SD5: CoBRA Assessment Team Training Guide

Overall Objectives of CoBRA Assessment Team Training

1) Participants gain a good understanding of the CoBRA methodology and can explain and
discuss the key issues with local communities; and
2) Participants have a good understanding of the three data collection tools and are able to
elicit and record quality data for analysis.

Training Duration
Day 1 Classroom based
Day 2 Classroom based
Day 3 Field based
Day 4 Classroom based

Training should ideally be immediately followed by field work, and therefore Day 4 should
complete with practical arrangements for field work and possibly travel to the first field site.

Location of Training
Classroom location should be away from participants normal working location. Training venue
must have space for LCD presentations, accommodate plenary and break out group sessions
and space to hang flip charts.

Field locations should be reasonably close to training location to minimise travel times.

Materials Required and Logistic Support

The following materials and logistics support need to be procured/arranged in advance of

commencement of field training.

Essential items required for classroom sessions include:

Overhead projector
Flipchart and marker pens and tape/blu-tack
Large map of assessment area
List of sub-locations within each administrative area included in the assessment
Copies of FGD and KII (resilient households) recording sheets
A5 size cards or large sticky notes
Set of CoBRA graphics with scoring notes on reverse - laminated
Beans for scoring
For Field work: (Per Team)
Vehicles and drivers for field work
FGD participants identified and sensitised for the appropriate time, date and location
Refreshments for team and participants (as agreed in CoBRA Assessment plan: see SD2)
A5 size cards or large sticky notes
Set of CoBRA graphics with scoring notes on reverse - laminated
Beans for scoring

This document is supplemented by:

SD5a Training Presentation
SD5b Emergency Airlift Exercise
CoBRA Assessment Team Training Guidance Day ONE - Classroom

Day One: Classroom

Session Details Materials and Logistic
support required
(1) Introduction Introduction and welcome - ideally session opened by senior official. Copies of Training
(15 mins) schedule for all
participants
(2) Background Objective: Participants understand context of CoBRA and specific objectives of this assessment Projector
to CoBRA Details: Presentation on CoBRA outlining:
What is CoBRA? Power point
(20 mins) What are we trying to find out? presentation
How can/will findings be used?
Outline of training programme for next 4 days.
Presentation will need to be modified to include specific objectives of this CoBRA Assessment (see SD5a
Training Presentation)
(3) Questions Respond to questions on above presentation and training in general Flip chart for noting
and names and questions
Discussion and issues etc
(10 mins) throughout the day
Tea Break
(4) Facilitator Objective: Trainer and participants get to know each other and feel comfortable
trainees Details: Team Leader should introduce themselves with some background on their experience. Each
introduction participant is encouraged to introduce themselves and be explicit about their current role and specifically
how much facilitation / community based experience or work they have undertaken (this can be done in
pairs with one partner then introducing the other)
(5) Mapping Objective: Team gains understanding and consensus on shocks affecting target population. Flipchart to record
shocks and Details: Trainer poses question to group Are we in normal or crisis year (or other status)? Clarify if responses
disturbance this year is normal and when was the last crisis year (and why).
s In plenary, group should brainstorm on shocks experienced in the area use responses to complete Map of area / sheet
following table. listing sub-locations
(30 mins) Shock Frequency Who Affected
CoBRA Assessment Team Training Guidance Day ONE - Classroom

Session Details Materials and Logistic

support required
(this may be geographic area or target group)

(6) Defining Objective: To gain a common and shared understanding of the term resilience. Flip charts and marker
resilience Details: pens
Group work
(1 hour) Put trainees into groups of 2 or 3 (possibly grouped by local languages spoken) and ask them to put
down a brief definition of the term a resilient community. The aim is that the definition is simple and
clear enough for their granny to understand. Consequently if they asked their granny to describe a
resilient community after they had given her their definition she would be able to. The definition should
be developed in the language(s) of the local communities and then written on flip charts in local
language(s) and English and fed back to the group.
Plenary
Each team put up their definitions. These are reviewed with similarities and differences noted and the
strongest elements of each used to develop a single definition that all understand in each language being
used. This may involve consensus on how to translate using words available in the relevant local
languages. Key issues;
Avoiding verbs that are not normally used e.g. mitigate, adapt
Giving examples to explain what hazards are and what coping looks like e.g. people who eat
well all the time
Explore the issue of being resilient even when there is no shock or hazard
(7) Who is the Objectives: The assessment team members clarify: Flip chart and marker
community? Who should participate in FGDs? pens
How should FGD participants be selected?
(45 mins) How many FGDs should be done with different groups?
Details:
Plenary
Give a list of issues that may be important in selecting groups i.e. gender, age, livelihood, education
levels, etc
Group Work
CoBRA Assessment Team Training Guidance Day ONE - Classroom

Session Details Materials and Logistic

support required
Trainees put in groups and ask them to complete the following questions using a table on a flip chart:
Who in the community should How to identify / select each What % of all FGDs should be
be FGDs? type of group? with this group?

Feedback in plenary
Use feedback to agree the composition of FGD participants required. Agree a protocol for the assessment
team for selecting the various types of beneficiaries
Lunch
(8) Listening Objective: To facilitate discussion on good practices for effective facilitation, listening and hearing of
Hearing and focus group discussion.
recording Exercise one: Stingy and generous listening. Trainees put in pairs and given subject to tell their partner
(1 hour) about for 1 minute. The listener remains silent but must show as much interest and attention as
possible. The second minute the roles are reversed and the listener listens as disinterestedly as possible,
even walking away. Plenary discussion about how the two approaches made the talker feel.
Exercise two: Emergency airlift (see SD5a Emergency Airlift Exercise). The purpose is to show how
much a facilitator can influence a group on emotive issues. Split trainees into groups of four and identify
a facilitator for each group. The facilitators are taken out of the room and given 5 minutes to read the
leaflet before being asked to go back and share the leaflet with their team and facilitate the teams
answer (not their answer). Before they return to their teams the trainer asks the facilitators for their
choices. The teams discuss the challenge for 10 mins and feed back their decisions. The trainer puts
these on the flip chart beside those of the teams facilitator. Similarities in decisions can spark
interesting debate.
Plenary discussion: Issues in facilitation talk through some of the following common challenges in
facilitating group discussions and how participants have and do deal with them;
Talker and non-talkers
Influencing groups with own views and passions
Listening and hearing
CoBRA Assessment Team Training Guidance Day ONE - Classroom

Session Details Materials and Logistic

support required
Exercise Three: Chinese Whispers quick exercise to illustrate the value of speaking simply.
Put all trainees in a line. There are three statements to be passed along the line by each trainee
whispering the statement to the next. The first 2 statements are technical, long, jargonistic sentences
e.g. achieving resilience involves a comprehensive and multi-sectoral approach that addresses
vulnerability. The third statement is something simple like my livestock have no water.
The statements are written on the flip chart stand one per page but hidden from the view of trainees.
The person at the end of the line writes down what they hear and this is written underneath the original
statement. Participants discuss how well different ways of explaining things translate.
Tea break
(9) Mapping Objective: Use facilitators local knowledge to map the services and interventions in the focus districts Intervention mapping
interventio and split locations. sheets for all sub-
ns and Details: locations in the
change in Pre-training - A schedule of the assessment area is developed showing it split into sub-locations (e.g. assessment area
kebeles) showing the estimated population of each. Participants are organised into groups, each covering
the target
several sub-locations. Participants should choose sub-locations where they have most detailed
location
knowledge if possible. In plenary discuss the range of interventions and services it is possible to map.
Add or take away from the standard list. Groups then complete the form and return them to the team
leader. Some additional information may need to be identified from other sources. Facilitators with the
necessary contacts should take responsibility for completing the sheets for the specific areas.
Wrap up Objective: To address questions and queries on any aspect of the days training
Details: Open discussion. There may have been issues raised during the day but others may emerge at
(10-20 mins) this point. All issues raised should be noted on a flip chart and addressed immediately or for follow up in
the morning.
CoBRA Assessment Team Training Guidance Day ONE - Classroom

Day Two Details Materials and

Logistic support
required
(10)Recap and Objectives: Recap on yesterdays sessions Flip charts
update on Discuss and agree locations for next days field testing
mobilisation Details:
(30 mins) Plenary Address any issues / concerns raised yesterday and not addressed. Trainer to ask participants
to list key learning points from yesterday.
Group to suggest and identify test locations near to training venue. Group agrees how and who shall
mobilize which groups of participants. Action points for individuals given accordingly. Note these people
may have to be supported with transport to go and mobilise.
(11)Introduction to Objective: Recap on the two tools to be used in collecting data
field tools Details:
(15 mins) Plenary presentation
Re-show the slides from initial presentation that recap CoBRA assessment objectives and the specific
outline of the FGD and KII.
(12)FGD - Objective: Trainees learn to facilitate CoBRA FGD using recording sheet FGD Recording
Introducing Details: Trainer distributes first 2 pages of FGD recording sheet and asks all participants to read and note sheets one for each
CoBRA to any questions or queries. Trainer should address queries. Participants are then asked to work in pairs participant
communities and to complete the initial sections using the characteristics and location of a community they know of in
(30 mins) the assessment area.
(13)FGD Objective: Resilience Statements - Learning to elicit, rank and score felt impact statements A5 cards
Resilience Details: Beans
statements Step 1: Long List The trainer splits participants into teams of 4-5 and asks them to develop resilience Graphic cards with
(3 hours) statements for a community they know (i.e. one mentioned on their forms). Trainer supports teams in scoring guidance
ensuring impact statements are positive statements not problems or wish lists. notes on reverse
Each team reads out their statements that are then written on an A5 card and put on the floor. Other
teams are likely to mention similar or repeated statements. This will create a single consolidated list of
all statements. The trainer then puts a CoBRA graphic card on top of related statement. A final list of
statements (each with graphic) is then lined up on the floor.
Step 2: Ranking priority statements - The trainer then explains the ranking process to participants. Each
CoBRA Assessment Team Training Guidance Day ONE - Classroom

Day Two Details Materials and

Logistic support
required
participant is given 6 beans and uses these to score what they consider to be their top three most
important community resilience statements (3 beans for first, 2 beans for second and 1 bean for third).
The statements are then placed in order of highest to lowest scoring. Statements that did not score any
beans are removed.
Step 3: Scoring statements In plenary all trainees complete the three scoring columns on the FGD
recording sheet with advice from trainer. Each trainee asked to facilitate the scoring of at least one
priority resilience statement. Facilitators encouraged to use scoring guidance notes on back of graphics.
Tea and Lunch Breaks at appropriate times
(14)FGD Resilient Objective: Participants can correctly complete FGD record sheet section on resilient households and FGD Record sheets,
households and interventions. flip charts and
Interventions Details: market pens
(1 hour) Trainer hands out relevant pages of the FGD record sheet and trainees review.
Group work
In same groups as developed resilience statements participants complete the sheet for their focus
community. Then groups complete interventions section as per form.
Groups feedback a) characteristics of resilient households; and
B) the 2 sets of top three interventions on a flip chart to rest of group.
The trainer facilitates a discussion on how to improve or clarify the way characteristics are noted and
discussion on how interventions are justified. Discuss how greater clarification can be achieved.
(15)KIIs with Objective: Participants understand and are able to complete KII report format Resilient household
Resilient Details: KII Record Sheets
Households Trainer explains rationale and objectives for the KII, specifically how information builds on FGD questions
on resilient households. In plenary the trainer asks for suggestions as to how appropriate key informants
(1hour 30 mins) could be identified. The group agrees the possible options to be used. The trainer distributes KII
recording sheets.
In pairs
The group is split into pairs. At least one person in each pair should be from the local area. One
participant should interview the other using the recording sheet (in pairs with a non-local partner the
CoBRA Assessment Team Training Guidance Day ONE - Classroom

Day Two Details Materials and

Logistic support
required
local person should be the interviewee). Interviewees should answer using their own or their
households route to resilience. Once the interview is complete the recording sheets are handed to the
trainer who reviews for completeness and quality.
Plenary
Participants to bring up questions or difficulties. Trainer identifies strengths and weaknesses from
completed forms and uses examples to explain how it could have been better completed. Focus on
answers that could be further probed and explored.
(16)Planning for Objective: A clear plan for day 3 field testing is established Flip chart or LCD
Field testing Details:
The trainer/ Team Leader should allocate assessment teams with one supervisor for every group of 4-6
(1 hour) facilitators. This should be displayed on flip chart or LCD.
Each team of two facilitators should do one FGD and two KIIs. The supervisor should be present to
support all FGDs. Therefore FGDs should be held in the same location or phased over the course of the
day. Key issues to clarify:
FGD locations Who is community contact person?
All parties clear on location and time of FGD(s) i.e. who is going where, when?
Field kits of recording sheets, graphics, cards, beans etc in place and sufficient for all FGDs/KIIs
Vehicle driver, pick up and departure times
Calculate and purchase the refreshments required for participants and teams
CoBRA Assessment Team Training Guidance Day THREE Fieldwork

Day 3 Field Work Testing

Each Assessment team should undertake the following exercises.
Focus Group Discussion (minimum one) with 15-20 participants
FGD participants should be selected as part of the sensitisation process. Given the sensitisation process for the field testing day is likely to
have been carried out before the classroom training began the composition of participants may not be completely in line with that identified
by facilitator during classroom session (4) on communities.
Each FGD is facilitated by 2 facilitators (and supported by an Assessment Supervisor). The facilitators should take it in turn to facilitate and
record different sections of the FGD to get experience of both aspects. The supervisors role is to mentor and improve the skills of the
facilitators rather than take over facilitation him/herself. The supervisor should be noting down facilitators performance during the FGD and
highlighting specific examples where they did well or could have done something differently or better. The supervisor may have to step in to
address technical problems e.g. difficulties in turning a felt impact statement into a question for scoring etc.
At the end of the day, the supervisor (and trainer /Team Leader) should sit down with each pair of facilitators and go through their
performance, address any issues or problems they want to raise and review the FGD record sheets. The supervisor must ensure what is on
the record sheet fairly reflects what was said, is coherent, logical and well recorded, for data entry and analysis.
Key informant interview with member of a resilient household (minimum one for each facilitator and supervisor)
Resilient household key informants should be identified on the day by FGD participants or the assessment team in consultation with the
local community. Each facilitator and the supervisor (wherever possible) should complete one KII. Where appropriate the Supervisor may sit
through this interview to monitor their ability (although a one-to-one conversation may elicit better answers e.g. if informant and facilitator
are both women). After the interview the supervisor can sit down with the facilitator and discuss how it went as well, review how well
responses were recorded and whether any responses could have been further probed or explored.

During the field work exercise the team should note any general problems or issues for wider discussion at the classroom de-brief the following
day.
All recording formats should be collected by Supervisors and submitted to the Team Leader / Trainer at the end of the day.
CoBRA Assessment Team Training Guidance Day FOUR Classroom

Day 4 Classroom
Session Details Materials and Logistic
support required
(17)Review and Objective: Address issues arising from field work Flip chart
debrief of Improve team performance
field work Details: FGD and KII recording
Group work 15 mins formats from previous
(2 hours) Trainees are encouraged to sit in assessment team groupings. Each team is asked to consider yesterdays day
experience and highlight:
what went well
what they learned
what didnt go well, questions or concerns
Plenary: groups feedback verbally and points noted by trainer. The trainer then adds his/her views to
those mentioned. The trainer then focuses session on questions and concerns and how these can be
addressed / improved. Assessment teams composition may need to be reviewed
Tea break
(18) Planning for Objective: Review and finalise field logistics plan SD7: Logistics plan
Field work Details:
The trainer presents the proposed sampling frame and draft field logistics plan for review and discussion.
(90 mins) Whole group discusses and reviews.
Overall plan broken down into individual logistics plan for each Assessment Team.
Each team to complete details and checklist for their route. Particularly:
Timing for travelling, community sensitisation and actual FGDs/KIIs
Form of communication with Team leader
Vehicles and accommodation
Supplies and equipment required
Float or funds required
Team Leader supervision visits
Session ends when overall plan is finalised and members of all teams are fully aware of their roles and
activities to the end of the assessment.