Human Resource Management
TAP human resource development workshops are designed with flexibility to incorporate organizational and individual participant needs as they are discovered. The workshop covers: Job Descriptions and Recruitment; Gender Equity; Policies and Procedures; HRD System/Process/Cycle; HRM Issues; Organizational Behavior; External and Internal Trainings; and Staff Reduction & Termination. Optional resume writing, performance appraisal, staff orientation and coaching sessions are also offered. The group experiences a variety of methodologies (brainstorming, presentations, small group work, role play, simulation, case study) and uses the card and chart technique to develop four workshops based on the needs of the staff of a hypothetical organization they create.
- Recruitment and hiring of personnel, including writing job descriptions; developing selection criteria; and preparing and conducting job interviews.
- Staff development including: organizing and conducting orientation programs for new staff; planning and conducting on-the-job training and special skills training courses; managing meetings; plan and conduct teambuilding activities; planning and conducting community organization activities; and, giving and receiving feedback through performance appraisals.
- Management of headquarters and branch relationships, branch preparation and reporting and human resource development assessments.
By the end of the proposal writing workshop, all organizations represented are to produce at least one draft of a proposal they need to or want to write to get funding. It takes commitment from the participants to put in long hours, but they are usually captivated, challenged and absorbed by the "Goal Oriented Project Planning" project design process. They learn how to do a log-frame that is based on their specific organizational situation profile. They also have excellent proposals to use as models for content and format.
The proposal writing course moves logically from (1) the analysis of two model proposals; (2) to an introduction to project design, to: (3)a situation profile; (4) a problem analysis; (5) the development of objectives; (6) practice writing indicators; (7) an analysis of stakeholders and partners; (8) the log frame-which was the project design skeleton uses in the proposal. Once participants have a coherent project design, they move into the proposal-writing part of the workshop, transforming the log-frame columns into the proposal sections of Objectives, Monitoring and Performance Measurement.
They use OFDA's Guidelines, a "Proposal Writing Checklist" developed by them, proposal "Examples" and/or their own project's donor proposal formats as models. They work in organizational groups and focus groups. The course is designed so that the facilitators provide didactic instruction in the morning and the participants spend the afternoons and evenings writing their proposals, meeting deadlines and consulting with facilitators who act as proposal consultants. They also attend a mock donor meeting with representatives of the fictitious "Hamilton Foundation" in which they defend their proposal, when they submit it on the last day.
The main objective of the proposal writing workshop is to build project design and proposal-writing capacity in terms of coherence, content, structure, and knowledge of the log frame. Each organizational team is to produce at least one draft of a real proposal for which they are responsible at work. The day is eight hours long, although some participants work long into the night. By the end of the five-day proposal writing workshop, active participants analyze existing circumstances, create a rationale for a proposal; produce a log frame for a proposal; write proposed project objectives; develop indicators for monitoring and evaluation; estimate project costs; and draft a proposal addressing donor-specific requirements.
The methodologies used are: brainstorming, small-group work in random, content and organizational teams, focus groups and consultations. Participants also analyze reports, and complete DH's Logframe Workbook. The topics covered in this five-day course focus on: analyzing the situation, designing a coherent project; finding appropriate funding; writing meaningful objectives and indicators; the structure and sections of a proposal; monitoring, performance measurement, and external evaluation; the steps in writing a proposal, using data and statistics to create compelling arguments; Proposalese; linking everything to the objectives; creating a budget for the donor; and budgeting by objective-activity by activity. Based on the needs of the participants, a new "Proposal Writing Checklist" is created.
The main objective of the five-day report writing workshop is to strengthen report-writing capacity in terms of coherence, content, structure, inclusion of data, and grammar. Each participant is to produce at least two drafts of a real report (internal or external) for which s/he is responsible at work. The day is eight hours long, although some participants work long hours into the night on their reports. By the end of the workshop it is expected that active participants will have enhanced their capacity to: write reports using a more efficient and coherent style: write meaningful report content; link report sections; structure and format reports; describe and incorporate statistical data and charts; and write better, more grammatically sound sentences, paragraphs, and sections.
Conducting a "hands on" training in report writing in English for between 25-30 participants (whose mother tongue is not English) who come from a variety of different organizations in which each person actually produces a second draft--with only ten computers to go around-is quite a challenge. It takes commitment from the participants to put in long hours, but it is also a function of a training design which pays some attention to a review of English grammar. The course provides not only didactic exercises for different report components but content, editorial and proofreading services through consultations by the facilitators. The course moves logically from analyzing "what is wrong with a report," to setting criteria for what is good, looking at the structure of a report, outlining, grammar review, and establishing formats for various kinds of reports. Participants also practice writing Executive Summaries, Conclusions, and Recommendations. The course is designed so that the facilitators provide didactic instruction in the morning and the trainees spend the afternoons and evenings writing their reports, meeting deadlines and consulting with facilitators who act as editorial consultants. Participants spent an average of 7 hours each at the computer producing two drafts.