The Integrated Monitoring and Evaluation Plan (IMEP)

as a results-based management tool

Objective

·  Participants can describe what an IMEP is, how it serves as a key results-based management tool at the CP level as well as the necessary adaptations to the IMEP in crisis and unstable contexts.

Timing Á

1 to 1.5 hours

Activities

1 / Introduction

In almost all cases, this session should follow sessions 2.1.2 or 2.1.3 so that the concept of the IMEP builds on a reference to challenges in managing M&E as input for results-based management.

2 / Optional: Presentation
IMEP
Á
20”-30” / Objective: Participants can describe what an IMEP is, why it is useful, what it looks like, how it can be used.

[This option is suggested if participants have had little or indirect exposure to the IMEP. Alternatively, you can cover this by assigning the core content sheets and/or the latest technical notes on IMEP as a reading

(see UNICEF Intranet site http://www.intranet.unicef.org/epp/evalsite.nsf or

Internet site http://www.unicef.org/reseval/cprogr.html - IMEP)]

Use the PowerPoint presentation “Integrated Monitoring and Evaluation Plan: what is it?” as an introduction. Open the floor for questions or clarifications, drawing the discussion to some of the good practices in managing M&E systems that are facilitated by the IMEP. See core content sheet “Managing M&E in your CO: good practice checklist” (Session 2.1.2).

3a / Alternative A: Group work and plenary discussion
IMEP in crisis and unstable contexts
Á
60’ / Objective: Participants can define the rationale for and nature of adaptations to the IMEP in different crisis and unstable contexts.

[Note: Use this option if this session follows 2.1.3. (The activity is too similar in process to Session 2.1.2 for one to follow the other). It also requires participants with significant emergency experience, for example, programme officers with experience in emergencies.]

Highlight to participants that in practice, the IMEP process and products are adapted in different contexts. Describe the four types of contexts as outlined in core content sheet “The IMEP in crisis and unstable contexts: how is it adapted?” Ask participants to suggest regional or globally known examples of each.

Divide participants in 4 groups. Give each group one context (unstable context, rapid on-set emergency of moderate size/severity, rapid on-set emergency of catastrophic size/severity, chronic or ongoing emergency) and ask them to:

Describe how the IMEP needs to be adjusted in each type of context.):.

Ask them to consider the following questions for each context:

·  What are the key purposes of the IMEP that are essential to preserve, even as M&E planning is adapted in this context?

·  What time frame would be useful and feasible for the M&E plan, i.e. if the 5-year timeframe is not feasible?

·  How might the format be adapted?

·  In what way will the key landmark events be different from stable contexts?

·  What would likely figure in the IMEP in terms of one-off surveys?

·  What would likely change in terms of research activities?

·  What kinds of evaluations would likely figure?

·  What M&E capacity building activities would be recommended?

·  How important will it be to identify the M&E activities of partners?

Have the groups prepare their answers on VIPP cards and fit them into the master matrix for presentation to plenary.

Have a large matrix on two or more large VIPP boards prepared with four rows, one for each type of context, and each of the questions as headings of columns. Have each group present what they have inserted into the matrix, avoiding repetition and emphasising the differences to the IMEP in stable contexts and contexts presented previously.

Wherever necessary, clarify the discussion by referring to core content sheet “The IMEP: what is it?”

3b / Alternative B: Quiz show game
IMEP in crisis and unstable contexts
Á
45” / Objective: Participants can define the rationale for and nature of adaptations to the IMEP in different crisis and unstable contexts.

[Note: Use this alternative when the majority of participants have less emergency experience or experience in M&E in emergencies. It requires two or more “new” resource persons, ideally from among the more experienced participants, who can reflect on their own or a wide range of CO experience.]

Group participants into 4 teams. The “panel of experts” should be made up of either external resource persons (not participants) or participants with actual experience in developing and using some form of IMEP. A moderator (or game show host) reads simple questions out to teams. Teams compete to come up with the correct answer first. The panel then determines whether the answer is correct. Teams and the panel also may give more detail from their experience.

It is important to prepare the expert panel. Discuss each question and ensure that they can all agree on the answers provided in the quiz sheet “IMEP in crisis and unstable contexts: game show quiz” and can relate these to their experience.

The moderator should:

·  Start by introducing the panel participants and asking them to briefly describe the context in which they work and their experience with IMEP.

·  Present the rules of the game and ensure all teams understand:

·  Each team designates someone to signal when the team has an answer.

·  The moderator reads the question, teams consult on the answer and the designated person hits the bell/raises the flag. The team hitting the bell or raising their flag must be ready with an explanation to accompany any true/false answers.

·  The moderator determines which team signalled first, and that team gives its answer.

·  The expert panel determines whether the team has answered correctly.

·  One point is awarded if the short answer is correct (i.e. true or false).

·  One point is awarded if the explanation is judged to be correct.

·  If the team provides an incorrect explanation, other teams can be given a chance to provide an explanation, for one point.

·  “Experts” can then provide any additional explanation or discussion as necessary.

·  When reading each question in the quiz sheet, the moderator must announce whether questions are true/false .

Conclude by referring participants to the core content sheets listed below and/or the latest technical notes on IMEP (as mentioned under Activity 2).

Materials

·  2 or 3 large VIPP boards

·  VIPP cards

·  Flipchart and markers

·  Overhead projector

Handouts

·  IMEP: what is it?

·  IMEP in crisis and unstable contexts: how is it adapted?

Overheads

·  Integrated Monitoring and Evaluation Plan: what is it?

Exercise sheets

·  IMEP in crisis and unstable contexts: game show quiz

Additional material

·  (See UNICEF Intranet site http://www.intranet.unicef.org/epp/evalsite.nsf or Internet site http://www.unicef.org/evaluation/index_evaluation.html)

UNICEF M&E Training Resource Module 2.1.4 IMEP: a results-based management tool 3/3