Communication for
Development (C4D)
Gender Rights & Civic Engagement
Section, Division of Policy & Practice
Capability
Development
Framework
First Draft for Restricted Circulation
Developed in collaboration with:
www.3dchange.com
Preface
In the context of UNICEF’s Organizational Review 2007 and the Global Consultation on Communication for
Behaviour and Social Change (CBSC), New York 2007, programme communication, now renamed as
Communication for Development (C4D), will be strengthened as a key cross-cutting practice area within
the organisation that is critical to achieving MDGs and fulfilling the rights of children and women.
Realizing UNICEF’s potential to use C4D to impact development programmes will require an
organization-wide commitment to building a culture that values and places a high priority on
developing a critical mass of skilled advocates and practitioners at all levels both within and outside the
organization. The C4D Strategic Framework 2008 identifies capacity development as one of the four key
management goals of the C4D function, and provides an overview of broad directions and key actions
for strengthening UNICEF’s C4D capacity across all levels of the organisation including the need to
develop and deliver customised C4D knowledge and skills (capabilities) based on the needs of internal
staff; and external partners and counterparts.
This paper provides a detailed description of Communication for Development’s (C4D’s) Capability
Development Framework (CDF) that offers a way to: (i) structure ideas and experiences; (ii) focus
conversations, decisions and actions in support of developing C4D capabilities within and outside
UNICEF; and (iii) ensure that capability building initiatives are sound, strategic and data-driven - based
on concepts and theories of adult-learning, in line with organizational imperatives and cognizant of field
realities and needs. The underlying intention is to support UNICEF offices to enhance their
understanding and ability to develop and implement effective C4D interventions that strengthen and
sustain programme and advocacy results. The framework identifies key elements and references related
theories and concepts that must be considered within any C4D capability development plan, whether at
country, region or headquarters level. It will lead to the systematic development of interventions,
methodologies and packages to develop the knowledge and skills of UNICEF staff, counterparts and
externally sourced experts who may be directly involved in, or responsible for, the development,
delivery and evaluation of C4D interventions.
This paper is intended to serve as a standards protocol and reference document for strategic actions and
decisions around global C4D capability development in UNICEF over the next two biennums. It aims to
provide a basis for raising resources for strategic plans and initiatives that will follow. The paper has
been produced by the C4D Headquarters team and 3D Change, a private sector organization that
specializes in HRD and learning. Members of the C4D working group and the Organization Learning and
Development Section (OLDS) in DHR were actively consulted during the development of the framework.
1
Contents
Preface
Table of Contents
Glossary
Acronyms
1. Context
2. Background
2.1 UNRT & UN Coherence: Directions for C4D Capacity Development
2.2 C4D Programme Communication Staff: Rapid Capacity Assessments
2.3 C4D Capacity Development at UNICEF: Training Based Approach
2.4 C4D in UNICEF: Functions and Skills Required Across Office Levels
2.5 OLDS Training Courses: Opportunities for Mainstreaming C4D
2.6 Need for a Comprehensive Approach
2.7 CDF Development Process
3. High Level Overview of the CDF
4. Underlying Assumptions
5. Elements of the CDF
5.1 Who?
5.2 Learn what?
5.3 Triggers and entry points
5.4 Delivered through in what ways?
5.5 Delivered by whom?
5.6 Measurable outcomes achieved?
5.7 Supported how?
5.8 Over what time period?
6. Translating the CDF: Global, HQ Capability Development Strategy
6.1 A long term vision for C4D Capability Development in UNICEF
6.2 HQ Role in Global Capability Development
6.3 Priority Audiences
6.4 Global C4D Competency Framework
6.5 Matrix of Delivery Options
6.6 Key components
6.7 Timeline of Activities
7. Closing Thoughts
References & Sources
Boxes
1. Definition of CDF
2. High level C4D Knowledge/ Content Areas for Learning
3. Knowles’ Principles of Adult Learning based on androgogical or learner focused approaches
2
Contents contd.
Figures
(i) Programme Communication Staff Across Issues
(ii) Overview of CDF
(iii) Content Building Block - 1
(iv) Content Building Block – 2
(v) 3 Step Process for Formal/Structured Learning Events
(vi) Traditional Activity Measures
(vii) Kirkpatrick’s Levels of Training Outcomes
(viii) Universal Measurement Template
(ix) C4D Competency Framework
Tables
A. Capacity Development Accountabilities Across Levels of Office
B. Audience Matrix
C. High Level Matrix based on C4D Knowledge and Skills
D. Programme/ Project Life Cycle
E. Triggers for Key Audience Groups
F. Potential Delivery Channels Across the 3 steps of an event
G. Internal vs External Instructors and Trainers
H. 4 Year Timeline of Key Activities
Annexures
I.
C4D Functional Accountabilities across Office Levels
II.
C4D Technical Skills Set Requirement across Office Levels
III. DHR Learning Pyramid (to be added)
IV. UNICEF C4D Vision, Mission & Guiding Principles
3
Glossary of Terms
As the many disciplines from which the CDF is derived use different vocabularies, operational definitions have
been provided below for the terms that have been used in this document.
Audience cluster: Identified group of potential recipients for capability development.
Capability: Knowledge, based on relevant underlying theory that is translated into behaviour and results.
Capacity: refers to the numbers of people (staff) and resources within an organization for performance of specific
functions, as well as the capability and ability of the staff and resources to perform those functions.
Coach: Internal or external person who supports a participant in the transfer of learning from the classroom to his or her
daily activity. Often used interchangeably with “mentor.”
Competency: A cluster of related knowledge, skills, abilities and other personal characteristics (KSAOs) working together
to produce outstanding performance in a given area of responsibility (e.g., planning and organizing). A competency
affects a major part of one's job (one or more key roles/ responsibilities), correlates with performance on the job, can be
measured against well-accepted standards and can be improved through training and development. 1
Content: Subject matter to be covered during a capability development or training process.
Content Providers: An individual or group of individuals who teaches pre-defined subject matter to others.
Development: Identification, acquisition, and reinforcement of knowledge, attitudes, and practices (KAPs) (in relation to
the framework). Otherwise used in the sense of UN, government and social sector work.
Executives: Leaders of organizations who have responsibility for policy development and overall strategy formulation.
They function primarily at the “macro” level.
Expertise: Skill or knowledge in a particular area.
Facilitator: Someone who leads interactive capability development learning processes. Often used interchangeably with
“instructor” or “teacher.”
Foundational competency: Competencies that provide “the natural or prepared ground or base on which some structure
rests2”.
Framework: A way to organize and manage a huge amount of information; a “trunk and branches” upon which to hang
the “leaves” of specific capabilities.
Functional competency: Competency related to “the action for which a person or thing is particularly fitted or employed.
Assigned duty or activity; a specific occupation or role. 3”
Governmental partner: The government counterpart to a UNICEF staff member engaged in C4D activity.
Hard skills: are those usually associated with the technical requirements of the job
SHRM website
Dictionary.com definition #2 of “foundation”
3 American Heritage Dictionary online definition of “function”
1
2
4
Individual contributors: Staff members whose primary function is the individual contribution of C4D-related activity or
support.
Instructor: Someone who leads capability development learning processes in a more traditional “lecture” format. Often
used interchangeably with “facilitator” or “teacher.”
Job competency: set of technical knowledge and hard and soft skills related to a particular job
Job description (JD): Is the end product of a job analysis that involves the identification of the knowledge, skills and
expertise required to effectively perform a job. JDs lay out the essential and unique tasks, duties and responsibilities of the
position, establish criteria for selection and promotions including required and/or preferred qualifications and experience
for the job incumbent, develop the standards for the measurement of performance, and/or assist with the determination of
pay classification levels.
Learning event: A specific opportunity that is existing or has been created to support or facilitate learning.
Mentor: Someone who provides guidance to another regarding his or her professional and/or personal development.
Often used interchangeably with “coach.”
Participants: An individual or group of individuals participating in capability development learning processes. Used
interchangeably with “audience” or occasionally “students.”
Self-Paced/ Self-Directed Learning: An approach to education that allows an individual to learn at his or her own pace.
This approach often uses technology such as web-based learning, CD/DVD, and other computer-based learning as its
vehicle.
Skills: Proficiency, facility, or dexterity that is acquired or developed through training or experience 4.
Soft skills: are those usually associated with creativity and interactions between people.
Subject Matter Expert: Someone who is deemed to be an “expert” in some aspect of his or her chosen field.
Technical competency: Competency that is related to a “peculiar to or characteristic of a particular art, science,
profession, trade, etc.: technical details5.”
Trainer: Someone who leads capability development learning processes in a more traditional “lecture” format. Often used
interchangeably with “facilitator” or “teacher.”
Training: “To make proficient with specialized instruction and practice6.”
Trigger: “Any act or event that serves as a stimulus and initiates or precipitates a reaction or series of reactions 7.”
Working Group: A group of cross-functional, cross-geographic representatives from within UNICEF who have made a
commitment to developing C4D both inside and outside of UNICEF.
American Heritage Online Dictionary definition for “Skill”
Dictionary.com definition of “Technical”
6 American Heritage Online Dictionary definition for “Training”
7 Dictionary.com definition of “Trigger”
4
5
5
Acronyms
CCAs
C4D
CDF
CEE/CIS
CO
COMBI
DHR
DOC
DPP
EAPRO
ESARO
HR – D/M
HQ
IP
JD
JHU-CCP
KAB/P
MD
MDGs
MENARO
MTSP
NGO
NO
NYU
OD
OLDS
OED
PC
PD
PER
RMT
RO
ROSA
SME
SPL
TACRO
UN
UNDAF
UNRT
WACRO
WHO
: Common Country Assessments
: Communication for Development (formerly Programme Communication in UNICEF)
: Capability Development Framework
: Central & Eastern Europe/Commonwealth of Independent States (UNICEF RO)
: Country Offices (UNICEF)
: Communication for Behavioural Impact (Training Course, WHO-NYU)
: Division of Human Resources (UNICEF)
: Division of Communications (UNICEF)
: Division of Policy and Practice (UNICEF)
: East Asia & Pacific Regional Office (UNICEF)
: Eastern and Southern Africa Regional Office (UNICEF)
: Human Resources – Development/Management
: Headquarters (UNICEF)
: International Professionals
: Job Descriptions
: John Hopkins University – Centre for Communication Programmes
: Knowledge Attitudes and Behaviours/Practices
: Millennium Declaration
: Millennium Development Goals
: Middle East and North Africa Regional Office (UNICEF)
: Medium-Term Strategic Plan 2006-2009 (UNICEF)
: Non-Governmental Organization
: National Officers
: New York University
: Organization Development
: Organization Learning and Development Section (UNICEF)
: Office of the Executive Director (UNICEF)
: Programme Communication (UNICEF)
: Programme Division (UNICEF)
: Performance Evaluation Report (UNICEF)
: Regional Management Team
: Regional Office (UNICEF)
: Regional Office South Asia (UNICEF)
: Subject Matter Expert
: Self Paced Learning
: The Americas and Caribbean Region Office (UNICEF)
: United Nations
: United Nations Development Assistance Framework
: United Nations Round Table (on Communication for Development)
: Western & Central Africa Region Office (UNICEF)
: World Health Organisation
6
1. Context
The world in which UNICEF operates continues to change. As detailed in the C4D Strategic Framework
2008, factors such as changing demographics, globalization, conflicts, cross-border migration, and rapid
urbanization have posed both challenges and opportunities for the global development and
communication sectors. Development agendas have become more complex as underlying economic,
cultural and political factors have impacted the reach and sustainability of development programmes
and stressed the need for approaches rooted in social and behavioural sciences. At the same time, the
human rights-based approach to development has emphasized the need to address difficult, multilayered issues such as violence, abuse, exploitation, stigma, discrimination and social exclusion, as well
as climate change. Emerging infectious diseases and emergency health issues such as the highly
transmissible SARS and Avian Influenza have added a new dimension to the work of development
agencies and emphasized the need to have a surge capacity of vetted, oriented expertise available at all
times. On the other hand, communication technologies have been morphing at unprecedented rates. The
past decade has witnessed rapid changes in both communication approaches and channels used to
connect people, deliver messages and provide access to information. There is greater competition for
resources and mindshare. These changes require new and different skills in order to be dealt with
effectively.
In the past, UNICEF was one of the few players in the global C4D field, especially in relation to issues for
children, women and their communities. However, with increasing recognition of the importance of C4D
in the development community and the growth of specializations within the communication for
development community itself, more organizations have entered or expanded this field, both globally
and locally. The existence of other organizations engaging in strategic communication initiatives and
providing a range of associated services can be both a challenge and a great opportunity as UNICEF
redefines its C4D function and builds the skills and knowledge of its staff accordingly – this especially in
the context of UN coherence and the CCAs/UNDAF.
Within UNICEF, there have also been many changes in
Box 1: Definition of C4D
relation to its C4D work. Programme Support
Communication, Health Communication, Programme
In
UNICEF,
Communication
for
Communication & Social Mobilisation and Communication
Development (C4D) is defined as a
systematic, planned and evidence based
for Behaviour and Social Change are among the many
strategic process that is intrinsically linked to
names UNICEF has applied for its efforts to use
programme elements; uses consultation and
communication to help leverage programme objectives
participation of children, families, communities
and development goals. Some have emphasized
and networks, and privileges local contexts;
advocacy and social mobilization, others behaviour
and relies on a mix of communication tools,
and/or social change. Different approaches and
channels and approaches, to promote positive
orientations including commercial and social marketing,
and measurable behaviour and social change.
and public health information dissemination have at one
C4D is not corporate communications or public
time or the other informed and influenced the
relations.
development and delivery of C4D interventions. Each
approach has implied its own unique set of knowledge, capabilities and experiences. An understanding
of the strengths and weaknesses of each of these approaches is necessary to design effective, efficient and
participatory communication interventions that can accelerate and sustain results.
7
Even as UNICEF focuses on a more ‘upstream’ advocacy related mandate8 over the coming years,
coupled with the C4D function’s move into the Gender Rights and Civic Engagement Section of the
Division of Policy and Practice, there is a need to re-tool staff with the skills necessary to ensure that this
upstream work reflects the voices of children, women and their communities through the use of strategic
communication both as a right and as a tool.
The Global Consultation on Communication for Behaviour & Social Change, 2007 affirmed similar points9:

Success in meeting the Millennium Development Goals, as a milestone in fulfilling the rights of children
and women, is largely dependent on changing behaviours and addressing underlying, complex social
and cultural issues that impact on families and communities.

UNICEF’s traditional leadership in social mobilization, community engagement, and innovative
approaches to programme communication, diminished over the past decade and needs to be
revitalised. This will allow UNICEF to capture the opportunities presented by new media and the shift
to human rights-based programming. This would also reinforce a development paradigm that puts
families and communities at the centre of their own development, linking their voices with upstream
policy reform.

There is increasing demand from government and civil society to help them build capacity to
engage with communities in a pro-active, participatory way, and harness new communication
technologies, in order to scale up and accelerate development efforts.
The critical question this raises is “How best to do this?”
The next sections capture highlights from a review of existing literature and reports as well as extensive
discussions with and inputs from a wide range of UNICEF staff and the C4D working group, to provide
a backdrop for the development of a comprehensive framework for C4D capability development and
plans and interventions that will follow.
8
FA5, MTSP
9
Executive Brief, Consultation on Communication for Behaviour and Social Change; 15-16 May 2007, New York
8
2. Background
2.1 UNRT & UN Coherence: Directions for C4D Capacity Development
The 10th UNRT on Communication for Development, Addis Ababa 200710 emphasized that investments should
be made in the development of human and technical structures, resources and capacities for
communication activities in development institutions. These investments should include the
establishment of dedicated research, design, production and monitoring units, staffed and equipped to
support communication programs for behaviour and social change. Skills-based competency training for
professionals, managers and practitioners should be conducted. The UNRT recommended that:
• Training initiatives for capacity strengthening should be encouraged in developing countries and be
built on past and current experiences. Also, participatory communication approaches should be
integrated, if not yet, into existing human development related curricula within universities and
training institutions.
• Existing staff in development projects at all levels (professional, operational, policy and decisionmaking) should be given opportunities to comprehensively upgrade and improve their communication
for development skills.
The UNRT recommendations are paving the way for collaborations among the UN agencies for UN wide
capacity development. A meeting was held in Paris to develop a proposal for a senior staff level C4D
course at the Staff College in Turin. The course, planned for 2010 will focus on the role and importance of
C4D to further development agendas.
2.2 UNICEF Programme Communication Staff: Rapid Capacity Assessments
Within UNICEF, the results of a series of ‘Rapid Capacity Assessments11’ have been evaluated over the
last two years in order to obtain general demographic data of existing capability strengths and high level
directions for training/development opportunities within the C4D arena. Findings from the studies tell us
that:
Figure (i) – PC Staff Across Issues


10
11
As many non-Programme Communication as
dedicated Programme Communication (PC) staff
spend at least 50% of their time on C4D. Several
information communication(media and external
relations) staff indicated the presence of C4D
functions within their job descriptions (JDs)
160
140
120
100
80
60
40
20
0
More than 70% of all PC posts are spread across
multiple issues and programmes.
Single
Multi
No Response
At least 70% of all PC posts are MULTI-FOCUS i.e. spread ACROSS
issues/programmmes
Harnessing the UN…..- quote Jan Servaes paper (to be added)
Programme Communication Rapid Capacity Assessments – Summary Presentation 2007
9

Staff numbers and capacities are varied across regions. In many cases staff members have not had
any background or formal training in the area of programme communication/ communication for
development.

A more detailed follow-up study with 30 respondents has pointed to a high degree of agreement that
new capabilities need to be developed. Several staff members indicated that they would like the
organization to provide them with opportunities to enhance their understanding of this specialized
area of work and improve their skills in areas such as C4D planning, research, monitoring and
evaluation, as well as capacity development of their counterparts and partners.
2.3 C4D Capacity Development at UNICEF: Experience to Date
While no comprehensive or formal study of C4D capacity building efforts within UNICEF has been
conducted as yet, informal discussions have indicated that historically, the Programme Communication/
C4D function has utilized a decentralized approach to capacity development based on self-assessment
and/or immediate need created by an organizational imperative. Driven by an urgent requirement,
whether programme or situation (“We need some help now”) C4D staff at country, regional or
headquarters levels have identified a training provider and either developed an internal course or
attended an externally conducted one.
Internal C4D courses have been designed as regional or country specific workshops that are usually
between 5 and 7 working days. Content of these workshops has for the most part been structured around
the process and methodology of developing a strategic communication intervention (in UNICEF, the process
has been coded as the ACADA12 model). These courses are typically delivered by senior staff within
UNICEF or acknowledged C4D experts outside of UNICEF. Depending on the location and availability
of resources, UNICEF has also supported or enabled the participation of non-programme communication
staff, as well as government and non-governmental counterparts and partners in these training
workshops. Most internal workshops have not distinguished between staff levels or job profiles, focusing
instead on the theories and approaches behind developing a strategic communication intervention. While
the immediate learning outcomes have been beneficial to staff, there has been inconsistent evaluation of
long term impact of these workshops. In addition, many of these workshops have been ‘one-offs’ or
‘stand-alone’ - with no follow-on activities either for evaluation or developing the next level of skills and
knowledge. It will be pertinent to point out at this juncture that the Behaviour Change Communication
Training Series conducted by UNICEF ROSA since 2006 have been a notable exception and provide a rich
base of lessons learnt for the development and delivery of both global and region specific capability
development initiatives.
Several high quality training courses exist external to UNICEF. SCOPE conducted by the Johns Hopkins
University’s Centre for Communication Programmes (JHU-CCP), and COMBI (Communication for
Behavioural Impact) run by WHO in partnership with New York University, are two widely recognized
behavioural communication training programmes. Although they are designed differently, in essence
their content is similar and structured around the conceptual approaches to and methodologies of
strategic communication. Because they have not been customized for UNICEF specifically, they do not
contain institutional perspectives necessary for UNICEF staff. Based on informal feedback about the
learning experience (“I liked this a lot”), subjective recommendations have drawn others to these courses.
12
Assessment, Communication Analysis, Design and Action
10
There has been uneven monitoring and evaluation of training course outcomes, specifically their impact
on UNICEF C4D work.
2.4 C4D in UNICEF: Functions and Skills Required Across Office Levels
For the C4D function to deliver results, the different office levels (headquarters, regional and country)
have to work together in a mutually supportive, streamlined and strategic manner. In order to clarify
roles and responsibilities, and unpack the differences in the requirement of C4D capability across office
levels, the CBSC Concept Note 200713, prepared for the Organisation Review 2007 and broadly ratified at the
Global Consultation on CBSC, 2007, lists functional accountabilities across office levels. Specifically, the
responsibility of capacity development of staff and counterparts in C4D is a shared one and lies across
ALL office levels with each office level having a distinct set of accountabilities which contribute towards
a larger organization effort. These accountabilities have been detailed in the table below.
Table A – C4D Capacity Development Accountabilities Across Levels of Office (Based on Annex I)
Office
Accountabilities
Country
Regional
Headquarters
- Regular assessment and analysis of training and capacity development needs and gaps vis-à-vis
internal staff and external counterparts, partners and consultants
- Recruitment, development and administration of C4D staff:
o Orientation of new staff
o Support participation in regional and/or global training and learning opportunities
o On-the-job coaching and support
- Orientation of non C4D staff who may be directly or indirectly responsible for C4D at country
office
- Organisation of country level C4D training and learning opportunities to develop capacity of
external national and sub-national counterparts, partners and consultants
- Fund-raising for local capacity development interventions
- Build partnerships with local institutions and networks of professionals for training, capacity
development and deployment of readily available expertise
- Development of regional capacity building initiatives of CO staff based on regular capacity
assessments
- Technical support to and quality assurance of country level capacity development initiatives
- Design of region specific training tools, methods and resources
- Follow-up coaching and analysis of impact
- Fund-raising for regional capacity development initiatives
- Build partnerships with key regional institutions and networks of professionals for training,
capacity development and deployment of expertise
- Overall organizational Capacity Building & Learning:
o Regular global capacity assessments – needs and gaps analysis
o Global capacity development framework and HQ strategy
o Development of capacity related policies and technical guidelines
o Development of global tools and templates
o Global training and learning opportunities for field staff
- Technical assistance to regions through resource panels and global web roster
The CBSC Concept Note also presents an analysis of the basic skill sets and competencies required across
country, region and headquarter offices that must reside within UNICEF and those that can be possibly
outsourced - refer to Annexures I and II. C4D capability development strategies will need to recognize
13
Concept Note
11
these differences and deliver initiatives that are not only responsive to office level requirements, but also
account for staff being at different hierarchical levels within each of these offices (induction i.e. new to
UNICEF or new to the function, mid- or senior level national and international professionals).
2.5 Organisational Training Courses: Opportunities for Mainstreaming C4D
The Organisational Learning and Development Section (OLDS) of the Division of Human Resources at
UNICEF focuses on the development of ‘soft skills’ (e.g. negotiation, facilitation, self-awareness) and
‘management/leadership skills’ that are related to cross-cutting ‘foundational’ and ‘functional
competencies’ required for staff across three broad levels (individual contributor, middle level managers and
senior executives)14 to carry out responsibilities according to their job descriptions. Capability development
of ‘hard’ skills, related to ‘technical competencies’ are the responsibility of the technical/ specialized units
or sections within UNICEF implying that the onus of responsibility for the development of a technical
C4D course will lie with the function. Nevertheless, OLDS courses such as the Senior Leaders Course for
Country Representatives and Deputy Representatives, the Leadership Development Initiative (LDI) for midlevel staff, and the Maastricht Social Policy Course provide opportunities for including elements of C4D
learning that relate to a basic level of capability that every office needs to have in order to integrate C4D
as a cross-cutting practice in its programming and advocacy work.
In addition to OLDS courses, the Division of Policy and Practice at UNICEF run several important
organizational training programmes – Core Commitments for Children in Emergencies (CCC), Human Rights
Based Approach to Programming (HRBAP) and Program Planning and Management (PPM) – which provide
UNICEF field staff and other participants, knowledge and information about UNICEF’s mandate,
principles and practice. These general courses also represent important opportunities for mainstreaming
C4D principles and methodology into the organisation’s culture and practice.
2.6 Need for a Comprehensive Approach
Given the context above and following the Global Consultation 2007, it was determined that a more
comprehensive approach to capability development was needed which would consider the following:

Need to bridge the worlds of human resources/ organisation development; and strategic
communication. As both streams are deeply connected to ‘change’ processes, the approach would
seek to distill principles and methodologies that could be cross-applied most effectively.

Focus on ‘capability’ development rather than ‘capacity’ development where the former refers
specifically to development of knowledge and skills through training and other learning
opportunities, and is directly related to development of technical and functional competencies.
Capacity development is dependent not only on training initiatives to build competencies but also
organizational support at structural and policy levels (for e.g. staffing, structure and location of C4D
units, resource allocation and agenda setting).

Focus on comprehensive ‘capability development’ rather than only ‘training’, where the former
entails a more comprehensive look at a wide range of opportunities (training, regional/global
meetings and otherwise) for ‘learning’ to develop capabilities. Training refers to, and is more closely
14
Insert reference
12
associated, with virtual or face-to-face events and opportunities that are specially created to impart
learning.

Balance the ‘demand’ and ‘supply’ where demand refers to the need for capability created by both organizational mandates and staff requirements, and supply refers to training programmes and other
capability development opportunities that already exist within UNICEF and outside.

Provide a way to structure ideas, conversations and action on the degree of customization that is
required across the organization in order to make the capability building interventions relevant and
responsive to emerging needs.

Focuses on the key ‘elements’ that constitute any capability development plan, whether at HQ, RO or
CO level, rather than the ‘process’ of developing a capability development initiative. Elements will
refer to the essential components of a capability development plan that must be known in order to develop
and deliver learning content. The ‘process’ will entail, like any other systematic and strategic process,
situation analysis through regular capacity assessments; development of plans; implementation; and
monitoring and evaluation.

Need to synthesize experiences and best practices from both the private and non-profit sectors.

Differentiate between the internal (UNICEF staff) and external groups (consultants, counterparts and
partners) of people whose capabilities need to be developed.
2.7 CDF Development process
In order to accomplish the task of developing a comprehensive approach, the C4D HQ unit contracted
the services of an external private sector consultant, specialized in training and learning processes and
recommended by the Division of Human Resources, to collaborate on this project.
The CDF was developed utilizing a multi-step approach. The first step was to conduct a review of the
existing literature within UNICEF on Programme Communication, in particular, the Concept Note and
results of the Rapid Capacity Assessments and the Global Consultation on CBSC. A sub-set of the Global
Consultation audience, a cross-functional “Working Group” was identified to provide additional insights
and guidance. With representatives from C4D, DOC and DHR, this group had first-hand knowledge of
C4D initiatives and needs in UNICEF’s seven regions. This group was asked for input throughout the
process. Next, a brief questionnaire was distributed to the working group requesting input on what
capabilities needed to be developed, and asking for ideas about the best mechanisms for developing that
learning. Written results were followed up with a series of individual phone calls to gain a more in-depth
understanding. Once that data had been processed and the first generation CDF developed, the Working
Group convened in UNICEF’s NYHQ and spent 3 days evaluating the first draft of the CDF to further
define capabilities and delivery mechanisms. This additional feedback was integrated into the CDF and
has formed the basis of the current iteration.
13
3. High Level Overview of the Capability Development Framework
The CDF focuses on the most essential elements that must be known in order to develop capability:
Who needs to learn – are the audiences; the individuals or groups of people and participants who
need to have knowledge, skills, and applied behaviours regarding the different facets of C4D;
What content – the subject matter required for the effective and efficient analysis, design,
implementation, monitoring, evaluation, and learning of the C4D components of programme design and
delivery
Figure (ii) – Overview of CDF
Entry points & triggers – what situations or
circumstances create the need for capability
development. “If you don’t use it, you lose it” is a reality
of adult learning. Without a compelling motivation to
learn something and “just in time” opportunities to
apply it, adults quickly forget what they’ve learned in
the classroom.
Delivered in what ways – C4D must be understood
and applied by many constituencies both inside and
outside of UNICEF to achieve maximum impact.
Whether a senior leader at NYHQ with ready access to
current technology, or a NO-B in a remote corner of the
world with no or poor access, each must be offered a
way to learn appropriately in their circumstances.
By whom – “Good content delivered by a bad
instructor = a bad learning experience”. The CDF
recognizes there are many options and decisions that
need to be taken to match the right content provider, to
the right content, to the right audience.
Towards what measurable outcome – “Training for training’s sake” often yields a poor return on
investment. Extending the thought process above, adults do a better job of translating capability concepts
into actual behaviours when they apply them towards some measurable outcome that will provide them
with feedback on how well they’ve done. “What gets measured gets paid attention to”.
Supported in what ways – “Asking someone to read a book about swimming doesn’t mean they
will be able to swim after they’ve passed the test at the end of the book”. Adults require coaching,
mentoring, and support as they learn how to transfer the lessons of the classroom into their daily work
activities.
14
4. Underlying Assumptions
There are several assumptions embedded in the Capability Development Framework:
The first is that it must support a wide range of users. Many staff members with different functional
titles are directly or indirectly involved in the development of C4D interventions as a part of the
execution of their responsibilities. Within UNICEF, in addition to dedicated C4D staff, Technical
Programme (PD) staff and External/ Information Communications (DOC) personnel sometimes design
and deliver C4D interventions. Monitoring and evaluation (M&E), and planning staff can also play a role
in contributing to the planning and evaluation of C4D interventions. Across all office levels, leadership
and management play an important role in setting programme and advocacy priorities as well as in the
allocation of resources. Externally, UNICEF staff collaborate with their governmental counterparts and
related non-governmental organizations (NGOs) in delivering programmes many of which have
substantive C4D components. Other UN agencies (e.g. WHO) provide complementary and sometimes
overlapping C4D services. UNICEF offices across levels regularly contract the technical services of
consultants, whether institutional or individual, to support and facilitate development, delivery and
evaluation of C4D interventions. Finally donors have an important role to play in setting agendas
through funding. The Framework provides ways to structure conversations about increasing C4D
capabilities for those outside of UNICEF as much as for those inside it.
A second assumption is that “one size does NOT fit all.” While there are a basic or core set of
technical knowledge and skills that all UNICEF staff should have in C4D, staff across UNICEF will
require a variety of different skills depending on factors such as regional/ country priorities and office
level. The Capability Development Framework provides several different ways to segment various
audiences based on country typology, level of expertise, and management levels.
Third, “training for training’s sake” has proven to be a less effective use of resources than “just in time
capability development”. Principles of adult learning theory15 posit that adults learn best when there
is a relevant and timely need for information and when learning can immediately be put into practice.
Moving beyond the opportunity to actually apply new learning, it is also critical to have skilled coaches,
mentors, and other resources available to answer questions and help bridge the gap between learning
that takes place in the artificial environment of the classroom and the “real world.”
The fourth assumption is that selection of instructors, coaches and mentors is critical. “Just
because you know it doesn’t mean you can teach it.” Subject matter expertise does not always translate
into the ability to communicate that expertise effectively to others. The CDF draws explicit attention to
the skills and abilities of those who teach new capabilities to others, as well as those who help to
facilitate, coach and reinforce those new capabilities “back on the job”.
Lastly, the importance of regular capacity assessments as a basis for developing and evaluating
capability development strategies cannot be emphasized enough. The CDF assumes that each of the
elements is informed by regular quantitative and qualitative needs and gaps research conducted through
out the process of development and implementation of a capability development initiative.
15
Adult Learning Theory, Speck, M. (1996, Spring). ERS Spectrum, 33-41.
15
5. Elements of the Capability Development Framework
5.1 Who?
This element of the Capability Development Framework recognizes that there is a diverse array of
people, both inside and outside of UNICEF that would benefit from new C4D capabilities. In general, the
more defined the audience, the greater the opportunity to customize capability development to their
particular needs and situation. Globally, audiences for capability development in C4D can be segmented
based on the key parameters listed below:
1. Organisational role: Across the organization, a large number of UNICEF staff have some role to
play, whether direct or indirect, vis-à-vis C4D. At country level, C4D staff and sometimes External
Relations/Communication officers in conjunction with Technical Programme Officers are focused
on the tactical and specific C4D elements and are primarily responsible for the design of
interventions and delivery of C4D results. Then there are those such as Representatives, Deputy
Representatives, as well as Regional Advisors who work “behind the scenes” to facilitate or enable
C4D work through allocation of resources and agenda setting. A third set, the ‘organisational policy
makers’ such as UNICEF Division and Regional Directors, and Programme Chiefs – are those who
influence the work of both above through policies and long term investments. Each of these groups
requires differing sets of knowledge and skills in relation to C4D for maximum effectiveness.
2. Office level: UNICEF C4D capability development initiatives need to take into account the office
level at which staff work and the core responsibilities that each office is accountable for. At the
country level, C4D staff – comprising over 90% of the entire organisational C4D workforce - are
directly responsible for the design and delivery of C4D interventions. At regional levels, C4D staff
provide technical assistance to, and quality assurance of, country level initiatives. At Headquarters,
C4D staff set organizational standards and norms through global policies, guidelines and tools.
(Refer to Annex 2 for details)
3. Internal vs External: Across all office levels, UNICEF C4D staff work with external experts,
consultants, contractors, government and non-government counterparts as well as partners who
influence or have a direct contributory role in delivering C4D results. Internally, C4D staff work
with colleagues in programmes, information/ media communication, monitoring and evaluation as
well as policy and planning. Whether inside or outside of UNICEF, there is a real need and benefit
to providing a shared set of language and capabilities among those performing C4D related tasks.

16
Staff level: According to the 2006 and 2007 Rapid Capacity Assessments16 a majority of C4D staff
across the organization are National Officers at NOB & C levels. International Professionals,
although smaller in number, are generally at P3 and P4 levels. Staff level is an important factor to
consider as responsibilities of national officers and international staff will differ across office levels.
For effectiveness, DHR segments their learning audiences into three groupings: those who lead the
work of the organization (executives and senior management), those who manage or supervise the work of
others (mid-level managers), and individual contributors.
Programme Communication Rapid Capacity Assessments – Summary Presentation 2007
16

Staffing density in the geographic area/office, particularly of dedicated C4D personnel and experts
impact the scale and complexity of C4D initiatives. A sparsely populated area/office is more likely
to require “generalist/ one-size-fits-all” skills that encompass C4D planning and management skills,
whereas a densely populated area/office may allow greater specializations such as communication
research or evaluation.

Programme Focus of the geographic country/region office in which C4D services must be provided
have a consequence on the type of C4D strategies used to deliver results. Programming in some
countries/ regions may focus more on direct service delivery from UNICEF resources as opposed to
others that may focus on advocacy and policy development. Similarly, some country/ regional
offices may place a higher focus on certain MTSP Focus Areas (e.g. ACSD) than others due to global
and regional priorities or availability of resources, implying the need for staff in that country/
region to have necessary knowledge, skills and experience in that MTSP Area.
Building on UNICEF’s DHR’s “Learning Pyramid17”, the Audience Matrix below is intended to illustrate
a snapshot view of the audiences for global C4D capability development. This segmentation has been
further categorised by differentiating between HQ, Regions, and Country Offices, and including external
audiences.
By Audience
Executive
-- Outside
-- HQ
-- Region
Overall Policy
External to Within
UNICEF
UNICEF
Ministers
OED
Head of
NGO's
Directors
Regional
Directors
"Delivery" Functions
External to Within
UNICEF
UNICEF
"Enabling" Functions
External to Within
UNICEF
UNICEF
Section Chief,
C4D, DOC,
Programmes
Section
Chief, DPP,
DFAM, DHR
-- Region
Advisors
Regional
Officers
-- Country
Country Rep
-- Country
Managers Others
-- Outside
-- HQ
Individual Contributor
-- Outside
Major
Donors
P3-5
-- HQ
-- Region
NOa-c; P2-4
-- Country
NOa-c; P1-3
Table B – Audience Matrix
17
DHR Learning Pyramid (Annex 3) – to be added
17
5.2 Learn what?
Many ways exist to “slice and dice” the knowledge and skills required to deliver, facilitate or enable
effective C4D interventions in support of programming and advocacy work. UNICEF’s DHR segments
capabilities required according to sets of skills and competencies that need to be developed:
 Hard skills: are related to technical competencies required for a job. For C4D these include (but are not
limited to) knowledge about research methods, planning and design principles, and monitoring and
evaluation (M&E) techniques.
 Soft skills: are related to foundational and functional competencies. For C4D these skills include (but
are not limited to) analytical thinking, effective listening and communication, facilitation, and
negotiation skills among others, that are necessary to facilitate use of hard skills.
 Management/leadership skills: related to both functional and technical competencies, these skills refer
to identifying direction and strategy, and the effective management of people, money, and other
resources. These skills build on the “hard” and “soft” skills listed above and for C4D assume varying
degrees of importance depending on factors such as focus of function, staff density etc
Globally, C4D capability development will focus primarily on development of a generic set of
competencies as related to C4D knowledge areas in Box 2.
Box 2: High level C4D Knowledge Areas for Learning







History
Theories & Concepts – e.g. behaviour modeling, reasoned action, adoption of behaviours, diffusion of innovation
Values & Principles – e.g. community participation; inclusion; HRBA; sensitivities to race, gender, class, disability etc
Methodologies & Techniques (Process) for research, planning, implementation, monitoring, evaluation, training etc
Practical Application across MTSP areas e.g. strategies for advocacy, social mobilization, behaviour & social change
Evidence and impact of C4D
Operationalisation of C4D – policies, systems, structure, staffing, funding
Across the organisation, knowledge and skills sets required will differ for different audience segments
based on C4D accountabilities. Based on the inputs from the C4D Working Group, the following table
provides a look at how the high level C4D knowledge or content areas for learning pan out for all
UNICEF staff connected to C4D through delivery, enabling or policy making roles18.
Table C – High Level Matrix for C4D Knowledge and Skills
Knowledge Areas
C4D Delivery
C4D Enablers
History, Theories, Values & Principles, Methodologies & Techniques, Practical Application
& Evidence (Detailed in Annex 2)
History, Values & Principles, Practical Application & Evidence
C4D Policy makers
Values & Principles, Practical Application & Evidence
The data created at this point serves two different purposes:
18
Developed on the basis of group work during the C4D Working Group Meeting II , New York, March 2008
18


First, it establishes priorities. Because different audiences in different situations require different
competencies, the high level content matrix allows experts to determine which capabilities are most
critical, (“must have”), important (“should have”) and desirable (“delights”). Thus, an “enabling”
function may place a lower priority on the methodologies and techniques associated with planning and
implementation, but put a high priority on practical application and evidence.
Second, it helps identify specific capability requirements. For any audience segment, a panel of
subject matter experts (SME’s) could fill in the specific requirements with summary descriptions of
the capabilities required in each sub-category of each audience segment. In some cases, the content
related to the capabilities may be identical; in others there may be significant differences.
Structuring Content:
The nature of the C4D knowledge area will guide the way it is structured as learning content. The
following diagrams illustrate two primary ways of building content.
Figure (v) – Content Building Block - 1
The first is illustrated by a pyramid – “Content Building
Block 1”. Vertical slabs represent technical content areas
such as C4D planning methodologies, research or M&E.
Base upwards, the pyramid is sliced into “tiers” of
capability requirements in terms of technical and
functional competencies – the bottom tier represents
“beginner” or basic level requirements; with each higher
level representing more advanced levels of theory and
application. For e.g, a staff member in a C4D individual
contributor role might need to know the importance of
and basic approaches to, communication monitoring and
evaluation (Basic Knowledge and Skills level). In a larger
Country or Regional Office or at a higher professional
level, someone with C4D project management
responsibilities may need more in-depth knowledge and experience of M&E methods and tools to fully
perform their job duties (Intermediate Knowledge and Skills level). Someone being trained to take on a
subject matter expert (SME) or instructor role in M&E would require even more in-depth training, the
“Advanced Knowledge and Skills” level.
The second pyramid, Content Building Block 2, illustrates the
condition that different content areas may require different levels of
competency development. The knowledge associated with certain
content areas may be the same for every audience – in which case, only
one “version” of the content needs to be developed. On the other hand,
the nature of certain content areas may require a number of different
“slices” or versions to be responsive to the needs of the various
audiences who need them. For example, a “New Staff Member
Orientation to C4D” learning process would most likely be the same no
matter who, and what level, attends it. In the case of M&E described
above, different levels of capability development might be required.
Figure (vi) – Content Building Block - 2
19
Learning Content Modules
The practice of C4D can be thought of as both a ‘science’ and an ‘art’. The ‘scientific’ aspects of C4D
pertain to the knowledge and application of concepts, methodologies and techniques based on social and
behavioural sciences to research, plan, manage, monitor and evaluate C4D interventions across a range of
issues such as gender, child survival and health, child protection etc. Scientific aspects of C4D lend
themselves more easily to being coded into learning content areas for C4D learning. The ‘artistic’ aspects,
more complicated to convert into learning areas, relate to the ability to translate ‘hard’ research and
programme data into creative strategies that are relevant, appealing and empowering for audience
groups. The art of C4D is intrinsically related to the application of values and principles19 to develop C4D
strategies, and the human interactions embedded within the communication process whether it is among
the people developing the strategies or the communities and participant groups that are being reached
through the C4D interventions.
Balancing the science and the art of C4D and
translating it into learning content will require
C4D subject matter expertise as well as an
understanding of adult learning theory to make
the content engaging, relevant, focused, resultoriented and well formulated. Learning content can
be developed as subject matter modules (e.g.
research techniques, audience analysis etc) that
take into account the different adult learning
styles such as:
 learning through images and observations
(visual/spatial)
 learning through listening and music
(aural/verbal)
 learning by doing and experiencing
(physical/kinesthetic)
 learning by analyzing and problem solving
(logical/mathematical)
 learning by interaction and dialogue
(social/interpersonal)
 learning
by
individual
reflection
(conceptualization solitary/intrapersonal)
19
Box 3: Knowles’ Principles of Adult Learning based
on androgogical or learner-focused approaches
 Adults are self-directed and need to be in control of their
learning including what, why and how they learn
 Adults are relevancy oriented and need to see a reason and
immediate use of the learning especially in connection to their
daily lives
 Adults are goal oriented and need to anticipate how they will
use the learning, improve their performance and maximize
their resources
 Adults are focused and want to learn about issues that
concern them and build upon their knowledge and experience
 Adults are result oriented and need to test the new learning,
solve problems and apply new knowledge immediately
 Adults require enabling environments that are collaborative,
supportive and respectful, to imbibe and apply new learning
 Adults need information that is well formulated, drawing on
their experiences, and appropriately paced
UNICEF C4D Vision, Mission & Principles, Excerpt from C4D Strategic Plan, 2008 (Annex IV)
20
5.3 Triggers and Entry Points
Triggers and opportunities define how and under what circumstances learning can be provided. Several
factors motivate adults to learn new skills and competencies20. Key among these are:
(i)
Complying with imperatives or fulfilling expectations of external institutions or individuals:
These triggers relate to the need to build or re-new C4D knowledge and skills due to changes in
either the field of C4D or the larger context of development. Triggers can be either responsive –
requiring action in response to staff needs or changes in the development sector or organisation
related priorities, policies, mandates or processes; or proactive – in anticipation of potential changes
in priorities, policies, mandates and methodologies. For UNICEF to achieve its current goals as per
the MTSP/ MDGs, C4D capabilities will need to support shifts in programme and advocacy work
such as the recent, renewed focus on ACSD issues in Africa or child protection issues across the
world. For UNICEF to stay ahead of the curve and be a leader especially in the area of C4D,
capability development will need to focus on the new and emerging issues, such as emerging
infectious diseases, climate change and food security that will have a major impact on children,
their families and communities over the coming years.
Table D – Programme/ Project Life Cycle Opportunities
The normal life-cycle of
"Program/Project Life Cyle" Opportunities
programme inception, design,
delivery and transition (Table
Program Inception
D) provides opportunities for
reactive,
responsive
and
Program Design
proactive
capability
development. Different phases
Program Updates (MTRs)
of the programme or project
require different sets of
Program Transition/Handoff
capabilities and are, as such,
entry points for imparting
learning
around
relevant - Assure relevant capabilities are present for the appropriate phase of the project
technical content areas related
to that particular phase. Entry points or triggers build around programme/ project life cycle phases
have the advantage that learning imparted at these junctures has a high degree of being put to use
immediately, ensuring that the knowledge and skills imbibed are there to stay.
In addition to the above, regularly scheduled organizational meetings and workshops such as
programme network meetings, regional or country management team meetings also offer
opportunities to impart new knowledge and skills to aid UNICEF staff deliver, facilitate or enable
C4D functions.
(ii)
20
Securing and/or maintaining personal advancement in professional and personal spheres:
To the extent that mastering sets of capabilities is integrated into future job descriptions and
performance management, audiences responsible for the C4D delivery function will be motivated to
learn the capabilities in order to be eligible for promotion and to maximize their performance
Malcolm Knowles (1970, 1973, 1984)
21
feedback. Another potential trigger is certifying staff to achieving certain levels of capability
development. This provides recognition to the participant and provides greater assurance to the
organization that they can depend on certain capabilities residing in certain individuals, CO’s,
regions, etc. It also opens the opportunity for re-certification – a way to assure people stay current
in their knowledge and application of the capabilities they have been certified in.
(iii) Building interpersonal relationships and networking for new associations and friendships: The
opportunity to meet new people and exchange ideas during a capability development intervention
such as a training workshop stimulates participation especially if audiences represent different
regions, organizations or job profiles. Capability development interventions need to build in
adequate time for interpersonal networking, and allow for ‘community of practice’ exchanges. At
the same time, regularly scheduled ‘community of practice’ events such C4D related team and
networking meetings, conferences and seminars whether inside the organization or outside,
provide low-cost entry points for imparting C4D knowledge and information related to design and
delivery of C4D interventions.
(iv) Stimulation and breaking away from routine including the need to relieve boredom at work or
home: Capability development initiatives need to be well-conceived and stimulating. Learning
content needs to be designed in an engaging manner that captures and holds participant attention
and interest. More importantly, capability development initiatives need to encompass a wide
variety of ways to deliver learning. Moving beyond online and classroom training, on-the-job
training through field missions and staff exchange programmes also offer workable options, among
others, to C4D delivery staff for capability development.
(v)
Learning out of learning’s sake or satisfying cognitive interest in certain subjects: These triggers
point to the need for learning content to be high quality, comprehensive and detailed, or at the very
least, identify quality references and sources for more in-depth research in the subject matters being
taught. While typical classroom training sessions may not always allow for detailed exploration of
subject matter, after class coaching and on-going support and facilitation become necessary to
sustain the interest in, and practice of, newly learnt capabilities.
Building on the points above, the following table takes a look at potential triggers for imparting C4D
knowledge and skills to key audience segments across the organization.
Table E –Triggers for C4D Key Audience Groups
Audience Segments
Triggers
C4D Operations/ Delivery
New developments in the field of C4D
Changes in organizational priorities, mandates, policies and processes
C4D capability requirements in JDs and PERs
C4D Certification & Re-certification requirements
Opportunities through training, field missions and staff exchange
C4D Enablers
Changes in organizational priorities, mandates, policies and processes
C4D accountabilities in JDs and/or PERs
Opportunities through training and field missions
C4D Policy makers
Changes in organizational priorities, mandates, policies and processes
22
5.4 Delivered in what ways?
Different audiences are likely to prefer different learning delivery methods. Someone in a remote region
with no or slow internet access will have difficulty utilizing a web-based learning channel and may
prefer paper-based methods. Others may be motivated to learn by facilitated face-to-face discussions.
Once the need for capability development is triggered, the framework recognizes that learning can be
delivered through a combination of a variety of different events or interfaces:
Formal/structured/planned learning interfaces: These will involve extensive pre-planning and
advanced scheduling, and will require sustained and substantive investments. These will include:
(i)
Distance or face-to-face training courses and workshops (such as SCOPE, COMBI, CDCynergy)
designed specifically for C4D in UNICEF across C4D functions, office and staff levels. Training can
be done through virtual, online platforms or face-to-face meetings. Depending on the content structure
and subject matter modules, training can be designed at induction/basic, intermediate and/or advanced
levels of C4D knowledge and skills. Training can also be designed around programme focus areas
such as C4D for ACSD or Child Protection issues. In this regard, it is to be noted that UNICEF has a
bank of existing C4D related toolkits and guides around specific issues such as the Polio
Immunisation Handbook, Behaviour Change in Emergencies Guide, Behaviour Change Communication for
Water & Sanitation, and the Avian Influenza Strategic Communication Planning Toolkit (ASAP) that can
prove useful in building capabilities around some of these specific areas.
(ii)
C4D components within other internal training events such as OLDS Senior Leaders Course and
Leadership Development Initiative, as well as the PPM training; and external courses such as those by
the UN Staff college in Turin
(iii) On-the-job learning through staff exchange or rotation programmes
Informal/unstructured/ opportunistic learning interfaces: while these may require some preplanning and resources especially for development of content, the actual occurrence of these events will
depend on external factors, and the opportunity provided through these factors to add C4D related
information and knowledge within event agendas. Opportunistic interfaces will include.
(i)
C4D within the agenda of scheduled and unscheduled institutional events such as regional/global
network or management team meetings to impart latest information/ knowledge about the area
(ii)
Informal discussions and dialogue among C4D community of practitioners, facilitated through
platforms and tools such as websites, emails and newsletters.
(iii) Short term study missions and field visits
With each interface or event, the CDF posits a three phase process – ideally a mix of pre, during, post
activities - to build motivation, reinforce changes in knowledge and skill levels, and ensure retention and
transference of learning to help participants acquire new capabilities. This is consistent with principles of
adult learning theory.
23
Pre-event/interface: In order to assess participant commitment and to orient him/her to the subject, each
participant will be taken through individual pre-work as the first step of learning. While dependent on
the particular audience and content, the general preference will be to make the materials available
through self-paced delivery channels such as web-based materials, CD/DVDs, or paper-and-pencil where
technology-aided channels are not available or feasible.
During (face to face): Upon successful completion of the prework, participants will come together to deepen their
learning and interact with the facilitator and/or one-another
in applied exercises and simulations.
Based on audience
and content
Individual
Pre-work
(remote)
Group
Experience
(in person)
Figure (v) – 3 step process for
formal/ structured events
Follow-up
(coaching,
technology)
Post-event/ interface: On completing group learning,
participants will be asked to apply what they’ve learned and
practiced in the controlled environment of the classroom to
“real work” situations back in their home offices. This will
be supported by both active coaches and access to forms of
“passive” support such as list serves, journals, and videos.
For best results, customization should occur within each of these steps. The options in Table F are
customized based on the 3 steps of a particular event.
(Individual) Pre-work
(Face-to-Face) Group Work
Follow-up
Self
Local Workshop
Self
Peers
CO Workshop
Peers
Supervisors
RO Workshop
Supervisors
SMEs
HQ Workshop
SMEs
External SPL creators/ distributors
Consulting/Training Company
facility
RO
Internal SPL creators/ distributors
Academic Institution
OLDS
Video Conferencing Studio
NYHQ
Academic Institutions
Individual consultants/ trainers
Consulting/Training Companies
External SPL creaters/distributors
Table F: Potential Delivery Channels Across the 3 steps of an event
Adult learning styles and processes21 differ across groups of audiences and within members of a group.
Ultimately the blend of C4D learning events/interfaces will depend on type and number of audiences as
well as technical C4D knowledge and skills to be provided to each audience.
21
Bandura, Vygotsky, Bruner , Kolb et al
24
5.5 Delivered by whom?
Matching the right content providers to specific audiences and specific content can make or break
learning events. It is unrealistic to believe that “one content provider fits all” – that one person or
institution is the very best fit for every content area, method of content delivery and every audience. The
C4D CDF identifies four distinct roles for content providers that include:
1. Content development – providers will design and develop C4D learning content architecture and
modules. Content developers will need to have subject matter expertise across C4D content areas
2. Content packaging – providers will translate learning content architecture and modules into virtual,
online or face-to-face training packages, materials and tools based on sound adult learning styles and
methodologies
3. Content delivery - instructors will conduct or facilitate learning sessions using the methods and
materials developed by 1 and 2. Instructor’s knowledge of local language and culture is essential.
4. Coaching and follow-up support – will provide post-training coaching and follow-up support to ensure
that subject matter learnt is used and there to stay
A combination of these roles maybe present in one or more individuals or institutions. The availability of
internal and external C4D expertise and technical resources will define how C4D will work with content
providers – whether on contract basis, as a partnership, or as a technical network or advisory group.
The balance of internal and
Table G: Internal vs External Instructors and Trainers
external providers of training and • Issues regarding external
• Issues regarding internal
provders:
(UNICEF) providers:
support is an important dynamic.
Each has advantages and concerns
– Differing levels of knowledge
– “Deep” knowledge of UNICEF
about UNICEF
and programmes
– these are listed in the attached
– Redundancy/sole sourcing
– Different orientations, biases,
table. The ideal situation is to
areas of content expertise,
Flexibility
(geography,
–
have a mix of internal and external
strengths, weaknesses
language, level of mgm’t, etc.)
– Assessment of credibility by
delivery and support resources.
– “Novelty” value
others inside and outside of the
The external people provide the
organization.
– Highly sought after by others
outside of UNICEF
“fresh set of eyes” and “face
– Availability
– “Same curriculum for the 10th
validity” – the internal resources
– Way to increase visibility
year in a row”
provide UNICEF-specific context
– Different orientations, biases,
– Way to provide recognition
areas of content expertise,
and examples. As a practical
strengths, weaknesses
– Provides development
matter, there may be a higher
opportunities
dependence
on
external
instructors and coaches as implementation of the CDF begins due to existing staffing models and
budgets as well as availability of resources. A migration towards increasing use of internal instructors
and coaches will allow UNICEF to retain the knowledge gained by the instructors and coaches as they
gain new stories and examples of what works best for any given situation within UNICEF.
25
5.6 Towards what measurable outcomes?
Benjamin Bloom’s Taxonomy22, summarized below, provides a useful basis for setting and measuring
learning objectives and outcomes:






Knowledge refers to the recall of lessons learnt including facts and theories, and represents the lowest level of
learning outcomes in the cognitive domain
Comprehension refers to the ability to understand the meaning of lessons and represents the lowest level of
understanding
Application refers to the ability to use learned material in new and concrete situations.
Analysis refers to the ability to break down material into its component parts so that its organizational
structure may be understood.
Synthesis refers to the ability to put parts together to form a new whole and involves creative abilities.
Evaluation refers to the ability to judge the value of material for a given purpose, on the basis of select criteria.
While the list above applies to learning in the cognitive or “knowledge’ domain, objectives can also be set
around affective or ‘attitudinal’ elements (such as openness to ideas, listening, participation,
internalization of values etc) and at the psychomotor or ‘skills’ level (such as adaption, origination etc).
Ultimately, there will be many variables that influence the success of a UNICEF programme. Attributing
the success of a given programmatic result to the development and utilization of any one or a set of new
C4D capabilities will be naïve and inaccurate. It is more realistic to look at a set of measures that, tracked
over time, may indicate a correlation between the capabilities being demonstrated and the outcome being
evaluated. There are three complementary sets of outcomes and related measures that could help
provide the data needed for short- , medium- and long-term evaluation.
Traditional “activities” measures focus on the capability
development process itself and short-term quantitative aspects
associated with different interventions and events. How many
capability development events were held? How many people
attended them? What percentage of people who could have
taken advantage of capability development did so, etc.
Figure (vi): Traditional Activity Measures
Fig. (vii): Kirkpatrick’s Levels of Outcomes
22
23
Kirkpatrick’s four levels of training outcomes23 define a
continuum of short-term quantitative and qualitative measures
to evaluate the effectiveness of a particular capability
development event. They range from most immediate/easiest to
capture (the “smile sheet” at the end of a session) to the farthest
removed in calendar time/hardest to measure (“What was the
bottom line impact of the learning event?”). These are primarily
focused on the participants of the capability development event.
Bloom, Engelhart, Furst, Hill, Krathwohl (1956)
Kirkpatrick (1998)
26
The “Universal Measurement Template24”, used in the private sector, focuses attention on several short, medium- and long- term indicators that can be used to measure both the capability development
process itself as well as the outcomes the development process was designed to impact.
Figure (viii): Universal Measurement Template
Outcomes

Quality focuses on the extent to which things are “done right” and for C4D will centre around the
comprehensiveness, depth, relevance and appeal of learning content

Cost is concerned with value and budget adherence issues and measured over time, will indicate the
efficiency of capability development interventions

Timelines is concerned with adherence to due dates and speed of response.

Customer satisfaction focuses on the internal and external ‘customers’ of C4D interventions that have
been developed by participants of capability development and will include programme staff,
counterparts and partners as well as target populations who will provide feedback on the
effectiveness of C4D interventions in contributing to programming and advocacy results. This is
typically a subjective assessment.

Compliance focuses attention on the extent to which C4D interventions developed by participants of
capability development, build on and reflect latest trends, thinking and practice in the field. It also
takes into account the extent to which internal policies, standards, norms and guidelines are
followed.

Innovation invites the question, “Is this learning event/outcome state-of-the-art? Have we
experimented? Taken risks? Pushed the envelope? Learned a new way of communicating?
In this regard, it will be pertinent to point out that “Proof of concept” or piloting of events provide
opportunities to test content and gain input directly from participants with regards to the transfer of
learning into behavioural change in support of accomplishing “real work” objectives. Both verbal and
written feedback needs to be solicited during and immediately after the events are conducted utilizing
the lexicon of metrics described above. Follow-up information needs to be solicited at regular intervals
following the pilot events to gather not only additional perspectives on the events themselves, but what
worked and what can be taken to scale.
24
Developed by Lawrence Solow, 3-D Change, Inc.
27
5.7 Supported how?
The need for “after the class” support, coaching, and reinforcement is a critical requirement for building
capability that can actually be applied in the workplace in support of UNICEF’s goals. The C4D CDF
offers some ways to look at a comprehensive support process that includes options such as:
1. Development of rapid response teams for technical support across C4D capability areas
A combination of subject matter experts, who represent a capability “cluster” that is critical for
success of C4D delivery functions within any given region, can be created as global or regional
support teams for rapid deployment to countries in contexts where regional or country offices are
understaffed and/or under-resourced, or where an emergency may require additional support. Rapid
response teams will need to possess more advanced levels of knowledge and experience in specific content areas;
teaching, coaching, and facilitation skills to disseminate those skills in the region; as well as the ability to
apply areas of expertise in support of regional and programmatic goals. Rapid response teams could
consist of internal and external experts and consultants, who would support UNICEF across all office
levels with the latest thinking in the academic and private sectors.
2. Development of long-term partnerships with academia, think tanks and external experts
Building on the point above, UNICEF will need to develop long term partnerships with a range of
vetted and oriented, individual and institutional experts and technical leaders in the field of C4D for
transfer of knowledge, design and delivery of capability development initiatives, and rapid
deployment of technical support. Partnerships will need to emphasise UNICEF’s role in C4D.
3. Development of C4D community of practice and repositories of knowledge, tools and resources
A fully functioning and well facilitated C4D community of practice within UNICEF will help those
responsible for C4D delivery and enabling functions to reinforce their learning, call for assistance or
provide peers with C4D knowledge and skills as and when the need arises. In addition to developing
platforms for C4D communities of practice and building repositories of C4D documents, toolkits and
guidance; updated rosters of readily available, vetted and oriented experts will be useful for C4D
practitioners and others across the organization.
During initial implementation, those parties (whether internal or external to UNICEF) designing and/or
leading capability development events may need to provide after-the-event support. The specific forms
of that support will be determined based on the specific content being shared. Choices include active
“push” strategies, (instructors initiate calls/e-mails to “check in” and answer questions), “pull” strategies
(instructors are available for phone calls/e-mails initiated by participants) or monitoring technologyenabled strategies (“chat rooms,” listserves, or a web-page on UNICEF’s intranet). Additionally, lists of
books, journals, and videos will need to be made available as part of the events to support post event
learning.
28
5.8 Over what time period?
The timeline section of the CDF recognizes that the work embedded in the other sections of the CDF
cannot be accomplished overnight. It documents a logical flow that begin should begin with recognizing
the key determinants of scope and time line of interventions for capability development i.e availability of
resources – financial, as well as internal and external sources of potential content and delivery/support
staff – before actually developing and implementing interventions – pilot or otherwise.
Increasing the capability of the entire organization to realize and appreciate the cross-cutting value of
C4D will require time for both - the development and the implementation of strategic capability
development interventions, as well as sustained investments in terms of fund and human resources. For
this reason, the deployment of the CDF is envisioned over at least two bienniums. Ultimately, like the
nature of C4D itself, capability development will take require long term commitment and investment to
bringing about a ‘behaviour and social change’ in the way UNICEF staff and associates, indeed all C4D
practitioners, go about their work.
29
6. Translating the CDF: Global C4D Capability Development Plan
6.1 A long-term vision for Global C4D Capability Development
As outlined in the C4D Strategic Framework 2007, C4D capability development in UNICEF will work
towards creating a culture of excellence and leaders in the field of C4D. UNICEF staff, its consultants and
counterparts will be equipped with the knowledge and tools to promote C4D in the development
discourse, drive behaviour and social change in the field, and demonstrate leadership in this area.
6.2 Headquarters Role in Global C4D Capability Development
Based on Table A, C4D HQ’s role in overall C4D capability development in UNICEF will involve:
 Development of a global capability development framework and HQ level plan
 Regular assessments of global institutional capacity in terms of needs and gaps analysis
 Development of capability development related norms, guidelines and standards
 Development of global tools and templates for capability development
 Creation of global training and learning opportunities for field staff
 Establishment of institutional partnerships and MOUs for facilitating capability development and
technical assistance at regional and national level
 Development of rosters and panels of technical experts
 Creation of global knowledge dissemination and sharing platforms to facilitate C4D communities of
practice
6.3 Priority Audiences
Based on Table B, the following priority audiences have been identified for global capability
development over the next two biennums:
(i) C4D delivery level: Field level individual C4D practitioners and contributors (internal and external)
represent a core audience. This group is directly responsible for delivery of C4D results. As the
individuals who are the direct interface with children and the systems that surround them, providing
them with selected new capabilities will directly impact their effectiveness in delivering programme
outcomes. This audience needs to understand the history, role, concepts and principles of C4D. They
need to learn and apply the major techniques of C4D intervention design and delivery. From a global
perspective, the following groups are broadly clustered together as C4D practitioners at ‘delivery’ level:
 Programme communication officers
 Information/ Media Relations officer with C4D duties within JDs
 Programme staff with C4D duties within JDs
 UNICEF consultants responsible for specialized C4D functions
 National and sub-national counterparts and NGO partners on C4D initiatives
(ii) C4D enablers: This group can constrict or enable C4D through systems, operations, and funding and
represent a critical ‘make’ or ‘break’ population. They, more than any other group, can impact ‘bottomline’ C4D delivery and results. They control schedules and financial resources. They can influence –
either positively or negatively – the new C4D capabilities being introduced into the system. In order to
maximize that influence, this audience needs to understand the different ways that C4D adds value to
programme delivery, how C4D is different from and complements the external/ media relations
30
communication functions, the elements of a C4D implementation, and the critical tasks of management
required to maximize C4D success. Globally, this group includes:
 Country Representatives
 Deputy Representatives
 CO Section Chiefs
(iii) Policy makers: Executive leaders (internal - RD, Deputy RDs, HQ Division Directors and Deputy
Directors, HQ Section Heads and Unit Chiefs; external – donors, high level executives from partner agencies) set
organizational agendas and policy. They are in a position to make or influence long term investments
and to reinforce the value that C4D can add to the achievement of UNICEF’s programme and other
goals. They too need to know the value that C4D adds to the work of the organization, both as a ‘right’
and as a ‘tool’. This group includes:
 Division Directors + Deputy Directors
 Regional Directors + Deputy regional directors
 HQ Section chiefs
 Donors
6.4 C4D Competency Framework
Competence in C4D at UNICEF will be considered along three levels (depicted in Figure ix):

At the very core is technical capability in planning and managing C4D interventions which
encompasses an understanding of underlying C4D theories, concepts, methodologies and techniques to
develop, deliver and evaluate C4D interventions. Based on an informal assessment of staff needs and
field requests, this level of capability in C4D is required in two primary ways:
 comprehensive overview of the C4D process and outcomes from an overall planning and
management perspective. This because staff members in UNICEF field offices are, at the very
least, in charge of planning and managing C4D interventions (refer to Annex II)
 higher level (expanded) understanding of some elements of the C4D process such as objective
setting, research techniques and monitoring and evaluation.
Technical competency in planning and managing C4D interventions focuses more on the ‘socioscientific’ aspects of C4D to ensure that interventions are evidence based and strategic. Learning
content thus lends itself more easily to training – indeed several external courses such as SCOPE and
COMBI are focused around developing this level of C4D competency in field staff.

At a second level, building on the above, is competency in the application of C4D technical
capability to specific UNICEF MTSP/programme areas such as child survival (health, water
sanitation & hygiene promotion, nutrition etc) and child protection (violence etc). The need for this
level of competency is driven by organizational mandates and on-ground needs. Ultimately, every
C4D intervention is an integral component of, and supports, the achievement of specific programme
and advocacy objectives. Programme priorities within a country or region shape the C4D strategies
and methodologies that are designed to accelerate or sustain results. Technical competency in
managing a C4D process cannot, in isolation, lead to results rather this competency needs to be
framed within the context of specific programme areas. While underlying C4D theories, concepts,
methods and techniques will largely be constant across programme areas, each programme area
however will bring with it, its unique set of issues, successful approaches and history of lessons
learned. It is this knowledge and understanding that is ‘in demand’ within the organization and the
31
area within which C4D function is expected to deliver results. This level of competency will require
the creation of specialized capability development initiatives that apply C4D technical competency to
specific programme areas such as exclusive breastfeeding or hygiene promotion.

Technical competence in C4D and its application across programme areas will not ensure adherence to
human rights principles or guarantee long term sustainability of results if root causes are not
addresses. The third level of competency surrounds, indeed permeates, every other level of C4D
competency and encompasses the application of UNICEF C4D core values and principles25 related to
human rights, gender, disability, class, participation, communicating with children and so on. An
understanding of this dimension among those who are responsible for delivery of C4D results or are
in a position to facilitate and enable C4D within their offices, is essential, because C4D is both a ‘right’
and a ‘tool’ for realizing the rights of children and their communities. However knowledge of C4D
values and principles is not merely enough for those responsible for the delivery of C4D results –
they must be able to apply these principles in the development, implementation and evaluation of
C4D interventions. Learning content around this area of competency is more challenging to develop
as it more focused on the ‘art’ of C4D and the softer elements that go behind making communications
interesting, participative, empowering and culturally sensitive.
UNICEF C4D Values & Principles
Human Rights, Gender, Disability, Social
Inclusion, Community Participation..
C4D & Programmes
C4D as a cross cutting practice –
C4D Process applied across MTSP Areas
C4D Process
C4D ‘core technical
curriculum’ for planning
and management of C4D
interventions: research,
strategic planning,
implementation,
creative strategizing,
m&e, documentation
C4D
capability
developmen
t
Figure (ix): C4D Competency
Framework
For C4D capability development to be responsive to staff needs and organizational priorities,
interventions will need to develop competencies at the core and secondary level. For C4D capability
development to be proactive in building UNICEF leadership in the area, strategic interventions will need
to develop competencies at the ‘UNICEF C4D values and principles’ level.
25
Refer to Annex VII for UNICEF C4D Guiding principles
32
6.4 Global C4D Capability Development Plan: Matrix of Key Strategic Elements
Target
Gp.
C4D
Delivery
Core KSA/
Generic
Competency
C4D Process
(C4D Technical
Competency)
Broad Content
Theme/
Area
MACRO LEVEL
(Planning/Mgmt,
Cap. Dev): C4D
Process
Triggers
Learning Interfaces
Delivered how (intervention/ package) and Timing
Responsive:
driven by staff
needs
Pro-active:
create C4D
mgrs
Planned
1. Training
- Int. + ext.
- New + existg
2. On-the-job
Awareness level:
-
UNICEF 5-7 days rapid C4D training course conducted at field level
Existing External Courses: COMBI, SCOPE , WB
Understanding level: UNICEF 3-4 week course in partnership with Univ./
academic institution
Application/internalization level: C4D core curriculum embedded within
respective programme area based C4D competency training
o-j-t opportunities (…) to be considered/ explored over the next 2-4 years
Programme Area
based C4D
MICRO LEVEL
(R,M&E,
Implmtn.,
Creative): C4D
Process elements
expanded.
Responsive:
driven by staff
needs
ACSD: WASH,
Health (ORT,
Malaria),
Nutrition (EBF)
Responsive:
driven by
organizational
mandate and
priorities
Violence (ECD,
Education,
Protection):
Corporal
Punishment,
Responsive:
emerging orgn.
priority
Pro-active:
C4D leadership
Opportunistic
1. C4D/DOC Network Mtgs
Planned
1. Training
- Int. + ext.
- New + existg
2. On-the-job
Opportunistic
1. C4D Network Meetings
Planned
1. Training
One learning day during meetings
Awareness & Understanding level: UNICEF short (3-5 day) C4D specialised
courses conducted at field level
Application/internalization level: C4D core curriculum embedded within
respective programme area based C4D competency training (6mths – 2 yrs
timeframe)
One learning day during meetings
C4D core curriculum adequately covered within existing UNICEF
programme area based C4D training:

Hygiene Promotion (online course)

Polio communication

HIV & AIDS
Short C4D for ACSD training – self learning and interactive (face-to-face)
modules
External Health communication courses: SCOPE
Opportunistic
1. Prog. Network Mtgs
Planned
1. Orientation
2. Training
One learning day
Reference package of good practice and database of C4D resources on
violence
Dedicated C4D orientation/ training on violence
Opportunistic
1. Prog. Network Mtgs
One learning day
UNICEF C4D
Values &
Principles
C4D
Enablers
Operationalising C4D (staffing,
structure,
resources)
Advocacy for
C4D (UN, donors,
govt, partners)
-
Overview of
C4D definition,
process and
policies within
UNICEF
Pro-active:
C4D leadership
Responsive
Planned
1. Training
- Int. + ext.
- New + existg
2. On-the-job
Opportunistic
1. Network Meetings
1. Planned
- C4d components in existing
courses
2. Opportunistic
- RMTs
- CMTs
Orientation package: C4D in UNICEF (awareness)
Generic package: C4D Values & Principles (deeper understanding)
Embedded components: (1) UNICEF C4D process & programme-based C4D
competencies training (application)
(2) External courses (SCOPE, COMBI versions)
Stand-alone, in-depth packages: values & principles subject
training/learning (internalisation)
Embedded components: UNICEF generic trainings (HRBAM, PPPM,
Gender)
One learning during
GRCE Course on Cross-cutting practice areas
C4D Component in existing UNICEF – OLDS courses:
-
Senior Leader’s Training (SLC)
Leadership Development Initiative (LDI)
Orientation Course for Dep. Reps & Ops Officers (DROPS)
C4D in external courses:
-
Practical
Application
-
Operations
-
Values &
Principles
Advocacy
-
Overview of
C4D
Allocation of
resources
-
Practical
Application
Field Visits
-
Evidence &
Impact
Briefing Notes for Goodwill Ambassadors
-
Values &
Principles
Assess quality
(plans, resources,
process)
Policy
Makers
Approach to
C4D in UNICEF:
HRBA, Gender,
Disability,
Children,
Minorities, PRA,
RBM, Social
Change
-
UN Staff college, Turin
UNRC Training
C4D Orientation package for use in RMTs, CMTs
Evidence &
Impact
Programme Directives? Executive Directives?
Field Visits
Responsive
Immediate
- Six months-one year timeframe
Medium Term - 3 to 4 years timeframe
Planned
Short-term
Long term
C4D Orientation packages + advocacy presentations for GMT, RMT, HQ
Section Meetings
- 1 to 2 years timeframe
- 4 to 6 years timeframe
34
6.5 Global C4D Capability Development Plan: Key Components (2008-11)
A.
1.
2.
3.
RESOURCES PANEL & PARTNERSHIPS
Map of individuals, institutions and resources involved in C4D capability development
Global panel of SMEs – for development of core content
Global web roster of consultants (individual LTAs) – source and orient SMEs for content
packaging, delivery, coaching/support
4. Regional resource centres (institutional MOUs) – for trans-creation and delivery of region specific
(themes, language etc) packages
5. Link in with Universities conducting Master’s/ PhD courses (provide packages)
B. C4D TRAINING SERIES
1. UNICEF C4D Briefing Packages (A & B) – C4D Values & Principles + Overview of C4D in
UNICEF (approaches, resources etc)- for new staff members, and consultants
2. Rapid 5-7 day Overarching Course – Macro perspective of C4D Process; planning and
management focus; include C4D Values & Principles
3. Short 3-5 day C4D Specialised Courses – C4D Elements expanded (planning, r,m&e, creative
strategizing)
4. Programme Area based C4D Workshops/ Packages –ACSD , Violence (flagships) (include C4D
Process, C4D Values & Principles)
5. C4D Values & Principles in-depth packages/modules – e.g. overview, expanded (rights, gender,
communicating with children, social inclusion etc)
6. Regional C4D Comprehensive Courses (3-4 week) – in collaboration with universities (regional),
C4D process in depth + C4D Values & Principles
C.
1.
2.
3.
C4D ADVOCACY
C4D Orientation package for ‘Enablers’ – RMTS, CMTs
C4D Orientation package for ‘Policy Makers’ – GMTS, HQ Division/Section Meetings
Advocacy presentation
D.
1.
2.
3.
4.
C4D COMPONENTS IN EXISTING/FUTURE COURSES (COLLABORATIONS)
PD – C4D core content in existing programme area based C4D courses & Packages – WASH, PEI
OLDS – C4D components in NETI, LDI, SLT, DROPS…
DPP – C4D Components in HRBAP, PPP, Gender etc courses
UN – UN Staff College (Turin), UNRC Training
E. C4D COMMUNITY OF PRACTICE & OTHER OPPORTUNITIES
1. Presentation/Packages for One Learning Day
2. Community of Practice platforms and tools - development & enhancement, coaching and support
F. ON-THE-JOB-TRAINING (O-J-T) OPPORTUNITIES (TBC):
 Staff exchange
 Missions – study visits
 Mentoring
 Internship
 Fellowship/scholarship
6.6 Next Steps: Plan of Action
Based on Section 6.5, a broad roadmap of how activities would pan out over the next 4 years is as
below:
2008
Activites
Finalise Capability
Development Framework
Develop Global Strategy for
C4D Capability Development
Develop funding proposal
Procure funding for next 2
biennums
Mapping – capability
development efforts/
resources/ tools & templates
Staff Capacity assessments
Identify panel of SMEs to
develop core content for C4D
Process, Values & Principles
Convene SME panel for
consultation
Develop core contentoverarching + expanded
Convene UNICEF staff
meeting to ratify content
Identify content packagers/
delivery folks
Produce packages
ToT
Identify existing programme
area based trainings –
WASH, Polio to ensure C4D
Process components
Identify primary resource
centre for programme area
based C4D e.g. WASH with
London School of Hygiene
and Tropical Sciences
Tie-ups with regional centres
Mapping of C4d for Violence
Develop roster of
SMEs/content packagers/
facilitators
Q1
Q2
Q3
X
X
X
2009
Q4
Q1
Q2
X
X
X
X
Q3
2010
Q4
Q1
Q2
Q3
2011
Q4
Q1
Q2
Q3
Q4
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Table H – 4 year Timeline of Key Activities
36
6. Closing thoughts
Taken together, the CDF is designed to provide an overall framework for identifying and building
needed capabilities among those involved in the C4D function in support of programme and UNICEF
goals. It is designed to provide structure and guidance to enable staff to identify the capabilities
needed for successful C4D implementation, learn those skills using principles of adult learning theory,
translate that knowledge into new behaviour, and be able to monitor and evaluate the impact of their
new capabilities.
Several strategic decisions will have to be made with regards to deployment of the CDF across office
levels. The first has to do with the degree of customization required and/or desired. The CDF makes
clear that segmentation of people, location, country typography, job function, and other factors make
some amount of customization a necessity. In a perfect world, capabilities will be assessed, and
customized development processes will be designed, delivered, and followed-up on that are tailored to
every individual who performs C4D-related activities -- whether they work for UNICEF or outside.
This degree of customization comes at a cost, however, and the issue will need to be addressed in view
of global, regional and country office responsibilities for capability development.
A second strategic decision has to do with the relative priority of audiences and focus of capability
development (whether internal or external) to be covered under the scope of the CDF. Non-C4D staff
in UNICEF plays a critical role in development of C4D interventions. The World Health Organization,
UNESCO, and other UN organizations would also benefit from world-class capability development.
Governmental and NGO counterparts provide essential roles in C4D delivery. Over time, UNICEF will
have to decide how best to coordinate capability development in relation to these many constituencies.
Finally, a third strategic decision regards the speed at which C4D capabilities need to be developed.
As stated above, there are many staff members with different needs and opportunities for growth. It
will take resources – time, energy, and money – to build the infrastructure, systems, and staff to make
best use of the Capability Development Framework. Two bienniums is a minimum time horizon to put
these in place. It will require a long-term, sustained investment – a sustained “push on the flywheel”
for UNICEF to grasp the greatest return on its capability development investment.
The Human Rights-based Approach being implemented by the UN, UNICEF, and other agencies
requires that caregivers and duty-bearers approach development programmes and advocacy based
work differently. This change, coupled with UNICEF’s evolution towards “upstream” advocacy and
the need to achieve ever higher levels of development outcomes requires the acquisition and utilization
of new capabilities. The CDF provides a comprehensive structure and process to enable UNICEF and
its internal and external partners to effectively and efficiently identify, learn, and use those new
capabilities to (re)establish its global leadership position in the C4D arena.
Implementation of the CDF will require long-term understanding and commitment of staff at all levels
of the organization. With understanding, perseverance, commitment, and flexibility, UNICEF – and the
children it ultimately serves – will certainly reap the benefits of the investment in developing C4D
capability.
37
References & Sources
Bloom, Engelhart, Furst, Hill, Krathwohl Taxonomy Of Educational Objectives: Handbook 1, The Cognitive
Domain, 1956
Bandura, Albert Social Learning Theory, 1977
Gladwell, Malcolm The Tipping Point
Kirkpatrick Donald, Training Programs: The Four Levels 1998
Kolb, David Experiential Learning: Experience As The Source Of Learning And Development, 1984
Knowles, Malcolm The Modern Practice of Adult Education, 1970
Knowles, Malcolm The Adult Learner: A Neglected Species, 1973
Knowles, Malcolm, Androgogy, 1984
Solow Lawrence, Universal Measurement Template, New York
UNICEF, Strategic Framework (First draft), New York 2007
UNICEF, CBSC Concept Note, New York 2007
UNICEF, Executive Brief – Outcomes of the Global Consultation on CBSC, New York 2007
UNICEF, OLDS Learning Pyramid, New York (to be added)
UNICEF, Summary Presentation – Rapid Capacity Assessments, New York 2007
Vygotsky, Lev Social Development Theory 1978
38
ANNEX I – C4D Accountabilities Across Office Levels
HQ LEVEL
Policies & Tech. Guidance
Partnerships
IKM, Networking & Research
Organizational Capacity Building & Learning
Strengthened Management Systems
REGIONAL LEVEL
Representation & Partnerships
Oversight & Quality Assurance
Knowledge & Evidence Base
Management Support
Country Programme Support
Knowledge and Evidence base
COUNTRY LEVEL
Leadership & Representation
Country Programme Process
Monitoring & Evaluation
Documentation & Knowledge Sharing
Capacity Building
Management & Administration
Programme
Outcomes
Partnerships
Human Resource Information &
Management
Knowledge Mgmt.
 Planning,
 Leadership &

implementation and
monitoring of
C4Dinterventions to
achieve country
programme goals
 Contribution to
UNDAF process
Representation for
national alliances
 Leadership on
C4Dissues in UN
Communication
Group
Regional
Office
 Country Programme
 Strategic
Global/
Headquarters
 Programme Policy
Country
Office
Oversight & Quality
Assurance
 Country Programme
Support/ Technical
Assistance
Guidelines & Quality
Assurance

Recruitment,
Development &
Administration of
field staff
Capacity Building
of local level
counterparts and
staff
 Coordination &
Representation &
Management of
Advocacy at regional
capacity building of
level, especially
CO staff
around issues that
 Sourcing &
require inter-country
deployment of
response (e.g. child
technical expertise
trafficking)
 Design of training
 Linking COs to
tools, methods
dynamic, new
communication
networks, academic
institutions and
innovators
 Leadership,
 Organizational
Representation for
Capacity Building &
Global Partnerships in
Learning, including
Communication for
Standardization of tools
Development &
 Strengthened Capacity
within UN
Management Systems
 Documentation &
Knowledge Sharing at
country level
 Contribution to Regional
& Global Data Base
 Building of regional
knowledge and evidence
base
 Inter-country sharing
 Contribution to building
of global knowledge and
evidence base
 Create and manage
mechanisms for
Information &
Knowledge Management
& networking
39
ANNEX II – Technical Skills Sets Required Across Office Levels
1. Technical Skills Sets Required in Country Offices
Knowledge, Skills, Abilities and Experience
Research
-
Strategic
Communication
Planning
-
-
Strategic
Communication
Management/
Coordination
and Quality
Control
Creative
Strategy &
Production
-
-
Monitoring &
Evaluation
-
Documentation
-
Technical expertise and experience in Social
Science Research &/or Market Research
Approaches and Methods
Social Sciences Background (Sociology/
Anthropology/ Behavioural Psychology/ Child
Development/ Gender/ Media &
Communications)
Experience in strategic communication
planning, implementation and evaluation in
developing country contexts
Technical knowledge of C4D
Experience in coordination of
communication projects, including quality
control, monitoring of work processes and
budgets
Skilled in managing teams
Experience in the development, production
and evaluation of creative strategies and
multi-media materials in the field of C4D
Background in creative arts and design, or
media production
Technical expertise and experience of
monitoring and evaluation of C4D projects
using both quantitative and qualitative
research methods and approaches
Background and proven experience in
writing case studies and project documents
in the field of Communication for
Development
Must be
housed in
C4D
Must be
housed
within
UNICEF
Can be
sourced
externally
Yes
Yes
Yes
Yes
Yes
Yes
Yes
40
2. Technical Skills Sets Required in Regional Offices
Knowledge, Skills, Abilities and
Experience
Technical Support
-
-
Overall Quality
Assurance &
Regional
Partnerships
-
-
Country
Programme
Coordination for
Oversight
Knowledge
sharing,
networking
-
-
Social Sciences Background
Strong understanding of strategic
communication principles and
methodologies including research,
planning, monitoring and evaluation
Knowledge & experience in identifying
and sourcing expertise
Experience in guiding teams and
facilitating capacity development
Experience in strategic communication
planning, implementation and
evaluation in developing country
contexts
Technical expertise in field of C4D
Experience in social marketing, and
communicating with children
Intimate knowledge of field realities and
perspectives preferably within the
region
Experience in building alliances in field
of C4D and with regional public and
private sector bodies.
Experience in management and teambuilding
Technical knowledge of C4D
Experience in management and
coordination of communication projects.
Experience in monitoring and evaluation
Skilled in teamwork
Background or experience of design and
use of MIS and knowledge sharing
platforms in the field of Communication
for Development
Networking skills
Must be
housed
in C4D
Can be
housed
within
UNICEF
Can be
sourced
externally
Yes
Yes
Yes
41
3. Technical Skill Sets Required at Headquarters
Knowledge, Skills and Experience
Policy guidance
and quality
assurance
-
Partnership
Building
-
Management
information
systems and
networking
Management of
Capacity
Development &
Training
HR Planning
and
Management
-
-
-
Technical expertise in field of C4D
Experience in social marketing,
communicating with children and high
level policy dialogue within and outside
UN system
Intimate knowledge of field realities and
perspectives
Experience in building alliances in field of
C4D and with intellectual ‘think tanks’
and/or academia.
Experience in building partnerships across
public and private sectors
Technical knowledge and/or experience of
design and use of MIS and global
knowledge sharing platforms in the field of
Communication for Development
Networking skills
Technical expertise in training needs
analysis, and the design and use of tools
and methods for building capacity in the
field of C4D
Facilitation skills
Technical expertise in the field of HRM
Experience in recruitment and selection,
with emphasis in communication related
fields
Must be
housed in
C4D
Can be
housed
within
UNICEF
Can be
sourced
externally
Yes
Yes
Yes
Yes
Yes
42
Annex IV - Excerpt from UNICEF C4D Strategic Framework 2008
Vision
The vision driving Communication for Development in UNICEF is consistent with UNICEF’s mission
and the human rights approach to development but focuses on C4D’s specific role as a cross-cutting
practice area.
UNICEF C4D envisions a world in which people come together as equals and dialogue so that every child, family
and community has access to the information, skills, technologies, and processes they need to generate solutions
and are empowered to make informed choices, reach their full potential, and participate meaningfully in decisions
affecting their lives and realise their rights.
Mission
The mission of C4D in UNICEF is to collaborate with partners to harness the power of communication and
social networks to make a positive difference in the lives of children, their families and communities. C4D
promotes the use of a judicious mix of communication strategies and approaches in order to increase the impact of
development programmes, accelerate achievement of global development goals and enhance the ability of families
and communities to achieve results for children and realise their rights.
Guiding Principles
Building on UNICEF’s guiding principles and based on the human rights based approach to
programming (HRBAP), particularly the rights to information, communication and participation
enshrined in the Convention on the Rights of the Child (Articles 12, 13 and 17), the values and
principles that guide UNICEF’s C4D work include:
 Facilitating enabling environments that:
 Create spaces for plurality of voices/ narratives of community
 Encourage listening, dialogue, debate and consultation
 Ensure the active and meaningful participation of children and youth
 Promote gender equality and social inclusion
 Reflecting the principles of inclusion, self-determination, participation and respect by ensuring
that marginalized groups (including indigenous populations and people with disabilities) are
prioritized and given high visibility and voice
 Linking community perspectives and voices with sub-national and national policy dialogue
 Starting early and addressing the WHOLE child, including the cognitive, emotional, social and
spiritual aspects in addition to survival and physical development
 Ensuring that children are reflected as agents of change and as a primary audience group,
starting from the early childhood years
 Building self esteem and confidence of care providers and children.
43