Immunization and child health materials development guide pdf

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.
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