Steps that to be followed while developing an MIS System

1. MIS
5W’s

2. • When , Where and Why is the Last Time you
have used any MIS Mechanism in Your
LIFEOther than Programme/ Reporting etc

3. How Many Have you Seen This Movie ?????
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4. How much we see Our Programme in MIS
Mode
• Six Teams
• Six Questions
• Sixty Minutes
• Lets answer some Questions
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5. Monitoring & Evaluation (As defined by World Bank)
Monitoring Evaluation
A continuing function that uses systematic
collection of data on specified indicators to
provide management and the main
stakeholders of an ongoing development
intervention with indications of the extent of
progress and achievement of objectives and
progress in the use of allocated funds.
Thus monitoring embodies the regular
tracking of inputs, activities, outputs,
outcomes and impacts of development
activities at the project, program, sector and
national levels. This includes the monitoring
of a country’s progress against the
millennium development goals (MDGs), or
other national measures of development
success.
the process of determining the worth or
significance of a development activity, policy
or program ….. to determine the relevance of
objectives, the efficacy of design and
implementation, the efficiency or resource
use, and the sustainability of results. An
evaluation should (enable) the incorporation
of lessons learned into the decision-making
process of both partner and dono

6. Monitoring & Evaluation in Simple words
• .
Monitoring Evaluation
The regular collection and analysis of
information to track project implementation,
to assist in timely decision-making, and
provide stakeholders with early indications of
progress and achievement of
objectives. And identify any gaps if exist and
alert Progarmme for necessary actions
A systematic (and objective) examination of a
planned, ongoing or completed project.
Evaluations commonly seek to determine the
efficiency, effectiveness, impact,
sustainability and relevance of the project’s
objectives
Example –
Visiting a Reading Room every few months to
see whether the room is open regularly for
children to access, there are enough age-
appropriate books on the shelves, a book
classification process is in place, and books
are being used by children. This allows the
school staff and program staff to monitor the
progress toward program objectives such as
access, usage and results.
A questionnaire given to girl scholars at the
end of a life skills training is used to assess
what they learned and the value of the
training.
Reading skills assessments to children in
intervention grades will tell us about the
effects of our field interventions and
strategies.

7. Why MIS
• In order to develop and establish a system of
information base
• which would help the End users themselves
to reflect upon
• and get information about the status and
health of the Program.

8. Need for MIS
• Recurrent review of the activities and processes by
the field functionaries themselves at all levels;
• Reflecting on the pace, direction and processes
followed;
• Redefining and bringing about expected revisions in
the processes in the context of achieving the
objectives within time frame and available
resources;
• Taking corrective measures without delay;
• Making planning more informed and less reliant on
general impressions and individual view points.

9. Long term objectives
• To enable field functionaries and team to
monitor, review and plan their activities based
on the information generated;
• To create an in-built system of two-pronged
information flow
• To build a data base management system
which would be regularly updated
• To compile, consolidate and convert the
information into comparable quantifiable
indicators, which would be used to analyse
the achievement of the program.

10. Input Process Output
Outcome /
Impact
Fund Flow
Training
Supplies
Strategy
Service
Package
Activities
Advocacy
Management
Targets
Quantitative &
Qualitative
Change in the
Community
Quantitative &
Qualitative
Organization/
National Goal
Monitoring Evaluation
System Box

11. 1. Know :
what you
are
supposed
to achieve
2. Know : what you
are supposed to do
3. Selection
of key
indicators
4. Data
Collection
5. Analysis and
Interpretation
6. Action
7. Share
Steps in MIS

12. Indicator& Data
Indicator
A quantitative or qualitative variable that provides a valid and reliable way to
measure achievement, assess performance, or reflect changes , Progress
connected to an intervention.
An indicator provides a sign or a signal that something exists or is true. It is
used to show the presence or state of a situation or condition. In the context of
monitoring and evaluation, an indicator is a quantitative metric that provides
information to monitor performance, measure achievement and determine
accountability.
Data
specific quantitative and qualitative information or facts that are collected and
analyzed thru indicators .

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14. Some Definitions of Indicators
• “A quantitative or qualitative factor or variable that provides a
simple and reliable means to measure achievement, to reflect
changes connected to an intervention, or to help assess the
performance of a development actor” (DAC Glossary of Key
Terms in Evaluation, May 2002)
• “a variable, which purpose it is to measure change in a
phenomena or process” - USAID
• “a description of the project’s objectives in terms of quantity,
quality, target group(s), time and place” - UNAID
• Indicators are clues, signs, and markers as to how close we are
to our path and how much things are changing. These point to
or indicate possible changes in the situation that may lead to
improved Programme status. - FHI
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15. Indicator Designing Flow Chart

16. Qualities of a Good Indicator
 Useful
Scientifically Robust
 Valid  Reliable
 Sensitive  Specific
 Understandable
 Accessible
 Ethical
Yep!!!!!!!!
My Indicators
are GOOD
Indicators

17. • We distinguish two types of indicators:
1) Direct indicators, which refer directly to
the subject they have been developed for
2) Indirect indicators, which only refer in an
indirect way to the subject
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Type of indicators

18. These indicators directly pinpoint at the
subject of interest.
This is often the case with operational and
more technical subjects.
What the manager wants to know, can be
(and generally is) measured directly.
A good example of a direct indicator, which
might not be so easy to measure.
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Direct indicators

19. • Indirect indicators (or proxy-indicators) refer in an indirect way
to the subject of interest.
• There can be several reasons to formulate indirect indicators:
• The subject of interest cannot be measured directly.
• The subject of analysis can be measured directly, but it is too
sensitive to do so
• The use of an indirect indicator can be more cost-effective than
the use of a direct one.
• As such, indirect indicators are very typical management tools.
Generally, managers are not looking for scientifically reliable
data but for management information.
• An indirect indicator may very well represent the right balance
between level of reliability of information and the efforts
needed to obtain the data.
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Indirect indicators

20. 21

21. 22

22. • Quantitative methods are those that generally rely
on structured or standardized approaches
• Qualitative methods are those that generally rely
on a variety of semi-structured or openended
• Quantitative methods and qualitative methods can
be used in complementary fashion to investigate
• the same phenomenon.
• In addition, one might implement qualitative and
quantitative methods simultaneously to gain both
numeric and descriptive information about the
same topic.
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23. • Data quality is important because the quality of the data determines the
usefulness of the results.
• There are many ways to ensure data quality. Most of these measures
rely on good planning and supervision.
• Some Ways
• Developing clear goals, objectives, indicators, and research questions
• Planning for data collection and analysis
• Pre-testing methods/tools
• Training staff in monitoring and evaluation, data collection
• Creating ownership and belief in data collection among responsible staff
• Incorporating data quality checks at all stages
• Are forms complete? / Are answers clearly written? Are answers
consistent? / Are figures tallied correctly?/ Checking data quality
regularly
• Taking steps to address identified errors
• Documenting any changes and improving the data collection system as
necessary 24
Data Quality

24. Data Quality
• After information has been collected from the field, it is usually entered into a
computer. At this stage, more quality checks are necessary because there are
some common sources of error that arise
• during data entry. Following are some common sources of error:
• Transpositions.
• Copying errors
• Coding errors.
• Routing errors
• Consistency errors
• Range errors
• What to do when mistakes or inconsistencies are found. First, determine the
source of the error. If
• the error arises from a data coding or entry error, it can be resolved in the office.
If the entry is unclear, missing, or otherwise suspicious, it may be necessary to
contact field staff for correction or verification. Once the source of the error is
identified, the data should be corrected,
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25. Data Analysis
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26. Lets See What We
Have to Do……
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27. LSE AS MS GRT Mentoring Partnership
Manageme
nt
Stake
Holder
Engagemen
t
Archana
Radha
Pooja
Sarita
Bindiya G
Ajaa
Amutha
Dileesh
Swati
Suvarchala
Sonal Jain
Anil
Sonal V
Bhavana
Indu
Bindiya N
Saryu
Namrta
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