Computer Lab Manager Training Course
Zambia Pacific Trust
Module 2: Management and Leadership
Summary
This module involves exposure to the broad variety of management topics that relate to the daily work
of a computer lab manager. The online instruction in this course covers some of the motivation behind
management and some practical assignments in management and organization. The workshop session
allows for group discussions of the issues around people and financial management as well as
opportunities to work on financial planning and budgeting.
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Module 2: Management and Leadership
Resource Book
Author: Heidi Neff, Consultant to Zambia Pacific Trust, heidihneff@gmail.com
First Edition – May 2010
More information about Heidi Neff and Zambia Pacific Trust is found at the end of this module.
Acknowledgements
The Computer Lab Manager Training Course resource books were made possible due to the efforts and
encouragement provided by a variety of people around the world. Special thanks are due to two
pioneering organizations working on computers in education in Zambia who provided advice and
materials: Computers for Zambian Schools and Crescent Future Kids. Three international
development aid organizations: Camara, VVOB and IICD, also deserve special recognition for their
contributions to this document and the efforts they are making to use ICT as a tool for development
and education in Zambia and elsewhere. Many individuals also contributed their time, expertise and
advice to the crafting of this module. Key among them is Bornwell Mwewa. In addition, none of
Zambia Pacific Trust’s work toward improving computer education at schools in Lusaka, Zambia would
have been possible without the support, advice and equipment provided by Seattle Academy in
Seattle, Washington, USA.
Licensing
This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United
States License. To view a copy of this license, visit http://creativecommons.org/licenses/by-ncsa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco,
California, 94105, USA.
Zambia Pacific Trust welcomes and encourages organizations to use any of the modules of the
Computer Lab Manager Training Course in a manner they deem appropriate, excluding making a profit
from the sale or distribution of the material. Organizations are welcome to use portions of these
modules in other documents, but they should attribute the material that is used to Zambia Pacific
Trust. Zambia Pacific Trust also appreciates knowing who is benefiting from this material, and requests
that individuals and organizations please email Bornwell Mwewa (bornwellmwewa@gmail.com), Heidi
Neff (heidi.h.neff@gmail.com) and Zambia Pacific Trust (info@zptrust.org) and describe how the
material is being used.
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Module 2 Table of Contents
1. Introduction
1.1.
Introduction to the Computer Lab Manager Training Course
1.2.
Introduction to Module 2
2. The Big Picture for Management and Leadership
2.1.
The Typical Day
2.2.
Getting into the “Leadership Zone”
2.3.
Feeling Overwhelmed
2.4.
Assignments/Activities
3. Lab Cleanliness and Condition
3.1.
Why Computer Labs Should be Clean and in Good Repair
3.2.
Keeping a Computer Lab Clean
3.3.
Keeping a Computer Lab in Good Repair
3.4.
Assignments/Activities
4. Organization
4.1.
Overall Purpose
4.2.
Strategies for Physical Organization
4.3.
Equipment Inventories
4.4.
Strategies for Electronic Organization
4.5.
Collecting and Organizing User Data
4.6.
Assignments/Activities
5. Security
5.1.
Physical Security
5.2.
Security Policy
5.3.
Insurance
5.4.
Assignments/Activities
6. Management
6.1.
Overall Definition and Purpose
6.2.
Managing Customers, Clients and Students
6.3.
Managing Coworkers
6.4.
Assignments/Activities
7. Leadership, Time Management and Project Organization
7.1.
Leadership Overview
7.2.
Time Management
7.3.
Organizing and Leading Meetings
7.4.
Documentation
7.5.
Assignments/Activities
8. Planning
8.1.
Planning Overview
8.2.
Strategic Planning
8.3.
Planning and Managing a Special Event
8.4.
Assignments/Activities
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9. Financial Management
9.1.
Overall Purpose
9.2.
Planning for Sustainability
9.3.
The Financial Planning Process
9.4.
Working With a Budget
9.5.
Avoiding Financial Corruption
9.6.
Basic Marketing Skills
9.7.
Assignments/Activities
10. Communication and Interpersonal Skills
10.1.
Effective Communication
10.2.
Communicating with Different Types of People
10.3.
Effective Email Communication
10.4.
Communicating with Project Partners and Donors
10.5.
Networking and Seeking and Creating Partnerships
10.6.
Customer Relations Skills
10.7.
Assignments/Activities
11. Overall Assignment/Activities
12. Planning Resources
12.1.
Initial Planning, Project Organization
12.2.
Strategic Planning
13. Bibliography
Module 2 Text
1. Introduction
1.1. Introduction to the Computer Lab Manager Training Course
The Computer Lab Manager Training Course was developed by Zambia Pacific Trust in
collaboration with a variety of organizations working on IT related development projects in
Zambia. While these projects are in several different sectors (health, education, agriculture and
community), all of the organizations recognized the need to increase the number of people
who have training in computers past the standard level of a computer user. A particular need
that was identified was for individuals who could maintain dynamic and well functioning
computer labs and other centers for IT use within a particular project. Therefore, a multifaceted training course was developed to meet these needs including both the “hard skills” of
computer maintenance, repair, and networking and the “soft skills” of management,
leadership, communication and instruction. Readers may find more emphasis shown on
educational projects, since that is the area of Zambia Pacific Trust’s experience. However, most
topics discussed apply equally well in the other sectors where IT is used.
The resource books for these modules are designed to be used as a part of an
instructor-led four module course, with each course including both a distance (online)
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instruction component and a one week face-to-face workshop. This resource book is written to
accompany the second of the four modules listed below.
Module 1: Computer Maintenance, Troubleshooting and Repair
Module 2: Management and Leadership
Module 3: Instruction, Facilitating IT Use and IT in Education
Module 4: Networking, Communication and Web 2.0
The target audience for this training course is adult learners who already have
intermediate computer user skills and significant experience using computers. Ideally,
participants are already employed as computer lab managers, computer project coordinators or
Internet café managers. While the course is tailored to those working in educational or
community organizations, the course is still valuable for those working in a similar capacity in
the private sector.
These learning materials are also valuable for people who are not involved in a formal
course, but instead are studying independently to become computer lab managers or improve
their skills as computer lab managers. Learners who are using these materials for self study are
encouraged to make the training as hands-on as possible, performing as many of the
assignments and activities as they can practically achieve.
In addition all learners, whether using these materials for self-study or as a part of a
formal course, would benefit from continuing to develop their own skills in three important
areas that are not included in this course: Touch Typing, English Reading and Writing, and
Computer User Skills. Suggested resources for self study in these areas are presented in section
1.3 of the Module 1 resource book.
1.2. Introduction to Module 2
Module 1 of this course covered the most obvious of the needs of a computer lab
manager: to keep the computers in good working order. A computer lab manager does not
just manage the computers, however, but is responsible for keeping an entire computer
project in good working order. Although less straight forward than computer maintenance and
repair, this aspect of a computer lab manager’s job is even more important. While it is
possible to bring in volunteers to help with computer repair, it is not very practical to ask
others to organize the day-to-day running of a computer lab. Here is where the computer lab
manager needs to develop the management and leadership skills to make the computer lab a
place where students, coworkers or clients look forward to coming to use computers,
participate in courses or take advantage of other opportunities or resources.
It is important to note that management and leadership are large topics and there is
significant additional training that a lab manager could obtain in many of the sub topics
discussed in this module. Lab managers are encouraged to consider this module to be just an
introduction to management and leadership, and to continue their studies in any of the areas
below that they find particularly interesting. For example, more advanced training in project
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management, strategic planning and financial planning is available in a variety of formats,
ranging from free online lessons to formal participation in certificate courses. Interested
computer lab managers are encouraged to investigate options through online searches and
discussions with local training institutions.
Table of Contents
2. The Big Picture for Management and Leadership
2.1. The Typical Day
What do lab managers do on a typical day? This is going to vary from person to person
and organization to organization, but it is likely to include at least opening and closing the lab,
making sure that the facilities are clean and secure, keeping all equipment in good working
order, keeping appropriate records, communicating with other stakeholders in the
organization, and managing other employees, interns, or volunteers. The computer lab
manager may also be teaching or in charge of some sort of computer education project at the
lab.
A computer lab manager may also be asked to build awareness of projects and
opportunities in the lab, and initiate new projects to benefit the target audience for the
project. Financial matters may also be important such as collecting fees from users or seeking
outside funding for the support of the project.
All computer lab managers should make sure that they have a job description that
reflects the realities of their working situation and the needs of the community they serve. If a
computer lab manager finds that an appropriate job description does not exist, efforts should
be made to meet with his or her supervisor or steering committee promptly to formulate such
a document. When preparing a job description, those involved should take some time to
envision what a typical day will look like for the computer lab manager, including estimates of
how much time will be spent on different aspects of the work. Although individual days will
vary widely (for example – if some key equipment malfunctions, most of a day might be
devoted to its repair), this exercise gives the manager a good indication of how much time
overall should be spent on certain aspects of his or her job.
2.2. Getting into the “Leadership Zone”
Most of the tasks mentioned above require the computer lab manager to be a leader in
the computer lab. Those that don’t require the manager to lead others at least require the
manager to be organized and responsible. The tip box here includes some basic tips to help
computer lab managers think and act like leaders. Leadership is also discussed further in
chapter 7, later in this module.
One of the most important ways that leaders can behave is to demonstrate
empowerment. Empowerment is used here to mean ability to effect change or growth in your
organization. The empowered lab manager does not easily “give up” when faced with a
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challenge, but works through
the problem until finding an
acceptable solution. In addition
to being the attitude of pushing
forward and finding success,
empowerment also results when
the computer lab manager’s
supervisor or steering
committee has given the lab
manager the authority to make
decisions that affect the running
of the computer lab.
Tips for Getting into the “Leadership Zone”
1. Start thinking of yourself as a leader in everything
you do. This will help others see you as someone
worth following.
2. So what does it mean to think/act as a leader?
a. You consistently demonstrate the organization
and management skills needed for your project
to succeed.
b. You inspire and encourage everyone that you
work with to help in your efforts to make your
computer project the best it can be.
3. Note that being a leader doesn’t mean you have all
the answers or all the skills yourself. You can
demonstrate leadership while collecting
information and knowledge from others and
organizing teams to work together.
4. Being a leader also does not mean that you wield
unnecessary power in your interactions with others.
You can work with others gently and in a way that
respects their talents and efforts.
Imagine being a visitor to
a computer lab over the course
of a year and gradually
observing the deterioration of
the working conditions of the
computer lab. Several of the
power adapters needed to plug
in electrical equipment have
broken, and the overhead
florescent lights are gradually
starting to dim and flicker. It is no longer an easy or pleasant lab to work in, but the computer
lab manager has not shown sufficient interest in changing this situation. When asked about
the problems, the computer lab manager says that he (or she) didn’t think there was anything
he could do about the adapters, and also that he did mention once to his steering committee
about the light bulbs, but no action resulted. How would this situation be different if the
computer lab manager was empowered or in “the leadership zone”? Here’s one possible
scenario:
 The computer lab manager would have realized the importance of keeping the
computer lab facilities in good working order.
 The computer lab manager would have been making note of how many adapters and
bulbs needed to be replaced each year and preparing an annual budget for small
repairs such as this.
 The computer lab manager would be initiating discussions with his supervisor or
steering committee on the importance of budgeting for small repairs and
recommending a system for the budget and expenditures.
 The computer lab manager would be also advocating for immediate replacement of the
current faulty equipment while a system is being developed.
2.3. Feeling Overwhelmed
Given all of the tasks mentioned in section 2.1 (and the additional tasks that are likely to
be found in a computer lab manager’s job description), it is likely that a computer lab manager
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will sometimes feel overwhelmed. Imagine the day described here: A computer lab manager
opens a school computer lab and starts the usual setup procedure. The manager then gets
ready to deliver a lesson to community members that are first-time computer users, and starts
to review her (or his) notes in the last few minutes before the class starts. While she is
studying, her school’s science department head shows up and says that he has been asked to
immediately make a spreadsheet with his department’s budget request for the next year and
he needs the manager’s assistance right now. Meanwhile the intern who was helping set up
the computer lab for the lesson notices that three computers won’t turn on and has come to
the lab manager to ask her for assistance. The lab manager now has three simultaneous
demands on her time and attention!
Any computer lab
manager is bound to have
experiences like the one
described above. Sometimes
the day just gets out of control
due overlapping needs and
requests. The tip box here
provides some suggestions for
managing these stressful
moments.
Tips for Managing Stressful Moments
Are there all of a sudden multiple demands on your
time? Here are some tips for how to respond:
1. Start by taking a deep breath and pausing to settle
your mind.
2. Recognize that you are only human, and cannot do
everything at once. Then set your priorities for the
moment:
a. What needs to happen now to allow an
upcoming activity to continue?
b. What can be scheduled for later? (But make
sure you commit to a scheduled time.)
c. What tasks can be delegated to assistants or
volunteers?
3. Don’t “scare off” people that you cannot assist at
the current moment.
a. Remain calm and encouraging as you politely let
them know why you can’t help them at the
current moment. Raising your voice won’t lower
your stress and certainly won’t contribute to a
positive and encouraging atmosphere.
b. Make sure that your lab users understand your
operating schedule and the importance you
place on it.
c. Schedule a time later that day that you can
assist the lab user.
It would be even better,
however, if a computer lab
manager could avoid having
these overwhelming moments in
the first place. While these
moments still might happen
occasionally, the frequency can
be reduced significantly by
developing some of the skills
discussed later in this module.
Clear communication about
schedules and services, good
record keeping about
equipment malfunctions, and
good existing relationships with
stakeholders would all have
helped in the situation described
here. It’s also wise for the
manager to make sure that there are a variety of trained individuals (interns, assistants,
volunteers, etc.) who can help with some of the common needs of computer lab users and
equipment.
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2.4. Assignments/Activities
2.4.1. What do you do on a typical day? If you are already a computer lab manager, keep a
daily log for at least a week that notes down all the different tasks you worked on during
the week and the approximate number of hours spent on each. Summarize these findings
as a list of what tasks you do (and for how long) on an average day. If you do not yet work
in a computer lab, interview someone in your community who works in a computer lab
and report on that interview.
2.4.2. Check your “empowerment”. How empowered are you to make improve the operation
of your computer lab? Consider factors such as your decision making power about
programs, schedules and purchases, and your ability to make take care of lab expenses in
a timely manner. Also consider your character. How likely are you to push hard to solve a
problem? Summarize your thoughts and findings.
2.4.3. Workshop Activity: Participate in a group discussion on stress management. Make sure
everyone in the group contributes their thoughts and ideas on how they manage stress.
Table of Contents
3. Lab Cleanliness and Condition
3.1. Why Computer Labs Should be Clean and in Good Repair
Keeping a lab clean and in good repair should be high on any list of computer lab
manager’s responsibilities. This is important for a variety of reasons that affect the overall
quality of your computer project. The three main categories of these reasons are described
below.
Attitudes. A well cared for computer lab is much more inviting for users. Who wants to
work in a room where they get their clothes dusty as soon as they sit down? Who wants to
work on a hot day in a room with broken fans? Also a dirty lab implies a lack of respect for the
facility from those that work there. Users might wonder how important this facility is if no one
takes the time to keep it clean and well functioning. If they think that no one cares for the
facility, they might be less likely to use it or even worse, more likely to steal from it. Donors
also are likely to be unimpressed by a facility that they don’t see as well cared for.
Equipment. A clean computer lab helps equipment last longer. Dust in particular takes
a toll on computers and other electronic devices (see more in Module 1). Spills from neglected
beverages can also cause significant damage. In addition, keeping a computer lab orderly
makes it much easier to keep track of and inventory equipment.
Safety and Security. The most important safety concern is that electrical equipment
should be kept in good working order to avoid the risks of electrical shock and fires. Faulty
electrical equipment might also tempt a computer lab manager to run an electrical extension
cord across a path way. If someone trips over this cord they could fall and hurt themselves or
pull expensive equipment off a table and cause serious damage. It is also common for door
locks and handles to become damaged. This could either cause difficulty in allowing lab users
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to exit the lab quickly in an emergency, or difficulty with locking the lab at the end of the day.
Keeping a lab clean and orderly can also help keep equipment from “disappearing” into the
hands of lab users. It is much harder to keep track of valuable small equipment (such as tools
and flash drives) in a lab that has cluttered surfaces and no policy for returning equipment to a
designated storage place after use.
3.2. Keeping a Computer Lab Clean
Keeping a computer lab
Tips for Keeping a Computer Lab Clean
clean begins with preventive
measures. Some tips for
Here are some ways to keep a computer lab cleaner
keeping a computer lab clean
longer.
are included in the tip box here.
1. Make sure there is a clearly labeled waste bin.
Despite the above
2. Provide a mat by the door for wiping wet or muddy
measures, however, some dirt
feet.
and dust will still make its way
3. Have rules clearly posted that prohibit eating and
into the computer lab.
drinking near computers.
Computer lab managers should
4. Consider keeping the windows closed to reduce
make a daily schedule for basic
dust, particularly on days when the wind is blowing
dust removal that begins with
strongly. This will be a challenge on hot days, but
wiping dust off counters and
air-conditioning (if affordable) is one solution.
tables, and is followed by
5. Avoid floor coverings (such as deep carpets) that
sweeping (or vacuuming) the
collect dust and are difficult to clean.
floor of the computer lab and
any adjacent rooms. If the project uses laptop computers it is best to take care of this cleaning
while the computers are being stored elsewhere. Desktop computers can be provided with
dust covers to be used during cleaning as well as for long periods when the computers are not
in use. A schedule should also be made for periodic (at least weekly) mopping of the floor. A
few times a year the computer lab should be deeply cleaned, including dusting ceiling beams,
window sills, and all shelves.
The cleaning tasks mentioned above are the kind of work that the lab manager can
easily delegate to other workers, but the manager should still participate in cleaning
periodically. This demonstrates the importance of thorough work and also can be used to
build a spirit of teamwork and cooperation amongst the lab users and staff. It is also important
when scheduling and delegating to make sure that everyone participating in the cleaning
process is fully informed about the schedule and about the importance of keeping the
computer lab clean.
3.3. Keeping a Computer Lab in Good Repair
Keeping a computer lab in good repair requires a computer lab manager to have a
heightened awareness of the condition of the lab equipment and fixtures, and a drive to keep
the equipment and fixtures in good condition despite the hassles involved. The tip box here
describes some tips for keeping a computer lab in good repair.
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The computer lab
manager will also need to work
with other parties to make these
repairs happen. This includes
working with his or her
supervisor to develop a petty
cash system or an easy system
for requesting funds. The lab
manager will also need to
develop good working
relationships with workers who
can perform the commonly
needed repairs at a reasonable
price.
Tips for Keeping Your Computer Lab in Good Repair
1. Periodically inspect all equipment and fixtures and
ask all other employees, interns or volunteers to
report to you any problems they see with
equipment or fixtures.
2. Keep a log of problems with lab fixtures, including
the date that the problem was noted and the date
the problem was addressed. This will help keep
track of issues and raise your awareness about how
often certain problems (i.e. burned out light bulbs
or faulty network cables) occur.
3. Put a high priority on making small repairs, and
work with others involved as needed to make sure
repairs happen. Since this may be a higher priority
for you than for other people, you may need to give
frequent (but pleasant) reminders to get the work
done.
4. As you gain more experience with making small
repairs, begin to forecast likely future repairs and
keep common spare parts on hand.
3.4. Assignments/Activities
3.4.1. Cleaning Equipment
Budget. The first obstacle
to proper cleaning of a
computer lab is a lack of the
required equipment and
supplies. Observe a
computer lab and think about what equipment is needed there to do a proper job.
Include the types (mops, brooms, etc.) as well as the numbers needed. Make two budgets
for cleaning equipment and supplies. The first should include be the “start up” budget for
a new project, and the second one should be an annual budget for equipment and
supplies that are likely to get used up or broken over the course of a year. If possible, use a
spreadsheet program such as MS Excel to make these budgets.
3.4.2. Cleaning Schedule. If you are already working in a computer lab, think about the
cleaning needs for your lab on a daily, weekly, and yearly basis. Make a schedule that
describes what work needs to be done when and by whom. Discuss this schedule with
your steering committee or supervisor and together develop a plan for communicating the
schedule to everyone involved.
3.4.3. Inspect an Internet Café. Visit a local Internet café and discretely consider the condition
of the computer lab. Is the environment conducive to work? Why or why not? How clean
is the facility? Is the facility in good repair or do you see signs of insufficient maintenance?
Summarize your findings.
3.4.4. Workshop Activity: look around the computer lab where your workshop session is being
held. Then discuss the following questions: What are the sources of dust in the room?
What can be done to reduce dust? How often should the furniture be dusted? How often
should the room be swept and mopped? Note any differences in opinion amongst those
present.
Table of Contents
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4. Organization
4.1. Overall Purpose.
Organizational skills do not come naturally to all of us, but most working adults would
agree that it is very useful to be organized. It is usually when we are searching around for
some important piece of paper that we really wished that we were better organized! A well
organized lab is certainly easier to work in, and it also (like a clean lab) sends the right signal to
potential learners, clients and donors. It shows that the people who work in the lab care about
the resources that they have and are professional and well prepared. Some specific
organizational suggestions are included in the sections that follow.
4.2. Strategies for Physical Organization
In most cases an office in a new project starts with just a few books and disks, which are
easy enough to find. But as a collection grows, often there is no system in place to keep the
resources organized in a way that allows for easy access. As a result, many computer lab offices
gradually come to contain a large jumble of unorganized materials. Below are four different
categories of items that all should have their own distinct shelf or cupboard space, and then
some suggestions for organizational strategies within each category.
Equipment. A computer lab manager should do a visual inspection of various pieces of
small equipment while considering an organization strategy. Which items are used most often?
Which small items would get lost if mixed in with larger items? Which items are so old (or
broken or not useful) that they should instead be taken to an e-waste facility? Once that initial
assessment is done, the computer lab manager should organize the equipment for ease of use
and with similar items grouped together (for example, a shelf space with a stack of neatly coiled
patch cables). Small items can be organized by type and placed in well labeled boxes (for
example, a box of small hand tools).
Disks. CD-ROM and DVD disks are commonly found in computer labs and can contain
various types of information. Some are found in plastic “jewel boxes” and others in sleeves or
even without any protective coverings. The computer lab manager should begin by sorting
through all of the disks, making sure that all of the disks are clearly labeled. Damaged or
obsolete disks should be removed. The lab manager should then sort the disks into some large
categories for separate storage. Four categories that might be useful are shown in the table
below.
 Computer Utilities - operating systems, disk images, anti-virus software and other
tools for setting up computers
 Computer Applications - office software, miscellaneous software for users
 E-learning/Education - educational software, encyclopedias or collections of
academic presentations
 Electronic Documents - instructor’s lesson plans, copies of monthly computer lab
reports, photos, back-up copies of various computer files
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Once the computer lab manager has organized the disks into these categories, they
need to be stored in a way that preserves the disks and also allows for easy access. The
computer lab manager will need to see what supplies are available locally, but binders
containing loose “pages” of disk sleeves are a good option, as are the zip up books of sleeves
often used to store music CD-ROMs.
Books. A computer lab is likely to have a small but important collection of books
including some “how to” guides or other tools for computer lab maintenance, some IT
instruction texts, and log books containing important information about computer users,
equipment or finances. The computer lab manager should feel free to sort these books in the
way that makes the most sense to him or her and then allow for appropriate shelf space to
store the books. If other people are permitted to use any of the books, they should be
instructed to return the books to the place on the shelf where they found them.
Paper Documents. A computer lab manager will also end up with paper documents or
files that need to be stored. These documents could include quotations and invoices, letters
with signatures or stamps, or handwritten documents (such as attendance sheets for an event).
The standard way of saving documents is really the best option here: place the documents in
file folders that are appropriately and clearly labeled. When there are a large number of
documents of a single type, these documents should have a separate file folder, and new file
folders should be created periodically and labeled by date. For example, for tracking purchases,
a project might need a file labeled “Receipts 2009” or if purchases are quite frequent then
there could be separate files for each month. The lab manager might also use a ring binder
instead of a file folder for items that should be kept in date order. The file folders and binders
should also be organized in a way that makes them easy find on a shelf, such as sorted by date
or alphabetically by name. Whatever system is used, however, it is most important that the
computer lab manager is diligent in using the system. This includes taking the time to add new
documents to the proper file and putting folders back in the proper location on the shelf. A
computer lab manger’s schedule needs to include a small amount of time to allow for these
tasks to occur.
4.3. Equipment Inventories
Imagine this scenario: a computer lab has just been broken into by thieves. The
computer lab manager is surveying the scene with a police officer and they both can see that
two LCD computer monitors have been stolen. The police officer then asks: “is anything else
missing”? The manager then pauses for a bit, and then confesses that she (or he) isn’t sure.
She tries to remember how many recently donated CPUs were stacked in the corner, or how
many laptops were in the stack in the office. Wouldn’t it be helpful if this lab manager had a
readily accessible inventory sheet that she could refer to while the police officer was there?
Similarly, imagine if a laptop donor comes to a computer lab and asks how many functioning
P4 laptops they had. The donor would be pleased to know that the lab manager had that
information at her fingertips.
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All items of significant value in your computer lab should be inventoried. This includes
clearly labeling all items using a sensible numbering system and then creating an inventory of
each item, listing important characteristics of the item. For an inventory of laptop computers,
for example, the list should include the make and model, the serial number, useful
specifications (such as processor type or speed, hard drive capacity, and operating system
used) and any significant performance problems that the computer lab manager is unable to
fix. It is best to create this inventory using an electronic spreadsheet program so that the
inventory can easily be updated. A regular schedule for updating these inventories should be
established.
A clear and current inventory is, as mentioned previously, very useful in communicating
with law enforcement authorities or with potential donors of more equipment. An inventory is
also a great planning tool for any computer project or Internet café. For example, if the
inventory shows that the organization only has one old printer and that it is functioning poorly,
then this might encourage the steering committee to budget for a new printer in the next year.
4.4. Strategies for Electronic Organization
Most computer users gradually store more and more electronic files (documents,
spreadsheets, presentations, etc.) on their computers. When people first start using personal
computers, it is very easy for them to find their documents because they have so few
documents to look through. Eventually, though, most users get to a point where they struggle
to find the file they created a few weeks ago. Below are some tips to help organize files for
better access.
File Location. It is important that users be aware of where on computer they are saving
files. If saved in the wrong location, a file can be difficult to find again. The first time a file is
saved, the Save As, dialog box opens, and at the top there is a “Save In” box showing the
location that the file is being saved in. The computer lab manager should become accustomed
to checking the location and also determine how to change the location. The method for this
depends on the application software being used.
Naming. A computer file should have a name that is brief but informative. For example,
a letter should not be named “Dear Sir” but instead “Letter to Mumba”. If the computer lab
manger frequently corresponds with Mr. Mumba, more information such as the date or topic
might also help. A computer inventory spreadsheet should not be named “inventory” but
instead “Chawama Comp Inventory 9-08”. Including the date helps a reader know how current
the information is, and including the project location is useful when communicating the
information to donors (who might be working with multiple projects).
Creating Folders. General storage in “My Documents” works for a small number of files,
but creating subfolders will be helpful as soon as the computer lab manager has more than
about 20 files. The computer lab manager should look at the types of files that he or she has
created and make some suitable folders to move the files into. For example, the computer lab
manager might want folders for “Reports”, “Inventories”, “Communication” and “IT
14
Instruction”. Fortunately folders can be gradually created and re-sorted to meet the changing
needs of any computer user. One tool to use if a folder does start to get a bit full is viewing by
details (select Details from the View menu in an open folder) and then clicking on a column
heading (such as Name or Date) to sort the items in the folder. This makes it easier to find the
documents with a certain type of file name, or the documents that were modified on a certain
date.
Backing Up. Whatever strategies are used for organizing computer files, it is particularly
important that the computer lab manager remembers to frequently make backup copies of
these files. Computers sometimes fail or are stolen and it would be a shame for a project to
lose all of its data when this happened. It is wise to set up a schedule for making backup
copies on a regular basis, such as once a month. In addition, while working on particularly
important documents, the computer lab manager should consider making a backup any time
significant changes to the document have been made. While a small amount of information
can be backed up onto a USB Flash Drive, it is more secure to periodically make copies of all
files on CD-ROM or DVD disks. These disks can then be stored in case of an emergency.
Storing data on an external hard drive is also a good option.
4.5. Collecting and Organizing User Data
User data is a collection of information about the clients or students who use a
computer lab. While not all organizations will collect the same information, below is a list of
some of the commonly collected data:
 Names and descriptions (i.e. teacher, student or community member, grade level of
student) of users
 Date, start and end time of computer use
 Identification name/number of computer used
 Purpose of visit (i.e. Internet research, typing, preparing a presentation, lesson)
 Whether or not this is the first visit (ever? or this month?) for this particular user
 Fee paid
 User comments
An Internet café might be most interested in the numbers of users and the fees paid, but the
purposes of user’s visits might also help with marketing efforts. For a community or school
project, donors might be particularly interested in knowing what audience is being served the
most by their donations. Including the names of users can help an organization follow up on
thefts that occur in the lab, but may not be appropriate for commercial projects such as
Internet cafés.
In most cases the easiest way for an organization to keep user data is to have a well
organized and clearly labeled log book kept at a location near the entrance to the lab. During
the peak hours (busiest times) for a computer lab, the manager could assign an intern, student
monitor or volunteer to make sure that the log book is filled out properly for all users. The
computer lab manager should discuss with his or her supervisor or project steering committee
to determine what data should be collected and what should be done with the data collected in
15
the log book. Typically, after the log book has been used for a month or other specified unit of
time, the computer lab manager will summarize the data electronically (in a spreadsheet) and
include this information in reports to supervisors, donors, or other interested parties. High user
numbers are a great indication of the success of a computer project, and this data should be
shared widely to celebrate the achievement, thank the individuals responsible for the success
and encourage further successes. Analyzing trends in user data can also be valuable as a part of
project planning. Perhaps the data reveal that a certain target audience is not using the facility,
and so a special effort should be made to attract those users. Or perhaps the data show that
the lab is being used little at a certain time of the day. This could result in a change of
operating hours, or the institution of a new course during the low use hours. Data that shows
low use or negative trends should not be seen as “bad news” but as an opportunity to help a
program adapt to meet changing needs.
4.6. Assignments/Activities
4.6.1. Have a look around your computer lab and office (or the lab and office at another
computer project). What organizational systems do you already see in place? If there are
areas that seem disorganized, what organizational strategies would you suggest?
4.6.2. Make some physical improvements to your office or computer lab. Collect boxes, build
shelves, or figure out some other method to sub-divide your storage spaces. Summarize
your efforts and the outcomes.
4.6.3. Imagine that you were creating an inventory of the educational CD-ROM disks that your
computer project owned. What sort of information do you think should be included in this
inventory? Make a sample spreadsheet showing all of the column headings for the
inventory and including example information for six disks. (The examples do not have to
be actual disks if your project doesn’t own any.)
4.6.4. Practice using Save As on your computer to save a copy of a file in a different location
and with a different name. Write a summary of the steps that need to be performed to
make these changes.
4.6.5. Make a back up copy (backup) of all of your documents. Depending on the equipment
you have available to you and the type of computer you are using, this backup might be on
a CD-ROM or DVD disk, or an external hard drive. Do not make your backup on a USB flash
drive unless you have no other options. After making the backup, check and make sure
that all the backup files are found on the disk or drive and can be opened successfully.
4.6.6. Workshop Activity: Your instructor will copy a group of files (documents, etc.) on to the
desktop of your computer. View the files and decide a sensible storage strategy for them.
Determine where to store the files, make folders, and move the files as needed. Also
rename the spreadsheet files more appropriately.
4.6.7. Workshop Activity: Participate in a discussion on how you manage file storage for your
learners/clients. Should they be allowed to store documents on the hard drives of
particular computers? Should they use USB flash drives or CD-ROMs?
Table of Contents
16
5. Security
5.1. Physical Security
It doesn’t take much to convince most people of the benefits of a secure computer lab.
How can a project be sustained if valuable equipment regularly disappears? Theft is often a
significant problem when computer projects are located in or adjacent to underserved
communities, and the more portable the equipment is (such as laptop computers) the larger
the problem. In Zambian computer projects thieves have been known to break through roof
tiles, crawl over ceilings from adjacent rooms, and even break through walls to take computers!
The measures taken to ensure physical security will vary for each lab but should as a minimum
include the installation of burglar bars over all windows and doors and high quality locks. Keys
should not be distributed widely. Some labs will also consider installing alarm systems or hiring
security guards. Laptop computers should be stored in the most secure area of the computer
lab, such as a locking closet with burglar bars on the ceiling and door.
5.2. Security Policy
A computer project steering committee should work with a computer lab manager to
develop a thorough security policy for the computer lab. Here are some topics to address in
this policy.
 Record keeping procedure (such as recording information in a log book) for
equipment use
 Record keeping procedure for lab users (as discussed in section 4.5)
 Key distribution policy
 Procedure for lab access when computer lab manger is not present (such afterhours
use or in the case of lab manager illness)
 A strategy for managing user’s bags and backpacks
 Procedure to follow once a theft has occurred
 A strategy (such as password protection on specific files or computers) for securing
sensitive files (such as those containing financial information or student
marks/scores)
5.3. Insurance
A computer project steering committee should also investigate the possibility of
obtaining insurance for the computers or other valuable hardware in the computer lab. The
price for this insurance will vary with the deductible (the non-covered amount) chosen, the
number and quality of the computers, and the security of the facility. For example, the
insurance might be cheaper if the computer lab has an alarm system and monitoring by a
security company.
If the steering committee decides that insurance is not affordable, then a discussion
(and plan) should follow about what the organization intends to do if a computer is stolen. Will
it be replaced? And if so, using what funds? Perhaps the organization could establish a reserve
fund to be used in case of theft or other significant damage to key equipment.
17
5.4. Assignments/Activities
5.4.1. Perform a security audit of your computer lab or a local Internet café. What strengths
and weaknesses do you see in the physical security of the room? If you were a thief, how
would you gain access to the room and what items of value would you be able to remove?
5.4.2. Visit an insurance agency and ask for a quotation for insurance for 10 laptop computers
valued at $500.00 USD each. Discuss with the insurance agent the different options for
the amount insured and any deductibles.
5.4.3. Interview the computer lab manager at a local computer project about security. Does
the computer project have a security policy in place? Have they had any thefts? How did
they respond to the thefts (in terms of adjusting security as a result, or recovering or
replacing the stolen equipment)?
5.4.4. What data is valuable for your organization? Consider all of the information that is
stored on the computer lab manager’s computer. What files there contain information
that if lost would create problems for lab management or future planning? What files
there contain information that is sensitive or private? Summarize your findings and
include a strategy for how your organization does (or will) make regular back-up copies
and also ensure that there is no unauthorized access to sensitive files.
5.4.5. Workshop Activity: Participate in a role play about interviewing suspects after a theft.
5.4.6. Workshop Activity: Look around the facility where your workshop is taking place. Note
any areas that you think show insufficient security, and then participate in a group
discussion about how security could be improved at that facility.
Table of Contents
6. Management
6.1. Overall Definition and Purpose
Management has a variety of definitions, but in general refers to the coordination of
efforts, money or materials to achieve certain goals. In this section we will focus on working
with people to accomplish the desired outcomes of a computer project. The specific topics of
project organization, planning, leadership, and financial management will be covered in later
sections.
6.2. Managing Customers, Clients and Students
6.2.1. An Important Reminder
Some people are tempted to think of a manager as a boss or dictator who can rule
strictly and wield power over others. While it is important to have enough structure to keep an
organization running smoothly, it’s equally important not to let the use of power overshadow
the overall purposes or goals of the project. The computer lab manager needs to make sure
not to alienate or belittle users, and to create an atmosphere of encouragement and
enthusiasm for everyone. If an encouraging atmosphere is not created, the project risks
straying far from its mission. It is also important that the manager develop and implement all
policies with a mind for fairness and equality for all users.
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6.2.2. Developing, Communicating and Using Policies
The idea of a security policy has already come up in this manual, but there are other
valuable policies to consider as well. These policies should be thought of as tools to allow for
smooth running of a computer lab or Internet café. There is no set formula for these sorts of
policies as they will depend on the type of computer project and the ages of the users, but
some types of policies to consider are discussed below. Whatever policies are implemented,
however, it is quite important that they are thoroughly communicated to all users. This could
include posting policies clearly in the lab, and including a discussion of the policies in all training
sessions or orientation sessions for new users.
Appropriate Use. What is the appropriate use of the computers in a computer lab? Are
they there for the users to use as they see fit? Or are there activities that would be in conflict
with the organization’s mission, goals or culture? While this is going to vary depending on the
nature of the project, most computer labs will have some activities that they choose to
prohibit. These would likely include viewing pornography over the Internet, or participating in
illegal activities such as downloading pirated music or films. Some organizations might also
prohibit noisy activities such as listening to music (without headphones) or making phone calls.
Educational institutions are likely to focus computer use on strictly academic activities. This
could result in the prohibition of computer games, online chatting, online shopping, or visiting
entertainment focused websites. Email use might be restricted to a certain sub-group of
students based on their age or experience with computers.
Malware Prevention. As discussed in Module 1 of this course, computer viruses and
other malware can cause significant problems for a computer lab. Any computer user
education that occurs at a computer project should include some information about viruses and
how to avoid them. In addition, however, some policies for virus prevention should be
considered. Since USB flash drives are one of the major tools for spreading malware, a policy
could prohibit the use of these flash drives, or require them to be scanned by computer lab
staff before they can be used. Users can also download malware, often unwittingly. Policies
prohibiting the downloading of software may help here, as will adjusting the security settings
on a browser program or firewall (discussed in Module 4) to avoid accidental downloads.
User File Storage. Most computer lab and Internet café users do not have their own
computers, so the options for storing their own files are limited. Using a USB flash drive is a
common method, but has the virus problems previously discussed. If a policy prohibits flash
drive use, the computer lab might allow users to copy (burn) their files onto CD-ROM disks and
also provide some training on this procedure. Other options include encouraging online
document storage, which is available for free through several companies, or allowing users to
store their information in certain locations on specific computers. If choosing the latter option,
the computer lab will need to make (and communicate) a policy about how these files will be
stored (such as naming standards and appropriate locations) and when these files will be
periodically removed from the user computers to free up space for others.
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Equitable Time and Resource Sharing. It is likely that there will be some times when a
computer lab will very busy, and there will be some resources (perhaps a particular educational
disk) that are very popular. The lab manager should consider the organization’s mission again
here. It probably doesn’t serve the mission to let a small group of people dominate the most
precious times of day or resources for all users. In this case it would be helpful to develop and
communicate policies to “share the wealth” a bit more fairly. For an Internet café or a school
computer project this could include setting time limits on users during peak time periods. A
school computer project might also consider designating the open access time for different
groups of users on a rotating schedule. For example, grade 10 pupils use the lab on Mondays;
grade 11 pupils on Tuesdays, etc. If adopting such a schedule, the computer lab manager will
need to consider how to accommodate teacher computer use in a way that also seems fair and
consistent with the project mission.
6.2.3. Managing and Assisting Unskilled Users
What happens when an unskilled user enters an Internet café? They probably have a
specific mission. Someone has
asked them to send an email, or
Tips for Assisting Unskilled Users
to look up a particular web page.
Perhaps they are searching for
1. Be encouraging and enthusiastic but also discrete.
work and have been told that
The user may be ashamed of his or her lack of
they need to prepare a CV. In
knowledge.
these situations it is not
2. Ask questions to further asses the needs of this lab
unreasonable for a lab manager
user. Is there a simple request you can help with?
to think: “Ugh. Where do I
3. If the user would like some general/overall
start?” The manager may be too
assistance, here are some strategies to try
busy to help, or worried that the
a. Encourage another user to allow the new user
new user will somehow damage
to observe their work for a while, so that they
a computer. The manager needs
can gain familiarity with the operation of a
to remember, however, that it is
computer.
important not to scare off
b. Ask another lab worker or volunteer to assist
potential users or learners.
c. Make an appointment with the user for an
Success with this individual could
introductory one-on-one lesson.
result in the person becoming a
d. Encourage the new user to sign up for a basic IT
training course participant or
skills course
regular lab user. The tip box
here includes some tips for
More tips on working with learners are provided in
assisting unskilled users.
Module 3.
6.2.4. Technical Tools for Managing Users
Given some of the concerns presented in the last two sections, a computer lab manager
might consider using a tool that limits what lab users can do on a computer. To accomplish this
task, there are several types of Internet café management software available, some even at no
cost. In addition to monitoring the time a customer is on a computer and calculating usage
costs, Internet café management software can also be set up to limit the customer’s access to a
20
computer’s hard drive. Some Internet café management software prevents access to
prohibited websites, and prevents the downloading of programs. This software does require
that the computers are networked via a server. Server use is covered briefly in Module 4 of this
course. Two examples of free Internet café management programs are HandyCafe
(www.handycafe.com) for Windows servers and OutKafe (http://outkastsolutions.co.za) for
Linux servers.
Another option for protecting a computer from unintentional changes made by
inexperienced users is to install software that limits some users from accessing certain
programs or tools on a computer and also can be used to clean off unwanted files and changes
by “resetting” a computer to known configuration periodically. Microsoft has a program called
SteadyState that is available for free for use on computers running licensed copies of a
Microsoft Windows operating system. More information is available on the Microsoft website.
6.3. Managing Coworkers
6.3.1. Who are a Lab Manager’s Coworkers?
Coworkers are anyone who a lab manager works with on a regular basis towards the
goal of having a smoothly operating computer project. They could include any of the following
groups:
 Steering Committee Members. This is a particularly important group to have a good
working relationship with, since they have significant impact on the overall plan and
implementation for a computer project. For more information about steering
committees, see A Handbook for Telecenter Staffs (Colle, R.D. and Roman, R. 2003.
Cornell University). Available online at:
http://ip.cals.cornell.edu/commdev/handbook.cfm
 Assistant Lab Managers. In a large computer project or Internet café, it’s possible
that additional staff would be hired to assist in daily operations
 Interns. Typically these are young adults who are looking for some on-the-job
experience and training. They are hired for a limited period of time and are ideally
given opportunities to do work that is challenging and educational for them.
 Student Lab Monitors. In a school computer project some specially selected and
trained pupils can be of significant assistance in the daily running of a computer
project. They are usually willing to volunteer in exchange for some extra training
and some unique privileges (such as extra time in the computer lab or permission to
use email). Student monitor tasks include setting up equipment in the morning,
filling out log book entries for users or equipment, offering assistance to less skilled
users, providing additional security, and assisting with lab cleaning.
 Volunteers. In a school or community computer project, there may be skilled
members of the surrounding community (or even visitors from abroad) who would
like to volunteer their services for the benefit of the project. These volunteers
should be encouraged and given opportunities to assist users or the lab manager in a
way that best suits their skills. Having a visiting volunteer offer a training session in
a subject of interest to them can be a good way to build excitement for a computer
project.
21
6.3.2. Tone, Expectations and Motivation
With all coworkers, the manager’s first job is to set an appropriate tone for their
relationship with the coworker and the coworker’s relationship to the project. This should be a
tone of encouragement and enthusiasm with all coworkers. The coworkers should know that
they are a part of an exciting program and that their efforts are truly appreciated.
While it is important to maintain professionalism in a computer lab, the atmosphere can
be both professional and exciting at the same time. The manager should demonstrate and
share expectations for professional conduct. This includes the following:
 Keeping Time. The lab manager and all coworkers should be expected to show up
for work on time and begin and end all training sessions according to posted
schedules.
 Wearing Appropriate Attire. This will vary depending on the organization and the
standards of the surrounding community, but the manager should make sure to set
and discuss reasonable standards for clothing. All workers, however, should be
encouraged to wear comfortable shoes due to the length of time they may be
standing.
 Conversing Professionally. Workers should avoid using language that is offensive to
the community, and be particularly sensitive to the groups (such as women and
racial or religious minorities) who may be the target of derogatory language.
Coworkers should also avoid discussing dating or making personal overtures to other
coworkers or lab users. This could be considered harassment by some and is
certainly distracting from the purpose of the computer lab.
The lab manager also should make sure that all coworkers see themselves as valuable
parts of a vibrant system. It is important that the manager make sure that all coworkers have
opportunities to participate in the lab in ways that are exciting, engaging and if possible
educational for them. While it is true, for example, that the sweeping does need to be done, no
one coworker should always be put in charge of the sweeping. The manager should encourage
everyone to learn and practice new skills as they work. The manager should periodically
consider what will motivate all employees to perform their best and keep improving.
Motivation may take the form of celebrations and thank-you gifts, opportunities for employees
to earn privileges or equipment, or opportunities for employees to attend workshops or
otherwise continue their education.
6.3.3. Preparing and Sharing Job Descriptions
All employees of a computer lab (including the lab manager him or herself) should have
clear job descriptions prepared and then discussed with them. Prospective employees should
be given job descriptions to review before being hired for a job. When job descriptions are
being updated or revised, the employees should have an opportunity to provide input into the
job description. Preparation of job descriptions should be the joint responsibility of the
computer lab manager and his or her steering committee or supervisor. Below are some key
items to include in a job description.
22





An overview of all tasks to be performed (management, instruction, security, record
keeping etc.)
An indication of typical allocation of hours (in other words, how many hours in the
average week should be spent on each task)
Prohibited tasks (outside paid work, computer games, etc.)
Work hours (specific days and times)
Holidays and personal leave (how many days can be taken, procedure for requesting
leave, etc.)
6.3.4. Setting and Keeping Work Schedules
Setting clear work schedules with all coworkers (including volunteers) is important for
the smooth running of a computer project. The manager needs to balance the needs of the
individual coworker with the needs of the project, and find the best compromise possible.
Once work schedules are set, it is then the manager’s job to make sure that they are
communicated clearly and seen as important. In cultures where keeping to a time schedule is
seen as a low priority, the lab manager will need to remind coworkers of the importance of
giving the computer lab users enough time to use their precious resource. The computer lab
manager may also want to consider in advance what strategy to use with employees that
consistently are not keeping to their work schedule.
Sometimes, despite everyone’s best intentions, life problems prevent someone from
appearing for a scheduled work shift. This most likely occurs due to an illness. All coworkers
should be encouraged to contact the lab manager as soon as they know that they will be late or
absent from a work shift. If the computer lab manager is ill, he or she would need to
communicate his or her absence to the supervisor or a designated individual on the project
steering committee. Before an emergency occurs, though, the computer lab manager should
discuss this with the project steering committee to develop a plan for these eventualities.
Questions to address include: Who should open the computer lab in the morning if the
manager is not present? How can security still be prioritized with reduced staffing? and Is there
someone who can fill in during scheduled lessons or training sessions if the instructor is not
available? There are no set answers to these questions. Some steering committees may decide
to pull people from other work in order to maintain “business as usual” whereas other
organizations may decide that they do not have enough staffing flexibility and thus need to
reduce hours or postpone events.
6.3.5. Performance Reviews
A performance review (also called a performance appraisal) is a periodic opportunity for
an employer and an employee to together review an employee’s performance and make an
action plan for his or her work in the future. Performance reviews are an important tool in
helping employees to meet their full working potential. While they often have the negative
image of being associated with disciplinary action for an employee, they can also be used in a
positive ways. A performance review might be a good opportunity to formally praise an
employee for a job well done. A performance review can also be used to help avoid disciplinary
action by instead setting performance targets and identifying training needs. It is best if
23
performance reviews occur on a
regular basis (such as annually)
and are not associated directly
with the contract renewal
process.
There are many methods
used for performance reviews,
and each organization’s steering
committee should determine the
method that best suits their
purposes. One simple method is
shown in the tip box here.
Tips for Performing an Employee Performance Review
1. Distribute copies of the employee’s job description
to the employee and a few coworkers.
2. After allowing time for everyone to review the job
description, collect confidential feedback from the
employee and his or her coworkers about how the
employee is meeting the expectations of the job
description. If possible, feedback would be
collected from people who work at a variety of
different levels of responsibility within the
organization.
3. Combine the feedback collected with your own
insights in order to prepare a report that includes
praise for the employee, a description of any areas
of concern about the employee’s performance and
recommended actions that be taken to help the
employee improve as needed.
4. Be mindful of the fact that some employees will
have a tendency to focus on the negative feedback
they receive and may not fully hear the positive
feedback. Therefore it is important that you
emphasize the positive feedback and if possible end
both the written report and any meetings about the
report on a positive note.
5. Discuss this report privately with the employee and
then distribute it to the project steering committee.
6.4. Assignments/Activities
6.4.1. Visit a computer lab and
observe the interactions
between the lab manager
(or other staff) and lab
users/clients. Did the lab
manager communicate
policies and procedures as
needed? Did the
users/clients feel as though
their needs were being
met? Summarize your
findings.
6.4.2. For your current place of
work, who are you
coworkers? Make a list of everyone you work with (if it’s a large number, you can consider
categories of people (i.e. “security guards” and “instructors”, rather than individuals). For
each category of coworker, answer the following questions: What are your common
goals? What areas are you likely to have conflict in (professionally, not personally)? What
is most important about your communication with them?
6.4.3. What motivates you to do your best work? If you were your supervisor, what could you
reasonably do to help motivate you? Summarize your thoughts.
6.4.4. If you are already employed in a computer lab, have a conversation with your steering
committee chair or supervisor about your computer lab project. Ask the supervisor what
his or her dreams, expectations, and fears are about the project. Also provide your own
answers to these questions. Summarize your findings during the conversation.
6.4.5. Do you currently have a job description? If so, read it and review it. Does it match your
daily work? Is it thorough enough in guiding your work? If you don’t have a job
description, draft a job description for your current work (or for a friend if you are
unemployed).
24
6.4.6. Learn more about either Internet café management software (by doing and Internet
search or seeing the examples in section 6.2.4) or Microsoft Windows SteadyState (go to
http://www.microsoft.com/windows/products/winfamily/sharedaccess/default.mspx).
What hardware and other software is needed to run these programs? What technical skill
is required of the manager?
6.4.7. Workshop Activity: Participate in a discussion about setting a schedule for a computer
project. The instructor will give you a scenario for a particular project including the
number of staff, the types of users and their different interests and needs. The group will
discuss the scenario and suggest a weekly schedule.
6.4.8. Workshop Activity: Participate in a role play with a staff member about a performance
issue.
6.4.9. Workshop Activity: Experiment with a computer using Microsoft Windows SteadyState
or with a computer lab running Internet café management software.
6.4.10. Workshop Activity: Develop a job description for an intern or student computer lab
monitor. Share your draft job description with the group and collect feedback from the
other participants.
Table of Contents
7. Leadership, Time Management and Project Organization
7.1. Leadership Overview
7.1.1. Characteristics of Leaders
What are the characteristics of a leader? There surely are many different answers to
this question, and certainly not all leaders have the same character, but here are some
characteristics to consider:
 Proactive. This term refers to a person who pushes to make the progress they want to
see happen. Instead of waiting for others to take the lead, this person investigates
possibilities, and seeks opportunity and partnerships as needed. The proactive leader
does need to be careful, though, not to be so pushy or aggressive that they overwhelm
others.
 Creative. The creative leader is one who looks at problem and does not see a dead end.
Instead this person thinks “what are some different ways I can work around this?” and
then experiments until that way is found. A related concept is being innovative, or
looking for new and different ideas.
 Inclusive. The inclusive leader is a person who makes sure that a new project is
undertaken as a team effort, and that the needs and opinions of all stakeholders are
considered and (if possible) incorporated. The inclusive leader recognizes that there will
be much greater support in a community for a project if the ideas and needs of the
community are taken into account from the beginning. This also requires the leader to
be a good listener, taking care to hear all ideas, even those that he or she disagrees
with.
25
The leader also should not lose sight of some important managerial skills that have
already been discussed in this module. For example, it is important that the leader be well
organized, in order to keep track of all of the documents and materials involved in a project.
The leader should also be a good communicator, so that everyone stays connected and has
opportunities to contribute to the effort. Empowerment (in both the attitude and the working
environment) is also important, as discussed in section 2.2 of this module.
7.1.2. What if You Aren’t a “Born Leader”?
Some readers of this text might feel a bit intimidated now. They may feel that they
don’t have any of the characteristics described above, and therefore cannot lead. While not all
of us are “born leaders” that does not mean we cannot learn the skills involved! This is
certainly an area where “practice makes perfect” and a good way to start is by leading a small
project and using it as a learning experience. People who are in leadership roles for the first
time should consider watching and learning from other leaders around them, and even asking
those they are working with on a project to provide advice on how they wish to be lead. A new
leader will likely find that people are very encouraging and supportive of his or her efforts.
7.1.3. Watch the Attitude!
It is important to note that a project leader (or any computer lab manager) should not
be a dictator. A lab manager may start to feel that since he or she was asked to lead a certain
project, then he or she can force everyone to comply with his or her demands. This attitude,
however, is likely to alienate the people that the manager is working with and not contribute to
an open and sharing environment. It is important to remember that great ideas and valuable
skills can be contributed from a variety of individuals at all the different levels of an
organization. People should be encouraged to participate and collaborate where possible.
There may be times when a manager is required to delegate undesirable tasks. This can
be done, however, with significant appreciation, and communication about the importance of
the task. Hopefully the individuals asked to perform these undesirable tasks will also have
opportunities to be involved in more enjoyable or enriching tasks.
7.2. Time Management
Good time management is important for both the daily running of a computer lab and
for those taking on special projects. Both aspects of time management are discussed here.
7.2.1. Consistent Operating Hours and Activity Schedules
For a computer project or Internet cafe to be successful, lab users and clients need to
know when they can come and use the computers. If a potential user comes during the
advertised hours and finds no one present, they may become discouraged and never come
again. It is therefore important that operating hours be posted and adhered to clearly. If a
schedule change needs to be made on a rare occasion, the change should be posted as far in
advance of the time change as possible.
26
To emphasize this point further, managers need to make sure that they understand the
importance of actually keeping to the posted time. If the posted schedule says that the lab
opens at 8:00 in the morning, then the lab should be opened at exactly 8:00! Potential users
that appear on time will not be impressed by the dedication of the staff if they are not there as
scheduled. In addition, if a manager in a school computer project is scheduled to begin a lesson
at 10:00, then they should genuinely begin the lesson at that time and not wait until all of the
learners are present. Those who are present will be rewarded with a lesson that lasts the full
time slot, and those who arrive late will see how committed the rest of the group is and may
consider changing their behavior for the next lesson.
Setting daily schedules for
an educational computer project is
an important way to manage time
and distribute it fairly amongst all
users. The tip box here provides
some tips for developing a
schedule for an educational
computer lab. Once a daily
schedule has been set, it is
important that it be widely
publicized. Posting a schedule on
the computer lab door, in
classrooms and in various
gathering spaces will both inform
users of when they can come and
serve as a reminder of the
opportunities available to them in
the computer lab.
Tips for Developing a Schedule for an Educational
Computer Lab
When setting a computer lab schedule, make sure that
you address the questions below:
1. Consider the different user groups – do they each
have time slots for using the lab that match their
availability?
2. Do all students get an equal share of time in the
lab?
3. Are time limits set so that individual users don’t
monopolize the resource?
4. Are teachers/instructors given more flexible access
to the computer lab (in a way that doesn’t disturb
organized lessons and activities)?
5. Does your daily schedule reflect the goals of your
organization?
7.2.2. Daily Time Organization for the Computer Lab Manager
The Lab Manager for is likely to have some tasks during his or her day that have to occur
at fixed times (such as set-up, clean-up and scheduled lessons) and other tasks that need to
occur, but not at a particular time (such as offering individual assistance, keeping up with
correspondence and organizational tasks, repairing equipment and eating lunch). If there are
specific tasks that a lab manager wants to make sure happen that day, it is wise to begin the
day by thinking about when these events should occur and even making a note on his or her
daily calendar or diary to schedule the event. Keeping an up to date “to do” list of important
tasks is also helpful.
There are times when a computer lab manager is completing a task that involves long
pauses. For example, this can occur when a lab manager is downloading a file from the Internet
or reimaging a computer. During these times it is appropriate for the lab manager to multi-task
(work on another task alongside the first one). Perhaps they can catch up on email? Or look for
good educational resources on the Internet? Or update a computer inventory? It is also good
27
for a computer lab manager to think ahead about tasks that can be done during the following
situations:
 The lab manager’s computer is busy with other tasks (such as reinstalling a program)
 The Internet is not available
 There is a power outage
Having a list in advance of activities that can be performed during these times will help the
computer lab manager become more efficient and productive.
7.2.3. Time Management in a Project
When the computer lab manager is leading a team on a new project, such as developing
a new training course, it’s important to consider the implementation time frame for the project
very carefully. Initial enthusiasm for a project can inspire people to give unrealistically short
time frames (such as “we will write the curriculum in the next two weeks”), without thinking
about how they will manage all of the other work they need to do as a part of daily life. People
also often don’t realize how long effective communication takes. For example, if you are
requesting feedback via email and an important stakeholder only checks email weekly, you will
need to allow sufficient time for this communication method to work (or consider other
methods of communication). Continuing with the training course example, time also needs to
be allowed to gather funds for a project, provide orientation or training for the trainers, recruit
and confirm participants, and gather all needed supplies.
When setting the time frame for a new project, the leader should come prepared with a
list of steps that he or she knows will be involved in project implementation. For each of these
steps, the team should consider how long the job will take and whether it needs to be done in a
specific order. In addition, some additional time should be included for unanticipated tasks or
issues that develop. With this approach, a realistic time frame for project implementation can
be developed.
7.3. Organizing and Leading Meetings
A computer lab manager is likely to have an opportunity to organize or lead a meeting
while working in a computer lab. This could be a meeting of a team that is organizing an event
or planning a workshop. It could also be a meeting called to address a problem, or it could be
a meeting called to review or evaluate an event or project. Whatever the reason for the
meeting, it will be more productive if it is well organized and well lead. The main tasks for
organizing a meeting are communicating with participants and setting the agenda. Effective
communication with participants begins with setting a meeting date and time, sending
invitations and receiving RSVPs (replies indicating whether or not someone will attend). In this
process, it helps (if it is logistically possible) to include the participants in the decision making
about the date and time for the meeting. The organizer can propose a few dates and times
and see which one works the best for the participants. Communication with participants
should continue to include reminder phone calls or emails to ensure attendance.
In a well organized meeting, the organizer has also prepared an agenda in advance. If
possible, the organizer comes up with some ideas and emails the participants to ask them if
28
there is anything else that needs to be included. During the meeting one of the first items of
business should be an agenda review, to give participants another opportunity to suggest
additions or changes. Below is an example of a meeting agenda outline for one meeting in an
ongoing series of meetings.
 Agenda Review
 Review of either the minutes of the previous meeting or action items (promised
activities) from the last meeting.
 Agenda item #1
 Agenda item #2
 Agenda item #3
 Next Steps:
o Review of action items from this meeting
o Listing agenda items for next meeting
o Setting date, time and location for next meeting
Some meetings also begin and close with prayer, but meeting organizers need to be sensitive to
the varying faiths of the participants and should not assume that all meeting participants will be
inspired by the ministry of one participant.
During a meeting, it is the
meeting leader’s (facilitator’s)
responsibility to make sure that
the meeting runs well and is
productive. Some important tips
for leading meetings are included
in the tip box here.
Another important
responsibility for a group leader
(meeting facilitator) is to make
the meeting as inclusive as
possible. This can be a challenge
in a large group meeting, but
even in those situations it is
valuable to have as many
different voices heard as
possible. Based on the numbers
of people and the needs of the
group, it may or may not be
important for the group
members to raise their hands
and be recognized by the
facilitator before speaking. If
hand raising is used, the
Tips for Leading Successful and Productive Meetings
1. It is your responsibility to make sure that the group
starts the meeting on time. It is not fair to those
who have come on time to have to wait a long time
for tardy participants.
2. Make sure that the group sticks to the agreed upon
agenda. If a participant is leading the group into
another topic, gently remind the participant of the
item that is being discussed. If the group agrees
that this new topic is important to discuss, it can be
added in as an agenda item at the next meeting, or
the group can agree to change the agenda to
accommodate this item.
3. Keep an eye on the time. If it appears that a
particular agenda item is taking up all the time, ask
the group if it is more important to finish that
agenda item or continue with the rest of the
agenda.
4. When the group agrees to items that require action,
make sure that volunteers are sought to complete
the required actions. You do not want any “gray
areas” in which participants are unclear about who
is going to do the work.
29
facilitator can be sure to call on a variety of people. If many hands are raised, the facilitator
might need to keep a list of the people waiting to speak, so that no one is forgotten. In a small
group where people are speaking freely, the facilitator still might want to call on a quiet
participant to make sure that they feel encouraged to share ideas.
The facilitator also needs to become aware of when productive conversation has ended.
The group members may have begun to repeat themselves, or some meeting attendees may be
showing signs of losing interest. When this happens, the facilitator might suggest that
agreement has been reached and check to make sure that is the case. Or if it is clear that
agreement has not been reached, the facilitator could suggest that the item be raised again at
the next meeting. If it is an issue that is both important and requires immediate action, then
the facilitator could call for a vote of those present, or suggest that the issue be sent to a higher
authority for decision.
7.4. Documentation
Some readers might now
be thinking “Ugh!
Documentation means
writing….I’m not a writer!”
Preparing meeting minutes and
reports can be very intimidating
for people who don’t have much
experience writing or are poor
typists. The tip box here includes
some tips for those of you who
find yourself worrying about
documentation.
Tips for First Time Minute Takers
1. Give yourself plenty of time. You don’t want to feel
too rushed or pressured to get a report done.
2. Use the meeting agenda as an organizational tool
for your minutes. The agenda items can be the
headings for the different sections of your notes.
3. Give yourself permission not to do a perfect job.
Readers will appreciate the fact that you are trying,
and you will improve with practice.
4. Be willing to ask for and accept suggestions for
improvement. Consider any negative feedback you
get as a part of a good learning experience, and not
some judgment of your character.
5. Keep practicing your touch typing (using the
resources suggested in the introduction to this
course in Module 1). Over time you will become
much more efficient at typing up minutes.
7.4.1. When and Why to
Document
If there are some lab
managers who are still reluctant
to take minutes or write reports
after the above tips, perhaps a
discussion of the purpose of documentation would be helpful. Imagine this scenario: Two
coworkers are organizing a celebration for the graduates of a significant training program. They
meet informally to figure out what preparations need to be done. Then the day of the event
arrives and they discover that each one of them thought that the other person was responsible
for obtaining soft drinks. It ends up being a thirsty crowd! Taking notes, even informally, of the
planning meeting could have avoided this problem. In preparation for the event, each
coworker might have looked at the notes and asked: “Is there anything in here that I forgot
about?”
30
Here are some questions to ask when deciding whether or not someone needs to write
up minutes from a meeting or a report from an event:
 Did enough things happen at the event/meeting that the participants are likely to forget
some of them in the near future?
 Were the discussions at the meeting complicated enough that reviewing notes later
might help some people to understand the discussions more fully?
 Was there anyone who was not present at the meeting or an event that would want to
be involved or know what occurred?
 Did the meeting or event involve significant expenditures of funds or decisions to spend
funds?
 Are there donors who would like to know how a particular project they have funded is
proceeding?
7.4.2. Preparing Reports and Minutes
Once a decision has been made to record minutes for a meeting or write a report for an
event, there are several other factors to be considered. First, the manager might be wondering
how much information needs to be written. This is certainly going to vary depending on the
style of the writer and the needs of the recipients, and the manager is going to have to discover
by experience (and the feedback he or she receives) what works best. At a minimum, though,
the minutes for a meeting should include a list of all attendees (unless a very large group), all
agenda items, all topics discussed, and all decisions that are made. When reporting an event,
the attendees and agenda are both important. Any significant outcomes or recommendations
for future events should also be reported. For both meetings and events, the recorder is not
going to be able to keep track of every word that is spoken, and should not attempt to do so.
However, the key points of the discussion should be included. Here is an example of a
discussion summary: “The group discussed the pros and cons of switching Internet providers.
It was stated that the current provider, Smith Communication, offers the best price in town for
our bandwidth level, but it was also noted that the customer service offered by Smith has been
poor.”
One time-saving tool for preparing minutes and reports is to use a template. This is a
document that is already formatted properly for the minutes or report, and includes text (such
as headings) that will be the same for all meeting minutes or event reports. These templates
can be created by a lab manager to meet the needs of the group that he or she participates in,
or they can be found online (for MS Word templates see http://office.microsoft.com/enus/templates/ct101172601033.aspx). In MS Word a template can be saved as a template file
(the file extension is .dot) instead of as a regular document. Each time a user opens a template
file a new document based on that template is automatically created. The template file itself is
saved in its original state for the next use.
Once the minutes or a report has been prepared, the lab manager should proof read it
before distribution. Items to look out for are in the list below:
 Are the spelling and grammar correct?
31



Does the tone appropriately represent the event (not too negative, for example)?
Is the document professional (avoiding colloquial expressions or inside jokes)?
Will someone who was unable to attend the event find the minutes or report
understandable and useful?
After these items are attended to, the minutes or report can be distributed. Often a group will
have a policy of first distributing a draft only to those who were in attendance, asking for
corrections or other feedback within a certain time period. After this feedback has been
received and incorporated, then the final minutes or report is distributed more widely.
7.5. Assignments/Activities
7.5.1. Review the leadership characteristics described in section 6.1, and then assess yourself
in these areas. In what ways are you a strong leader and in what areas do you need to
improve? Set yourself some goals for improving your leadership skill and some activities
that will help you reach those goals.
7.5.2. Can you stick to a daily schedule? Attempt this challenge: choose a typical work day in
the near future, and set yourself a schedule that includes start and end times for all
activities that you plan on engaging in. At the end of the day, evaluate your performance.
Did you pay enough attention to the clock to move on when needed? Had you set a
realistic and achievable schedule in the first place? Had you forgotten to include some
necessary work (or personal time)? Did unforeseen events arise that challenged your
ability to stick to the schedule? If so, how did you react?
7.5.3. Imagine that you are a part of an ongoing team that meets to review the activity of an
Internet café and suggest improvements for the project. You are the designated minutes
taker for these meetings. Prepare a template that could be used for minute taking that
includes all headings and recurring agenda items.
7.5.4. Analyze a meeting you recently attended. Describe the meeting purpose, and then
answer these questions: Did the meeting facilitator (leader) keep the group on track and
on time? Did the meeting facilitator make sure that all voices were heard? Did the
participants act as a team or were there significant conflicting interests or opinions? What
else about the meeting went well or went poorly?
7.5.5. Workshop Activity: Participate in a group discussion about time management in your
culture. What can be done to help people be productive and timely while still taking
cultural norms into account?
7.5.6. Workshop Activity: Participate in a role play on leading a meeting. Your instructors will
describe the meeting topic and assign specific roles to the participants. After the role play,
participate in a group discussion about what went well and what could have been
improved.
Table of Contents
8. Planning
8.1. Planning Overview
32
We all plan at least informally in our lives. It might be planning the family dinner menus
for the week, it might be planning a party for a friend, or it might be planning a strategy to
complete a degree. Without any planning, our existence would be truly just day-to-day and
probably less inspiring and enjoyable. The same is true for a computer project. If we don’t
make plans for events or improvements, there is likely to be less excitement in running the
project. In addition, if we don’t plan for certain maintenance needs (such as new light bulbs or
printer cartridges) we will find that working in the computer lab is certainly less enjoyable and
productive. An Internet café might even lose some customers if they haven’t planned to keep
the computers up to date and performing well.
There is quite a bit written about the initial planning stage for telecenters or other
community computer projects. Any organization just beginning a computer project would be
well advised to use the information available in the planning resources listed at the end of this
module. The recommended steps for an initial project plan include community involvement,
needs assessment, establishing a mission and goals, determining what services to offer, what
equipment is needed and financial planning, among other topics.
8.2. Strategic Planning
Even if a computer project was well planned before initial implementation, there are
going to be times when more planning is needed. This could be for a variety of reasons.
Perhaps the project is considering a change in direction. Or perhaps the donor funding has
been exhausted and a new plan for sustainability needs to be developed. Also some donor
agencies require planning before they will consider donating to a particular project or
organization. The justification for this is that these donors believe that a planning process is
necessary to ensure that a project is well thought out and that the right amount of funds are
being provided for right purpose. Whatever the purpose of the planning, it is important that
the computer lab manager not carry out the planning alone. The planning will be much more
effective if it is a group process, involving at least some steering committee members, and
preferably also someone with financial expertise or authority.
Before beginning any sort of project planning, an organization should make sure that
they have vision, mission and goals statements that will guide their planning. Here are
descriptions of these statements:
 Vision. The vision for a project should describe an ideal future for the project. It should
also give a direction, inspire action and explain why the project exists.
 Mission. A mission is an action-oriented statement of what the project does or why it
exists. The mission statement should address these three questions: “What is the main
purpose or function of the project?” “Who are the beneficiaries?” and “What needs is
the project trying to address?”
 Goals. The goals give the specifics of the direction for a project. For example, one goal
for a school computer project could be “To use computers as a source of educational
information for pupils and teachers”. Goals should be realistic and achievable for the
project, but they can be relatively broad. A project will probably have more than one
goal.
33
Strategic planning itself is an ongoing process in which an organization envisions the
future, and then determines what steps will help the organization reach that future vision.
There are many different approaches used for strategic planning, and also organizations will
plan for different lengths of time. A very long range plan is useful for an organization that has
large goals that will only be achieved gradually. Long range planning is also valuable for
projects to use as they consider equipment replacement. For example, the computers that
serve an organization very well now will likely be quite slow and out of date in 5 years time. A
long range plan can ensure that there will be funds available to replace those computers in 5
years.
One tool used for planning is called a Logical Framework (Log Frame). This is a valuable
tool for an organization because it ties all objectives into the activities that will result from the
objectives and the outcomes that are expected from these activities. In other words, a log
frame describes the process that the organization will follow to meet their objectives. A log
frame can cover a short or long time frame, depending on how long an organization thinks it
will take them to meet their goals. Since many computer projects will work with institutions
that have annual funding cycles, a process for developing a one year log frame is suggested
here. The different elements of a simple log frame are described below1:



Objectives. These are specific changes or outcomes that are desired for your project.
They do not describe the activities, but the concrete goals in a specific area. They use
words that indicate change such as “increase”, “decrease”, “strengthen” and “improve”.
They also are SMART (Specific, Measurable, Appropriate, Realistic and Time-bound). A
project may have several objectives that combine to match the overall project goals.
These objectives could be about infrastructure (facilities and equipment) or they could
be about the programs (computer training, academic use of computers, etc.) that the
project delivers. Example objectives for a computer education project could be:
“Improve IT training for pupils by starting a vocational IT skills training project within the
next year.” Or “Increase number of computers available for users from 15 to 20.”
Activities. These are the specific actions that will result in meeting the above
objectives. Activities can be events that occur in the computer lab or “behind the
scenes” activities such as purchasing. There can be several activities under each
objective. Example activities for a computer education project could be “Offer
computer repair training to 20 school leavers” or “Increase seating capacity in the
computer lab to 40 learners”.
Indicators. These are the evidence for whether or not the activities have been carried
out and the objectives achieved. This is the information or data that an organization will
collect to monitor its projects. Examples from the above activities are “number of school
1
Find Your Way in Successful Fundraising, Irma Knieriem & Ashley Wheaton
VSO Volunteers, Zambia (2006)
34

leavers completing computer repair course”, “feedback from school leavers completing
computer repair course” and “numbers of new desks and chairs purchased”.
Means of Verification (MOV’s). These are the methods that an organization will use for
measuring, verifying or analyzing their indicators. They are also the tools used in an
evaluation process. Some example MOV’s are listed here:
o Collecting inventories and attendance lists
o Collecting, analyzing and reporting information from users (such as number and
purpose of visits)
o Collecting and analyzing information on lab income, before and after institution
of a new income generating venture
o Holding periodic meetings of stakeholders and asking them to reflect on how the
project is meeting its goals
o Conducting and analyzing written surveys of stakeholders
o Conducting and analyzing individual interviews with stakeholders
o For a school computer project - Comparing performance indicators (such as
exam scores in academic subjects, or rate of employment after leaving school)
for lab users and non users
o For a school computer project - Comparing performance indicators (such as
exam scores in academic subjects) for lab users before and after improvement of
a project element.
One layout for a simple log frame is shown here, with example text included. Notice that it
allows for multiple activities for a single objective.
Objectives
1 Improve quality
of IT instruction for
pupils
2 Increase number
of pupils who are
trained at one time
Log Frame for School Computer Project
Activities
Indicators
Means of Verification
1.1 Send two IT
Number of teachers
Collecting receipts and
instructors for
receiving further
certificates from training
further training
training
courses
Number of pupils
Comparing pupil scores on
improving in IT
exams and projects, before
performance
and after instructor training
1.2 Purchase an LCD Projector is
Projector is in use, and
projector and train
purchased
receipt has been collected
instructors on its
and included in a report
proper use
Projector is used by
Pupils are surveyed about
instructors, and is
projector use and
improving pupil
understanding
understanding
2.1 Organize and
Pupil attendance
Comparing pupil attendance
implement a system improves
records before and after
for informing pupils
implementing system
of upcoming lessons
35
2.2 Purchase 4
additional used desk
top computers
3 Develop a small
Internet café as an
income generating
venture
3.1 Purchase 2
additional used desk
top computers
3.2 Train intern to
advertise and
manage Internet
cafe
3.3 Operate Internet
cafe
Four additional
computers are
purchased and
installed
Two additional
computers are
purchased and
installed in
designated area for
Internet cafe
Intern receives
training
Computers are in use and
receipts have been collected
and included in reports
Computers are in use and
receipts have been collected
and included in Internet
café project report
Collecting receipt and
certificate from training
course (or if informal
training, report from
instructor)
Internet café is in
Preparing financial
operation and raising statements for café
funds
operation and including
them in Internet café
project report
8.3. Planning and Managing a Special Event
It is likely that a computer lab manager is at some point going to be asked to organize a
special event. This could be a workshop, a celebration, or perhaps an outing of some sort for
people involved in the computer lab. When planning such an event, it is best to start as soon as
possible and get others to help in the process. Beginning with a team planning meeting is a
good start (see organizing and leading meetings in section 7.3). For a workshop, here are some
of the items that would need to be planned:
 Workshop purpose, agenda and trainers
 Workshop budget (fees for trainers and assistants, printing learning materials, facility
rental, paper and printing for certificates, refreshments, talk time and transport for
organizers) and resulting cost for participants
 Invitation letters for participants, including costs and registration deadline
 Detailed schedule including work assignments for trainers and assistants
 How workshop will be evaluated and reported
 Arrangements for collecting training materials, refreshments and any other needed
supplies
8.4. Assignments/Activities
8.4.1. Do some web research about organizations working on promoting ICT use in developing
countries, or ICT4D. For three different organizations, summarize what you found about
their mission, vision or goals. This information is often found on an “About Us” page.
Then look at some of the activities reported on the web pages for these three
36
organizations. Do the activities relate to or seem to be guided by the mission, vision or
goals? Explain briefly.
8.4.2. Does your organization have Mission, Vision and Goals statements? If not, take some
time to draft the statements that you personally think would work for your organization.
If they do have these statements, take some time to compare them to the work done by
your organization. Are the Mission, Vision and Goals statements reflected in the daily
activity of your project? Does it appear that these statements guided the project
development?
8.4.3. Imagine that your organization (or if you are not employed, a community project in your
town) is going to undergo a strategic planning process. Who should be on the planning
team? List their names (or positions) and what expertise or important views they would
bring to the planning process.
8.4.4. Build a log frame for a small community computer project that has the following
objectives: 1. Increase the number of community computer members who can use
computers at the same time. 2. Establish a broad band Internet connection. 3. Use the
project computers to provide relevant agriculture information. Complete all sections of
the log frame, making guesses about the project and costs as needed.
8.4.5. Workshop Activity: Working with a team, brainstorm about common small parts that
need to be repaired and replaced in a computer lab. Consider how many of these items
are used and how often they fail. Then make a plan/schedule for replacing small parts in a
typical computer lab. Be as specific as possible about the parts that need to be repaired or
replaced and the time frame for this. If time allows at the workshop, also draft an annual
budget for small part repair and replacement.
8.4.6. Workshop Activity: Imagine that you are on a team that is organizing a half day
workshop on computer lab security. First you will participate in a group brainstorming
session about all of the work that will need to be done to plan and prepare for the
workshop. Then you will be assigned a small team that will plan one aspect of this
workshop, and then report back to the larger group.
Table of Contents
9. Financial Management
9.1. Overall Purpose
Why do we need to manage money in a computer project? Compare a computer
project to a family with a small income. Both entities have frequent and occasional
expenditures that need to be accommodated. The comparison is clarified in the table below.
Comparison of Family and Computer Project Expenditures
Expenditure Type
Family
Computer Project
High Frequency
Food, Electricity, Rent,
Internet, Electricity, Rent,
Transportation
Salaries
Medium Frequency
School Fees, Household
Small Equipment
Supplies, Clothes
Repair/Replacement, Ink
37
Low Frequency (but typically
expensive)
Large Household Appliances,
Vehicles, Purchasing a Home,
Higher Education
Cartridges, Learning Materials
Computer Replacement,
Major Facilities
Repair/Upgrade or Expansion,
Implementation of a New
Major Program
When a family does not manage scarce financial resources, it is likely that they will
account for the high frequency items, which often demand immediate attention, but not think
about the medium and low frequency items, even though these are also of high importance.
The same problem could occur with a computer project. It is true that there isn’t always
enough money to save for the low frequency items, but with good financial planning and
money management skills, both a family and a computer project have a better chance of
getting to those items than if they did not plan at all.
9.2. Planning for Sustainability
When a computer project plans for the medium and low frequency events in the above
table, they are planning for sustainability. A project will last if it doesn’t just ask “How are we
going to pay the salaries next month?” but instead thinks “What is our long term strategy for
making this project last?”. The project steering committee needs to forecast what is going to
be needed to maintain the project at its current level (the medium frequency expenditures in
the above table) and what is going to keep the project competitive and exciting (the low
frequency expenditures). The steering committee can also be thinking of ways to break down
large expenses into more manageable amounts. For example, instead of planning to replace 20
computers in one year, the committee could plan to replace 4 computers a year over a period
of 5 years.
A computer project is financially sustainable either when it brings in sufficient income to
cover expenses, or it delivers on a social mission so effectively that the project is worthy of
continued donor funding2 . A steering committee should spend significant time strategizing
how it will become financially sustainable while developing a financial plan for an organization.
The next three paragraphs discuss some different strategies for becoming financially
sustainable.
One logical strategy for financial sustainability for many computer projects is to charge
user fees. This is the most likely source of income for an Internet café. School and college
computer labs can also generate funds from user fees, but this needs to be taken care of in a
way that is not counter to school goals or requirements (for example, a primary school in
Zambia could not charge user fees because of the commitment that the Zambian government
has made to free primary education for all), and with full support of the school’s PTA. Any
educational institution charging user fees would be wise to take care of these fees through the
2
12 Habits of Highly Effective ICT-Enabled Development Initiatives, Bridges.Org,
www.bridges.org/12_habits, accessed October 28, 2009
38
bursar’s office and alongside tuition. Therefore learners who cannot pay can make
arrangements through the bursar’s office (as they would for their tuition) and will not be
prevented from entering the computer lab. Both Internet cafes and educational computer
projects need to make sure that they set fees that are reasonable for their users. If the
majority of the target audience cannot afford the fees, the project will certainly not survive.
If user fees cannot cover all likely expenses, an organization might consider offering
additional services that can generate more income, either because they are perceived to be of
higher value or because they attract a wealthier clientele. For example, an Internet café or
school computer project could consider offering computer skills courses to members of the
surrounding community. When planning these courses, the organization would need to make
sure that these courses did not interfere with the core activities of the project. A school project
may decide, for example, that community courses can only be offered in the evenings when
there are no pupils using the lab. When setting budgets for these courses, the organization
would need to take into account any additional staff training that was necessary as well as extra
pay for staff that are required to work longer hours.
If additional funding is still needed, the steering committee can make an appeal to
donors in the government or non-profit arena. The justification here will need to be as stated
previously – this project is so valuable to the local community and is delivering so well on its
social mission, that it deserves ongoing support. Perhaps the project can become a
demonstration model for a community development organization or a new government
project, or it can be adopted by a local private business as a part of their corporate social
responsibility plan. In some cases, ongoing equipment donations could also be considered a
part of sustainable operation, as long as donor organization can be counted on for ongoing
donations.
9.3. The Financial Planning Process
Financial planning should be a part of the overall project planning process, so that an
organization is aware of what its initiatives will cost and has a good strategy for raising these
funds and sustaining the organization. In fact, the more an organization is able to think about
its long term plans (and those low frequency but big expenditures discussed earlier), the more
successful their financial planning will be. Advice on long term financial planning is readily
available on the Internet. For this text, we will focus on the financial planning for an
organization using an annual strategic plan, as described in section 8.2 of this text.
9.3.1. Financial Planning for Activities
Recall that (using the Log Frame planning style) activities are the actions that an
organization takes in order to meet an objective. Some of these activities will have clear costs
associated with them. A steering committee should discuss and prepare a financial plan for
these costs. The steering committee may discover that an objective needs to become a multiyear project in order to make the annual activities reasonably affordable. The steering
committee should also think about where funding might come from for these costs. An
example of a financial plan for the Log Frame shown in section 6.3 is shown here. Please note
39
that these costs are just examples and should not be considered accurate. The plan also is
incomplete because it does not include staff wages, security costs and several other likely
ongoing expenses.
Item Description
Instructor Training
Course Participation
Fees
Transportation for
Instructor Training
Course Participants
Six good quality used
desktop computers
Printer Cartridges, black
New LCD Projector
Small repairs and
replacement fund for lab
equipment
Internet connection fee
2009 Financial Plan
Number Needed and Total Cost (USD)
Unit Cost (USD)
2 learners at $200
400
each
Suggested Funding
Sources
Donors and School
2 at $20 each
40
School teacher
education fund
6 at $250 each
1500
Donors and School
10 at $30 each
1 at $1000
$400 per year
300
1000
400
Internet café income
Donors and School
Internet café income
12 months at $250
3000
Pupil user fees and
Internet café income
Grand Total Costs
6640
When putting together a financial plan, the steering committee should try to make
accurate cost estimates for all expenses. This will require some time investigating local shops
and providers. After several years of operation, the steering committee should have enough
past experience with ongoing costs to make relatively accurate estimates. It is also always wise
to allow some contingency in case prices rise. As a steering committee becomes more
experienced in financial planning, they also should replace the last column of the above table
with actual projections of the funds available from each source. They can also develop a
separate income plan, such as the example shown below.
Item Description
2009 Income Plan
Estimated Number Available and
Unit Income (USD)
500 learners at $5 per year
$100 per month
100 pages per month at $.25/page
Pupil Computer Fee
Internet Café (weekend) Fees
Printing Fee for Lab and Café
Users
Short Course (evening)
Six short courses, 15 participants
Participant Fees
each, $10 per participant
Government Funding for Pilot 1 grant
40
Total Income (USD)
2,500
1200
300
900
1000
Project
NGO Donation for Lab
Improvements
Grand Total Costs
1 grant
1000
6,900
9.3.2. Reviewing the Plan
One a planning committee has developed a financial plan, they should take some time
to make sure that it is correct and reasonable before moving forward. It would be tragic to
have made a significant error that ends up having a negative effect on a key project. The first
step in reviewing the plan is checking the mathematics very carefully. Has a zero been dropped
somewhere? Are all the calculations correct? Then the plan should be circulated to some other
stakeholders in the project to make sure that they also don’t see any problems. Donors with
experience with similar projects may also be able to provide advice.
9.4. Working With a Budget
9.4.1. Financial Plan vs. Budget
What is the difference between a financial plan and a budget? A financial plan is a
planning committee’s effort to set financial direction for an organization. It also is a tool used to
explain to likely project funders how you intend to use the money they contribute. However,
these funders may not contribute as much money as anticipated, or there may be other
constraints set on the amount of funds that the project has to work with. The budget is what
you end up actually working with for the year (or other specified time frame). A budget must
be balanced so that income matches or exceeds expenditures. Budgets can also be created on
different levels of a project. For example, a computer lab might have an overall operating
budget, but then have smaller budgets for specific projects. Below is an example of a budget
for a small training workshop:
Item
Income
Participant Fees
Total Income
Budget for Computer Training Workshop
Description
Amount (USD)
Expenditures
Facilitator’s Fee
Assistants’ Fees
Printing of Training Materials
Printing of Certificates
Refreshments
Fuel and Phone Credit for
Organizer
Unanticipated Expenses
Total Expenditures
$20 each for 20 participants
400
400
$130
2 @ $30
$50
$2 each for 20 participants
$80
$10
130
60
50
40
80
10
$30
30
400
41
9.4.2. Working With a Budget
Here is the most important thing to know about working with a budget: once a budget
has been established, a manager should make every effort possible to stick to that budget. If
small variations need to be made, they should be kept within the limit of the “unanticipated
expenses” or contingency line of the budget. If it becomes clear that a budget is not
reasonable, the manager needs to communicate clearly and promptly with the steering
committee (or a project organizing team) to determine sources of additional income.
9.4.3. Basic Bookkeeping/Accounting Skills
While an organization may choose to contract with an accounting firm to finalize or
audit accounts after a specified amount of time (month, quarter or year), the daily bookkeeping
for a computer project is likely to be the responsibility of the computer lab manager. This is not
a cause for panic! The basic goals involved in bookkeeping are very simple: 1) Know how much
money you are earning and spending 2) Know how much money is available 3) Keep clear
records so that you can explain items 1 and 2 to other people. A few more steps on how to
perform the tasks needed to achieve these goals are described below.
Keeping Receipts. It is important to keep track of all receipts (for purchases made by
the project) as well as clear records of project income. All receipts should be kept and
organized by date. If the project has few of these small pieces of paper, they can easily be
organized in a labeled file or envelope for each month or for each specific small project. If the
number of receipts is larger, a good way to organize them is with a ring binder. The receipts are
hole-punched and added to the binder in date order. Several small receipts can be taped to a
larger page. If the receipts do not indicate what item was purchased and the date of the
expenditure, this information should be hand-written onto the receipt. Records of project
income can be kept in a similar manner if the organization is able to keep copies of paid
invoices or receipts given to those paying. However, if the organization (such as an Internet
café) frequently receives small user fees, it will be easier to keep a log of the fees received in a
log book for Internet café income. At the end of each day, the fees received should be totaled
and the log book page signed by the manager.
Keeping Daily Records. While income and expenditures are still fresh in the mind, the
computer lab manager should make sure they are recorded in a log book. The log book should
be designed to clearly indicate the following for each item: date, description and amount. If the
project only has one “pool” of money (such as a petty cash box) this log book can also keep a
running record of how much money is in that pool (see more on petty cash management,
below). Otherwise the log book should also indicate which source of funds (such as a bank
account or petty cash fund) the money was taken from or added to. Balances of these funds
should also be kept current, so that the manager knows how much money is available for the
project. A cheque book should have a balance sheet or receipt tabs attached for this purpose.
42
Keeping a Budget/Income/Expenditures Spreadsheet . The handwritten records
described above should periodically (perhaps weekly) be recorded in a spreadsheet that
summarizes income and expenditures and compares them to the project budget. It’s very
important that a computer lab manager becomes familiar with the basic spreadsheet skills
needed to meet this task: Adding rows and columns to a spreadsheet, entering information into
a spreadsheet, formatting cells for currency, adding columns, and performing basic calculations.
Below is an example of the spreadsheet that resulted from adding income and expenditures to
the project budget example used previously.
Budget and Expenditures Worksheet
Budget
Actual
Item
Income
Participant Fees
Description
Amount
(USD)
Description
Amount
(USD)
$20 each for 20
participants
400
Only 18
participants
360
Total Income
Expenditures
Facilitator’s Fee
Assistants’ Fees
Printing of Training
Materials
Printing of Certificates
Refreshments
Fuel and Phone Credit for
Organizer
Unanticipated Expenses
Total Expenditures
Difference Between
Income and Expenditures
400
360
$130
2 @ $30
$50
130
60
50
130
60
45
$2 each for 20
participants
$80
40
Only 18 printed
36
80
(see separate
breakdown)
65
$10
10
$30
30
400
12
CD-ROM disks
10
358
2
Preparing Financial Reports. A computer lab manager should discuss with his or her
steering committee or supervisor to determine how often financial reports are required. It is
likely that a financial report should be prepared at the end of any special project. In addition, if
a project has regular cash flow due to income generating activities, monthly financial reports
should be prepared for these activities. A financial report can be as simple as a spreadsheet
(such as the one shown above) and a brief explanation of the expenditures and any overall
comments. For the example project shown here, the manager might explain why the numbers
of participants was decreased, what efforts were made to save costs as a result, and where the
excess funds will go.
43
9.5. Avoiding Financial Corruption
9.5.1. Managing Petty Cash
Many computer projects have good reasons to have some cash on hand. It could be
funds received from income generating ventures, or it could be funds needed for the purchase
of small lab supplies. This money, however, can also be an easy target for theft. Below are
some techniques for keeping these funds safe and accounted for:
 Keep the funds secure in a locking cash box or desk drawer, and if possible in a location
that is not easily visible for lab users.
 If possible, involve more than one person in the safe storage of the funds. For example,
the cash box can be kept in the office of one coworker, while the key is kept by another
coworker.
 Keep a petty cash log book that includes lines for date, description, amount of income
or expenditure, running balance and signatures.
 Have a standard procedure for cash box withdrawals, such as the requirement of two
signatures.
9.5.2. Involving Others
It is important that financial management not be the sole responsibility of one
individual. Some managers, in moments of desperation, may be tempted to steal or misdirect
funds if they do not think anyone would notice. This can be avoided if more than one person is
involved in all financial matters. On a daily, weekly or monthly level, this could be as simple as
having a coworker who cosigns on all petty cash expenditures and reviews all financial records
with the lab manager.
A computer project should also periodically hire an outside accountant to review all
project records and books. This individual does not have a vested interest in a particular
project and thus is likely to give objective feedback. In addition, some donor agencies require
that the financial books for a project that they fund be formally audited. A financial audit is a
way for an outside person to review and affirm that the financial statements and records of the
organization are complete and accurate.
9.5.3. Keeping the Purpose and Goals in Mind
Raising awareness about the purpose and goals of a computer project is a tool that a
computer lab manager can use to help avoid corruption. If the computer lab manager keeps
the community informed about the purpose and goals of a computer project, the project will be
seen as beneficial in the community and hopefully will be less of a target for theft or corruption.
For some people it is easy to steal or misdirect funds when these funds are seen as “just some
rich person’s money that they will never miss.” If, on the other hand, the funds are seen as
belonging to the community project, and that the funds have an identified beneficial purpose, it
is clear now that these funds are vital and certainly will be missed.
9.6. Basic Marketing Skills
44
Most computer projects will need to have some sort of income generating venture, and
for some projects (such as Internet cafés) income generation plays a key role. Therefore, it is
important that a computer lab manager knows how to attract customers to a project.
Marketing is valuable as a way to keep your organization visible in the community, stimulate
interest in your project and inform community members of new opportunities. When
beginning to market your project, it is important to know your target audience. Where do
these people gather? Those gathering places could be good places to post a project flyers.
What aspects of your project are most attractive to this audience? Those aspects could be
featured clearly and in a large font on the flyer.
There are several sources of advice for marketing for telecentres. The Community
Telecentre Cookbook for Africa3 lists the following as good marketing methods for a computer
project to consider:
 Print Media. This includes newspapers, church newsletters, corporate partner
newsletters, and pamphlets from partner NGOs. The telecentre can keep an eye out for
special newspaper sections/supplements that relate to IT or education, and can also
publish press releases.
 Television and Radio. Advertisements on public and private TV and Radio stations are
an option if affordable. The manager could also keep an eye out for talk show programs
that are relevant to the business of the computer project. These might offer free ways
to discuss related issues and raise awareness on the services offered by the computer
project.
 Community Bulletin Boards. These bulletin boards may be found in community health
centres, schools, or markets. They are key places to advertise the project’s offerings
and schedule, and also to advertise special events, staff openings, or the need for
volunteers.
A full course on Grassroots Marketing for telecentres is available as a part of the
Trainings Commons Modules4, and is recommended reading for those managers who will need
to do significant marketing for their projects.
9.7. Assignments/Activities
9.7.1. What is one of your personal goals? Describe your financial plan for achieving that goal.
9.7.2. Design a budget for a small event, such as a party for graduates of a training course.
9.7.3. Practice your spreadsheet skills with the budget you designed in the previous exercise.
Make sure to include some formatting of cells and texts (number formatting, bold text,
different font sizes, borders) and some use of formulas (multiplication, auto sum)
3
The Community Telecentre Cookbook for Africa, Mike Jensen and Anriette Esterhuysen, UNESCO, 2001. Available from
http://unesdoc.unesco.org/images/0012/001230/123004e.pdf
4
Trainings Commons Modules, Telecentre.Org, 2008. Available from
http://www.telecentreacademy.org/browse/Detailed/2684.html
45
9.7.4. Visit a small community project (it doesn’t have to be a computer project). How do they
manage cash and keep track of their income and expenditures? Do you think their system
is sufficient for the needs of their project? Why or why not? Summarize your findings.
9.7.5. Writing a financial report for the project example used in section 9.4 of this text.
Include a summary of the information shown in the spreadsheet, as well as any additional
explanations that you think would be helpful. Feel free to invent plausible a story for an
explanation.
9.7.6. Imagine that you are working for a community computer project that has decided to
begin offering a web design course for youth that are already IT literate. Develop and
describe a good marketing strategy for this course.
9.7.7. There are many “gray areas” of corruption. These are situations in which funds are
misused, but the misuse is small or well hidden or socially acceptable. Below are three
scenarios that possibly involve “gray areas” of corruption. Consider each one and then
state: 1) Whether or not you think it represents corruption, and why. 2) What you think
should be done by a coworker who observes this corruption.
1) A coworker is given a small transportation allowance to work on marketing a
new training course. Her actual transportation costs are a bit less, but she
doesn’t report or return the excess.
2) An IT instructor at your project is also doing some data entry work for an
outside (unrelated) project to earn money. After he has finished instructing
a course for the day, he stays in the computer lab and works on data entry
for two hours, apparently oblivious to the growing queue of community
members waiting to use the computer.
3) Some visiting donors from oversees bring to your project a large supply of
USB flash drives, with the request that they be given as prizes to deserving
learners who have reached certain milestones in their IT training. Once the
donors have left, the head teacher at your school requests a flash drive and
you feel obligated to provide one.
9.7.8. Workshop Activity: In a small group, discuss the scenarios from the previous
assignment. Compare your opinions on whether or not each scenario represents
corruption. Also discuss what could have been done initially to avoid these situations.
9.7.9. Workshop Activity: Share the budget spreadsheet you created in assignment 9.7.3
above with other members of the class. How do the spreadsheets produced by different
people compare? Make sure that this becomes an opportunity to learn some new skills
when using a spreadsheet application.
9.7.10. Workshop Activity: In a small group, design and prepare a flyer for the party mentioned
in assignment 9.7.2 above. Be sure that all of the basic information for the event (What?
When? Where? Who should attend?) is included in a creative and inspiring layout. Share
your flyer with the larger group, and note any improvements suggested by others.
Table of Contents
46
10.Communication and Interpersonal Skills
10.1.
Effective Communication
What does it mean to effectively communicate? In basic terms, it means that someone
has an opportunity to deliver a message that they believe is important, and that this message is
received, understood and responded to appropriately. Most of us have probably been involved
in situations where we felt that communication was not effective. This could be sending an
email that no one responded to, making a statement in a meeting that was misunderstood, or
even not being given an opportunity to make an important contribution to a conversation.
When a lab manager is considering how to be an effective communicator, the key
factors to consider are below:
 Opportunity/Inclusion. Does the communication method include all key stakeholders
in an issue? Is everyone given an opportunity to voice their opinions?
 Clarity/Understanding. Are unusual or colloquial (slang) words avoided or explained? Is
translation into other languages provided as needed? Are illiterate, visually impaired or
deaf stakeholders included in the communication? If communicating in a meeting, is the
speaking loud enough for everyone to hear?
 Tone and Non-verbal Communication. In face to face communication do the facial
expressions and body language portray the desired emotions? Is the tone of
communication (written and oral) respectful, professional and encouraging?
 Listening. Do listeners show (via eye contact, facial expressions or questioning) that
they are listening and engaged?
 Response. Are all stakeholders given an opportunity to respond to a statement or
issue? Are responses received in a way that shows good listening, interest and respect?
When written responses are requested, are they provided promptly and clearly?
There are many different methods of communication, including one to one discussions,
telephone calls, group meetings, radio broadcasts, Internet blogs, email, etc. Most of the
factors mentioned above are relevant for all of these methods. A lab manager should take
opportunities to self-reflect on his or her communication where possible. Was the
communication effective? Why or why not? For most of us, learning good communication skills
is a gradual and life-long process.
10.2.
Communicating With Different Types of People
Our background, experiences, culture, goals and abilities/disabilities all affect our ability
to communicate with others. It is important for the computer lab manager to be aware of the
fact that working with a diverse group of people means adapting to diverse communication
needs and skills. The tip box here includes tips for communicating effectively with people who
are from different backgrounds or cultures. In all cases the computer lab manager should
choose to err on the side of respect and clarity in all communication.
47
Tips for Communicating Effectively with Diverse Groups of People
1. Try to “put yourself in the shoes” of the people you are communicating with to
determine how to communicate with them effectively. For example, think about how
important it is (or isn’t) to develop a personal connection with meeting participants
before attending to the business of the day.
2. If English language is a barrier, you might consider avoiding overly technical language or
finding a translator.
3. Be aware of culture and class issues and standards in the local culture. For example, a
community leader may want certain protocols to be observed before getting to the
matters at hand.
4. Be aware of religious differences. For example, a person who is not religious may feel
offended by an email that thanks God for a certain opportunity or event.
5. Be aware of the fact that perceived shame can result in ineffective communication. For
example, an adult who is just learning how to use a computer may feel that
communicating their educational needs in front of young pupils is embarrassing and
demeaning. You might need to create a more private atmosphere for this
communication.
A computer lab manager should be particularly aware of the needs of special
populations within his or her project’s community. Someone who is intellectually challenged
may need information to be presented more slowly or with repetition. A visually impaired
person will need assistance in accessing email or other online communication tools. A deaf
person will need sign language interpretation in a meeting, and may also need assistance with
written materials.
10.3.
Effective Email Communication
Effective email communication will be discussed more fully in Module 4 of this course,
but these basic email communication tips are important enough to be emphasized in this
module as well:
 Include a relevant subject line in all emails.
 Use a respectful tone and avoid words that will be difficult to understand or are too
colloquial.
 Check the email for spelling and grammar before sending.
 When receiving email, make sure that you reply if a reply is requested. If you are very
busy, this can be as simple as “I am sorry that I am too busy to give this much thought
now but…”
 When sending a reply, consider whether it is for just the sender (Reply) or meant for
everyone the original message was sent to (Reply All).
10.4.
Communicating with Project Partners and Donors
Effective communication is very important to establishing and keeping good
relationships with project partners and donors. No partner or donor wishes to make a
48
contribution to a project and then hear nothing about the outcomes of their contribution. The
partners need to know that they have made a difference to the project, that their efforts are
appreciated, and that their continued involvement is welcome.
10.4.1. When to Communicate with Partners and Donors
Communication with partners and donors should occur regularly, but exact frequency
and content of the communication will vary with different organizations. The lab manager
should have a discussion with partners/donors at the beginning of their working relationship to
find out what communication is appreciated and expected. This may end up in a system of
monthly or quarterly reports on the progress of a project. Partners and donors are also likely to
appreciate impromptu communication when an important event has occurred. For example, if
the first group of learners from a new training project are about to graduate, a donor to the
project would be interested to know of this exciting development, and might want to be invited
to the graduation ceremony.
10.4.2. Reporting the “Bad News”
Sometimes lab managers are reluctant to report problems to partners or donors. We all
have a tendency to want to avoid embarrassment or disapproval, but in most cases avoiding
needed communication will only make a situation worse. If a project experiences a significant
setback such as the theft of a key piece of equipment, or a major illness of a key coworker, the
best course of action is to communicate this news promptly and in a way that shows that the
problem it being taken seriously and the organization is already working on ways to solve the
problem. The donor will appreciate the transparency and the fact that the manager is trying to
address the problem promptly. The donor may even have some helpful suggestions. If, on the
other hand, the manager avoids communication, they are likely to have a more embarrassment
later when the donors discover the setback for themselves.
Another challenge in communication is that in many cultures there is a strong tendency
for people to be polite and enthusiastic by giving positive answers even when they know that
they aren’t exactly true. An example of this might be when a client asks “can I have that
document ready by 12:00?” and the printer says “sure!” to be polite, even though he thinks
realistically that it might not be ready until 13:00. The client ends up frustrated, though, when
they return at 12:00 to find the work unfinished. This sort of communication challenge can lead
to a lab manager telling a donor that a proposed project is a great idea, even while thinking
about some serious implementation problems for the project. Solving this sort of
communication challenge involves awareness and effort on both sides. In this example, the lab
manager could be positive but also raise some of the problems that will need to be addressed
in order to make the project successful. If the lab manager does not do this, there will likely be
a stage later in implementation of the project where the donor becomes very upset when they
discover a big problem that the lab manager did not warn them about! The donor also needs to
learn to probe a bit deeper and ask questions that elicit feedback on specific steps in project
implementation, and not just a yes or no answer.
10.5.
Networking and Seeking and Creating Partnerships
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Communicating effectively will help a lab manager make good connections with other
lab managers as well as possible project donors and partners. This is a gradual process that can
result in a very fruitful sharing of ideas and resources if handled professionally. If a lab manager
sends out desperate sounding emails such as “Help! Can anyone fix my virus problem?” or “Our
project needs funding this week or we will have to close our doors!” they will likely scare away
possible opportunities by demonstrating his or her own poor planning or lack of skill. On the
other hand, sharing general information about your exciting project on an email discussion
group, or inviting others working in the same field to visit your computer project and share
ideas can result in great opportunities to learn from a group of like-minded individuals. If a
possible donor has been identified, it is best to find out what kinds of projects the donor
contributes to, what the requirements are for donations, and how the application process
works before approaching the donor directly. Once it is clear that the project is a potential
candidate for a donation, the manager can initiate communication in a professional and
respectful way.
It is also important for the lab manager to be aware of the difference between a donor
and a partner. Donors see their role as giving something (funds, time and materials) that a
project needs, whereas partners instead emphasize their involvement as a part of a joint effort.
Partners will want to know answers to questions such as these: “What is the local organization
contributing to their new project?”, “How does the local organization plan to make this project
sustainable once our contribution is exhausted?” or “What is the local organization going to
contribute to benefit us?”. A local organization may not immediately think that they can
benefit a large international partner, but in fact there are many ways to do so. A local
organization has experience “on the ground” with project implementation that is quite valuable
to share with an international partner who is building their own knowledge base. Also many
international partners are looking for opportunities for a cross-cultural experience for their
volunteers.
10.6.
Customer Relations Skills
Effective communication and engagement with customers and clients is important for
all projects. If the customers do not have a pleasant experience at an Internet café, they are
less likely to return again. Most of us have had experiences as customers that have been
frustrating and demoralizing. Perhaps it was a sales clerk who chatted on the phone instead of
finishing a sale. Perhaps it was a customer service representative who did not accept the return
of a faulty item. Or perhaps it was the waiter who said that the meal would be ready in 15
minutes, when it actually took 45 minutes. In order to avoid having similar experiences in a
computer lab, the manager should do the following:
 Greet and interact with all clients with enthusiasm
 Communicate clearly with all clients, including letting them know when there are
problems that might delay their needs being met
 Address the needs of clients as quickly as possible. This may mean redirecting
coworkers from other tasks. If the client’s needs cannot be met (perhaps due to a
scheduling conflict) this should be communicated promptly, and arrangements made to
meet at an alternate time
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

Apologize respectfully when the needs of the client cannot be met
Give clients an opportunity to voice their concerns or criticisms
The catch phrase “the customer is always right” may not always be true, but is still a
good reminder of the attitude that should be used when approaching customers and clients. If
the clients do not feel that their needs are being met and their concerns heard, they are less
likely to return. This is important even in non-fee paying educational and community projects.
If the lab users stay away because the lab is not meeting their needs, then there is no
justification for continuing the project!
It is important for a computer lab manager to try to turn challenging client interactions
into opportunities for the project. If they give a client an opportunity to offer feedback, this
could result in a good suggestion for improving a project. The interaction with the difficult
client might also raise the lab manager’s awareness about a community need that is not being
met. The client might then engage with the lab manager about ways to address this need by
making changes or additions to the computer lab project offerings.
All interactions with customers, clients or other lab users, whether difficult or not,
should be used as opportunities to build momentum and enthusiasm for the computer project.
The heart of any computer project is its community of users. If they are excited they will make
the lab a vital and successful venture. These users will invite their friends, and suggest new
programs. Therefore the computer lab manager should make sure that all users feel welcome
and encouraged, and that they all have opportunities to provide input for the project.
10.7.
Assignments/Activities
10.7.1. Practice sending and receiving email with your online course instructor and fellow
learners. Make sure that you practice using reply and reply all, and sending attachments.
All emails should also be spell checked.
10.7.2. If you are already a part of a computer project, ask a donor or project partner about
communication. What sort of information do they want to hear and what sort of reports
do they want to receive? How often do they wish to hear from you or your organization?
10.7.3. Reflect on your experiences with a challenging communication situation. When did you
feel that your message was not heard? Or when did cultural differences make it difficult
for you to communicate a message? Describe the situation and then what could have
been done to improve communication.
10.7.4. Imagine that you are the computer lab manager that has just experienced the theft of
two laptop computers. You need to report this theft to the donor of the computers, and
you know that the donor will appreciate having this information. However, you are
reluctant to report the theft until all of the facts are known, and the police investigations
are proceeding very slowly. You also are reluctant to communicate bad news. How can
you handle this situation? When do you think you should contact the donor? What do you
think you should say/write?
10.7.5. Workshop Activity: Participate in a group discussion about the previous question
(10.7.4). See if the group can come to agreement on the answers to the questions.
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10.7.6. Workshop Activity: Participate in a role play about a difficult customer. Focus on ways
to turn the difficult interaction into an opportunity to learn or change.
10.7.7. Workshop Activity: Participate in a role play between a supervisor and a subordinate
worker. The supervisor wants to implement a project that the worker has some serious
concerns about. However, in their culture it is not appropriate for the subordinate worker
to say “it won’t work”.
10.7.8. Workshop Activity: Participate in a role play on seeking a partnership with a NGO
working in your area. Consider the needs of the project and effective ways to
communicate these needs while also portraying enthusiasm for your project.
Table of Contents
11.Overall Assignment/Activities
11.1.
Job Description Awareness. The activities below are designed to get computer lab
managers who are already employed to consider how they spend their time.
11.1.1. What are the tasks that you currently do every day? Week? Month? Term? Year?
Brainstorm a list of items in each of these categories.
11.1.2. Look at the list you created in the previous assignment. Is it the right amount of work to
do or are you unable to do all of the tasks as often as you think they need to be done? If
you cannot get everything done that you think is a part of your job, what solutions do you
suggest?
11.1.3. What does your supervisor (or steering committee) think that you do? Have a
conversation with your supervisor in which you ask him or her to list the tasks as you did in
the first question (but don’t let the supervisor see your answers beforehand). Then
compare lists and note any significant differences.
11.2.
Sustainability for an organization is not just about having enough money. What else
does your organization (or another community project in your area) need to think about using
up or “burning out”? What are some good suggestions for how to keep this organization
sustained in these areas?
11.3.
For any organization it is critically important that the organization’s mission and goals
are reflected in the actions of the organization. Is this the case for your organization (or
another community project in your area)? If not, what is something important that you learned
from this module that could help make that happen?
11.4.
Having too much work to do is a common problem for many computer lab managers.
Design an internship or student computer lab monitor project in a way that will decrease your
(or another computer lab manager’s) workload in the long run. Write a brief description of this
project idea. How many interns/monitors would be involved? How many hours a week would
they work? What jobs would they do? How would they be trained? How would they be
supervised?
11.5.
Workshop Activity: Your instructors will present a scenario of a computer project that is
having significant challenges. It has lost momentum and direction, and funding is very scarce.
After hearing the scenario, you will be divided into teams to address different aspects of this
challenge (listed below). Your group will come up with a plan to share with the whole class.
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11.5.1. How can the project set up an affordable system for keeping the computer lab clean and
in good repair?
11.5.2. The project cannot afford an alarm system or an extra security guard. How can they
avoid thefts?
11.5.3. How can the project work with the local community to start an exciting, helpful and
affordable new activity?
11.5.4. How can the project find and approach new donors?
11.6.
Workshop Activity: Participate in a workshop evaluation process.
Table of Contents
12.Planning Resources
12.1.
Initial Planning, Project Organization
Hughes, S., Eashwar, S and Jennings, V.E. (Eds). (2004). How to Get Started and Keep Going: A
Guide to Community Multimedia Centres. Paris: UNESCO. Available from
http://portal.unesco.org/ci/en/ev.phpURL_ID=22578&URL_DO=DO_TOPIC&URL_SECTION=201.html
Esterhuysen, A. and Jensen, M. (2001). The Community Telecentre Cookbook for Africa.
UNESCO. Available from http://unesdoc.unesco.org/images/0012/001230/123004e.pdf.
12.2.
Strategic Planning
Strodel, M.E. (2003). Simple Steps to Effective Organizational Planning, The Alliance for New
York State Arts Organizations.
http://www.thealliancenys.org/capacity/articles/MarthaPlanningArticle.pdf, accessed October
30, 2009.
Lyddon, J. (1999). Management Guide #7, Strategic Planning in Smaller Nonprofit
Organizations, Western Michigan State University,
http://www.wmich.edu/nonprofit/Guide/guide7.htm, accessed October 30, 2000
Knieriem, I. and Wheaton, A. (2006). Find Your Way in Successful Fundraising, Lusaka, Zambia:
VSO.
Ortengren, K. (2003). The Logical Framework Approach – A Summary of the Theory Behind the
LFA Method. Swedish International Development Cooperation Agency, Available from:
www.sida.se/publications
Table of Contents
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13.Bibliography
Bridges.Org. (n.d.). 12 Habits of Highly Effective ICT-Enabled Development Initiatives. Retrieved
October 28, 2009, from Bridges.org: www.bridges.org/12_habits
Colle, R. and Roman, R. (2003). A Handbook for Telecenter Staffs. Cornell University. Available from:
http://ip.cals.cornell.edu/commdev/handbook.cfm
Computers for Zambian Schools. (2007). How to Make the Most of Your Computers. Lusaka, Zambia.
Esterhuysen, A. and Jensen, M. (2001). The Community Telecentre Cookbook for Africa. UNESCO.
Available from http://unesdoc.unesco.org/images/0012/001230/123004e.pdf.
Hughes, S., Eashwar, S and Jennings, V.E. (Eds). (2004). How to Get Started and Keep Going: A Guide to
Community Multimedia Centres. Paris: UNESCO. Available from http://portal.unesco.org/ci/en/ev.phpURL_ID=22578&URL_DO=DO_TOPIC&URL_SECTION=201.html
Knieriem, I. and Wheaton, A. (2006). Find Your Way in Successful Fundraising, Lusaka, Zambia: VSO.
Management. (2009). In Wikipedia, The Free Encyclopedia. Retrieved October 23, 2009, from:
www.wikipedia.org
UNESCO Bangkok (2004). Schoolnet Toolkit. Vancouver: Commonwealth of Learning. Available from
http://www.unescobkk.org/en/education/ict/online-resources/e-library/elibrary
Telecentre.org. (2008). Trainings Commons Modules. Telecentre Academy. Available from
http://www.telecentreacademy.org/browse/Detailed/2684.html
About Zambia Pacific Trust
There are many challenges for schools and community organizations in Zambia to consider when
starting or maintaining computer projects. Sourcing good quality computers is just the beginning. The
organizations also need to consider infrastructure issues, staff training, computer education curricula,
and internet connectivity. Zambia Pacific Trust (ZPT) helps institutions address these challenges
through advice, training, and a cost-sharing grant process. ZPT currently works with five schools in the
Lusaka area, but has plans to add other organizations in the future. For more information please
contact info@zptrust.org.
About Heidi Neff
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Heidi Neff is a former high school science teacher with 15 years of experience in the classroom. While
teaching in Seattle, Washington, she used computers extensively as a part of her curriculum. She also
assisted with computer training in Zambian schools as a part of the Seattle Academy Zambia Program.
Ms. Neff starting working with ZPT in 2006, assisting their efforts to support school computer projects
in Zambia. She is currently a consultant specializing in IT in Education. For more information please
contact her at heidi.h.heff@gmail.com.
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