Immunization and child health materials development guide pdf

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Step 7. Distribute Materials and Train in Their Use Once materials are developed, tested, and produced, the next step is delivering them to the staff who will use them—and then training these people in their use. The objective of materials development cannot be met without distribution and correct use with the intended audience. Set up a supervisory system that monitors extent and correctness of use. Suggestions for monitoring use of materials can be found in Step 8, Evaluate Materials. A. Distribution Plans A distribution plan is a detailed explanation of where your materials must go in order to arrive in the hands, radios, computers, or television sets of your intended audience. Although distribution can be relatively simple, it takes organization and planning to ensure its proper execution. 1. Organize Distribution Chains. Frequently, materials are sent from a central location to field offices or clinics that are responsible for distributing the materials further. Field offices and clinics, in turn, send the materials to villages, schools, churches, and marketplaces. Individuals at these organizations then give the materials to mothers and fathers. This is called a distribution chain. While efficient, this method gives you less control over how and when the materials get to your intended audience. Therefore, it is critical that you communicate clearly with people at each link of the chain and give them instructions and support so they can do their jobs. This means providing funding for mailing or photocopying, providing training, and sometimes, offering incentives to people who successfully distribute all their material. You and others in the chain can use a Monthly Record Form (Appendix 17) to track distribution. 2. Distribute by Hand, When Possible. Many materials can and should be delivered by hand. For example, health workers can hand pamphlets and fliers directly to their patients. This is an excellent method of distribution because the recipient can ask questions about the material, and the distributor can provide additional information while the subject is still relevant. Hand-delivery also ensures that the material arrives safely and to the right individual. Setting materials out on a table is one of the least effective methods of distribution, unless you can make it clear to the audience that these materials are meant for them. 3. Look for Strategic Distribution Opportunities. You can save time and money by distributing materials at an event or through distribution channels that target members of your audience. Look for Web sites, publications, or radio and television programs that already focus on your audience. Then find out if your materials can be distributed along these same channels. Also look for events (such as health conferences, sporting events, or town meetings) that attract members of your intended audience. Page 87
4. Remove Barriers to Distribution. Make it as easy as possible for audience members to receive your materials. Get materials into villages and areas where people actually live and work. The closer the materials are to the intended audience, the more likely the audience will see them. Avoid distribution methods that require your audience to pay postage fees or to travel long distances. When distributing video and radio materials, make sure they are provided in a format your audience can use. Include your contact information so your audience can order additional copies or ask technical questions about the material. 5. Stretch Limited Quantities. If you are unable to produce sufficient quantities of your materials, find ways to stretch the limited number beyond initial distribution. Design print materials in black and white so they photocopy well. Place materials on the Web (even video and audio programs). Allow organizations to borrow materials, photocopy them, and send them back to you. B. Training and Education The training process need not be elaborate, but staff at all programmatic levels need to know why and how the materials have been prepared, and why using them will make their job easier, more pleasant, and more efficient. As with almost anything new, unless people understand the advantages, the materials will not be used properly, or they may not be used at all. Figure 36 provides tips for using print materials effectively. 1. Inform People Along the Distribution Chain. Everyone along your distribution chain needs to know why you developed the materials, for whom they are intended, and how they should be delivered. You can educate them by telephone, letter, or training them in person. 2. Train Staff. If your materials are teaching aides (for example, flip charts, manuals, or training videos), let your staff become familiar with the materials, and give them an opportunity to practice using them. Staff who are unfamiliar with videos and audio tapes, in particular, should get plenty of practice before using them with clients. Train them in how use the video player, how to connect the monitor to the television, how to introduce the video, and how to lead a discussion about the topic of the material. a. Develop a User’s Guide. Create a user’s guide that will accompany the material and explain how to use it with the audience. Depending on the type of program, the user’s guide can make suggestions such as how to screen a video in waiting rooms or how to use tapes during a training workshop. b. Create a Discussion Guide. If you expect trainers to lead a discussion around a material you developed, create a discussion guide for the trainer that outlines key points for discussion. Include suggestions for facilitating the discussion. Page 88
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Immunization and Child Health Mater
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immunization and child health mater
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Table of Contents Page A Letter fro
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Materials development is especially
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The Guide explores qualitative rese
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Step 1. Plan Your Project The first
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THE CREATIVE BRIEF 3 A creative bri
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Figure 1. Sample Materials Developm
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Step 2. Identify and Study Your Aud
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• Fieldworkers, traditional birth
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2. Define Your Audience by Stages o
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B. Determine Informational Needs of
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2. Decide Which Method Best Meets Y
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In-Depth: Effective Qualitative Res
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• Ask participants to imagine som
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Figure 11. Principles of Question D
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Figure 12. Tips for the Facilitator
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Figure 14. Example of Organizing FG
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immunization. Make sure the questio
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3. Identify Patterns. As the facili
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SUMMARY OF FOCUS GROUP PHASES Phase
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Figure 17. Organizing Your Notes 22
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Step 3. Develop Messages
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A meeting with policy-makers may be
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Figure 18. Guidelines for Designing
Page 54 and 55: Step 4. Create Draft Materials Keep
Page 56 and 57: The artist can prepare more than on
Page 58 and 59: C. Video Materials Producing a vide
Page 60 and 61: VIDEO Same expert demonstrates Solo
Page 62 and 63: Special Advantages of the Web. The
Page 64 and 65: • Easy to Create. A single person
Page 66 and 67: MAKE AN INTERACTIVE, “BRANCHING
Page 68 and 69: - Get Outside Help, If You Need It.
Page 70 and 71: Step 5. Pretest and Revise Draft Ma
Page 72 and 73: B. Measuring Variables Pretesting m
Page 74 and 75: Figure 25. Drafts of an ORS Message
Page 76 and 77: Page 62
Page 78 and 79: In-Depth: Effective Pretesting 1. P
Page 80 and 81: Low-Literate Materials Pretest Form
Page 82 and 83: Using the Pretest Data Sheet. Use t
Page 84 and 85: A response to a picture is consider
Page 86 and 87: Figure 30. Sample Illustration, Pre
Page 88 and 89: Figure 32. Completed Print Material
Page 90 and 91: 8) Then, multiply the answer by 100
Page 92 and 93: Figure 35. Pretesting Pattern for O
Page 94 and 95: • Introduction. Introduce yoursel
Page 96 and 97: • Written Pretest Questionnaire.
Page 98 and 99: Step 6. Produce Materials
Page 100 and 101: Economies of Scale. Often, the more
Page 106 and 107: Figure 36. Tips for Using Print Mat
Page 108 and 109: Step 8. Evaluate Materials
Page 110 and 111: Appendix 18 includes a sample evalu
Page 116 and 117: References AIDSCAP. How to Conduct
Page 118 and 119: Glossary of Acronyms AIDSCAP BCC BD
Page 120 and 121: PATH (Program for Appropriate Techn
Page 122 and 123: Appendices
Page 124 and 125: Appendix 1 Topic Guide for Focus Gr
Page 126 and 127: E. Closure 1. Review any patterns o
Page 128 and 129: Appendix 3 SMOG Readability Formula
Page 130 and 131: Leave Plenty of White Space. This m
Page 132 and 133: Use Simple Illustrations. Avoid ext
Page 134 and 135: Use Appropriate Illustrative Styles
Page 136 and 137: Appendix 5 Hiring Experts If you ha
Page 138 and 139: Sample Letter January 25, 2001 Dire
Page 140 and 141: Appendix 7 Video Camera Directions,
Page 142 and 143: 22. Titles: (a) Cards, film, slides
Page 144 and 145: ⇑ Clearly identify steps in a tec
Page 146 and 147: Appendix 10 Sample Questions for Pr
Page 148 and 149: Appendix 12 Pretest Data Sheet Pret
Page 150 and 151: Appendix 14 Group Pretest Answer Sh
Page 152 and 153: Appendix 16 Radio and Video Pretest
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Appendix 18 Evaluation Form Evaluat
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6. What was most useful about the G
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