Computer Lab Manager Training Course

Zambia Pacifc 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 fnancial management as well
as opportunities to work on fnancial planning and budgeting.
1
Module 2: Management and Leadership
Resource Book
Author: Heidi e!" #onsultant to $ambia %acifc Trust" heidihne!&gmail.com
'irst (dition ) *ay +,-,
More information about Heidi Nef and Zambia Pacifc Trust is found at the end of
this module.
Acknowledgements
The #omputer .ab *anager Training #ourse resource books were made possible
due to the e!orts and encouragement provided by a variety of people around the
world. /pecial thanks are due to two pioneering organizations working on
computers in education in $ambia who provided advice and materials: #omputers
for $ambian /chools and #rescent 'uture 0ids. Three international development
aid organizations: #amara" 1123 and 44#5" also deserve special recognition for
their contributions to this document and the e!orts they are making to use 4#T as
a tool for development and education in $ambia and elsewhere. *any individuals
also contributed their time" expertise and advice to the crafting of this module.
0ey among them is 3ornwell *wewa. 4n addition" none of $ambia %acifc Trust6s
work toward improving computer education at schools in .usaka" $ambia would
have been possible without the support" advice and e7uipment provided by /eattle
Academy in /eattle" 8ashington" 9/A.
Licensing
This work is licensed under the #reative #ommons Attribution:oncommercial:
/hare Alike ;., 9nited /tates .icense. To view a copy of this license" visit
http:<<creativecommons.org<licenses<by:nc:sa<;.,<us< or send a letter to #reative
#ommons" -=- /econd /treet" /uite ;,," /an 'rancisco" #alifornia" >?-,@" 9/A.
$ambia %acifc Trust welcomes and encourages organizations to use any of the
modules of the #omputer .ab *anager Training #ourse in a manner they deem
appropriate" excluding making a proft from the sale or distribution of the material.
2rganizations are welcome to use portions of these modules in other documents"
but they should attribute the material that is used to $ambia %acifc Trust. $ambia
%acifc Trust also appreciates knowing who is benefting from this material" and
re7uests that individuals and organizations please email 3ornwell *wewa
Abornwellmwewa&gmail.comB" Heidi e! Aheidi.h.ne!&gmail.comB and $ambia
%acifc Trust Ainfo&zptrust.orgB and describe how the material is being used.
2
Module 2 Table of Contents
-. 4ntroduction
-.-. 4ntroduction to the #omputer .ab *anager Training #ourse
-.+. 4ntroduction to *odule +
+. The 3ig %icture for *anagement and .eadership
+.-. The Typical 5ay
+.+. Cetting into the D.eadership $oneE
+.;. 'eeling 2verwhelmed
+.?. Assignments<Activities
;. .ab #leanliness and #ondition
;.-. 8hy #omputer .abs /hould be #lean and in Cood Fepair
;.+. 0eeping a #omputer .ab #lean
;.;. 0eeping a #omputer .ab in Cood Fepair
;.?. Assignments<Activities
?. 2rganization
?.-. 2verall %urpose
?.+. /trategies for %hysical 2rganization
?.;. (7uipment 4nventories
?.?. /trategies for (lectronic 2rganization
?.@. #ollecting and 2rganizing 9ser 5ata
?.G. Assignments<Activities
@. /ecurity
@.-. %hysical /ecurity
@.+. /ecurity %olicy
@.;. 4nsurance
@.?. Assignments<Activities
G. *anagement
G.-. 2verall 5efnition and %urpose
G.+. *anaging #ustomers" #lients and /tudents
G.;. *anaging #oworkers
G.?. Assignments<Activities
=. .eadership" Time *anagement and %roHect 2rganization
=.-. .eadership 2verview
=.+. Time *anagement
=.;. 2rganizing and .eading *eetings
=.?. 5ocumentation
=.@. Assignments<Activities
I. %lanning
I.-. %lanning 2verview
I.+. /trategic %lanning
I.;. %lanning and *anaging a /pecial (vent
I.?. Assignments<Activities
>. 'inancial *anagement
>.-. 2verall %urpose
3
>.+. %lanning for /ustainability
>.;. The 'inancial %lanning %rocess
>.?. 8orking 8ith a 3udget
>.@. Avoiding 'inancial #orruption
>.G. 3asic *arketing /kills
>.=. Assignments<Activities
-,. #ommunication and 4nterpersonal /kills
-,.-. (!ective #ommunication
-,.+. #ommunicating with 5i!erent Types of %eople
-,.;. (!ective (mail #ommunication
-,.?. #ommunicating with %roHect %artners and 5onors
-,.@. etworking and /eeking and #reating %artnerships
-,.G. #ustomer Felations /kills
-,.=. Assignments<Activities
--. 2verall Assignment<Activities
-+. %lanning Fesources
-+.-. 4nitial %lanning" %roHect 2rganization
-+.+. /trategic %lanning
-;. 3ibliography
Module 2 Text
! "ntroduction
!! "ntroduction to the Computer Lab Manager Training Course
The #omputer .ab *anager Training #ourse was developed by $ambia
%acifc Trust in collaboration with a variety of organizations working on 4T
related development proHects in $ambia. 8hile these proHects are in several
di!erent sectors Ahealth" education" agriculture and communityB" 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 identifed was for individuals who could maintain
dynamic and well functioning computer labs and other centers for 4T use
within a particular proHect. Therefore" a multi:faceted training course was
developed to meet these needs including both the Dhard skillsE of computer
maintenance" repair" and networking and the Dsoft skillsE of management"
leadership" communication and instruction. Feaders may fnd more
emphasis shown on educational proHects" since that is the area of $ambia
%acifc Trust6s experience. However" most topics discussed apply e7ually well
in the other sectors where 4T 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 AonlineB instruction component and a one week face:to:face
4
workshop. This resource book is written to accompany the second of the
four modules listed below.
*odule -: #omputer *aintenance" Troubleshooting and Fepair
*odule +: *anagement and .eadership
*odule ;: 4nstruction" 'acilitating 4T 9se and 4T in (ducation
*odule ?: etworking" #ommunication and 8eb +.,
The target audience for this training course is adult learners who
already have intermediate computer user skills and signifcant experience
using computers. 4deally" participants are already employed as computer lab
managers" computer proHect coordinators or 4nternet cafJ managers. 8hile
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. .earners 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.
4n addition all learners" whether using these materials for self:study or
as a part of a formal course" would beneft from continuing to develop their
own skills in three important areas that are not included in this course:
Touch Typing" (nglish Feading and 8riting" and #omputer 9ser /kills.
/uggested resources for self study in these areas are presented in section
-.; of the *odule - resource book.
!2! "ntroduction to Module 2
*odule - 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 Hust manage the computers" however" but is
responsible for keeping an entire computer proHect in good working order.
Although less straight forward than computer maintenance and repair" this
aspect of a computer lab manager6s Hob is even more important. 8hile 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.
4t is important to note that management and leadership are large
topics and there is signifcant additional training that a lab manager could
5
obtain in many of the sub topics discussed in this module. .ab managers
are encouraged to consider this module to be Hust an introduction to
management and leadership" and to continue their studies in any of the
areas below that they fnd particularly interesting. 'or example" more
advanced training in proHect management" strategic planning and fnancial
planning is available in a variety of formats" ranging from free online lessons
to formal participation in certifcate courses. 4nterested computer lab
managers are encouraged to investigate options through online searches
and discussions with local training institutions.
Table of #ontents
2! The Big #icture $or Management and Leadership
2!! The Typical %ay
8hat do lab managers do on a typical dayK 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 e7uipment 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 proHect at the lab.
A computer lab manager may also be asked to build awareness of
proHects and opportunities in the lab" and initiate new proHects to beneft the
target audience for the proHect. 'inancial matters may also be important
such as collecting fees from users or seeking outside funding for the support
of the proHect.
All computer lab managers should make sure that they have a Hob
description that reLects the realities of their working situation and the needs
of the community they serve. 4f a computer lab manager fnds that an
appropriate Hob description does not exist" e!orts should be made to meet
with his or her supervisor or steering committee promptly to formulate such
a document. 8hen preparing a Hob 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 di!erent
aspects of the work. Although individual days will vary widely Afor example
) if some key e7uipment malfunctions" most of a day might be devoted to
its repairB" this exercise gives the manager a good indication of how much
time overall should be spent on certain aspects of his or her Hob.
2!2! &etting into the 'Leadership (one)
*ost of the tasks mentioned above re7uire the computer lab manager
to be a leader in the computer lab. Those that don6t re7uire the manager to
6
Tips $or &etting into the 'Leadership
(one)
-. /tart thinking of yourself as a leader in
everything you do. This will help others
see you as someone worth following.
+. /o what does it mean to think<act as a
leaderK
a. Mou consistently demonstrate the
organization and management skills
needed for your proHect to succeed.
b. Mou inspire and encourage everyone
that you work with to help in your
e!orts to make your computer proHect
the best it can be.
;. ote that being a leader doesn6t mean
you have all the answers or all the skills
yourself. Mou can demonstrate
leadership while collecting information
and knowledge from others and
organizing teams to work together.
?. 3eing a leader also does not mean that
lead others at least re7uire 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. .eadership is also discussed further in chapter ="
later in this module.
2ne of the most important ways that leaders can behave is to
demonstrate empowerment. (mpowerment is used here to mean ability to
e!ect change or growth in your organization. The empowered lab manager
does not easily Dgive upE when faced with a challenge" but works through
the problem until fnding an acceptable solution. 4n addition to being the
attitude of pushing
forward and fnding
success" empowerment
also results when the
computer lab manager6s
supervisor or steering
committee has given the
lab manager the authority
to make decisions that
a!ect the running of the
computer lab.
4magine 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. /everal of
the power adapters
needed to plug in
electrical e7uipment have
broken" and the overhead
Lorescent lights are gradually starting to dim and Licker. 4t is no longer an
easy or pleasant lab to work in" but the computer lab manager has not
shown suNcient interest in changing this situation. 8hen asked about the
problems" the computer lab manager says that he Aor sheB didn6t 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 di!erent if the computer lab manager was
empowered or in Dthe leadership zoneEK Here6s 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.
7
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 e7uipment while a system is being
developed.
2!*! +eeling ,-erwhelmed
Civen all of the tasks mentioned in section +.- Aand the additional
tasks that are likely to be found in a computer lab manager6s Hob
descriptionB" it is likely that a computer lab manager will sometimes feel
overwhelmed. 4magine 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 frst:time computer users" and starts to review her Aor hisB notes in the
last few minutes before the class starts. 8hile she is studying" her school6s
science department head shows up and says that he has been asked to
immediately make a spreadsheet with his department6s budget re7uest for
the next year and he needs the manager6s assistance right now. *eanwhile
the intern who was helping set up the computer lab for the lesson notices
that three computers won6t 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 attentionO
Any computer lab
manager is bound to have
experiences like the one
described above.
/ometimes the day Hust
gets out of control due
overlapping needs and
re7uests. The tip box
here provides some
suggestions for managing
these stressful moments.
4t would be even
better" however" if a
computer lab manager
could avoid having these
overwhelming moments in
the frst place. 8hile
these moments still might
8
Tips $or Managing Stress$ul Moments
Are there all of a sudden multiple demands
on your timeK Here are some tips for how to
respond:
-. /tart by taking a deep breath and
pausing to settle your mind.
+. Fecognize that you are only human" and
cannot do everything at once. Then set
your priorities for the moment:
a. 8hat needs to happen now to allow
an upcoming activity to continueK
b. 8hat can be scheduled for laterK A3ut
make sure you commit to a scheduled
time.B
c. 8hat tasks can be delegated to
assistants or volunteersK
;. 5on6t Dscare o!E people that you cannot
assist at the current moment.
a. Femain calm and encouraging as you
politely let them know why you can6t
help them at the current moment.
Faising your voice won6t lower your
stress and certainly won6t contribute
to a positive and encouraging
atmosphere.
b. *ake sure that your lab users
understand your operating schedule
happen occasionally" the fre7uency can be reduced signifcantly by
developing some of the skills discussed later in this module. #lear
communication about schedules and services" good record keeping about
e7uipment malfunctions" and good existing relationships with stakeholders
would all have helped in the situation described here. 4t6s also wise for the
manager to make sure that there are a variety of trained individuals
Ainterns" assistants" volunteers" etc.B who can help with some of the
common needs of computer lab users and e7uipment.
2!.! Assignments/Acti-ities
2!.!! 8hat do you do on a typical dayK 4f you are already a computer
lab manager" keep a daily log for at least a week that notes down all the
di!erent tasks you worked on during the week and the approximate
number of hours spent on each. /ummarize these fndings as a list of
what tasks you do Aand for how longB on an average day. 4f 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!.!2! #heck your DempowermentE. How empowered are you to make
improve the operation of your computer labK #onsider 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
problemK /ummarize your thoughts and fndings.
2!.!*! 8orkshop Activity: %articipate in a group discussion on stress
management. *ake sure everyone in the group contributes their
thoughts and ideas on how they manage stress.
Table of #ontents
*! Lab Cleanliness and Condition
*!! 0hy Computer Labs Should be Clean and in &ood Repair
0eeping a lab clean and in good repair should be high on any list of
computer lab manager6s responsibilities. This is important for a variety of
reasons that a!ect the overall 7uality of your computer proHect. The three
main categories of these reasons are described below.
Attitudes. A well cared for computer lab is much more inviting for
users. 8ho wants to work in a room where they get their clothes dusty as
soon as they sit downK 8ho wants to work on a hot day in a room with
broken fansK Also a dirty lab implies a lack of respect for the facility from
those that work there. 9sers might wonder how important this facility is if
no one takes the time to keep it clean and well functioning. 4f 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. 5onors also are likely to be unimpressed
by a facility that they don6t see as well cared for.
9
12uipment. A clean computer lab helps e7uipment last longer. 5ust
in particular takes a toll on computers and other electronic devices Asee
more in *odule -B. /pills from neglected beverages can also cause
signifcant damage. 4n addition" keeping a computer lab orderly makes it
much easier to keep track of and inventory e7uipment.
Sa$ety and Security. The most important safety concern is that
electrical e7uipment should be kept in good working order to avoid the risks
of electrical shock and fres. 'aulty electrical e7uipment might also tempt a
computer lab manager to run an electrical extension cord across a path way.
4f someone trips over this cord they could fall and hurt themselves or pull
expensive e7uipment o! a table and cause serious damage. 4t is also
common for door locks and handles to become damaged. This could either
cause diNculty in allowing lab users to exit the lab 7uickly in an emergency"
or diNculty with locking the lab at the end of the day. 0eeping a lab clean
and orderly can also help keep e7uipment from DdisappearingE into the
hands of lab users. 4t is much harder to keep track of valuable small
e7uipment Asuch as tools and Lash drivesB in a lab that has cluttered
surfaces and no policy for returning e7uipment to a designated storage
place after use.
*!2! 3eeping a Computer Lab Clean
0eeping a computer
lab clean begins with
preventive measures.
/ome tips for keeping a
computer lab clean are
included in the tip box
here.
5espite the above
measures" however" some
dirt and dust will still
make its way into the
computer lab. #omputer
lab managers should
make a daily schedule for
basic dust removal that
begins with wiping dust
o! counters and tables"
and is followed by sweeping Aor vacuumingB the Loor of the computer lab
and any adHacent rooms. 4f the proHect uses laptop computers it is best to
take care of this cleaning while the computers are being stored elsewhere.
5esktop 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 Aat least weeklyB mopping of the
10
Tips $or 3eeping a Computer Lab Clean
Here are some ways to keep a computer lab
cleaner longer.
-. *ake sure there is a clearly labeled
waste bin.
+. %rovide a mat by the door for wiping wet
or muddy feet.
;. Have rules clearly posted that prohibit
eating and drinking near computers.
?. #onsider keeping the windows closed to
reduce dust" particularly on days when
the wind is blowing strongly. This will be
a challenge on hot days" but air:
conditioning Aif a!ordableB is one
solution.
Loor. 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 sta!. 4t 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.
*!*! 3eeping a Computer Lab in &ood Repair
0eeping a computer lab in good repair re7uires a computer lab
manager to have a heightened awareness of the condition of the lab
e7uipment and fxtures" and a drive to keep the e7uipment and fxtures in
good condition despite the hassles involved. The tip box here describes
some tips for keeping a computer lab in good repair.
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
re7uesting 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.
*!.!
Assignments/Acti-ities
*!.!! #leaning
(7uipment 3udget.
The frst obstacle to
proper cleaning of a
computer lab is a lack of the re7uired e7uipment and supplies. 2bserve
a computer lab and think about what e7uipment is needed there to do a
proper Hob. 4nclude the types Amops" brooms" etc.B as well as the
numbers needed. *ake two budgets for cleaning e7uipment and
11
Tips $or 3eeping 4our Computer Lab in
&ood Repair
-. %eriodically inspect all e7uipment and
fxtures and ask all other employees"
interns or volunteers to report to you
any problems they see with e7uipment
or fxtures.
+. 0eep a log of problems with lab fxtures"
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 Ai.e. burned
out light bulbs or faulty network cablesB
occur.
;. %ut a high priority on making small
repairs" and work with others involved as
needed to make sure repairs happen.
/ince this may be a higher priority for
you than for other people" you may need
to give fre7uent Abut pleasantB
reminders to get the work done.
supplies. The frst should include be the Dstart upE budget for a new
proHect" and the second one should be an annual budget for e7uipment
and supplies that are likely to get used up or broken over the course of a
year. 4f possible" use a spreadsheet program such as */ (xcel to make
these budgets.
*!.!2! #leaning /chedule. 4f you are already working in a computer lab"
think about the cleaning needs for your lab on a daily" weekly" and
yearly basis. *ake a schedule that describes what work needs to be
done when and by whom. 5iscuss this schedule with your steering
committee or supervisor and together develop a plan for communicating
the schedule to everyone involved.
*!.!*! 4nspect an 4nternet #afJ. 1isit a local 4nternet cafJ and discretely
consider the condition of the computer lab. 4s the environment
conducive to workK 8hy or why notK How clean is the facilityK 4s the
facility in good repair or do you see signs of insuNcient maintenanceK
/ummarize your fndings.
*!.!.! 8orkshop Activity: look around the computer lab where your
workshop session is being held. Then discuss the following 7uestions:
8hat are the sources of dust in the roomK 8hat can be done to reduce
dustK How often should the furniture be dustedK How often should the
room be swept and moppedK ote any di!erences in opinion amongst
those present.
Table of #ontents
.! ,rgani5ation
.!! ,-erall #urpose!
2rganizational skills do not come naturally to all of us" but most
working adults would agree that it is very useful to be organized. 4t is
usually when we are searching around for some important piece of paper
that we really wished that we were better organizedO A well organized lab is
certainly easier to work in" and it also Alike a clean labB sends the right signal
to potential learners" clients and donors. 4t shows that the people who work
in the lab care about the resources that they have and are professional and
well prepared. /ome specifc organizational suggestions are included in the
sections that follow.
.!2! Strategies $or #hysical ,rgani5ation
4n most cases an oNce in a new proHect starts with Hust a few books
and disks" which are easy enough to fnd. 3ut 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 oNces gradually
come to contain a large Humble of unorganized materials. 3elow are four
di!erent categories of items that all should have their own distinct shelf or
12
cupboard space" and then some suggestions for organizational strategies
within each category.
12uipment. A computer lab manager should do a visual inspection of
various pieces of small e7uipment while considering an organization
strategy. 8hich items are used most oftenK 8hich small items would get lost
if mixed in with larger itemsK 8hich items are so old Aor broken or not usefulB
that they should instead be taken to an e:waste facilityK 2nce that initial
assessment is done" the computer lab manager should organize the
e7uipment for ease of use and with similar items grouped together Afor
example" a shelf space with a stack of neatly coiled patch cablesB. /mall
items can be organized by type and placed in well labeled boxes Afor
example" a box of small hand toolsB.
%isks. #5:F2* and 515 disks are commonly found in computer labs
and can contain various types of information. /ome are found in plastic
DHewel boxesE 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. 5amaged or
obsolete disks should be removed. The lab manager should then sort the
disks into some large categories for separate storage. 'our categories that
might be useful are shown in the table below.
#omputer 9tilities : operating systems" disk images" anti:virus
software and other tools for setting up computers
#omputer Applications : oNce software" miscellaneous software for
users
(:learning<(ducation : educational software" encyclopedias or
collections of academic presentations
(lectronic 5ocuments : instructor6s lesson plans" copies of monthly
computer lab reports" photos" back:up copies of various computer
fles
2nce 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 DpagesE of disk
sleeves are a good option" as are the zip up books of sleeves often used to
store music #5:F2*s.
Books. A computer lab is likely to have a small but important
collection of books including some Dhow toE guides or other tools for
computer lab maintenance" some 4T instruction texts" and log books
containing important information about computer users" e7uipment or
fnances. 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. 4f other people are permitted to
13
use any of the books" they should be instructed to return the books to the
place on the shelf where they found them.
#aper %ocuments. A computer lab manager will also end up with
paper documents or fles that need to be stored. These documents could
include 7uotations and invoices" letters with signatures or stamps" or
handwritten documents Asuch as attendance sheets for an eventB. The
standard way of saving documents is really the best option here: place the
documents in fle folders that are appropriately and clearly labeled. 8hen
there are a large number of documents of a single type" these documents
should have a separate fle folder" and new fle folders should be created
periodically and labeled by date. 'or example" for tracking purchases" a
proHect might need a fle labeled DFeceipts +,,>E or if purchases are 7uite
fre7uent then there could be separate fles for each month. The lab manager
might also use a ring binder instead of a fle folder for items that should be
kept in date order. The fle folders and binders should also be organized in a
way that makes them easy fnd on a shelf" such as sorted by date or
alphabetically by name. 8hatever 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 fle and
putting folders back in the proper location on the shelf. A computer lab
manger6s schedule needs to include a small amount of time to allow for
these tasks to occur.
.!*! 12uipment "n-entories
4magine this scenario: a computer lab has Hust been broken into by
thieves. The computer lab manager is surveying the scene with a police
oNcer and they both can see that two .#5 computer monitors have been
stolen. The police oNcer then asks: Dis anything else missingEK The
manager then pauses for a bit" and then confesses that she Aor heB isn6t
sure. /he tries to remember how many recently donated #%9s were stacked
in the corner" or how many laptops were in the stack in the oNce. 8ouldn6t
it be helpful if this lab manager had a readily accessible inventory sheet that
she could refer to while the police oNcer was thereK /imilarly" imagine if a
laptop donor comes to a computer lab and asks how many functioning %?
laptops they had. The donor would be pleased to know that the lab
manager had that information at her fngertips.
All items of signifcant 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. 'or an inventory of laptop computers"
for example" the list should include the make and model" the serial number"
useful specifcations Asuch as processor type or speed" hard drive capacity"
and operating system usedB and any signifcant performance problems that
the computer lab manager is unable to fx. 4t is best to create this inventory
14
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 e7uipment. An inventory is also a great planning tool for any
computer proHect or 4nternet cafJ. 'or 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.
.!.! Strategies $or 1lectronic ,rgani5ation
*ost computer users gradually store more and more electronic fles
Adocuments" spreadsheets" presentations" etc.B on their computers. 8hen
people frst start using personal computers" it is very easy for them to fnd
their documents because they have so few documents to look through.
(ventually" though" most users get to a point where they struggle to fnd the
fle they created a few weeks ago. 3elow are some tips to help organize
fles for better access.
+ile Location. 4t is important that users be aware of where on
computer they are saving fles. 4f saved in the wrong location" a fle can be
diNcult to fnd again. The frst time a fle is saved" the /ave As" dialog box
opens" and at the top there is a D/ave 4nE box showing the location that the
fle 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.
6aming. A computer fle should have a name that is brief but
informative. 'or example" a letter should not be named D5ear /irE but
instead D.etter to *umbaE. 4f the computer lab manger fre7uently
corresponds with *r. *umba" more information such as the date or topic
might also help. A computer inventory spreadsheet should not be named
DinventoryE but instead D#hawama #omp 4nventory >:,IE. 4ncluding the
date helps a reader know how current the information is" and including the
proHect location is useful when communicating the information to donors
Awho might be working with multiple proHectsB.
Creating +olders. Ceneral storage in D*y 5ocumentsE works for a
small number of fles" but creating subfolders will be helpful as soon as the
computer lab manager has more than about +, fles. The computer lab
manager should look at the types of fles that he or she has created and
make some suitable folders to move the fles into. 'or example" the
computer lab manager might want folders for DFeportsE" D4nventoriesE"
15
D#ommunicationE and D4T 4nstructionE. 'ortunately folders can be gradually
created and re:sorted to meet the changing needs of any computer user.
2ne tool to use if a folder does start to get a bit full is viewing by details
Aselect %etails from the 7iew menu in an open folderB and then clicking on
a column heading Asuch as 6ame or %ateB to sort the items in the folder.
This makes it easier to fnd the documents with a certain type of fle name"
or the documents that were modifed on a certain date.
Backing 8p. 8hatever strategies are used for organizing computer
fles" it is particularly important that the computer lab manager remembers
to fre7uently make backup copies of these fles. #omputers sometimes fail
or are stolen and it would be a shame for a proHect to lose all of its data
when this happened. 4t is wise to set up a schedule for making backup
copies on a regular basis" such as once a month. 4n addition" while working
on particularly important documents" the computer lab manager should
consider making a backup any time signifcant changes to the document
have been made. 8hile a small amount of information can be backed up
onto a 9/3 'lash 5rive" it is more secure to periodically make copies of all
fles on #5:F2* or 515 disks. These disks can then be stored in case of an
emergency. /toring data on an external hard drive is also a good option.
.!9! Collecting and ,rgani5ing 8ser %ata
9ser data is a collection of information about the clients or students
who use a computer lab. 8hile not all organizations will collect the same
information" below is a list of some of the commonly collected data:
ames and descriptions Ai.e. teacher" student or community
member" grade level of studentB of users
5ate" start and end time of computer use
4dentifcation name<number of computer used
%urpose of visit Ai.e. 4nternet research" typing" preparing a
presentation" lessonB
8hether or not this is the frst visit AeverK or this monthKB for this
particular user
'ee paid
9ser comments
An 4nternet cafJ might be most interested in the numbers of users and the
fees paid" but the purposes of user6s visits might also help with marketing
e!orts. 'or a community or school proHect" donors might be particularly
interested in knowing what audience is being served the most by their
donations. 4ncluding the names of users can help an organization follow up
on thefts that occur in the lab" but may not be appropriate for commercial
proHects such as 4nternet cafJs.
4n 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
16
the entrance to the lab. 5uring the peak hours Abusiest timesB for a
computer lab" the manager could assign an intern" student monitor or
volunteer to make sure that the log book is flled out properly for all users.
The computer lab manager should discuss with his or her supervisor or
proHect steering committee to determine what data should be collected and
what should be done with the data collected in the log book. Typically" after
the log book has been used for a month or other specifed unit of time" the
computer lab manager will summarize the data electronically Ain a
spreadsheetB 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 proHect" 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 proHect planning. %erhaps the data reveal that a certain
target audience is not using the facility" and so a special e!ort should be
made to attract those users. 2r 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.
5ata that shows low use or negative trends should not be seen as Dbad
newsE but as an opportunity to help a program adapt to meet changing
needs.
.!:! Assignments/Acti-ities
.!:!! Have a look around your computer lab and oNce Aor the lab and
oNce at another computer proHectB. 8hat organizational systems do you
already see in placeK 4f there are areas that seem disorganized" what
organizational strategies would you suggestK
.!:!2! *ake some physical improvements to your oNce or computer
lab. #ollect boxes" build shelves" or fgure out some other method to
sub:divide your storage spaces. /ummarize your e!orts and the
outcomes.
.!:!*! 4magine that you were creating an inventory of the educational
#5:F2* disks that your computer proHect owned. 8hat sort of
information do you think should be included in this inventoryK *ake a
sample spreadsheet showing all of the column headings for the
inventory and including example information for six disks. AThe
examples do not have to be actual disks if your proHect doesn6t own any.B
.!:!.! %ractice using /ave As on your computer to save a copy of a fle
in a di!erent location and with a di!erent name. 8rite a summary of the
steps that need to be performed to make these changes.
.!:!9! *ake a back up copy AbackupB of all of your documents.
5epending on the e7uipment you have available to you and the type of
computer you are using" this backup might be on a #5:F2* or 515 disk"
or an external hard drive. 5o not make your backup on a 9/3 Lash drive
unless you have no other options. After making the backup" check and
17
make sure that all the backup fles are found on the disk or drive and can
be opened successfully.
.!:!:! 8orkshop Activity: Mour instructor will copy a group of fles
Adocuments" etc.B on to the desktop of your computer. 1iew the fles and
decide a sensible storage strategy for them. 5etermine where to store
the fles" make folders" and move the fles as needed. Also rename the
spreadsheet fles more appropriately.
.!:!;! 8orkshop Activity: %articipate in a discussion on how you
manage fle storage for your learners<clients. /hould they be allowed to
store documents on the hard drives of particular computersK /hould they
use 9/3 Lash drives or #5:F2*sK
Table of #ontents
9! Security
9!! #hysical Security
4t doesn6t take much to convince most people of the benefts of a
secure computer lab. How can a proHect be sustained if valuable e7uipment
regularly disappearsK Theft is often a signifcant problem when computer
proHects are located in or adHacent to underserved communities" and the
more portable the e7uipment is Asuch as laptop computersB the larger the
problem. 4n $ambian computer proHects thieves have been known to break
through roof tiles" crawl over ceilings from adHacent rooms" and even break
through walls to take computersO 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 7uality locks.
0eys should not be distributed widely. /ome labs will also consider installing
alarm systems or hiring security guards. .aptop 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.
9!2! Security #olicy
A computer proHect 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.
Fecord keeping procedure Asuch as recording information in a log
bookB for e7uipment use
Fecord keeping procedure for lab users Aas discussed in section ?.@B
0ey distribution policy
%rocedure for lab access when computer lab manger is not present
Asuch afterhours use or in the case of lab manager illnessB
A strategy for managing user6s bags and backpacks
%rocedure to follow once a theft has occurred
18
A strategy Asuch as password protection on specifc fles or
computersB for securing sensitive fles Asuch as those containing
fnancial information or student marks<scoresB
9!*! "nsurance
A computer proHect 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 Athe non:covered amountB chosen" the number and 7uality of the
computers" and the security of the facility. 'or example" the insurance might
be cheaper if the computer lab has an alarm system and monitoring by a
security company.
4f the steering committee decides that insurance is not a!ordable" then
a discussion Aand planB should follow about what the organization intends to
do if a computer is stolen. 8ill it be replacedK And if so" using what fundsK
%erhaps the organization could establish a reserve fund to be used in case of
theft or other signifcant damage to key e7uipment.
9!.! Assignments/Acti-ities
9!.!! %erform a security audit of your computer lab or a local 4nternet
cafJ. 8hat strengths and weaknesses do you see in the physical
security of the roomK 4f you were a thief" how would you gain access to
the room and what items of value would you be able to removeK
9!.!2! 1isit an insurance agency and ask for a 7uotation for insurance
for -, laptop computers valued at P@,,.,, 9/5 each. 5iscuss with the
insurance agent the di!erent options for the amount insured and any
deductibles.
9!.!*! 4nterview the computer lab manager at a local computer proHect
about security. 5oes the computer proHect have a security policy in
placeK Have they had any theftsK How did they respond to the thefts Ain
terms of adHusting security as a result" or recovering or replacing the
stolen e7uipmentBK
9!.!.! 8hat data is valuable for your organizationK #onsider all of the
information that is stored on the computer lab manager6s computer.
8hat fles there contain information that if lost would create problems
for lab management or future planningK 8hat fles there contain
information that is sensitive or privateK /ummarize your fndings and
include a strategy for how your organization does Aor willB make regular
back:up copies and also ensure that there is no unauthorized access to
sensitive fles.
9!.!9! 8orkshop Activity: %articipate in a role play about interviewing
suspects after a theft.
9!.!:! 8orkshop Activity: .ook around the facility where your workshop
is taking place. ote any areas that you think show insuNcient security"
19
and then participate in a group discussion about how security could be
improved at that facility.
Table of #ontents
:! Management
:!! ,-erall %e<nition and #urpose
*anagement has a variety of defnitions" but in general refers to the
coordination of e!orts" money or materials to achieve certain goals. 4n this
section we will focus on working with people to accomplish the desired
outcomes of a computer proHect. The specifc topics of proHect organization"
planning" leadership" and fnancial management will be covered in later
sections.
:!2! Managing Customers= Clients and Students
:!2!! An "mportant Reminder
/ome people are tempted to think of a manager as a boss or dictator
who can rule strictly and wield power over others. 8hile it is important to
have enough structure to keep an organization running smoothly" it6s e7ually
important not to let the use of power overshadow the overall purposes or
goals of the proHect. 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. 4f an encouraging atmosphere is not created"
the proHect risks straying far from its mission. 4t is also important that the
manager develop and implement all policies with a mind for fairness and
e7uality for all users.

:!2!2! %e-eloping= Communicating and 8sing #olicies
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
4nternet cafJ. There is no set formula for these sorts of policies as they will
depend on the type of computer proHect and the ages of the users" but some
types of policies to consider are discussed below. 8hatever policies are
implemented" however" it is 7uite 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 8se. 8hat is the appropriate use of the computers in a
computer labK Are they there for the users to use as they see ftK 2r are
there activities that would be in conLict with the organization6s mission"
goals or cultureK 8hile this is going to vary depending on the nature of the
proHect" most computer labs will have some activities that they choose to
prohibit. These would likely include viewing pornography over the 4nternet"
20
or participating in illegal activities such as downloading pirated music or
flms. /ome organizations might also prohibit noisy activities such as
listening to music Awithout headphonesB or making phone calls. (ducational
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. (mail use
might be restricted to a certain sub:group of students based on their age or
experience with computers.
Malware #re-ention. As discussed in *odule - of this course"
computer viruses and other malware can cause signifcant problems for a
computer lab. Any computer user education that occurs at a computer
proHect should include some information about viruses and how to avoid
them. 4n addition" however" some policies for virus prevention should be
considered. /ince 9/3 Lash drives are one of the maHor tools for spreading
malware" a policy could prohibit the use of these Lash drives" or re7uire them
to be scanned by computer lab sta! before they can be used. 9sers can also
download malware" often unwittingly. %olicies prohibiting the downloading of
software may help here" as will adHusting the security settings on a browser
program or frewall Adiscussed in *odule ?B to avoid accidental downloads.
8ser +ile Storage. *ost computer lab and 4nternet cafJ users do not
have their own computers" so the options for storing their own fles are
limited. 9sing a 9/3 Lash drive is a common method" but has the virus
problems previously discussed. 4f a policy prohibits Lash drive use" the
computer lab might allow users to copy AburnB their fles onto #5:F2* disks
and also provide some training on this procedure. 2ther 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 specifc computers. 4f choosing the latter option" the computer
lab will need to make Aand communicateB a policy about how these fles will
be stored Asuch as naming standards and appropriate locationsB and when
these fles will be periodically removed from the user computers to free up
space for others.
12uitable Time and Resource Sharing. 4t is likely that there will be
some times when a computer lab will very busy" and there will be some
resources Aperhaps a particular educational diskB that are very popular. The
lab manager should consider the organization6s mission again here. 4t
probably doesn6t serve the mission to let a small group of people dominate
the most precious times of day or resources for all users. 4n this case it
would be helpful to develop and communicate policies to Dshare the wealthE
a bit more fairly. 'or an 4nternet cafJ or a school computer proHect this could
include setting time limits on users during peak time periods. A school
computer proHect might also consider designating the open access time for
di!erent groups of users on a rotating schedule. 'or example" grade -,
21
pupils use the lab on *ondaysQ grade -- pupils on Tuesdays" etc. 4f 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 proHect mission.
:!2!*! Managing and Assisting 8nskilled 8sers
8hat happens when an unskilled user enters an 4nternet cafJK They
probably have a specifc
mission. /omeone has
asked them to send an
email" or to look up a
particular web page.
%erhaps they are searching
for work and have been
told that they need to
prepare a #1. 4n these
situations it is not
unreasonable for a lab
manager to think: D9gh.
8here do 4 startKE The
manager may be too busy
to help" or worried that the
new user will somehow
damage a computer. The
manager needs to
remember" however" that
it is important not to scare
o! potential users or
learners. /uccess with this
individual could result in
the person becoming a
training course participant or regular lab user. The tip box here includes
some tips for assisting unskilled users.
:!2!.! Technical Tools $or Managing 8sers
Civen 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
4nternet cafJ management software available" some even at no cost. 4n
addition to monitoring the time a customer is on a computer and calculating
usage costs" 4nternet cafJ management software can also be set up to limit
the customer6s access to a computer6s hard drive. /ome 4nternet cafJ
management software prevents access to prohibited websites" and prevents
the downloading of programs. This software does re7uire that the computers
are networked via a server. /erver use is covered brieLy in *odule ? of this
course. Two examples of free 4nternet cafJ management programs are
22
Tips $or Assisting 8nskilled 8sers
-. 3e encouraging and enthusiastic but
also discrete. The user may be ashamed
of his or her lack of knowledge.
+. Ask 7uestions to further asses the needs
of this lab user. 4s there a simple
re7uest you can help withK
;. 4f the user would like some
general<overall assistance" here are
some strategies to try
a. (ncourage another user to allow the
new user to observe their work for a
while" so that they can gain
familiarity with the operation of a
computer.
b. Ask another lab worker or volunteer
to assist
c. *ake an appointment with the user
for an introductory one:on:one
lesson.
d. (ncourage the new user to sign up for
Handy#afe Awww.handycafe.comB for 8indows servers and 2ut0afe
Ahttp:<<outkastsolutions.co.zaB for .inux 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 o! unwanted fles and changes by DresettingE a computer to
known confguration periodically. *icrosoft has a program called
/teady/tate that is available for free for use on computers running licensed
copies of a *icrosoft 8indows operating system. *ore information is
available on the *icrosoft website.
:!*! Managing Coworkers
:!*!! 0ho are a Lab Manager>s Coworkers?
#oworkers are anyone who a lab manager works with on a regular
basis towards the goal of having a smoothly operating computer proHect.
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
signifcant impact on the overall plan and implementation for a
computer proHect. 'or more information about steering committees"
see A Handbook for Telecenter Stafs A#olle" F.5. and Foman" F.
+,,;. #ornell 9niversityB. Available online at:
http:<<ip.cals.cornell.edu<commdev<handbook.cfm
Assistant Lab Managers. 4n a large computer proHect or 4nternet
cafJ" it6s possible that additional sta! would be hired to assist in
daily operations
"nterns! Typically these are young adults who are looking for some
on:the:Hob 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! 4n a school computer proHect some
specially selected and trained pupils can be of signifcant assistance
in the daily running of a computer proHect. They are usually willing
to volunteer in exchange for some extra training and some uni7ue
privileges Asuch as extra time in the computer lab or permission to
use emailB. /tudent monitor tasks include setting up e7uipment in
the morning" flling out log book entries for users or e7uipment"
o!ering assistance to less skilled users" providing additional
security" and assisting with lab cleaning.
7olunteers! 4n a school or community computer proHect" there
may be skilled members of the surrounding community Aor even
visitors from abroadB who would like to volunteer their services for
the beneft of the proHect. These volunteers should be encouraged
and given opportunities to assist users or the lab manager in a way
23
that best suits their skills. Having a visiting volunteer o!er a
training session in a subHect of interest to them can be a good way
to build excitement for a computer proHect.
:!*!2! Tone= 1@pectations and Moti-ation
8ith all coworkers" the manager6s frst Hob is to set an appropriate tone
for their relationship with the coworker and the coworker6s relationship to the
proHect. 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 e!orts are truly appreciated.
8hile 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:
3eeping 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.
0earing 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.
Con-ersing #ro$essionally! 8orkers should avoid using language
that is o!ensive to the community" and be particularly sensitive to
the groups Asuch as women and racial or religious minoritiesB who
may be the target of derogatory language. #oworkers 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. 4t 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. 8hile 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. *otivation may take
the form of celebrations and thank:you gifts" opportunities for employees to
earn privileges or e7uipment" or opportunities for employees to attend
workshops or otherwise continue their education.
24
:!*!*! #reparing and Sharing Aob %escriptions
All employees of a computer lab Aincluding the lab manager him or
herselfB should have clear Hob descriptions prepared and then discussed with
them. %rospective employees should be given Hob descriptions to review
before being hired for a Hob. 8hen Hob descriptions are being updated or
revised" the employees should have an opportunity to provide input into the
Hob description. %reparation of Hob descriptions should be the Hoint
responsibility of the computer lab manager and his or her steering
committee or supervisor. 3elow are some key items to include in a Hob
description.
An overview of all tasks to be performed Amanagement" instruction"
security" record keeping etc.B
An indication of typical allocation of hours Ain other words" how
many hours in the average week should be spent on each taskB
%rohibited tasks Aoutside paid work" computer games" etc.B
8ork hours Aspecifc days and timesB
Holidays and personal leave Ahow many days can be taken"
procedure for re7uesting leave" etc.B
:!*!.! Setting and 3eeping 0ork Schedules
/etting clear work schedules with all coworkers Aincluding volunteersB
is important for the smooth running of a computer proHect. The manager
needs to balance the needs of the individual coworker with the needs of the
proHect" and fnd the best compromise possible. 2nce work schedules are
set" it is then the manager6s Hob to make sure that they are communicated
clearly and seen as important. 4n 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.
/ometimes" despite everyone6s 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. 4f 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 proHect steering committee. 3efore an emergency occurs" though" the
computer lab manager should discuss this with the proHect steering
committee to develop a plan for these eventualities. Ruestions to address
include: 8ho should open the computer lab in the morning if the manager is
not presentK How can security still be prioritized with reduced staNngK and
4s there someone who can fll in during scheduled lessons or training sessions
25
if the instructor is not availableK There are no set answers to these
7uestions. /ome steering committees may decide to pull people from other
work in order to maintain Dbusiness as usualE whereas other organizations
may decide that they do not have enough staNng Lexibility and thus need to
reduce hours or postpone events.
:!*!9! #er$ormance Re-iews
A performance review Aalso called a performance appraisalB is a
periodic opportunity for an employer and an employee to together review an
employee6s performance and make an action plan for his or her work in the
future. %erformance reviews are an important tool in helping employees to
meet their full working potential. 8hile 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 Hob well done. A
performance review can also be used to help avoid disciplinary action by
instead setting
performance targets and
identifying training needs.
4t is best if performance
reviews occur on a regular
basis Asuch as annuallyB
and are not associated
directly with the contract
renewal process.
There are many
methods used for
performance reviews" and
each organization6s
steering committee should
determine the method
that best suits their
purposes. 2ne simple
method is shown in the
tip box here.

:!.!
Assignments/Acti-ities
:!.!! 1isit a
computer lab and
observe the
interactions between
the lab manager Aor
other sta!B and lab
users<clients. 5id the
26
Tips $or #er$orming an 1mployee
#er$ormance Re-iew
-. 5istribute copies of the employee6s Hob
description to the employee and a few
coworkers.
+. After allowing time for everyone to
review the Hob description" collect
confdential feedback from the employee
and his or her coworkers about how the
employee is meeting the expectations of
the Hob description. 4f possible" feedback
would be collected from people who
work at a variety of di!erent levels of
responsibility within the organization.
;. #ombine 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 employee6s
performance and recommended actions
that be taken to help the employee
improve as needed.
?. 3e 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
lab manager communicate policies and procedures as neededK 5id the
users<clients feel as though their needs were being metK /ummarize
your fndings.
:!.!2! 'or your current place of work" who are you coworkersK *ake a
list of everyone you work with Aif it6s a large number" you can consider
categories of people Ai.e. Dsecurity guardsE and DinstructorsE" rather than
individualsB. 'or each category of coworker" answer the following
7uestions: 8hat are your common goalsK 8hat areas are you likely to
have conLict in Aprofessionally" not personallyBK 8hat is most important
about your communication with themK
:!.!*! 8hat motivates you to do your best workK 4f you were your
supervisor" what could you reasonably do to help motivate youK
/ummarize your thoughts.
:!.!.! 4f you are already employed in a computer lab" have a
conversation with your steering committee chair or supervisor about
your computer lab proHect. Ask the supervisor what his or her dreams"
expectations" and fears are about the proHect. Also provide your own
answers to these 7uestions. /ummarize your fndings during the
conversation.
:!.!9! 5o you currently have a Hob descriptionK 4f so" read it and review
it. 5oes it match your daily workK 4s it thorough enough in guiding your
workK 4f you don6t have a Hob description" draft a Hob description for your
current work Aor for a friend if you are unemployedB.
:!.!:! .earn more about either 4nternet cafJ management software Aby
doing and 4nternet search or seeing the examples in section G.+.?B or
*icrosoft 8indows /teady/tate Ago to
http:<<www.microsoft.com<windows<products<winfamily<sharedaccess<def
ault.mspxB. 8hat hardware and other software is needed to run these
programsK 8hat technical skill is re7uired of the managerK
:!.!;! 8orkshop Activity: %articipate in a discussion about setting a
schedule for a computer proHect. The instructor will give you a scenario
for a particular proHect including the number of sta!" the types of users
and their di!erent interests and needs. The group will discuss the
scenario and suggest a weekly schedule.
:!.!B! 8orkshop Activity: %articipate in a role play with a sta! member
about a performance issue.
:!.!C! 8orkshop Activity: (xperiment with a computer using *icrosoft
8indows /teady/tate or with a computer lab running 4nternet cafJ
management software.
:!.!D! 8orkshop Activity: 5evelop a Hob description for an intern or
student computer lab monitor. /hare your draft Hob description with the
group and collect feedback from the other participants.
Table of #ontents
27
;! Leadership= Time Management and #roEect ,rgani5ation
;!! Leadership ,-er-iew
;!!! Characteristics o$ Leaders
8hat are the characteristics of a leaderK There surely are many
di!erent answers to this 7uestion" and certainly not all leaders have the
same character" but here are some characteristics to consider:
#roacti-e! This term refers to a person who pushes to make the
progress they want to see happen. 4nstead 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.
Creati-e! The creative leader is one who looks at problem and does
not see a dead end. 4nstead this person thinks Dwhat are some
di!erent ways 4 can work around thisKE and then experiments until that
way is found. A related concept is being innovative" or looking for new
and di!erent ideas.
"nclusi-e! The inclusive leader is a person who makes sure that a new
proHect is undertaken as a team e!ort" and that the needs and opinions
of all stakeholders are considered and Aif possibleB incorporated. The
inclusive leader recognizes that there will be much greater support in a
community for a proHect if the ideas and needs of the community are
taken into account from the beginning. This also re7uires the leader to
be a good listener" taking care to hear all ideas" even those that he or
she disagrees with.
The leader also should not lose sight of some important managerial
skills that have already been discussed in this module. 'or 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 proHect. The leader should also
be a good communicator" so that everyone stays connected and has
opportunities to contribute to the e!ort. (mpowerment Ain both the attitude
and the working environmentB is also important" as discussed in section +.+
of this module.
;!!2! 0hat i$ 4ou Aren>t a 'Born Leader)?
/ome readers of this text might feel a bit intimidated now. They may
feel that they don6t have any of the characteristics described above" and
therefore cannot lead. 8hile not all of us are Dborn leadersE that does not
mean we cannot learn the skills involvedO This is certainly an area where
Dpractice makes perfectE and a good way to start is by leading a small
proHect and using it as a learning experience. %eople who are in leadership
roles for the frst time should consider watching and learning from other
leaders around them" and even asking those they are working with on a
proHect to provide advice on how they wish to be lead. A new leader will
28
likely fnd that people are very encouraging and supportive of his or her
e!orts.
;!!*! 0atch the AttitudeF
4t is important to note that a proHect leader Aor any computer lab
managerB should not be a dictator. A lab manager may start to feel that
since he or she was asked to lead a certain proHect" 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. 4t is important to remember that great
ideas and valuable skills can be contributed from a variety of individuals at
all the di!erent levels of an organization. %eople should be encouraged to
participate and collaborate where possible.
There may be times when a manager is re7uired to delegate
undesirable tasks. This can be done" however" with signifcant 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 enHoyable or enriching tasks.
;!2! Time Management
Cood time management is important for both the daily running of a
computer lab and for those taking on special proHects. 3oth aspects of time
management are discussed here.
;!2!! Consistent ,perating Gours and Acti-ity Schedules
'or a computer proHect or 4nternet cafe to be successful" lab users and
clients need to know when they can come and use the computers. 4f a
potential user comes during the advertised hours and fnds no one present"
they may become discouraged and never come again. 4t is therefore
important that operating hours be posted and adhered to clearly. 4f 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.
To emphasize this point further" managers need to make sure that they
understand the importance of actually keeping to the posted time. 4f the
posted schedule says that the lab opens at I:,, in the morning" then the lab
should be opened at exactly I:,,O %otential users that appear on time will
not be impressed by the dedication of the sta! if they are not there as
scheduled. 4n addition" if a manager in a school computer proHect is
scheduled to begin a lesson at -,:,," 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.
29
/etting daily
schedules for an
educational computer
proHect 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. 2nce a daily schedule
has been set" it is important
that it be widely publicized.
%osting 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.
;!2!2! %aily Time ,rgani5ation $or the Computer Lab Manager
The .ab *anager for is likely to have some tasks during his or her day
that have to occur at fxed times Asuch as set:up" clean:up and scheduled
lessonsB and other tasks that need to occur" but not at a particular time
Asuch as o!ering individual assistance" keeping up with correspondence and
organizational tasks" repairing e7uipment and eating lunchB. 4f there are
specifc 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. 0eeping an up to date Dto doE list of important tasks is also helpful.
There are times when a computer lab manager is completing a task
that involves long pauses. 'or example" this can occur when a lab manager
is downloading a fle from the 4nternet or reimaging a computer. 5uring
these times it is appropriate for the lab manager to multi:task Awork on
another task alongside the frst oneB. %erhaps they can catch up on emailK
2r look for good educational resources on the 4nternetK 2r update a
computer inventoryK 4t is also good for a computer lab manager to think
ahead about tasks that can be done during the following situations:
The lab manager6s computer is busy with other tasks Asuch as
reinstalling a programB
The 4nternet is not available
There is a power outage
30
Tips $or %e-eloping a Schedule $or an
1ducational Computer Lab
8hen setting a computer lab schedule"
make sure that you address the 7uestions
below:
-. #onsider the di!erent user groups ) do
they each have time slots for using the
lab that match their availabilityK
+. 5o all students get an e7ual share of
time in the labK
;. Are time limits set so that individual
users don6t monopolize the resourceK
?. Are teachers<instructors given more
Lexible access to the computer lab Ain a
way that doesn6t disturb organized
lessons and activitiesBK
@. 5oes your daily schedule reLect the
Having a list in advance of activities that can be performed during these
times will help the computer lab manager become more eNcient and
productive.
;!2!*! Time Management in a #roEect
8hen the computer lab manager is leading a team on a new proHect"
such as developing a new training course" it6s important to consider the
implementation time frame for the proHect very carefully. 4nitial enthusiasm
for a proHect can inspire people to give unrealistically short time frames Asuch
as Dwe will write the curriculum in the next two weeksEB" without thinking
about how they will manage all of the other work they need to do as a part of
daily life. %eople also often don6t realize how long e!ective communication
takes. 'or example" if you are re7uesting feedback via email and an
important stakeholder only checks email weekly" you will need to allow
suNcient time for this communication method to work Aor consider other
methods of communicationB. #ontinuing with the training course example"
time also needs to be allowed to gather funds for a proHect" provide
orientation or training for the trainers" recruit and confrm participants" and
gather all needed supplies.
8hen setting the time frame for a new proHect" the leader should come
prepared with a list of steps that he or she knows will be involved in proHect
implementation. 'or each of these steps" the team should consider how long
the Hob will take and whether it needs to be done in a specifc order. 4n
addition" some additional time should be included for unanticipated tasks or
issues that develop. 8ith this approach" a realistic time frame for proHect
implementation can be developed.
;!*! ,rgani5ing 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. 4t could also be
a meeting called to address a problem" or it could be a meeting called to
review or evaluate an event or proHect. 8hatever 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. (!ective communication with participants begins
with setting a meeting date and time" sending invitations and receiving
F/1%s Areplies indicating whether or not someone will attendB. 4n this
process" it helps Aif it is logistically possibleB 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. #ommunication with participants should continue to include
reminder phone calls or emails to ensure attendance.
31
4n a well organized meeting" the organizer has also prepared an
agenda in advance. 4f possible" the organizer comes up with some ideas
and emails the participants to ask them if there is anything else that needs
to be included. 5uring the meeting one of the frst items of business should
be an agenda review" to give participants another opportunity to suggest
additions or changes. 3elow is an example of a meeting agenda outline for
one meeting in an ongoing series of meetings.
Agenda Feview
Feview of either the minutes of the previous meeting or action items
Apromised activitiesB from the last meeting.
Agenda item S-
Agenda item S+
Agenda item S;
ext /teps:
o Feview of action items from this meeting
o .isting agenda items for next meeting
o /etting date" time and location for next meeting
/ome 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.
5uring a meeting" it
is the meeting leader6s
Afacilitator6sB responsibility
to make sure that the
meeting runs well and is
productive. /ome
important tips for leading
meetings are included in
the tip box here.
Another important
responsibility for a group
leader Ameeting facilitatorB
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 di!erent voices
heard as possible. 3ased
on the numbers of people
and the needs of the
32
Tips $or Leading Success$ul and
#roducti-e Meetings
-. 4t is your responsibility to make sure that
the group starts the meeting on time. 4t
is not fair to those who have come on
time to have to wait a long time for tardy
participants.
+. *ake sure that the group sticks to the
agreed upon agenda. 4f a participant is
leading the group into another topic"
gently remind the participant of the item
that is being discussed. 4f 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.
;. 0eep an eye on the time. 4f it appears
that a particular agenda item is taking
up all the time" ask the group if it is
more important to fnish that agenda
item or continue with the rest of the
agenda.
?. 8hen the group agrees to items that
group" it may or may not be important for the group members to raise their
hands and be recognized by the facilitator before speaking. 4f hand raising is
used" the facilitator can be sure to call on a variety of people. 4f many hands
are raised" the facilitator might need to keep a list of the people waiting to
speak" so that no one is forgotten. 4n a small group where people are
speaking freely" the facilitator still might want to call on a 7uiet 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. 8hen this happens" the facilitator might suggest that agreement
has been reached and check to make sure that is the case. 2r if it is clear
that agreement has not been reached" the facilitator could suggest that the
item be raised again at the next meeting. 4f it is an issue that is both
important and re7uires 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.
;!.! %ocumentation
/ome readers might
now be thinking D9ghO
5ocumentation means
writingT.46m not a writerOE
%reparing meeting minutes
and reports can be very
intimidating for people
who don6t have much
experience writing or are
poor typists. The tip box
here includes some tips for
those of you who fnd
yourself worrying about
documentation.
;!.!! 0hen and
0hy to %ocument
4f 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. 4magine this scenario: Two coworkers are
organizing a celebration for the graduates of a signifcant training program.
They meet informally to fgure 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. 4t ends up
33
Tips $or +irst Time Minute Takers
-. Cive yourself plenty of time. Mou don6t
want to feel too rushed or pressured to
get a report done.
+. 9se the meeting agenda as an
organizational tool for your minutes.
The agenda items can be the headings
for the di!erent sections of your notes.
;. Cive yourself permission not to do a
perfect Hob. Feaders will appreciate the
fact that you are trying" and you will
improve with practice.
?. 3e willing to ask for and accept
suggestions for improvement. #onsider
any negative feedback you get as a part
of a good learning experience" and not
some Hudgment of your character.
@. 0eep practicing your touch typing Ausing
being a thirsty crowdO Taking notes" even informally" of the planning meeting
could have avoided this problem. 4n preparation for the event" each
coworker might have looked at the notes and asked: D4s there anything in
here that 4 forgot aboutKE
Here are some 7uestions to ask when deciding whether or not
someone needs to write up minutes from a meeting or a report from an
event:
5id enough things happen at the event<meeting that the participants
are likely to forget some of them in the near futureK
8ere the discussions at the meeting complicated enough that
reviewing notes later might help some people to understand the
discussions more fullyK
8as there anyone who was not present at the meeting or an event that
would want to be involved or know what occurredK
5id the meeting or event involve signifcant expenditures of funds or
decisions to spend fundsK
Are there donors who would like to know how a particular proHect they
have funded is proceedingK
;!.!2! #reparing Reports and Minutes
2nce 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.
'irst" 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 Aand the feedback he or she receivesB what works
best. At a minimum" though" the minutes for a meeting should include a list
of all attendees Aunless a very large groupB" all agenda items" all topics
discussed" and all decisions that are made. 8hen reporting an event" the
attendees and agenda are both important. Any signifcant outcomes or
recommendations for future events should also be reported. 'or 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: DThe group discussed the pros and cons of switching
4nternet providers. 4t was stated that the current provider" /mith
#ommunication" o!ers the best price in town for our bandwidth level" but it
was also noted that the customer service o!ered by /mith has been poor.E
2ne 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 Asuch as headingsB 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"
34
or they can be found online Afor */ 8ord templates see
http:<<oNce.microsoft.com<en:us<templates<ct-,--=+G,-,;;.aspxB. 4n */
8ord a template can be saved as a template fle Athe fle extension is .dotB
instead of as a regular document. (ach time a user opens a template fle a
new document based on that template is automatically created. The
template fle itself is saved in its original state for the next use.
2nce the minutes or a report has been prepared" the lab manager
should proof read it before distribution. 4tems to look out for are in the list
below:
Are the spelling and grammar correctK
5oes the tone appropriately represent the event Anot too negative" for
exampleBK
4s the document professional Aavoiding collo7uial expressions or inside
HokesBK
8ill someone who was unable to attend the event fnd the minutes or
report understandable and usefulK
After these items are attended to" the minutes or report can be distributed.
2ften a group will have a policy of frst 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 fnal minutes or report is distributed more widely.
;!9! Assignments/Acti-ities
;!9!! Feview the leadership characteristics described in section G.-"
and then assess yourself in these areas. 4n what ways are you a strong
leader and in what areas do you need to improveK /et yourself some
goals for improving your leadership skill and some activities that will
help you reach those goals.
;!9!2! #an you stick to a daily scheduleK 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. 5id you
pay enough attention to the clock to move on when neededK Had you
set a realistic and achievable schedule in the frst placeK Had you
forgotten to include some necessary work Aor personal timeBK 5id
unforeseen events arise that challenged your ability to stick to the
scheduleK 4f so" how did you reactK
;!9!*! 4magine that you are a part of an ongoing team that meets to
review the activity of an 4nternet cafJ and suggest improvements for the
proHect. Mou are the designated minutes taker for these meetings.
%repare a template that could be used for minute taking that includes all
headings and recurring agenda items.
;!9!.! Analyze a meeting you recently attended. 5escribe the meeting
purpose" and then answer these 7uestions: 5id the meeting facilitator
35
AleaderB keep the group on track and on timeK 5id the meeting
facilitator make sure that all voices were heardK 5id the participants act
as a team or were there signifcant conLicting interests or opinionsK
8hat else about the meeting went well or went poorlyK
;!9!9! 8orkshop Activity: %articipate in a group discussion about time
management in your culture. 8hat can be done to help people be
productive and timely while still taking cultural norms into accountK
;!9!:! 8orkshop Activity: %articipate in a role play on leading a meeting.
Mour instructors will describe the meeting topic and assign specifc 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 #ontents
B! #lanning
B!! #lanning ,-er-iew
8e all plan at least informally in our lives. 4t 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. 8ithout any
planning" our existence would be truly Hust day:to:day and probably less
inspiring and enHoyable. The same is true for a computer proHect. 4f we don6t
make plans for events or improvements" there is likely to be less excitement
in running the proHect. 4n addition" if we don6t plan for certain maintenance
needs Asuch as new light bulbs or printer cartridgesB we will fnd that working
in the computer lab is certainly less enHoyable and productive. An 4nternet
cafJ might even lose some customers if they haven6t planned to keep the
computers up to date and performing well.
There is 7uite a bit written about the initial planning stage for
telecenters or other community computer proHects. Any organization Hust
beginning a computer proHect 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 proHect plan include community
involvement" needs assessment" establishing a mission and goals"
determining what services to o!er" what e7uipment is needed and fnancial
planning" among other topics.
B!2! Strategic #lanning
(ven if a computer proHect 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. %erhaps the proHect is considering a
change in direction. 2r perhaps the donor funding has been exhausted and
a new plan for sustainability needs to be developed. Also some donor
agencies re7uire planning before they will consider donating to a particular
proHect or organization. The Hustifcation for this is that these donors believe
36
that a planning process is necessary to ensure that a proHect is well thought
out and that the right amount of funds are being provided for right purpose.
8hatever 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
e!ective if it is a group process" involving at least some steering committee
members" and preferably also someone with fnancial expertise or authority.
3efore beginning any sort of proHect 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:
7ision! The vision for a proHect should describe an ideal future for the
proHect. 4t should also give a direction" inspire action and explain why
the proHect exists.
Mission! A mission is an action:oriented statement of what the
proHect does or why it exists. The mission statement should address
these three 7uestions: D8hat is the main purpose or function of the
proHectKE D8ho are the benefciariesKE and D8hat needs is the proHect
trying to addressKE
&oals! The goals give the specifcs of the direction for a proHect. 'or
example" one goal for a school computer proHect could be DTo use
computers as a source of educational information for pupils and
teachersE. Coals should be realistic and achievable for the proHect"
but they can be relatively broad. A proHect will probably have more
than one goal.
/trategic 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 di!erent approaches
used for strategic planning" and also organizations will plan for di!erent
lengths of time. A very long range plan is useful for an organization that has
large goals that will only be achieved gradually. .ong range planning is also
valuable for proHects to use as they consider e7uipment replacement. 'or
example" the computers that serve an organization very well now will likely
be 7uite slow and out of date in @ years time. A long range plan can ensure
that there will be funds available to replace those computers in @ years.
2ne tool used for planning is called a .ogical 'ramework A.og 'rameB.
This is a valuable tool for an organization because it ties all obHectives into
the activities that will result from the obHectives and the outcomes that are
expected from these activities. 4n other words" a log frame describes the
process that the organization will follow to meet their obHectives. 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. /ince many computer proHects
will work with institutions that have annual funding cycles" a process for
37
developing a one year log frame is suggested here. The di!erent elements
of a simple log frame are described below
-
:
,bEecti-es! These are specifc changes or outcomes that are desired
for your proHect. They do not describe the activities" but the concrete
goals in a specifc area. They use words that indicate change such as
DincreaseE" DdecreaseE" DstrengthenE and DimproveE. They also are
/*AFT A/pecifc" *easurable" Appropriate" Fealistic and Time:boundB.
A proHect may have several obHectives that combine to match the
overall proHect goals. These obHectives could be about infrastructure
Afacilities and e7uipmentB or they could be about the programs
Acomputer training" academic use of computers" etc.B that the proHect
delivers. (xample obHectives for a computer education proHect could
be: D4mprove 4T training for pupils by starting a vocational 4T skills
training proHect within the next year.E 2r D4ncrease number of
computers available for users from -@ to +,.E
Acti-ities! These are the specifc actions that will result in meeting
the above obHectives. Activities can be events that occur in the
computer lab or Dbehind the scenesE activities such as purchasing.
There can be several activities under each obHective. (xample
activities for a computer education proHect could be D2!er computer
repair training to +, school leaversE or D4ncrease seating capacity in
the computer lab to ?, learnersE.
"ndicators! These are the evidence for whether or not the activities
have been carried out and the obHectives achieved. This is the
information or data that an organization will collect to monitor its
proHects. (xamples from the above activities are Dnumber of school
leavers completing computer repair courseE" Dfeedback from school
leavers completing computer repair courseE and Dnumbers of new
desks and chairs purchasedE.
Means o$ 7eri<cation HM,7>sI! 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.
/ome example *216s are listed here:
o #ollecting inventories and attendance lists
o #ollecting" analyzing and reporting information from users Asuch
as number and purpose of visitsB
o #ollecting 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
reLect on how the proHect is meeting its goals
o #onducting and analyzing written surveys of stakeholders
1
Find Your Way in Successful Fundraising, Irma Knieriem & Ashley Wheaton
VSO Volnteers! "am#ia $2006%
38
o #onducting and analyzing individual interviews with stakeholders
o 'or a school computer proHect : #omparing performance
indicators Asuch as exam scores in academic subHects" or rate of
employment after leaving schoolB for lab users and non users
o 'or a school computer proHect : #omparing performance
indicators Asuch as exam scores in academic subHectsB for lab
users before and after improvement of a proHect element.
2ne layout for a simple log frame is shown here" with example text included.
otice that it allows for multiple activities for a single obHective.
Log Frame for School Computer Project
,bEecti-es Acti-ities "ndicators Means o$
7eri<cation
- Improe
!ualit" of IT
instruction for
pupils
-.- Send t#o IT
instructors for
further trainin$
Number of
teachers
receiin$ further
trainin$
%ollectin$ receipts
and certifcates from
trainin$ courses
Number of pupils
improin$ in IT
performance
%omparin$ pupil
scores on e&ams and
pro'ects( before and
after instructor
trainin$
-.+ Purchase an
)%* pro'ector
and train
instructors on its
proper use
Pro'ector is
purchased
Pro'ector is in use( and
receipt has been
collected and included
in a report
Pro'ector is used
b" instructors(
and is improin$
pupil
understandin$
Pupils are sure"ed
about pro'ector use
and understandin$
+ Increase
number of
pupils #ho are
trained at one
time
+.- +r$ani,e and
implement a
s"stem for
informin$ pupils
of upcomin$
lessons
Pupil attendance
improes
%omparin$ pupil
attendance records
before and after
implementin$ s"stem
+.+ Purchase -
additional used
desk top
computers
.our additional
computers are
purchased and
installed
%omputers are in use
and receipts hae
been collected and
included in reports
; *eelop a
small Internet
caf/ as an
;.- Purchase 0
additional used
desk top
T#o additional
computers are
purchased and
%omputers are in use
and receipts hae
been collected and
39
income
$eneratin$
enture
computers installed in
desi$nated area
for Internet cafe
included in Internet
caf/ pro'ect report
;.+ Train intern
to adertise and
mana$e Internet
cafe
Intern receies
trainin$
%ollectin$ receipt and
certifcate from
trainin$ course 1or if
informal trainin$(
report from instructor2
;.; +perate
Internet cafe
Internet caf/ is
in operation and
raisin$ funds
Preparin$ fnancial
statements for caf/
operation and
includin$ them in
Internet caf/ pro'ect
report
B!*! #lanning and Managing a Special 1-ent
4t 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.
8hen planning such an event" it is best to start as soon as possible and get
others to help in the process. 3eginning with a team planning meeting is a
good start Asee organizing and leading meetings in section =.;B. 'or a
workshop" here are some of the items that would need to be planned:
8orkshop purpose" agenda and trainers
8orkshop budget Afees for trainers and assistants" printing learning
materials" facility rental" paper and printing for certifcates"
refreshments" talk time and transport for organizersB and resulting cost
for participants
4nvitation letters for participants" including costs and registration
deadline
5etailed 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
B!.! Assignments/Acti-ities
B!.!! 5o some web research about organizations working on
promoting 4#T use in developing countries" or 4#T?5. 'or three di!erent
organizations" summarize what you found about their mission" vision or
goals. This information is often found on an DAbout 9sE page. Then look
at some of the activities reported on the web pages for these three
organizations. 5o the activities relate to or seem to be guided by the
mission" vision or goalsK (xplain brieLy.
40
B!.!2! 5oes your organization have *ission" 1ision and Coals
statementsK 4f not" take some time to draft the statements that you
personally think would work for your organization. 4f they do have these
statements" take some time to compare them to the work done by your
organization. Are the *ission" 1ision and Coals statements reLected in
the daily activity of your proHectK 5oes it appear that these statements
guided the proHect developmentK
B!.!*! 4magine that your organization Aor if you are not employed" a
community proHect in your townB is going to undergo a strategic planning
process. 8ho should be on the planning teamK .ist their names Aor
positionsB and what expertise or important views they would bring to the
planning process.
B!.!.! 3uild a log frame for a small community computer proHect that
has the following obHectives: -. 4ncrease the number of community
computer members who can use computers at the same time. +.
(stablish a broad band 4nternet connection. ;. 9se the proHect
computers to provide relevant agriculture information. #omplete all
sections of the log frame" making guesses about the proHect and costs as
needed.
B!.!9! 8orkshop Activity: 8orking with a team" brainstorm about
common small parts that need to be repaired and replaced in a
computer lab. #onsider 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. 3e as specifc as possible about the parts that
need to be repaired or replaced and the time frame for this. 4f time
allows at the workshop" also draft an annual budget for small part repair
and replacement.
B!.!:! 8orkshop Activity: 4magine that you are on a team that is
organizing a half day workshop on computer lab security. 'irst 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 #ontents
C! +inancial Management
C!! ,-erall #urpose
8hy do we need to manage money in a computer proHectK #ompare a
computer proHect to a family with a small income. 3oth entities have
fre7uent and occasional expenditures that need to be accommodated. The
comparison is clarifed in the table below.
Comparison of Family and Computer Project Expenditures
&'(en)itre *y(e +amily ,om(ter -ro.e/t
41
0i1h +re2en/y +oo)! &le/tri/ity! 3ent!
*rans(ortation
Internet! &le/tri/ity! 3ent!
Salaries
4e)im +re2en/y S/hool +ees! 0osehol)
S((lies! ,lothes
Small &2i(ment
3e(air53e(la/ement! In6
,artri)1es! 7earnin1 4aterials
7o8 +re2en/y $#t ty(i/ally
e'(ensi9e%
7ar1e 0osehol) A((lian/es!
Vehi/les! -r/hasin1 a 0ome!
0i1her &)/ation
,om(ter 3e(la/ement! 4a.or
+a/ilities 3e(air5:(1ra)e or
&'(ansion! Im(lementation o;
a <e8 4a.or -ro1ram
8hen a family does not manage scarce fnancial resources" it is likely
that they will account for the high fre7uency items" which often demand
immediate attention" but not think about the medium and low fre7uency
items" even though these are also of high importance. The same problem
could occur with a computer proHect. 4t is true that there isn6t always enough
money to save for the low fre7uency items" but with good fnancial planning
and money management skills" both a family and a computer proHect have a
better chance of getting to those items than if they did not plan at all.
C!2! #lanning $or Sustainability
8hen a computer proHect plans for the medium and low fre7uency
events in the above table" they are planning for sustainability. A proHect will
last if it doesn6t Hust ask DHow are we going to pay the salaries next monthKE
but instead thinks D8hat is our long term strategy for making this proHect
lastKE. The proHect steering committee needs to forecast what is going to be
needed to maintain the proHect at its current level Athe medium fre7uency
expenditures in the above tableB and what is going to keep the proHect
competitive and exciting Athe low fre7uency expendituresB. The steering
committee can also be thinking of ways to break down large expenses into
more manageable amounts. 'or example" instead of planning to replace +,
computers in one year" the committee could plan to replace ? computers a
year over a period of @ years.
A computer proHect is fnancially sustainable either when it brings in
suNcient income to cover expenses" or it delivers on a social mission so
e!ectively that the proHect is worthy of continued donor funding
0
. A
steering committee should spend signifcant time strategizing how it will
become fnancially sustainable while developing a fnancial plan for an
organization. The next three paragraphs discuss some di!erent strategies
for becoming fnancially sustainable.
2ne logical strategy for fnancial sustainability for many computer
proHects is to charge user fees. This is the most likely source of income for
+
30 Habits of Hi$hl" 4fectie I%T54nabled *eelopment Initiaties" 3ridges.2rg"
www.bridges.org<-+Uhabits" accessed 2ctober +I" +,,>
42
an 4nternet cafJ. /chool 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 re7uirements Afor example" a primary school in $ambia
could not charge user fees because of the commitment that the $ambian
government has made to free primary education for allB" and with full
support of the school6s %TA. Any educational institution charging user fees
would be wise to take care of these fees through the bursar6s oNce and
alongside tuition. Therefore learners who cannot pay can make
arrangements through the bursar6s oNce Aas they would for their tuitionB and
will not be prevented from entering the computer lab. 3oth 4nternet cafes
and educational computer proHects need to make sure that they set fees that
are reasonable for their users. 4f the maHority of the target audience cannot
a!ord the fees" the proHect will certainly not survive.
4f user fees cannot cover all likely expenses" an organization might
consider o!ering additional services that can generate more income" either
because they are perceived to be of higher value or because they attract a
wealthier clientele. 'or example" an 4nternet cafJ or school computer proHect
could consider o!ering computer skills courses to members of the
surrounding community. 8hen planning these courses" the organization
would need to make sure that these courses did not interfere with the core
activities of the proHect. A school proHect may decide" for example" that
community courses can only be o!ered in the evenings when there are no
pupils using the lab. 8hen setting budgets for these courses" the
organization would need to take into account any additional sta! training
that was necessary as well as extra pay for sta! that are re7uired to work
longer hours.
4f additional funding is still needed" the steering committee can make
an appeal to donors in the government or non:proft arena. The Hustifcation
here will need to be as stated previously ) this proHect is so valuable to the
local community and is delivering so well on its social mission" that it
deserves ongoing support. %erhaps the proHect can become a demonstration
model for a community development organization or a new government
proHect" or it can be adopted by a local private business as a part of their
corporate social responsibility plan. 4n some cases" ongoing e7uipment
donations could also be considered a part of sustainable operation" as long
as donor organization can be counted on for ongoing donations.
C!*! The +inancial #lanning #rocess
'inancial planning should be a part of the overall proHect 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.
4n fact" the more an organization is able to think about its long term plans
Aand those low fre7uency but big expenditures discussed earlierB" the more
successful their fnancial planning will be. Advice on long term fnancial
43
planning is readily available on the 4nternet. 'or this text" we will focus on
the fnancial planning for an organization using an annual strategic plan" as
described in section I.+ of this text.
C!*!! +inancial #lanning $or Acti-ities
Fecall that Ausing the .og 'rame planning styleB activities are the
actions that an organization takes in order to meet an obHective. /ome of
these activities will have clear costs associated with them. A steering
committee should discuss and prepare a fnancial plan for these costs. The
steering committee may discover that an obHective needs to become a multi:
year proHect in order to make the annual activities reasonably a!ordable.
The steering committee should also think about where funding might come
from for these costs. An example of a fnancial plan for the .og 'rame shown
in section G.; is shown here. %lease note that these costs are Hust examples
and should not be considered accurate. The plan also is incomplete because
it does not include sta! wages" security costs and several other likely
ongoing expenses.
2DDC +inancial #lan
"tem %escription 6umber
6eeded and
8nit Cost H8S%I
Total Cost
H8S%I
Suggested
+unding
Sources
Instructor Trainin$
%ourse
Participation .ees
0 learners at
6077 each
-77 *onors and
School
Transportation for
Instructor Trainin$
%ourse Participants
0 at 607 each -7 School teacher
education fund
Si& $ood !ualit"
used desktop
computers
8 at 6097 each 3977 *onors and
School
Printer %artrid$es(
black
37 at 6:7 each :77 Internet caf/
income
Ne# )%* Pro'ector 3 at 63777 3777 *onors and
School
Small repairs and
replacement fund
for lab e!uipment
6-77 per "ear -77 Internet caf/
income
Internet connection
fee
30 months at
6097
:777 Pupil user fees
and Internet
caf/ income
&rand Total Costs 88-7
8hen putting together a fnancial plan" the steering committee should
try to make accurate cost estimates for all expenses. This will re7uire some
44
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. 4t is also always wise to
allow some contingency in case prices rise. As a steering committee
becomes more experienced in fnancial planning" they also should replace
the last column of the above table with actual proHections of the funds
available from each source. They can also develop a separate income plan"
such as the example shown below.
2DDC "ncome #lan
"tem %escription 1stimated 6umber
A-ailable and 8nit "ncome
H8S%I
Total "ncome
H8S%I
Pupil %omputer .ee 977 learners at 69 per "ear 0(977
Internet %af/
1#eekend2 .ees
6377 per month 3077
Printin$ .ee for )ab
and %af/ ;sers
377 pa$es per month at
6.09<pa$e
:77
Short %ourse 1eenin$2
Participant .ees
Si& short courses( 39
participants each( 637 per
participant
=77
>oernment .undin$
for Pilot Pro'ect
3 $rant 3777
N>+ *onation for )ab
Improements
3 $rant 3777
&rand Total Costs 8(=77
C!*!2! Re-iewing the #lan
2ne a planning committee has developed a fnancial plan" they should
take some time to make sure that it is correct and reasonable before moving
forward. 4t would be tragic to have made a signifcant error that ends up
having a negative e!ect on a key proHect. The frst step in reviewing the plan
is checking the mathematics very carefully. Has a zero been dropped
somewhereK Are all the calculations correctK Then the plan should be
circulated to some other stakeholders in the proHect to make sure that they
also don6t see any problems. 5onors with experience with similar proHects
may also be able to provide advice.
C!.! 0orking 0ith a Budget
C!.!! +inancial #lan -s! Budget
8hat is the di!erence between a fnancial plan and a budgetK A
fnancial plan is a planning committee6s e!ort to set fnancial direction for an
organization. 4t also is a tool used to explain to likely proHect funders how you
intend to use the money they contribute. However" these funders may not
45
contribute as much money as anticipated" or there may be other constraints
set on the amount of funds that the proHect has to work with. The budget is
what you end up actually working with for the year Aor other specifed time
frameB. A budget must be balanced so that income matches or exceeds
expenditures. 3udgets can also be created on di!erent levels of a proHect.
'or example" a computer lab might have an overall operating budget" but
then have smaller budgets for specifc proHects. 3elow is an example of a
budget for a small training workshop:
Budget $or Computer Training 0orkshop
tem !escription "mount #$S!%
Income
-arti/i(ant +ees =20 ea/h ;or 20 (arti/i(ants 400
Total Income 400
Expenditures
+a/ilitator>s +ee =130 130
Assistants> +ees 2 ? =30 60
-rintin1 o; *rainin1 4aterials =50 50
-rintin1 o; ,erti;i/ates =2 ea/h ;or 20 (arti/i(ants 40
3e;reshments =80 80
+el an) -hone ,re)it ;or
Or1ani@er
=10 10
:nanti/i(ate) &'(enses =30 30
Total Expenditures 400
C!.!2! 0orking 0ith 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 e!ort
possible to stick to that budget. 4f small variations need to be made" they
should be kept within the limit of the Dunanticipated expensesE or
contingency line of the budget. 4f it becomes clear that a budget is not
reasonable" the manager needs to communicate clearly and promptly with
the steering committee Aor a proHect organizing teamB to determine sources
of additional income.
C!.!*! Basic Bookkeeping/Accounting Skills
8hile an organization may choose to contract with an accounting frm
to fnalize or audit accounts after a specifed amount of time Amonth" 7uarter
or yearB" the daily bookkeeping for a computer proHect is likely to be the
responsibility of the computer lab manager. This is not a cause for panicO
The basic goals involved in bookkeeping are very simple: -B 0now how much
money you are earning and spending +B 0now how much money is available
;B 0eep clear records so that you can explain items - and + to other people.
46
A few more steps on how to perform the tasks needed to achieve these goals
are described below.
3eeping Receipts. 4t is important to keep track of all receipts Afor
purchases made by the proHectB as well as clear records of proHect income.
All receipts should be kept and organized by date. 4f the proHect has few of
these small pieces of paper" they can easily be organized in a labeled fle or
envelope for each month or for each specifc small proHect. 4f 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. /everal
small receipts can be taped to a larger page. 4f the receipts do not indicate
what item was purchased and the date of the expenditure" this information
should be hand:written onto the receipt. Fecords of proHect 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
Asuch as an 4nternet cafJB fre7uently receives small user fees" it will be easier
to keep a log of the fees received in a log book for 4nternet cafJ income. At
the end of each day" the fees received should be totaled and the log book
page signed by the manager.
3eeping %aily Records. 8hile 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. 4f the proHect only
has one DpoolE of money Asuch as a petty cash boxB this log book can also
keep a running record of how much money is in that pool Asee more on petty
cash management" belowB. 2therwise the log book should also indicate
which source of funds Asuch as a bank account or petty cash fundB the
money was taken from or added to. 3alances of these funds should also be
kept current" so that the manager knows how much money is available for
the proHect. A che7ue book should have a balance sheet or receipt tabs
attached for this purpose.
3eeping a Budget/"ncome/1@penditures Spreadsheet . The
handwritten records described above should periodically Aperhaps weeklyB be
recorded in a spreadsheet that summarizes income and expenditures and
compares them to the proHect budget. 4t6s 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. 3elow is an example of the
spreadsheet that resulted from adding income and expenditures to the
proHect budget example used previously.
Budget and Expenditures Worksheet
Budget Actual
47
Item Description Amount
(U
S
D
Description Amount
(U
S
D
Income
-arti/i(ant +ees =20 ea/h ;or 20
(arti/i(ants
400 Only 18
(arti/i(ants
360
Total Income 400 !"0
Expenditures
+a/ilitator>s +ee =130 130 130
Assistants> +ees 2 ? =30 60 60
-rintin1 o; *rainin1
4aterials
=50 50 45
-rintin1 o; ,erti;i/ates =2 ea/h ;or 20
(arti/i(ants
40 Only 18 (rinte) 36
3e;reshments =80 80 $see se(arate
#rea6)o8n%
65
+el an) -hone ,re)it ;or
Or1ani@er
=10 10 12
:nanti/i(ate) &'(enses =30 30 ,AB3O4 )is6s 10
Total Expenditures 400 !#$
Ai;;eren/e Cet8een
In/ome an) &'(en)itres
%
#reparing +inancial Reports! A computer lab manager should
discuss with his or her steering committee or supervisor to determine how
often fnancial reports are re7uired. 4t is likely that a fnancial report should
be prepared at the end of any special proHect. 4n addition" if a proHect has
regular cash Low due to income generating activities" monthly fnancial
reports should be prepared for these activities. A fnancial report can be as
simple as a spreadsheet Asuch as the one shown aboveB and a brief
explanation of the expenditures and any overall comments. 'or the example
proHect shown here" the manager might explain why the numbers of
participants was decreased" what e!orts were made to save costs as a
result" and where the excess funds will go.
C!9! A-oiding +inancial Corruption
C!9!! Managing #etty Cash
*any computer proHects have good reasons to have some cash on
hand. 4t 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. 3elow are some techni7ues
for keeping these funds safe and accounted for:
48
0eep 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.
4f possible" involve more than one person in the safe storage of the
funds. 'or example" the cash box can be kept in the oNce of one
coworker" while the key is kept by another coworker.
0eep 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
re7uirement of two signatures.
C!9!2! "n-ol-ing ,thers
4t is important that fnancial management not be the sole responsibility
of one individual. /ome 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 fnancial
matters. 2n 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
fnancial records with the lab manager.
A computer proHect should also periodically hire an outside accountant
to review all proHect records and books. This individual does not have a
vested interest in a particular proHect and thus is likely to give obHective
feedback. 4n addition" some donor agencies re7uire that the fnancial books
for a proHect that they fund be formally audited. A fnancial audit is a way for
an outside person to review and aNrm that the fnancial statements and
records of the organization are complete and accurate.
C!9!*! 3eeping the #urpose and &oals in Mind
Faising awareness about the purpose and goals of a computer proHect
is a tool that a computer lab manager can use to help avoid corruption. 4f
the computer lab manager keeps the community informed about the purpose
and goals of a computer proHect" the proHect will be seen as benefcial in the
community and hopefully will be less of a target for theft or corruption. 'or
some people it is easy to steal or misdirect funds when these funds are seen
as DHust some rich person6s money that they will never miss.E 4f" on the other
hand" the funds are seen as belonging to the community proHect" and that
the funds have an identifed benefcial purpose" it is clear now that these
funds are vital and certainly will be missed.
C!:! Basic Marketing Skills
*ost computer proHects will need to have some sort of income
generating venture" and for some proHects Asuch as 4nternet cafJsB income
generation plays a key role. Therefore" it is important that a computer lab
manager knows how to attract customers to a proHect. *arketing is valuable
as a way to keep your organization visible in the community" stimulate
49
interest in your proHect and inform community members of new
opportunities. 8hen beginning to market your proHect" it is important to
know your target audience. 8here do these people gatherK Those
gathering places could be good places to post a proHect Lyers. 8hat aspects
of your proHect are most attractive to this audienceK Those aspects could be
featured clearly and in a large font on the Lyer.
There are several sources of advice for marketing for telecentres. The
#ommunity Telecentre #ookbook for Africa
;
lists the following as good
marketing methods for a computer proHect to consider:
#rint Media! This includes newspapers" church newsletters"
corporate partner newsletters" and pamphlets from partner C2s. The
telecentre can keep an eye out for special newspaper
sections<supplements that relate to 4T or education" and can also
publish press releases.
Tele-ision and Radio! Advertisements on public and private T1 and
Fadio stations are an option if a!ordable. The manager could also
keep an eye out for talk show programs that are relevant to the
business of the computer proHect. These might o!er free ways to
discuss related issues and raise awareness on the services o!ered by
the computer proHect.
Community Bulletin Boards! These bulletin boards may be found in
community health centres" schools" or markets. They are key places to
advertise the proHect6s o!erings and schedule" and also to advertise
special events" sta! openings" or the need for volunteers.
A full course on Crassroots *arketing for telecentres is available as a
part of the Trainings #ommons *odules
?
" and is recommended reading for
those managers who will need to do signifcant marketing for their proHects.
C!;! Assignments/Acti-ities
C!;!! 8hat is one of your personal goalsK 5escribe your fnancial plan
for achieving that goal.
C!;!2! 5esign a budget for a small event" such as a party for graduates
of a training course.
C!;!*! %ractice your spreadsheet skills with the budget you designed in
the previous exercise. *ake sure to include some formatting of cells and
texts Anumber formatting" bold text" di!erent font sizes" bordersB and
some use of formulas Amultiplication" auto sumB
C!;!.! 1isit a small community proHect Ait doesn6t have to be a computer
proHectB. How do they manage cash and keep track of their income and
3
*he ,ommnity *ele/entre ,oo6#oo6 ;or A;ri/a! 4i6e Densen an) Anriette &sterhysen! :<&S,O! 2001E A9aila#le ;rom
htt(F55nes)o/Enes/oEor15ima1es5001250012305123004eE();
4
*rainin1s ,ommons 4o)les! *ele/entreEOr1! 2008E A9aila#le ;rom
htt(F55888Etele/entrea/a)emyEor15#ro8se5Aetaile)52684Ehtml
50
expendituresK 5o you think their system is suNcient for the needs of
their proHectK 8hy or why notK /ummarize your fndings.
C!;!9! 8riting a fnancial report for the proHect example used in section
>.? of this text. 4nclude a summary of the information shown in the
spreadsheet" as well as any additional explanations that you think would
be helpful. 'eel free to invent plausible a story for an explanation.
C!;!:! 4magine that you are working for a community computer proHect
that has decided to begin o!ering a web design course for youth that are
already 4T literate. 5evelop and describe a good marketing strategy for
this course.
C!;!;! There are many Dgray areasE of corruption. These are situations
in which funds are misused" but the misuse is small or well hidden or
socially acceptable. 3elow are three scenarios that possibly involve
Dgray areasE of corruption. #onsider each one and then state: -B
8hether or not you think it represents corruption" and why. +B 8hat you
think should be done by a coworker who observes this corruption.
-B 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 doesn6t report or return the
excess.
+B An 4T instructor at your proHect is also doing some data entry
work for an outside AunrelatedB proHect to earn money. After
he has fnished 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 7ueue of community
members waiting to use the computer.
;B /ome visiting donors from oversees bring to your proHect a
large supply of 9/3 Lash drives" with the re7uest that they be
given as prizes to deserving learners who have reached
certain milestones in their 4T training. 2nce the donors have
left" the head teacher at your school re7uests a Lash drive
and you feel obligated to provide one.
C!;!B! 8orkshop Activity: 4n a small group" discuss the scenarios from
the previous assignment. #ompare your opinions on whether or not
each scenario represents corruption. Also discuss what could have been
done initially to avoid these situations.
C!;!C! 8orkshop Activity: /hare the budget spreadsheet you created in
assignment >.=.; above with other members of the class. How do the
spreadsheets produced by di!erent people compareK *ake sure that
this becomes an opportunity to learn some new skills when using a
spreadsheet application.
C!;!D! 8orkshop Activity: 4n a small group" design and prepare a Lyer
for the party mentioned in assignment >.=.+ above. 3e sure that all of
the basic information for the event A8hatK 8henK 8hereK 8ho should
51
attendKB is included in a creative and inspiring layout. /hare your Lyer
with the larger group" and note any improvements suggested by others.
Table of #ontents
D! Communication and "nterpersonal Skills
D!! 1Jecti-e Communication
8hat does it mean to e!ectively communicateK 4n 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. *ost of us have probably been involved in
situations where we felt that communication was not e!ective. 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.
8hen a lab manager is considering how to be an e!ective
communicator" the key factors to consider are below:
,pportunity/"nclusion! 5oes the communication method include all
key stakeholders in an issueK 4s everyone given an opportunity to voice
their opinionsK
Clarity/8nderstanding! Are unusual or collo7uial AslangB words
avoided or explainedK 4s translation into other languages provided as
neededK Are illiterate" visually impaired or deaf stakeholders included
in the communicationK 4f communicating in a meeting" is the speaking
loud enough for everyone to hearK
Tone and 6onK-erbal Communication! 4n face to face
communication do the facial expressions and body language portray
the desired emotionsK 4s the tone of communication Awritten and oralB
respectful" professional and encouragingK
Listening! 5o listeners show Avia eye contact" facial expressions or
7uestioningB that they are listening and engagedK
Response! Are all stakeholders given an opportunity to respond to a
statement or issueK Are responses received in a way that shows good
listening" interest and respectK 8hen written responses are re7uested"
are they provided promptly and clearlyK
There are many di!erent methods of communication" including one to
one discussions" telephone calls" group meetings" radio broadcasts" 4nternet
blogs" email" etc. *ost of the factors mentioned above are relevant for all of
these methods. A lab manager should take opportunities to self:reLect on
his or her communication where possible. 8as the communication e!ectiveK
8hy or why notK 'or most of us" learning good communication skills is a
gradual and life:long process.
52
D!2! Communicating 0ith %iJerent Types o$ #eople
2ur background" experiences" culture" goals and abilities<disabilities all
a!ect our ability to communicate with others. 4t 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 e!ectively with people
who are from di!erent backgrounds or cultures. 4n all cases the computer
lab manager should choose to err on the side of respect and clarity in all
communication.
Tips $or Communicating 1Jecti-ely with %i-erse &roups o$
#eople
-. Try to Dput yourself in the shoesE of the people you are
communicating with to determine how to communicate with them
e!ectively. 'or example" think about how important it is Aor isn6tB to
develop a personal connection with meeting participants before
attending to the business of the day.
+. 4f (nglish language is a barrier" you might consider avoiding overly
technical language or fnding a translator.
;. 3e aware of culture and class issues and standards in the local
culture. 'or example" a community leader may want certain
protocols to be observed before getting to the matters at hand.
?. 3e aware of religious di!erences. 'or example" a person who is not
religious may feel o!ended by an email that thanks Cod for a certain
opportunity or event.
@. 3e aware of the fact that perceived shame can result in ine!ective
communication. 'or example" an adult who is Hust learning how to
use a computer may feel that communicating their educational needs
A computer lab manager should be particularly aware of the needs of
special populations within his or her proHect6s community. /omeone 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.
D!*! 1Jecti-e 1mail Communication
(!ective email communication will be discussed more fully in *odule ?
of this course" but these basic email communication tips are important
enough to be emphasized in this module as well:
4nclude a relevant subHect line in all emails.
53
9se a respectful tone and avoid words that will be diNcult to
understand or are too collo7uial.
#heck the email for spelling and grammar before sending.
8hen receiving email" make sure that you reply if a reply is re7uested.
4f you are very busy" this can be as simple as D4 am sorry that 4 am too
busy to give this much thought now butTE
8hen sending a reply" consider whether it is for Hust the sender AFeplyB
or meant for everyone the original message was sent to AFeply AllB.
D!.! Communicating with #roEect #artners and %onors
(!ective communication is very important to establishing and keeping
good relationships with proHect partners and donors. o partner or donor
wishes to make a contribution to a proHect and then hear nothing about the
outcomes of their contribution. The partners need to know that they have
made a di!erence to the proHect" that their e!orts are appreciated" and that
their continued involvement is welcome.
D!.!! 0hen to Communicate with #artners and %onors
#ommunication with partners and donors should occur regularly" but
exact fre7uency and content of the communication will vary with di!erent
organizations. The lab manager should have a discussion with
partners<donors at the beginning of their working relationship to fnd out
what communication is appreciated and expected. This may end up in a
system of monthly or 7uarterly reports on the progress of a proHect. %artners
and donors are also likely to appreciate impromptu communication when an
important event has occurred. 'or example" if the frst group of learners
from a new training proHect are about to graduate" a donor to the proHect
would be interested to know of this exciting development" and might want to
be invited to the graduation ceremony.
D!.!2! Reporting the 'Bad 6ews)
/ometimes lab managers are reluctant to report problems to partners
or donors. 8e all have a tendency to want to avoid embarrassment or
disapproval" but in most cases avoiding needed communication will only
make a situation worse. 4f a proHect experiences a signifcant setback such
as the theft of a key piece of e7uipment" or a maHor 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. 4f" 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.
54
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 aren6t exactly true. An example of
this might be when a client asks Dcan 4 have that document ready by -+:,,KE
and the printer says DsureOE to be polite" even though he thinks realistically
that it might not be ready until -;:,,. The client ends up frustrated" though"
when they return at -+:,, to fnd the work unfnished. This sort of
communication challenge can lead to a lab manager telling a donor that a
proposed proHect is a great idea" even while thinking about some serious
implementation problems for the proHect. /olving this sort of communication
challenge involves awareness and e!ort on both sides. 4n 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 proHect successful. 4f the lab
manager does not do this" there will likely be a stage later in implementation
of the proHect where the donor becomes very upset when they discover a big
problem that the lab manager did not warn them aboutO The donor also
needs to learn to probe a bit deeper and ask 7uestions that elicit feedback
on specifc steps in proHect implementation" and not Hust a yes or no answer.
D!9! 6etworking and Seeking and Creating #artnerships
#ommunicating e!ectively will help a lab manager make good
connections with other lab managers as well as possible proHect donors and
partners. This is a gradual process that can result in a very fruitful sharing of
ideas and resources if handled professionally. 4f a lab manager sends out
desperate sounding emails such as DHelpO #an anyone fx my virus
problemKE or D2ur proHect needs funding this week or we will have to close
our doorsOE they will likely scare away possible opportunities by
demonstrating his or her own poor planning or lack of skill. 2n the other
hand" sharing general information about your exciting proHect on an email
discussion group" or inviting others working in the same feld to visit your
computer proHect and share ideas can result in great opportunities to learn
from a group of like:minded individuals. 4f a possible donor has been
identifed" it is best to fnd out what kinds of proHects the donor contributes
to" what the re7uirements are for donations" and how the application process
works before approaching the donor directly. 2nce it is clear that the proHect
is a potential candidate for a donation" the manager can initiate
communication in a professional and respectful way.
4t is also important for the lab manager to be aware of the di!erence
between a donor and a partner. 5onors see their role as giving something
Afunds" time and materialsB that a proHect needs" whereas partners instead
emphasize their involvement as a part of a Hoint e!ort. %artners will want to
know answers to 7uestions such as these: D8hat is the local organization
contributing to their new proHectKE" DHow does the local organization plan to
make this proHect sustainable once our contribution is exhaustedKE or D8hat
is the local organization going to contribute to beneft usKE. A local
55
organization may not immediately think that they can beneft a large
international partner" but in fact there are many ways to do so. A local
organization has experience Don the groundE with proHect implementation
that is 7uite 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.
D!:! Customer Relations Skills
(!ective communication and engagement with customers and clients
is important for all proHects. 4f the customers do not have a pleasant
experience at an 4nternet cafJ" they are less likely to return again. *ost of
us have had experiences as customers that have been frustrating and
demoralizing. %erhaps it was a sales clerk who chatted on the phone instead
of fnishing a sale. %erhaps it was a customer service representative who did
not accept the return of a faulty item. 2r perhaps it was the waiter who said
that the meal would be ready in -@ minutes" when it actually took ?@
minutes. 4n order to avoid having similar experiences in a computer lab" the
manager should do the following:
Creet and interact with all clients with enthusiasm
#ommunicate 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 7uickly as possible. This may mean
redirecting coworkers from other tasks. 4f the client6s needs cannot be
met Aperhaps due to a scheduling conLictB this should be
communicated promptly" and arrangements made to meet at an
alternate time
Apologize respectfully when the needs of the client cannot be met
Cive clients an opportunity to voice their concerns or criticisms
The catch phrase Dthe customer is always rightE may not always be
true" but is still a good reminder of the attitude that should be used when
approaching customers and clients. 4f 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 proHects. 4f the
lab users stay away because the lab is not meeting their needs" then there is
no Hustifcation for continuing the proHectO
4t is important for a computer lab manager to try to turn challenging
client interactions into opportunities for the proHect. 4f they give a client an
opportunity to o!er feedback" this could result in a good suggestion for
improving a proHect. The interaction with the diNcult client might also raise
the lab manager6s 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 proHect
o!erings.
56
All interactions with customers" clients or other lab users" whether
diNcult or not" should be used as opportunities to build momentum and
enthusiasm for the computer proHect. The heart of any computer proHect is
its community of users. 4f 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 proHect.
D!;! Assignments/Acti-ities
D!;!! %ractice sending and receiving email with your online course
instructor and fellow learners. *ake sure that you practice using reply
and reply all" and sending attachments. All emails should also be spell
checked.
D!;!2! 4f you are already a part of a computer proHect" ask a donor or
proHect partner about communication. 8hat sort of information do they
want to hear and what sort of reports do they want to receiveK How often
do they wish to hear from you or your organizationK
D!;!*! FeLect on your experiences with a challenging communication
situation. 8hen did you feel that your message was not heardK 2r when
did cultural di!erences make it diNcult for you to communicate a
messageK 5escribe the situation and then what could have been done
to improve communication.
D!;!.! 4magine that you are the computer lab manager that has Hust
experienced the theft of two laptop computers. Mou 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. Mou also are reluctant to communicate bad
news. How can you handle this situationK 8hen do you think you
should contact the donorK 8hat do you think you should say<writeK
D!;!9! 8orkshop Activity: %articipate in a group discussion about the
previous 7uestion A-,.=.?B. /ee if the group can come to agreement on
the answers to the 7uestions.
D!;!:! 8orkshop Activity: %articipate in a role play about a diNcult
customer. 'ocus on ways to turn the diNcult interaction into an
opportunity to learn or change.
D!;!;! 8orkshop Activity: %articipate in a role play between a
supervisor and a subordinate worker. The supervisor wants to
implement a proHect that the worker has some serious concerns about.
However" in their culture it is not appropriate for the subordinate worker
to say Dit won6t workE.
D!;!B! 8orkshop Activity: %articipate in a role play on seeking a
partnership with a C2 working in your area. #onsider the needs of the
57
proHect and e!ective ways to communicate these needs while also
portraying enthusiasm for your proHect.
Table of #ontents
! ,-erall Assignment/Acti-ities
!! Vob 5escription Awareness. The activities below are designed to get
computer lab managers who are already employed to consider how they
spend their time.
!!! 8hat are the tasks that you currently do every dayK 8eekK
*onthK TermK MearK 3rainstorm a list of items in each of these
categories.
!!2! .ook at the list you created in the previous assignment. 4s 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 doneK 4f you cannot get everything
done that you think is a part of your Hob" what solutions do you suggestK
!!*! 8hat does your supervisor Aor steering committeeB think that
you doK Have a conversation with your supervisor in which you ask him
or her to list the tasks as you did in the frst 7uestion Abut don6t let the
supervisor see your answers beforehandB. Then compare lists and note
any signifcant di!erences.
!2! /ustainability for an organization is not Hust about having enough
money. 8hat else does your organization Aor another community proHect in
your areaB need to think about using up or Dburning outEK 8hat are some
good suggestions for how to keep this organization sustained in these areasK
!*! 'or any organization it is critically important that the organization6s
mission and goals are reLected in the actions of the organization. 4s this the
case for your organization Aor another community proHect in your areaBK 4f
not" what is something important that you learned from this module that
could help make that happenK
!.! Having too much work to do is a common problem for many computer
lab managers. 5esign an internship or student computer lab monitor proHect
in a way that will decrease your Aor another computer lab manager6sB
workload in the long run. 8rite a brief description of this proHect idea. How
many interns<monitors would be involvedK How many hours a week would
they workK 8hat Hobs would they doK How would they be trainedK How
would they be supervisedK
!9! 8orkshop Activity: Mour instructors will present a scenario of a
computer proHect that is having signifcant challenges. 4t has lost
momentum and direction" and funding is very scarce. After hearing the
scenario" you will be divided into teams to address di!erent aspects of this
challenge Alisted belowB. Mour group will come up with a plan to share with
the whole class.
!9!! How can the proHect set up an a!ordable system for keeping the
computer lab clean and in good repairK
58
!9!2! The proHect cannot a!ord an alarm system or an extra security
guard. How can they avoid theftsK
!9!*! How can the proHect work with the local community to start an
exciting" helpful and a!ordable new activityK
!9!.! How can the proHect fnd and approach new donorsK
!:! 8orkshop Activity: %articipate in a workshop evaluation process.
Table of #ontents
2! #lanning Resources
2!! "nitial #lanning= #roEect ,rgani5ation
Hughes" /." (ashwar" / and Vennings" 1.(. A(dsB. A+,,?B. Ho# to >et Started
and ?eep >oin$@ A >uide to %ommunit" Multimedia %entres. %aris: 9(/#2.
Available from http:<<portal.unesco.org<ci<en<ev.php:
9F.U45W++@=IX9F.U52W52UT2%4#X9F.U/(#T42W+,-.html
(sterhuysen" A. and Vensen" *. A+,,-B. The %ommunit" Telecentre %ookbook
for Africa. 9(/#2. Available from
http:<<unesdoc.unesco.org<images<,,-+<,,-+;,<-+;,,?e.pdf.
2!2! Strategic #lanning
/trodel" *.(. A+,,;B. Simple Steps to 4fectie +r$ani,ational Plannin$" The
Alliance for ew Mork /tate Arts 2rganizations.
http:<<www.thealliancenys.org<capacity<articles<*artha%lanningArticle.pdf"
accessed 2ctober ;," +,,>.
.yddon" V. A->>>B. Mana$ement >uide AB( Strate$ic Plannin$ in Smaller
Nonproft +r$ani,ations( 8estern *ichigan /tate 9niversity"
http:<<www.wmich.edu<nonproft<Cuide<guide=.htm" accessed 2ctober ;,"
+,,,
0nieriem" 4. and 8heaton" A. A+,,GB. .ind Cour Da" in Successful
.undraisin$( .usaka" $ambia: 1/2.
2rtengren" 0. A+,,;B. The )o$ical .rame#ork Approach E A Summar" of the
Theor" Fehind the ).A Method. /wedish 4nternational 5evelopment
#ooperation Agency" Available from: www.sida.se<publications
Table of #ontents
*! Bibliography
59
3ridges.2rg. An.d.B. 30 Habits of Hi$hl" 4fectie I%T54nabled *eelopment
Initiaties. Fetrieved 2ctober +I" +,,>" from 3ridges.org:
www.bridges.org<-+Uhabits
#olle" F. and Foman" F. A+,,;B. A Handbook for Telecenter Stafs. #ornell
9niversity. Available from: http:<<ip.cals.cornell.edu<commdev<handbook.cfm
#omputers for $ambian /chools. A+,,=B. Ho# to Make the Most of Cour %omputers.
.usaka" $ambia.
(sterhuysen" A. and Vensen" *. A+,,-B. The %ommunit" Telecentre %ookbook for
Africa. 9(/#2. Available from
http:<<unesdoc.unesco.org<images<,,-+<,,-+;,<-+;,,?e.pdf.
Hughes" /." (ashwar" / and Vennings" 1.(. A(dsB. A+,,?B. Ho# to >et Started and
?eep >oin$@ A >uide to %ommunit" Multimedia %entres. %aris: 9(/#2. Available
from http:<<portal.unesco.org<ci<en<ev.php:
9F.U45W++@=IX9F.U52W52UT2%4#X9F.U/(#T42W+,-.html
0nieriem" 4. and 8heaton" A. A+,,GB. .ind Cour Da" in Successful .undraisin$(
.usaka" $ambia: 1/2.
*anagement. A+,,>B. 4n Dikipedia( The .ree 4nc"clopedia. Fetrieved 2ctober +;"
+,,>" from: www.wikipedia.org
9(/#2 3angkok A+,,?B. Schoolnet Toolkit. 1ancouver: #ommonwealth of
.earning. Available from http:<<www.unescobkk.org<en<education<ict<online:
resources<e:library<elibrary
Telecentre.org. A+,,IB. Trainin$s %ommons Modules. Telecentre Academy. Available
from http:<<www.telecentreacademy.org<browse<5etailed<+GI?.html
About (ambia #aci<c Trust
There are many challenges for schools and community organizations in $ambia to
consider when starting or maintaining computer proHects. /ourcing good 7uality
computers is Hust the beginning. The organizations also need to consider
infrastructure issues" sta! training" computer education curricula" and internet
connectivity. $ambia %acifc Trust A$%TB helps institutions address these challenges
through advice" training" and a cost:sharing grant process. $%T currently works
with fve schools in the .usaka area" but has plans to add other organizations in the
future. 'or more information please contact info&zptrust.org.
60
About Geidi 6eJ
Heidi e! is a former high school science teacher with -@ years of experience in
the classroom. 8hile teaching in /eattle" 8ashington" she used computers
extensively as a part of her curriculum. /he also assisted with computer training in
$ambian schools as a part of the /eattle Academy $ambia %rogram. *s. e!
starting working with $%T in +,,G" assisting their e!orts to support school
computer proHects in $ambia. /he is currently a consultant specializing in 4T in
(ducation. 'or more information please contact her at heidi.h.he!&gmail.com.
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