about note taking goals for each activity -Share slides from Module 8 -Provide instruction, tips for note taking -Carry out practice activities and review notes WinS for Girls

  41. WinS for Girls Module 9: Training Training: Sample Schedule – Day 2 WinS for Girls

  42. WinS for Girls Module 9: Training Training: Sample Schedule – Day 2 • Tool Review • ‘Review’ Tools • Careful process • Make sure they understand ‘spirit’ of questions • Ask them what they think the question means • Discuss different ways they would ask to determine understanding • Working with your team to consider wording • Translate tool • Practice - helps determine roles for team members WinS for Girls

  43. WinS for Girls Module 9: Training Training: Sample Schedule – Day 2 In Depth Interview Review and Translation • Adapt slides from Module 6- IDI section • Go through your IDI tool and… • Discuss interview structure • Discuss objectives for your IDI tool • Make changes based on RA knowledge and experience • Agree on language and terms; rephrase, adapt • Translate as needed into local language WinS for Girls

  44. WinS for Girls Module 9: Training Training: Sample Schedule – Day 3 WinS for Girls

  45. WinS for Girls Module 9: Training Training: Sample Schedule – Day 3 WinS for Girls

  46. WinS for Girls Module 9: Training Training: Sample Schedule – Day 3 • Adapt slides from Module 6- FGD section • Go through your IDI tool and… • Discuss interview structure • Discuss objectives for your IDI tool • Make changes based on RA knowledge and experience • Agree on language and terms; rephrase, adapt • Translate as needed into local language Focus Group Discussion Review and Translation WinS for Girls

  47. WinS for Girls Module 9: Training Training: Sample Schedule – Day 4 WinS for Girls

  48. WinS for Girls Module 9: Training Training: Sample Schedule – Day 4 WASH School Observation Review and Translation • Review Module 7; WASH School Facilities Observation section • Go through your WASH facilities observation tool and • Relate to objectives for your tool • Make changes based on WASH infrastructure and WASH behaviors • Make changes based on RA knowledge and experience • Agree on language and terms; rephrase, adapt • Translate as needed into local language WinS for Girls

  49. WinS for Girls Module 9: Training Training: Sample Schedule – Day 4 WinS for Girls

  50. WinS for Girls Module 9: Training Training: Sample Schedule – Day 4 Key Informant Interview Review and Translation • Review Module 7; KII section • Go through your KII tool and • Relate to interview structure • Relate to objectives for your KII tool • Make changes based on RA knowledge and experience • Agree on language and terms; rephrase, adapt • Translate as needed into local language WinS for Girls

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