Use of Provided Knowledge and Skills

Output

Outcome

% of [specify the target group] who have used the provided knowledge / skills

This indicator measures to which extent project participants put into practice knowledge or skills acquired through project-supported activities such as trainings, workshops, or demonstrations. It focuses on the actual application of new competencies in relevant contexts.

Determine the indicator's value by using the following methodology:

 

1) Define a limited number of the most important knowledge and/or skills that the project wants participants to use as a result of the support provided. Ensure the defined knowledge / skills relevant to what the participants can realistically use in their context.

 

2) Decide how will you measure the extent to which participants used some of the provided knowledge / skills. Review the following approaches and select the most suitable option(s) for your context:

• Structured interviews: Conduct interviews with a representative sample of participants; ask “Can you tell me which knowledge or skills you learned during [specify specific project activity], and have started to use as a result of [specify the activity]?” The answer options should correspond to the options you defined in step 1 above. Include also an option “other – specify: ……...” Probe extensively: “Have you started to use any other knowledge or skills specifically because of what you learned in [specify the activity]?” Finally, verify whether people have really used the knowledge / skills they reported by asking “Can you please tell me how and when you used [specify the reported knowledge / skill]?”

• Direct observation: Where feasible, observe whether participants correctly use the targeted skills. In some contexts, you can review written records that show the use of provided knowledge / skills.

• Someone else reporting: In some contexts, it may be possible to interview supervisors, peers, or community members about observed behaviour change.

 

3) Consider setting a minimum standard that defines when a participant can be considered to have "used" knowledge / skills. The standard might concern:

    - the minimum number of key skills / knowledge areas the participant used (e.g., is one enough or do you have higher expectations?);

    - the minimum frequency (e.g., “at least twice in the last month”); or

    - evidence of correct application

Ensure that any standards you set are easily measurable and realistic. You might need to adjust them based on pre-testing. Consider involving a trainer or someone else who understands what people were supposed to learn.

 

4) Collect the required data, at an appropriate time after the project activity - be realistic about when people could use the knowledge / skills they gained.

 

5) To determine the indicator’s value:

    - count the number of participants who meet the minimum standard of use (see step 3);

    - divide it by the total number of surveyed participants;

    - multiply the resulting number by 100 to convert it to a percentage

Disaggregate the result by gender and other important criteria, depending on your project’s context and focus.

1) Where possible, measure the use of knowledge / skills both before and after the project activity, so that changes can be attributed to the project’s interventions. The baseline data can help you inform the design of the knowledge / skills-strengthening activities.

 

2) Decide whether to measure the use of knowledge / skills from a single project activity (e.g. a training) or the cumulative effect of multiple project activities.

 

3) Be careful about when you collect the data - if you collect it before the participants had the need or the opportunity to use it, the indicator’s value will be misleading because it will not accurately reflect their true behaviour.

 

4) Ensure the data collection assesses properly actual use of the provided knowledge / skills (e.g. not just an intention to use). Use prompts and triangulation to reduce desirability bias.

 

5) If possible, repeat the assessment multiple times: once relatively soon after the activity, and again some months later, to measure sustained use and avoid overestimating immediate post-training enthusiasm.

 

6) Where relevant, also ask how and why participants used or did not use the knowledge / skills. This can help you understand enablers and barriers to application, and the relevance of the project support.