Phase 2: During the Training

SESSION 1 - Opening and Welcome 

Learning Objectives

• Welcome fellow participants and establish a positive learning environment

• Identify and understand the workshop objectives, agenda, training curriculum, and their role in the learning process

Training Material

• Training workshop presentation slides: 1. About the Workshop

• Name tags 

Suggested Timing - 20 minutes

• Welcome and Opening: 10 minutes 

• Icebreaker and Introductions: 10 minutes

Suggested Methodology

Welcome and Opening (10 minutes)

You will welcome participants and introduce the objectives and structure of the training workshop to set expectations. The objectives you will use are the same as those stated in the “Objectives of the Workshop” section of this Manual.

Icebreaker (10 minutes)

You will facilitate an icebreaker session to engage the group dynamics and initiate the participatory learning that is characteristic of the training approach followed throughout the workshop. The icebreaker should focus on introducing participants to each other especially as this will be their data collection team. 

There are many examples of icebreakers. One suggestion is outlined below: 

On a digital whiteboard designed using platforms like Canva, Padlet, or Miro or by simply the flashing prompts on the presentation slides, participants will take turns answering the following: 

SESSION 2 - Foundations and Frameworks: Introduction to the Data Collection Activity and Field Guide for Data Collectors, and Monitoring and Evaluation Framework

Learning Objectives

• Reach a shared understanding of the purpose and scope of the Monitoring and Evaluation (M&E) activity

• Gain an appreciation for the M&E activity in relation to their current positions in the pharmaceutical/health sector

• Explain the Monitoring and Evaluation Framework and its role in strengthening the  pharmaceutical sector   

• Familiarize themselves with navigating the Field Guide for Data Collectors and its accompanying web-based tool

Relevant Sections of the Field Guide for Data Collectors

• Chapter 1: Introduction 

• Chapter 2: Monitoring and Evaluation Framework

Training Material

• Training workshop presentation slides: 2a.  About the Monitoring and Evaluation Activity, 2b. About the Field Guide for Data Collectors

• Participants’ devices with access to Field Guide for Data Collectors and web-based tool

• Scenarios for Role-playing Activity 

Suggested Timing - 40 minutes

• About the Monitoring and Evaluation Activity: 10 minutes

• Navigating the Field Guide for Data Collectors and web-based tools: 10 minutes 

• Navigating the Field Guide Role-play: 10 minutes 

• Plenary Discussion: 10 minutes

Methodology

About the Monitoring and Evaluation Activity (10 minutes)

You will lecture participants on the background of the Monitoring and Evaluation activity, including its purpose, scope, and accompanying framework. This is important for helping participants grasp “What’s In It for Me?” as it will further facilitate their motivation to learn and participate in the training session. 

Navigating the Field Guide for Data Collectors (10 minutes)

This is where you will introduce participants to their key reference for the data collection process: the Field Guide for Data Collectors and its accompanying web-based tool. While you lecture, ask them to explore these materials on their devices.  

Role-Play: Navigating the Field Guide for Data Collectors (10 minutes)

The mechanics of the role-play are as follows: 

• The trainer will read out a scenario to the class

• A participant will come up to the front and  demonstrate: a.) which section of the Field Guide they would go to, and b.) how they would use the web-based tool. 

• This activity can be repeated 2-3 times.  

Plenary Discussion (10 minutes)

You will facilitate a short plenary discussion using the guide question, “What is your: “What’s in it for me?” in relation to the Monitoring and Evaluation activity.” This encourages participants to reflect on how the M&E Activity relates to their work and new roles as the eyes and ears of the Department of Health - Pharmaceutical Division. 

SESSION 3 - Implementation Plan 

Learning Objectives

• Grasp the main components of the overall data collection plan

• Identify and describe their roles in the relation to the overall data collection plan

• Recognize how their data collection tasks contribute to the overall Monitoring and Evaluation Activity 

• Familiarize themselves with tools such as the:

  • 1. Data Collection Work Schedule

    2. Gantt Chart

    3. Contact List

    4. Route Plan

    5. Daily Itinerary

    6. Daily What-to-Bring List

    7. End-of-Data Collection Day Checklist

Relevant Sections of the Field Guide for Data Collectors

• Chapter 3 | Overview of Data Collection Processes

• Chapter 5 | Phase 1: Before Data Collection

• Chapter 6 | Phase 2: During Data Collection

• Chapter 7 | Phase 3: After Data Collection

• Appendix H | Detailed Description of Indicators

Training Material

• Training workshop presentation slides: 3. Local Implementation Plan 

• Field Data Collection Plan Spreadsheet

Suggested Timing - 25 minutes

• Overview of a Data Collection Plan: 15 minutes

• Navigating the Field Data Collection Plan Spreadsheet: 10 minutes

Suggested Methodology

Overview of a Data Collection Plan (15 minutes)

You will lecture participants on the main components of the data collection plan, including overviews of:

• The Study Design and Selected Sample

• Data Collection Methods

  • 1. Quantitative: Survey and Document Analysis

    2. Qualitative: Key Informant Interview and Focus Group Discussion

Navigating the Field Data Collection Plan Spreadsheet (10 minutes)

This is where you will introduce participants to the Field Data Collection Plan Spreadsheet, which contains the following tools: (1) Data Collection Work Schedule, (2) Gantt Chart, (3) Contact List, (4) Route Plan, (5) Daily Itinerary, (6) Daily What-to-Bring List, and (7) End-of-Data Collection Day Checklist. While you lecture, ask them to explore the tools on their devices.  

SESSION 4a - Quantitative  Data Collection Skills: Administering Surveys/Questionnaires and Conducting Document Analysis  

Learning Objectives

• Explain the basics of administering surveys and conducting document analysis and its relation to the M&E Activity 

• Familiarize themselves with the tools for administering surveys and conducting document analysis (Google Forms, JotForm, CamScanner)

• Demonstrate effective techniques for administering surveys 

• Demonstrate effective techniques for conducting document analysis

Relevant Sections of the Field Guide for Data Collectors

• Chapter 6 | Phase 2: During Data Collection

  • 1. Step 2.6.1 Administering Surveys 

    2. Step 2.6.2 Conducting Document Analysis 

Training Material

• Training workshop presentation slides: 4a. Surveys, 4b. Document Analysis

• Participants’ devices with access to Field Guide for Data Collectors and web-based tool

• Participants’ devices with access to CamScanner

• Participants’ devices with access to dummy data collection tools 

• Dummy dataset for data collection activity 

• Grading Checklist for Practical Activity 

• Pre-post test questions

Suggested Timing - 100 minutes

• Pre-test (5 minutes)

• Overview of Administering Surveys and Conducting Document Analysis (50 minutes) 

• Post-test (5 minutes) 

• Practical activity on administering surveys and conducting document analysis (30 minutes)

• Plenary Discussion (10 minutes) 

Suggested Methodology

Overview of Administering Surveys and Conducting Document Analysis and Pre-Post Test (50 minutes)

After administering a pre-test to the participants, you will lecture them on the quantitative data collection activities they will conduct in the field. Namely, this includes surveys/questionnaires and document analysis. Your lecture must include:

• Overview of administering surveys and conducting document analysis and why they are important to measure the indicators 

• Tools for administering surveys and conducting document analysis: use of GoogleForms, JotForms, CamScanner 

• Techniques and best practices for administering surveys and conducting document analysis 

• Quality control measures and other considerations when collecting data on the field 

Wrap up your lecture by administering the post-test.

Practical Activity on Administering Surveys and Conducting Document Analysis (30 minutes)

The mechanics of the practical activity are as follows: 

• Participants must pair up. Within each pair, assign an: 

  • 1. Interviewer 

    2. Interviewee 

• Interviewees will be provided with personas to embody while the interviewer administers the survey. The interviewer will encode all answers to the data collection tool (Google Forms or Jotform). 

• The interviewee will use a checklist to score the interviewer.  

• The interviewee will give comments to the interviewer before switching roles.

• Each round should last 10-15 minutes.

Plenary Discussion (10 minutes)

You will facilitate a short plenary discussion using the guide questions: 

• How have my skills improved?

• Are there any challenges I foresee in the field?

This will be done to debrief the activity, provide feedback, and answer any questions.

SESSION 4b - Qualitative Data Collection Skills: Facilitating Focus Group Discussions and Key Informant Interviews 

Learning Objectives

• Explain the basics of facilitating Focus Group Discussions (FGD) and Key Informant Interviews (KII) and their relation to the M&E Activity 

• Familiarize themselves with the FGD and KII Guide

• Demonstrate effective techniques for facilitating FGDs

• Demonstrate effective techniques for facilitating KIIs 

Relevant Sections of the Field Guide for Data Collectors

• Chapter 6 | Phase 2: During Data Collection

  • 1. Step 2.6.3 Facilitating Key Informant Interviews and Focus Group Discussions

Training Material

• Training workshop presentation slides: 4c Facilitating FGDs and KIIs

• Video on sample FGD: Focus Group Session 5   Demonstration

• Participants’ devices with access to Field Guide for Data Collectors and web-based tool

• Participants’ devices with access to FGD and KII Guide

• Personas for Role-playing Activity 

• Grading Checklist for Practical Activity 

• Pre-post test questions

Suggested Timing - 95 minutes

• Pre-test (5 minutes)

• Overview of Facilitating Focus Group Discussions and Key Informant Interviews (30 minutes) 

• Post-test (5 minutes) 

• Practical role-playing activity on facilitating key informant interviews (15 minutes)

• Practical role-playing activity on facilitating focus group discussions (30 minutes)

• Plenary Discussion (10 minutes)

Suggested Methodology

Overview of Facilitating KIIs and FGDs and the Pre-Post Test (50 minutes)

After administering a pre-test to the participants, you will lecture them on the quantitative data collection activities they will conduct. Namely, this includes KIIs and FGDs. Your lecture must include:

• Overview of facilitating FGDs and KIIs and why they are important to measure the indicators 

• Tools for facilitating FGDs and KIIs: FGD and KII Guide

• Techniques and best practices for facilitating FGDs and KIIs: 

  • 1. Communication and Interpersonal Skills: Empathy and Active Listening 

    2. Managing Group Dynamics 

    3. Questioning Skills

    4. Cultural Sensitivity 

    5. Note-taking and Documentation

    6. Sample FGD using sample video  

• Quality control measures and other considerations

Wrap up your lecture by administering the post-test.

Practical Role-Playing Activity on Facilitating KIIs (15 minutes)

The mechanics of the practical activity are as follows: 

• Participants must pair up. Within each pair, assign an: 

  • 1. Interviewer

    2. Interviewee 

• Interviewees will be assigned a persona to embody while the interviewer interviews them using the KII guide.

• The interviewee will use a checklist to score the interviewer.  

• The interviewee will give comments to the interviewer before switching roles.

• Each round should last 5-7 minutes.

Practical Role-Playing Activity on Facilitating FGDs (30 minutes)

The mechanics of the practical activity are as follows: 

• Participants will be placed in groups of 3-5. Within each group, assign: 

  • 1. A facilitator

    2. FGD participants

• FGD participants will be assigned a persona to embody while the facilitator simulates the FGD.

• The FGD participants will use a checklist to score the facilitator. 

• The FGD participants will give comments to the interviewer before switching roles.  

• Each round should last 10 minutes. 

Plenary Discussion (10 minutes)

You will facilitate a short plenary discussion using the guide questions: 

• How have my skills improved?

• Are there any challenges I foresee in the field?

This will be done to debrief the activity, provide feedback, and answer any questions.

SESSION 5 - Dealing with Confounding and Bias on the Field

Learning Objectives

• Explain how confounding and bias can distort data quality 

• Identify common sources of confounding and bias in the field 

• Apply strategies to minimize confounding and bias 

Training Material

• Training workshop presentation slides: 5 Confounding and Bias 

• Scenarios for Role-playing Activity 

• Grading Checklist for Practical Activity

• Pre-post Test

Suggested Timing - 45 minutes 

• Pre-test (5 minutes)

• Overview of confounding and bias (15 minutes)

• Post-test (5 minutes)

• Practical Role-playing Activity on Confounding and Bias (20 minutes) 

Suggested Methodology

Overview of Confounding and Bias and the Pre-Post Test (25 minutes)

After administering a pre-test to the participants, you will lecture them on confounding and bias. Notably, strategies to minimize confounding and bias are already embedded into the data collection tools (i.e., through good questionnaire design) but some fall under the data collector namely: respondent bias, interviewer bias, and information bias. Likewise, your lecture should cover: 

• Overview of confounding and bias and how it can distort data quality 

• Common sources of respondent, interviewer, and information bias on the field 

• Best practices and techniques for mitigating confounding and bias

Wrap up your lecture by administering the post-test.

Practical Role-Playing Activity on Confounding and Bias (20 minutes)

The mechanics of the practical activity are as follows: 

• Participants will be placed in groups of 4-5. 

• Within each group, there will be: 

  • 1. Actors: who act out a scenario given to them

    2. Observers: who will identify the type of bias highlighted in the scenario and craft a mitigation strategy 

• After, each group will present their findings and strategies to everyone. The audience will grade this using a checklist.

SESSION 6 - Upholding Ethical Principles 

Learning Objectives

• Articulate the ethical principles relevant to data collection namely: autonomy, justice, beneficence, and non-maleficence 

• Apply ethical principles to resolve ethical dilemmas that they may encounter in the field 

Relevant Sections of the Field Guide for Data Collectors

• Chapter 8 | Ethical Considerations

• Appendix C. Informed Consent Form 

Training Material

• Training workshop presentation slides: 6 Ethical Data Collection  

• Scenarios for Role-playing Activity 

• Manila Paper*

• Markers* 

• Grading Checklist for Practical Activity

• Pre-post Test

Suggested Timing - 70 minutes

• Pre-test (5 minutes) 

• Overview of Ethical Principles and Ethical Data Collection (15 minutes)  

• Post-test (5 minutes) 

• Practical Role-playing Activity on resolving ethical dilemmas on the field (35 minutes) 

• Plenary Discussion (10 minutes)

Suggested Methodology

Overview of Ethical Principles and the Pre-Post Test (25 minutes)

After administering a pre-test to the participants, you will lecture them on how to collect data ethically. This is important in emphasizing that although the pilot study is exempt from ethical approval processes as it is a routine government M&E activity, ethical principles should still be followed. Likewise, your lecture should cover: 

• Overview of ethical principles in data collection (autonomy, justice, beneficence, non-maleficence  and why these are important 

• Common ethical dilemmas in the field 

• Best practices and techniques for resolving ethical dilemmas (overview of the informed consent process, etc.)

Wrap up your lecture by administering the post-test.

Practical Role-Playing Activity on Resolving Ethical Dilemmas (35 minutes)

The mechanics of the practical activity are as follows: 

• Participants will be placed in groups of 3-5. 

• Each group will be provided with a scenario highlighting an ethical dilemma in the field.

• Participants must work together to devise a plan or decision-making framework to resolve this dilemma. 

  • Participants can use manila papers and markers provided for them to write out their plan or decision-making framework.  

• Groups will present their outputs to the class. The audience will grade this using a checklist.

Plenary Discussion (10 minutes)

You will facilitate a short plenary discussion using the guide questions: 

• How do I practice ethical decision-making in the field? 

• Are there any challenges I foresee in the field?

This will be done to debrief the activity, provide feedback, and answer any questions. 

SESSION 7 - Wrap-up and Evaluation 

Learning Objectives

• Summarize key learnings from the workshop

• Evaluate their own learning progress and the overall workshop 

• Develop an action plan for applying their newly-gained knowledge, skills, and attitudes in the field

Training Material

• Training workshop presentation slides: 6 Closing Reflections 

• Evaluation materials 

• Small tokens for top performers*

Suggested Timing - 30 minutes 

• Release of scorecards and interactive recap activity (15 minutes)

• Workshop Evaluation (10 minutes) 

• Closing Remarks and Next Steps (5 minutes) 

Suggested Methodology

Release of Scorecards and Recap Activity (15 minutes) 

You will distribute individual scorecards to the participants. While you are explaining how to interpret the scorecard and each of its sections, ask them to review it silently and fill in the “Participant Self-Reflection” section to prepare for the interactive recap activity.

Afterward, begin the interactive recap activity. The mechanics are as follows: 

• Ask participants to briefly answer: 

  • 1. What did I learn from the workshop? 

    2. How will I apply this on the field? 

    3. How will I act on my areas for improvement? 

• Participants will call on the next person to answer.

• The activity will end once everyone has had a chance to speak.

Workshop Evaluation (10 minutes) 

You will ask participants to accomplish the workshop evaluation form.

Closing Remarks and Next Steps (10 minutes) 

You will effectively close the workshop and outline the immediate next steps.