Computer Lab Manager Training Module 2 Management and Leadership

Computer Lab Manager Training Course
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 financial management as well
as opportunities to work on financial planning and budgeting.
Module 2: Management and Leadership

Zambia Pacific Trust welcomes and encourages organizations to use any of the
modules of the Computer Lab Manager Training Course in a manner they deem
appropriate, excluding making a profit from the sale or distribution of the material.
Organizations are welcome to use portions of these modules in other documents,
but they should attribute the material that is used to Zambia Pacific Trust. Zambia
Pacific Trust also appreciates knowing who is benefiting from this material, and
requests that individuals and organizations please email Bornwell Mwewa
(bornwellmwewa@gmail.com), Heidi Neff (heidi.h.neff@gmail.com) and Zambia
Pacific Trust (info@zptrust.org) and describe how the material is being used.
Module 2 Table of Contents

1. Introduction
1.1.
Introduction to the Computer Lab Manager Training Course
1.2.
Introduction to Module 2
2. The Big Picture for Management and Leadership
2.1.
The Typical Day
2.2.
Getting into the Leadership Zone
2.3.
Feeling Overwhelmed
2.4.
Assignments/Activities
3. Lab Cleanliness and Condition
3.1.
Why Computer Labs Should be Clean and in Good Repair
3.2.
Keeping a Computer Lab Clean
3.3.
Keeping a Computer Lab in Good Repair
3.4.
4. Organization
4.1.
Overall Purpose
4.2.
Strategies for Physical Organization
4.3.
Equipment Inventories
4.4.
Strategies for Electronic Organization
4.5.
Collecting and Organizing User Data
4.6.
5. Security
5.1.
Physical Security
5.2.
Security Policy
5.3.
Insurance
5.4.
6. Management
6.1.
Overall Definition and Purpose
6.2.
Managing Customers, Clients and Students
6.3.
Managing Coworkers
6.4.
7. Leadership, Time Management and Project Organization
7.1.
Leadership Overview
7.2.
Time Management
7.3.
Organizing and Leading Meetings
7.4.
Documentation
7.5.
8. Planning
8.1.
Planning Overview
8.2.
Strategic Planning
8.3.
Planning and Managing a Special Event
8.4.
9. Financial Management
9.1.
Overall Purpose
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9.2.
Planning for Sustainability
9.3.
The Financial Planning Process
9.4.
Working With a Budget
9.5.
Avoiding Financial Corruption
9.6.
Basic Marketing Skills
9.7.
10. Communication and Interpersonal Skills
10.1.
Effective Communication
10.2.
Communicating with Different Types of People
10.3.
Effective Email Communication
10.4.
Communicating with Project Partners and Donors
10.5.
Networking and Seeking and Creating Partnerships
10.6.
Customer Relations Skills
10.7.
11. Overall Assignment/Activities
12. Planning Resources
12.1.
Initial Planning, Project Organization
12.2.
Strategic Planning
13. Bibliography
Module 2 Text
1. Introduction
1.1.
Introduction to the Computer Lab Manager Training Course

The Computer Lab Manager Training Course was developed by Zambia
Pacific Trust in collaboration with a variety of organizations working on IT
related development projects in Zambia. While these projects are in several
different sectors (health, education, agriculture and community), 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 identified was for individuals who could maintain
dynamic and well functioning computer labs and other centers for IT use
within a particular project. Therefore, a multi-faceted training course was
developed to meet these needs including both the hard skills of computer
maintenance, repair, and networking and the soft skills of management,
leadership, communication and instruction. Readers may find more
emphasis shown on educational projects, since that is the area of Zambia
Pacific Trusts experience. However, most topics discussed apply equally well
in the other sectors where IT 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 (online) instruction component and a one week face-to-face
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workshop. This resource book is written to accompany the second of the

four modules listed below.
Module
Module
Module
Module
1:
2:
3:
4:
Computer Maintenance, Troubleshooting and Repair

Management and Leadership
Instruction, Facilitating IT Use and IT in Education
Networking, Communication and Web 2.0
The target audience for this training course is adult learners who
already have intermediate computer user skills and significant experience
using computers. Ideally, participants are already employed as computer lab
managers, computer project coordinators or Internet caf managers. While
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. Learners 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.
In addition all learners, whether using these materials for self-study or
as a part of a formal course, would benefit from continuing to develop their
own skills in three important areas that are not included in this course:
Touch Typing, English Reading and Writing, and Computer User Skills.
Suggested resources for self study in these areas are presented in section
1.3 of the Module 1 resource book.
1.2.
Introduction to Module 2
Module 1 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 just manage the computers, however, but is
responsible for keeping an entire computer project in good working order.
Although less straight forward than computer maintenance and repair, this
aspect of a computer lab managers job is even more important. While 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.
It is important to note that management and leadership are large
topics and there is significant additional training that a lab manager could
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obtain in many of the sub topics discussed in this module. Lab managers
are encouraged to consider this module to be just an introduction to
management and leadership, and to continue their studies in any of the
areas below that they find particularly interesting. For example, more
advanced training in project management, strategic planning and financial
planning is available in a variety of formats, ranging from free online lessons
to formal participation in certificate courses. Interested computer lab
managers are encouraged to investigate options through online searches
and discussions with local training institutions.
Table of Contents
2. The Big Picture for Management and Leadership

2.1.
The Typical Day

What do lab managers do on a typical day? 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 equipment 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 project at the lab.
A computer lab manager may also be asked to build awareness of
projects and opportunities in the lab, and initiate new projects to benefit the
target audience for the project. Financial matters may also be important
such as collecting fees from users or seeking outside funding for the support
of the project.
All computer lab managers should make sure that they have a job
description that reflects the realities of their working situation and the needs
of the community they serve. If a computer lab manager finds that an
appropriate job description does not exist, efforts should be made to meet
with his or her supervisor or steering committee promptly to formulate such
a document. When preparing a job 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 different
aspects of the work. Although individual days will vary widely (for example
if some key equipment malfunctions, most of a day might be devoted to
its repair), this exercise gives the manager a good indication of how much
time overall should be spent on certain aspects of his or her job.
2.2.
Getting into the Leadership Zone

Most of the tasks mentioned above require the computer lab manager
to be a leader in the computer lab. Those that dont require the manager to
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lead others at least require 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. Leadership is also discussed further in chapter 7,
later in this module.
One of the most important ways that leaders can behave is to
demonstrate empowerment. Empowerment is used here to mean ability to
effect change or growth in your organization. The empowered lab manager
does not easily give up when faced with a challenge, but works through
the problem until finding an acceptable solution. In addition to being the
attitude of pushing
Tips for Getting into the Leadership
forward and finding
Zone
success, empowerment
also results when the
1. Start thinking of yourself as a leader in
computer lab managers
everything you do. This will help others
supervisor or steering
see you as someone worth following.
committee has given the
2.
So what does it mean to think/act as a
lab manager the authority
leader?
to make decisions that
a. You consistently demonstrate the
affect the running of the
organization and management skills
computer lab.
needed for your project to succeed.
b. You inspire and encourage everyone
Imagine being a
that you work with to help in your
visitor to a computer lab
efforts to make your computer project
over the course of a year
the best it can be.
and gradually observing
3. Note that being a leader doesnt mean
the deterioration of the
you have all the answers or all the skills
working conditions of the
yourself. You can demonstrate
computer lab. Several of
leadership while collecting information
the power adapters
and knowledge from others and
needed to plug in
organizing teams to work together.
electrical equipment have
4. Being a leader also does not mean that
broken, and the overhead
florescent lights are gradually starting to dim and flicker. It is no longer an
easy or pleasant lab to work in, but the computer lab manager has not
shown sufficient interest in changing this situation. When asked about the
problems, the computer lab manager says that he (or she) didnt 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 different if the computer lab manager was
empowered or in the leadership zone? Heres 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.
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2.3.
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 equipment while a system is being
developed.
Feeling Overwhelmed
Given all of the tasks mentioned in section 2.1 (and the additional
tasks that are likely to be found in a computer lab managers job
description), it is likely that a computer lab manager will sometimes feel
overwhelmed. Imagine 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 first-time computer users, and starts to review her (or his) notes in the
last few minutes before the class starts. While she is studying, her schools
science department head shows up and says that he has been asked to
immediately make a spreadsheet with his departments budget request for
the next year and he needs the managers assistance right now. Meanwhile
the intern who was helping set up the computer lab for the lesson notices
that three computers wont turn on and has come to the lab manager to ask
her for assistance. The lab
Tips for Managing Stressful Moments
manager now has three
simultaneous demands on
Are there all of a sudden multiple demands
her time and attention!
on your time? Here are some tips for how to
respond:
Any computer lab
1. Start by taking a deep breath and
manager is bound to have
pausing to settle your mind.
experiences like the one
2. Recognize that you are only human, and
described above.
cannot do everything at once. Then set
Sometimes the day just
your priorities for the moment:
gets out of control due
a. What needs to happen now to allow
overlapping needs and
an upcoming activity to continue?
requests. The tip box
b.
What can be scheduled for later? (But
here provides some
make sure you commit to a scheduled
suggestions for managing
time.)
these stressful moments.
c. What tasks can be delegated to
assistants or volunteers?
It would be even
3. Dont scare off people that you cannot
better, however, if a
assist at the current moment.
computer lab manager
a. Remain calm and encouraging as you
could avoid having these
politely let them know why you cant
overwhelming moments in
help them at the current moment.
the first place. While
Raising your voice wont lower your
these moments still might
stress and certainly wont contribute
7 to a positive and encouraging
atmosphere.
b. Make sure that your lab users
understand your operating schedule
happen occasionally, the frequency can be reduced significantly by

developing some of the skills discussed later in this module. Clear
communication about schedules and services, good record keeping about
equipment malfunctions, and good existing relationships with stakeholders
would all have helped in the situation described here. Its also wise for the
manager to make sure that there are a variety of trained individuals
(interns, assistants, volunteers, etc.) who can help with some of the
common needs of computer lab users and equipment.
2.4.
2.4.1. What do you do on a typical day? If you are already a computer lab
manager, keep a daily log for at least a week that notes down all the
different tasks you worked on during the week and the approximate
number of hours spent on each. Summarize these findings as a list of
what tasks you do (and for how long) on an average day. If 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.
2.4.2. Check your empowerment. How empowered are you to make
improve the operation of your computer lab? Consider 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
problem? Summarize your thoughts and findings.
2.4.3. Workshop Activity: Participate in a group discussion on stress
management. Make sure everyone in the group contributes their
thoughts and ideas on how they manage stress.
Table of Contents
3. Lab Cleanliness and Condition

3.1.
Why Computer Labs Should be Clean and in Good Repair

Keeping a lab clean and in good repair should be high on any list of
computer lab managers responsibilities. This is important for a variety of
reasons that affect the overall quality of your computer project. The three
main categories of these reasons are described below.
Attitudes. A well cared for computer lab is much more inviting for
users. Who wants to work in a room where they get their clothes dusty as
soon as they sit down? Who wants to work on a hot day in a room with
broken fans? Also a dirty lab implies a lack of respect for the facility from
those that work there. Users might wonder how important this facility is if
no one takes the time to keep it clean and well functioning. If 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. Donors also are likely to be unimpressed
by a facility that they dont see as well cared for.
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Equipment. A clean computer lab helps equipment last longer. Dust

in particular takes a toll on computers and other electronic devices (see
more in Module 1). Spills from neglected beverages can also cause
significant damage. In addition, keeping a computer lab orderly makes it
much easier to keep track of and inventory equipment.
Safety and Security. The most important safety concern is that
electrical equipment should be kept in good working order to avoid the risks
of electrical shock and fires. Faulty electrical equipment might also tempt a
computer lab manager to run an electrical extension cord across a path way.
If someone trips over this cord they could fall and hurt themselves or pull
expensive equipment off a table and cause serious damage. It is also
common for door locks and handles to become damaged. This could either
cause difficulty in allowing lab users to exit the lab quickly in an emergency,
or difficulty with locking the lab at the end of the day. Keeping a lab clean
and orderly can also help keep equipment from disappearing into the
hands of lab users. It is much harder to keep track of valuable small
equipment (such as tools and flash drives) in a lab that has cluttered
surfaces and no policy for returning equipment to a designated storage
place after use.
3.2.
Keeping a Computer Lab Clean

Keeping a computer
Tips for Keeping a Computer Lab Clean
lab clean begins with
preventive measures.
Here are some ways to keep a computer lab
Some tips for keeping a
cleaner longer.
computer lab clean are
1. Make sure there is a clearly labeled
included in the tip box
waste bin.
here.
2. Provide a mat by the door for wiping wet
Despite the above
or muddy feet.
measures, however, some
3. Have rules clearly posted that prohibit
dirt and dust will still
eating and drinking near computers.
make its way into the
4. Consider keeping the windows closed to
computer lab. Computer
reduce dust, particularly on days when
lab managers should
the wind is blowing strongly. This will be
make a daily schedule for
a challenge on hot days, but airbasic dust removal that
conditioning (if affordable) is one
begins with wiping dust
solution.
off counters and tables,
and is followed by sweeping (or vacuuming) the floor of the computer lab
and any adjacent rooms. If the project uses laptop computers it is best to
take care of this cleaning while the computers are being stored elsewhere.
Desktop 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 (at least weekly) mopping of the
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floor. 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 staff. It 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.
3.3.
Keeping a Computer Lab in Good Repair

Keeping a computer lab in good repair requires a computer lab
manager to have a heightened awareness of the condition of the lab
equipment and fixtures, and a drive to keep the equipment and fixtures 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
requesting 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.
Tips for Keeping Your Computer Lab in

Good Repair
1. Periodically inspect all equipment and

fixtures and ask all other employees,
interns or volunteers to report to you
any problems they see with equipment
or fixtures.
2. Keep a log of problems with lab fixtures,
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 (i.e. burned
out light bulbs or faulty network cables)
occur.
3. Put a high priority on making small
3.4.
repairs, and work with others involved as
needed to make sure repairs happen.
3.4.1. Cleaning Equipment
Since this may be a higher priority for
Budget. The first
you than for other people, you may need
obstacle to proper
to give frequent (but pleasant)
cleaning of a computer
reminders to get the work done.
lab is a lack of the required equipment and supplies. Observe a
computer lab and think about what equipment is needed there to do a
proper job. Include the types (mops, brooms, etc.) as well as the
numbers needed. Make two budgets for cleaning equipment and
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supplies. The first should include be the start up budget for a new
project, and the second one should be an annual budget for equipment
and supplies that are likely to get used up or broken over the course of a
year. If possible, use a spreadsheet program such as MS Excel to make
these budgets.
3.4.2. Cleaning Schedule. If you are already working in a computer lab, think
about the cleaning needs for your lab on a daily, weekly, and yearly
basis. Make a schedule that describes what work needs to be done
when and by whom. Discuss this schedule with your steering committee
or supervisor and together develop a plan for communicating the
schedule to everyone involved.
3.4.3. Inspect an Internet Caf. Visit a local Internet caf and discretely
consider the condition of the computer lab. Is the environment
conducive to work? Why or why not? How clean is the facility? Is the
facility in good repair or do you see signs of insufficient maintenance?
Summarize your findings.
3.4.4. Workshop Activity: look around the computer lab where your workshop
session is being held. Then discuss the following questions: What are
the sources of dust in the room? What can be done to reduce dust? How
often should the furniture be dusted? How often should the room be
swept and mopped? Note any differences in opinion amongst those
present.
Table of Contents
4. Organization
4.1.
Overall Purpose.
Organizational skills do not come naturally to all of us, but most
working adults would agree that it is very useful to be organized. It is
usually when we are searching around for some important piece of paper
that we really wished that we were better organized! A well organized lab is
certainly easier to work in, and it also (like a clean lab) sends the right signal
to potential learners, clients and donors. It shows that the people who work
in the lab care about the resources that they have and are professional and
well prepared. Some specific organizational suggestions are included in the
sections that follow.
4.2.
Strategies for Physical Organization

In most cases an office in a new project starts with just a few books
and disks, which are easy enough to find. But 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 offices gradually
come to contain a large jumble of unorganized materials. Below are four
different categories of items that all should have their own distinct shelf or
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cupboard space, and then some suggestions for organizational strategies

within each category.
Equipment. A computer lab manager should do a visual inspection of
various pieces of small equipment while considering an organization
strategy. Which items are used most often? Which small items would get lost
if mixed in with larger items? Which items are so old (or broken or not useful)
that they should instead be taken to an e-waste facility? Once that initial
assessment is done, the computer lab manager should organize the
equipment for ease of use and with similar items grouped together (for
example, a shelf space with a stack of neatly coiled patch cables). Small
items can be organized by type and placed in well labeled boxes (for
example, a box of small hand tools).
Disks. CD-ROM and DVD disks are commonly found in computer labs
and can contain various types of information. Some are found in plastic
jewel boxes 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. Damaged or
obsolete disks should be removed. The lab manager should then sort the
disks into some large categories for separate storage. Four categories that
might be useful are shown in the table below.
Computer Utilities - operating systems, disk images, anti-virus
software and other tools for setting up computers
Computer Applications - office software, miscellaneous software for
users
E-learning/Education - educational software, encyclopedias or
collections of academic presentations
Electronic Documents - instructors lesson plans, copies of monthly
computer lab reports, photos, back-up copies of various computer
files
Once 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 pages of disk
sleeves are a good option, as are the zip up books of sleeves often used to
store music CD-ROMs.
Books. A computer lab is likely to have a small but important
collection of books including some how to guides or other tools for
computer lab maintenance, some IT instruction texts, and log books
containing important information about computer users, equipment or
finances. 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. If other people are permitted to
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use any of the books, they should be instructed to return the books to the
place on the shelf where they found them.
Paper Documents. A computer lab manager will also end up with
paper documents or files that need to be stored. These documents could
include quotations and invoices, letters with signatures or stamps, or
handwritten documents (such as attendance sheets for an event). The
standard way of saving documents is really the best option here: place the
documents in file folders that are appropriately and clearly labeled. When
there are a large number of documents of a single type, these documents
should have a separate file folder, and new file folders should be created
periodically and labeled by date. For example, for tracking purchases, a
project might need a file labeled Receipts 2009 or if purchases are quite
frequent then there could be separate files for each month. The lab manager
might also use a ring binder instead of a file folder for items that should be
kept in date order. The file folders and binders should also be organized in a
way that makes them easy find on a shelf, such as sorted by date or
alphabetically by name. Whatever 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 file and
putting folders back in the proper location on the shelf. A computer lab
mangers schedule needs to include a small amount of time to allow for
these tasks to occur.
4.3.
Equipment Inventories
Imagine this scenario: a computer lab has just been broken into by
thieves. The computer lab manager is surveying the scene with a police
officer and they both can see that two LCD computer monitors have been
stolen. The police officer then asks: is anything else missing? The
manager then pauses for a bit, and then confesses that she (or he) isnt
sure. She tries to remember how many recently donated CPUs were stacked
in the corner, or how many laptops were in the stack in the office. Wouldnt
it be helpful if this lab manager had a readily accessible inventory sheet that
she could refer to while the police officer was there? Similarly, imagine if a
laptop donor comes to a computer lab and asks how many functioning P4
laptops they had. The donor would be pleased to know that the lab
manager had that information at her fingertips.
All items of significant 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. For an inventory of laptop computers,
for example, the list should include the make and model, the serial number,
useful specifications (such as processor type or speed, hard drive capacity,
and operating system used) and any significant performance problems that
the computer lab manager is unable to fix. It is best to create this inventory
13
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 equipment. An inventory is also a great planning tool for any
computer project or Internet caf. For 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.
4.4.
Strategies for Electronic Organization

Most computer users gradually store more and more electronic files
(documents, spreadsheets, presentations, etc.) on their computers. When
people first start using personal computers, it is very easy for them to find
their documents because they have so few documents to look through.
Eventually, though, most users get to a point where they struggle to find the
file they created a few weeks ago. Below are some tips to help organize
files for better access.
File Location. It is important that users be aware of where on
computer they are saving files. If saved in the wrong location, a file can be
difficult to find again. The first time a file is saved, the Save As, dialog box
opens, and at the top there is a Save In box showing the location that the
file 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.
Naming. A computer file should have a name that is brief but
informative. For example, a letter should not be named Dear Sir but
instead Letter to Mumba. If the computer lab manger frequently
corresponds with Mr. Mumba, more information such as the date or topic
might also help. A computer inventory spreadsheet should not be named
inventory but instead Chawama Comp Inventory 9-08. Including the
date helps a reader know how current the information is, and including the
project location is useful when communicating the information to donors
(who might be working with multiple projects).
Creating Folders. General storage in My Documents works for a
small number of files, but creating subfolders will be helpful as soon as the
computer lab manager has more than about 20 files. The computer lab
manager should look at the types of files that he or she has created and
make some suitable folders to move the files into. For example, the
computer lab manager might want folders for Reports, Inventories,
14
Communication and IT Instruction. Fortunately folders can be gradually

created and re-sorted to meet the changing needs of any computer user.
One tool to use if a folder does start to get a bit full is viewing by details
(select Details from the View menu in an open folder) and then clicking on
a column heading (such as Name or Date) to sort the items in the folder.
This makes it easier to find the documents with a certain type of file name,
or the documents that were modified on a certain date.
Backing Up. Whatever strategies are used for organizing computer
files, it is particularly important that the computer lab manager remembers
to frequently make backup copies of these files. Computers sometimes fail
or are stolen and it would be a shame for a project to lose all of its data
when this happened. It is wise to set up a schedule for making backup
copies on a regular basis, such as once a month. In addition, while working
on particularly important documents, the computer lab manager should
consider making a backup any time significant changes to the document
have been made. While a small amount of information can be backed up
onto a USB Flash Drive, it is more secure to periodically make copies of all
files on CD-ROM or DVD disks. These disks can then be stored in case of an
emergency. Storing data on an external hard drive is also a good option.
4.5.
Collecting and Organizing User Data

User data is a collection of information about the clients or students
who use a computer lab. While not all organizations will collect the same
information, below is a list of some of the commonly collected data:
Names and descriptions (i.e. teacher, student or community
member, grade level of student) of users
Date, start and end time of computer use
Identification name/number of computer used
Purpose of visit (i.e. Internet research, typing, preparing a
presentation, lesson)
Whether or not this is the first visit (ever? or this month?) for this
particular user
Fee paid
User comments
An Internet caf might be most interested in the numbers of users and the
fees paid, but the purposes of users visits might also help with marketing
efforts. For a community or school project, donors might be particularly
interested in knowing what audience is being served the most by their
donations. Including the names of users can help an organization follow up
on thefts that occur in the lab, but may not be appropriate for commercial
projects such as Internet cafs.
In 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
15
the entrance to the lab. During the peak hours (busiest times) for a
computer lab, the manager could assign an intern, student monitor or
volunteer to make sure that the log book is filled out properly for all users.
The computer lab manager should discuss with his or her supervisor or
project 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 specified unit of time, the
computer lab manager will summarize the data electronically (in a
spreadsheet) 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 project, 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 project planning. Perhaps the data reveal that a certain
target audience is not using the facility, and so a special effort should be
made to attract those users. Or 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.
Data that shows low use or negative trends should not be seen as bad
news but as an opportunity to help a program adapt to meet changing
needs.
4.6.
4.6.1. Have a look around your computer lab and office (or the lab and office
at another computer project). What organizational systems do you
already see in place? If there are areas that seem disorganized, what
organizational strategies would you suggest?
4.6.2. Make some physical improvements to your office or computer lab.
Collect boxes, build shelves, or figure out some other method to subdivide your storage spaces. Summarize your efforts and the outcomes.
4.6.3. Imagine that you were creating an inventory of the educational CDROM disks that your computer project owned. What sort of information
do you think should be included in this inventory? Make a sample
spreadsheet showing all of the column headings for the inventory and
including example information for six disks. (The examples do not have
to be actual disks if your project doesnt own any.)
4.6.4. Practice using Save As on your computer to save a copy of a file in a
different location and with a different name. Write a summary of the
steps that need to be performed to make these changes.
4.6.5. Make a back up copy (backup) of all of your documents. Depending on
the equipment you have available to you and the type of computer you
are using, this backup might be on a CD-ROM or DVD disk, or an external
hard drive. Do not make your backup on a USB flash drive unless you
have no other options. After making the backup, check and make sure
that all the backup files are found on the disk or drive and can be opened
successfully.
16
4.6.6. Workshop Activity: Your instructor will copy a group of files (documents,
etc.) on to the desktop of your computer. View the files and decide a
sensible storage strategy for them. Determine where to store the files,
make folders, and move the files as needed. Also rename the
spreadsheet files more appropriately.
4.6.7. Workshop Activity: Participate in a discussion on how you manage file
storage for your learners/clients. Should they be allowed to store
documents on the hard drives of particular computers? Should they use
USB flash drives or CD-ROMs?
Table of Contents
5. Security
5.1.
Physical Security
It doesnt take much to convince most people of the benefits of a
secure computer lab. How can a project be sustained if valuable equipment
regularly disappears? Theft is often a significant problem when computer
projects are located in or adjacent to underserved communities, and the
more portable the equipment is (such as laptop computers) the larger the
problem. In Zambian computer projects thieves have been known to break
through roof tiles, crawl over ceilings from adjacent rooms, and even break
through walls to take computers! 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 quality locks.
Keys should not be distributed widely. Some labs will also consider installing
alarm systems or hiring security guards. Laptop 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.
5.2.
Security Policy
A computer project 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.
Record keeping procedure (such as recording information in a log
book) for equipment use
Record keeping procedure for lab users (as discussed in section 4.5)
Key distribution policy
Procedure for lab access when computer lab manger is not present
(such afterhours use or in the case of lab manager illness)
A strategy for managing users bags and backpacks
Procedure to follow once a theft has occurred
17
A strategy (such as password protection on specific files or

computers) for securing sensitive files (such as those containing
financial information or student marks/scores)
5.3.
Insurance
A computer project 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 (the non-covered amount) chosen, the number and quality of the
computers, and the security of the facility. For example, the insurance might
be cheaper if the computer lab has an alarm system and monitoring by a
security company.
If the steering committee decides that insurance is not affordable, then
a discussion (and plan) should follow about what the organization intends to
do if a computer is stolen. Will it be replaced? And if so, using what funds?
Perhaps the organization could establish a reserve fund to be used in case of
theft or other significant damage to key equipment.
5.4.
5.4.1. Perform a security audit of your computer lab or a local Internet caf.
What strengths and weaknesses do you see in the physical security of
the room? If you were a thief, how would you gain access to the room
and what items of value would you be able to remove?
5.4.2. Visit an insurance agency and ask for a quotation for insurance for 10
laptop computers valued at $500.00 USD each. Discuss with the
insurance agent the different options for the amount insured and any
deductibles.
5.4.3. Interview the computer lab manager at a local computer project about
security. Does the computer project have a security policy in place?
Have they had any thefts? How did they respond to the thefts (in terms
of adjusting security as a result, or recovering or replacing the stolen
equipment)?
5.4.4. What data is valuable for your organization? Consider all of the
information that is stored on the computer lab managers computer.
What files there contain information that if lost would create problems
for lab management or future planning? What files there contain
information that is sensitive or private? Summarize your findings and
include a strategy for how your organization does (or will) make regular
back-up copies and also ensure that there is no unauthorized access to
sensitive files.
5.4.5. Workshop Activity: Participate in a role play about interviewing
suspects after a theft.
5.4.6. Workshop Activity: Look around the facility where your workshop is
taking place. Note any areas that you think show insufficient security,
18
and then participate in a group discussion about how security could be

improved at that facility.
Table of Contents
6. Management
6.1.
Overall Definition and Purpose

Management has a variety of definitions, but in general refers to the
coordination of efforts, money or materials to achieve certain goals. In this
section we will focus on working with people to accomplish the desired
outcomes of a computer project. The specific topics of project organization,
planning, leadership, and financial management will be covered in later
sections.
6.2.
Managing Customers, Clients and Students
6.2.1.
An Important Reminder
Some people are tempted to think of a manager as a boss or dictator
who can rule strictly and wield power over others. While it is important to
have enough structure to keep an organization running smoothly, its equally
important not to let the use of power overshadow the overall purposes or
goals of the project. 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. If an encouraging atmosphere is not created,
the project risks straying far from its mission. It is also important that the
manager develop and implement all policies with a mind for fairness and
equality for all users.
6.2.2.
Developing, Communicating and Using Policies
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
Internet caf. There is no set formula for these sorts of policies as they will
depend on the type of computer project and the ages of the users, but some
types of policies to consider are discussed below. Whatever policies are
implemented, however, it is quite 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 Use. What is the appropriate use of the computers in a
computer lab? Are they there for the users to use as they see fit? Or are
there activities that would be in conflict with the organizations mission,
goals or culture? While this is going to vary depending on the nature of the
project, most computer labs will have some activities that they choose to
prohibit. These would likely include viewing pornography over the Internet,
19
or participating in illegal activities such as downloading pirated music or

films. Some organizations might also prohibit noisy activities such as
listening to music (without headphones) or making phone calls. Educational
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. Email use
might be restricted to a certain sub-group of students based on their age or
experience with computers.
Malware Prevention. As discussed in Module 1 of this course,
computer viruses and other malware can cause significant problems for a
computer lab. Any computer user education that occurs at a computer
project should include some information about viruses and how to avoid
them. In addition, however, some policies for virus prevention should be
considered. Since USB flash drives are one of the major tools for spreading
malware, a policy could prohibit the use of these flash drives, or require them
to be scanned by computer lab staff before they can be used. Users can also
download malware, often unwittingly. Policies prohibiting the downloading of
software may help here, as will adjusting the security settings on a browser
program or firewall (discussed in Module 4) to avoid accidental downloads.
User File Storage. Most computer lab and Internet caf users do not
have their own computers, so the options for storing their own files are
limited. Using a USB flash drive is a common method, but has the virus
problems previously discussed. If a policy prohibits flash drive use, the
computer lab might allow users to copy (burn) their files onto CD-ROM disks
and also provide some training on this procedure. Other 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 specific computers. If choosing the latter option, the computer
lab will need to make (and communicate) a policy about how these files will
be stored (such as naming standards and appropriate locations) and when
these files will be periodically removed from the user computers to free up
space for others.
Equitable Time and Resource Sharing. It is likely that there will be
some times when a computer lab will very busy, and there will be some
resources (perhaps a particular educational disk) that are very popular. The
lab manager should consider the organizations mission again here. It
probably doesnt serve the mission to let a small group of people dominate
the most precious times of day or resources for all users. In this case it
would be helpful to develop and communicate policies to share the wealth
a bit more fairly. For an Internet caf or a school computer project this could
include setting time limits on users during peak time periods. A school
computer project might also consider designating the open access time for
different groups of users on a rotating schedule. For example, grade 10
20
pupils use the lab on Mondays; grade 11 pupils on Tuesdays, etc. If 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 project mission.
6.2.3.
Managing and Assisting Unskilled Users
What happens when an unskilled user enters an Internet caf? They
probably have a specific
mission. Someone has
Tips for Assisting Unskilled Users
asked them to send an
email, or to look up a
1. Be encouraging and enthusiastic but
particular web page.
also discrete. The user may be ashamed
Perhaps they are searching
of his or her lack of knowledge.
for work and have been
2. Ask questions to further asses the needs
told that they need to
of this lab user. Is there a simple
prepare a CV. In these
request you can help with?
situations it is not
3.
If the user would like some
unreasonable for a lab
general/overall assistance, here are
manager to think: Ugh.
some strategies to try
Where do I start? The
a. Encourage another user to allow the
manager may be too busy
new user to observe their work for a
to help, or worried that the
while, so that they can gain
new user will somehow
familiarity with the operation of a
damage a computer. The
computer.
manager needs to
b.
Ask another lab worker or volunteer
remember, however, that
to assist
it is important not to scare
c.
Make an appointment with the user
off potential users or
for an introductory one-on-one
learners. Success with this
lesson.
individual could result in
d. Encourage the new user to sign up for
the person becoming a
training course participant or regular lab user. The tip box here includes
some tips for assisting unskilled users.
6.2.4.
Technical Tools for Managing Users
Given 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
Internet caf management software available, some even at no cost. In
addition to monitoring the time a customer is on a computer and calculating
usage costs, Internet caf management software can also be set up to limit
the customers access to a computers hard drive. Some Internet caf
management software prevents access to prohibited websites, and prevents
the downloading of programs. This software does require that the computers
are networked via a server. Server use is covered briefly in Module 4 of this
course. Two examples of free Internet caf management programs are
21
HandyCafe (www.handycafe.com) for Windows servers and OutKafe

(http://outkastsolutions.co.za) for Linux 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 off unwanted files and changes by resetting a computer to
known configuration periodically. Microsoft has a program called
SteadyState that is available for free for use on computers running licensed
copies of a Microsoft Windows operating system. More information is
available on the Microsoft website.
6.3.
Managing Coworkers
6.3.1.
Who are a Lab Managers Coworkers?
Coworkers are anyone who a lab manager works with on a regular
basis towards the goal of having a smoothly operating computer project.
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
significant impact on the overall plan and implementation for a
computer project. For more information about steering committees,
see A Handbook for Telecenter Staffs (Colle, R.D. and Roman, R.
2003. Cornell University). Available online at:
http://ip.cals.cornell.edu/commdev/handbook.cfm
Assistant Lab Managers. In a large computer project or Internet
caf, its possible that additional staff would be hired to assist in
daily operations
Interns. Typically these are young adults who are looking for some
on-the-job 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. In a school computer project some
specially selected and trained pupils can be of significant assistance
in the daily running of a computer project. They are usually willing
to volunteer in exchange for some extra training and some unique
privileges (such as extra time in the computer lab or permission to
use email). Student monitor tasks include setting up equipment in
the morning, filling out log book entries for users or equipment,
offering assistance to less skilled users, providing additional
security, and assisting with lab cleaning.
Volunteers. In a school or community computer project, there
may be skilled members of the surrounding community (or even
visitors from abroad) who would like to volunteer their services for
the benefit of the project. These volunteers should be encouraged
and given opportunities to assist users or the lab manager in a way
22
that best suits their skills. Having a visiting volunteer offer a

training session in a subject of interest to them can be a good way
to build excitement for a computer project.
6.3.2.
Tone, Expectations and Motivation
With all coworkers, the managers first job is to set an appropriate tone
for their relationship with the coworker and the coworkers relationship to the
project. 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 efforts are truly appreciated.
While 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:
Keeping 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.
Wearing 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.
Conversing Professionally. Workers should avoid using language
that is offensive to the community, and be particularly sensitive to
the groups (such as women and racial or religious minorities) who
may be the target of derogatory language. Coworkers 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. It 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. While 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. Motivation may take
the form of celebrations and thank-you gifts, opportunities for employees to
earn privileges or equipment, or opportunities for employees to attend
workshops or otherwise continue their education.
23
6.3.3.
Preparing and Sharing Job Descriptions
All employees of a computer lab (including the lab manager him or
herself) should have clear job descriptions prepared and then discussed with
them. Prospective employees should be given job descriptions to review
before being hired for a job. When job descriptions are being updated or
revised, the employees should have an opportunity to provide input into the
job description. Preparation of job descriptions should be the joint
responsibility of the computer lab manager and his or her steering
committee or supervisor. Below are some key items to include in a job
description.
An overview of all tasks to be performed (management, instruction,
security, record keeping etc.)
An indication of typical allocation of hours (in other words, how
many hours in the average week should be spent on each task)
Prohibited tasks (outside paid work, computer games, etc.)
Work hours (specific days and times)
Holidays and personal leave (how many days can be taken,
procedure for requesting leave, etc.)
6.3.4.
Setting and Keeping Work Schedules
Setting clear work schedules with all coworkers (including volunteers)
is important for the smooth running of a computer project. The manager
needs to balance the needs of the individual coworker with the needs of the
project, and find the best compromise possible. Once work schedules are
set, it is then the managers job to make sure that they are communicated
clearly and seen as important. In 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.
Sometimes, despite everyones 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. If 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 project steering committee. Before an emergency occurs, though, the
computer lab manager should discuss this with the project steering
committee to develop a plan for these eventualities. Questions to address
include: Who should open the computer lab in the morning if the manager is
not present? How can security still be prioritized with reduced staffing? and
Is there someone who can fill in during scheduled lessons or training sessions
24
if the instructor is not available? There are no set answers to these

questions. Some steering committees may decide to pull people from other
work in order to maintain business as usual whereas other organizations
may decide that they do not have enough staffing flexibility and thus need to
reduce hours or postpone events.
6.3.5.
Performance Reviews
A performance review (also called a performance appraisal) is a
periodic opportunity for an employer and an employee to together review an
employees performance and make an action plan for his or her work in the
future. Performance reviews are an important tool in helping employees to
meet their full working potential. While 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 job well done. A
performance review can also be used to help avoid disciplinary action by
instead setting
performance targets and
Tips for Performing an Employee
identifying training needs.
Performance Review
It is best if performance
reviews occur on a regular
1. Distribute copies of the employees job
basis (such as annually)
description to the employee and a few
and are not associated
coworkers.
directly with the contract
2.
After allowing time for everyone to
renewal process.
review the job description, collect
confidential feedback from the employee
There are many
and his or her coworkers about how the
methods used for
employee is meeting the expectations of
performance reviews, and
the job description. If possible, feedback
each organizations
would be collected from people who
steering committee should
work at a variety of different levels of
determine the method
responsibility within the organization.
that best suits their
3. Combine the feedback collected with
purposes. One simple
your own insights in order to prepare a
method is shown in the
report that includes praise for the
tip box here.
employee, a description of any areas of
concern about the employees
6.4.
performance and recommended actions
that be taken to help the employee
6.4.1. Visit a computer lab
improve as needed.
and observe the
4. Be mindful of the fact that some
interactions between
employees will have a tendency to focus
the lab manager (or
on the negative feedback they receive
other staff) and lab
and may not fully hear the positive
users/clients. Did the
feedback. Therefore it is important that
lab manager
you emphasize the positive feedback
25
communicate policies and procedures as needed? Did the users/clients

feel as though their needs were being met? Summarize your findings.
6.4.2. For your current place of work, who are you coworkers? Make a list of
everyone you work with (if its a large number, you can consider
categories of people (i.e. security guards and instructors, rather than
individuals). For each category of coworker, answer the following
questions: What are your common goals? What areas are you likely to
have conflict in (professionally, not personally)? What is most important
about your communication with them?
6.4.3. What motivates you to do your best work? If you were your supervisor,
what could you reasonably do to help motivate you? Summarize your
thoughts.
6.4.4. If you are already employed in a computer lab, have a conversation
with your steering committee chair or supervisor about your computer
lab project. Ask the supervisor what his or her dreams, expectations,
and fears are about the project. Also provide your own answers to these
questions. Summarize your findings during the conversation.
6.4.5. Do you currently have a job description? If so, read it and review it.
Does it match your daily work? Is it thorough enough in guiding your
work? If you dont have a job description, draft a job description for your
current work (or for a friend if you are unemployed).
6.4.6. Learn more about either Internet caf management software (by doing
and Internet search or seeing the examples in section 6.2.4) or Microsoft
Windows SteadyState (go to
http://www.microsoft.com/windows/products/winfamily/sharedaccess/def
ault.mspx). What hardware and other software is needed to run these
programs? What technical skill is required of the manager?
6.4.7. Workshop Activity: Participate in a discussion about setting a schedule
for a computer project. The instructor will give you a scenario for a
particular project including the number of staff, the types of users and
their different interests and needs. The group will discuss the scenario
and suggest a weekly schedule.
6.4.8. Workshop Activity: Participate in a role play with a staff member about
a performance issue.
6.4.9. Workshop Activity: Experiment with a computer using Microsoft
Windows SteadyState or with a computer lab running Internet caf
management software.
6.4.10.
Workshop Activity: Develop a job description for an intern or
student computer lab monitor. Share your draft job description with the
group and collect feedback from the other participants.
Table of Contents
7. Leadership, Time Management and Project Organization

7.1.
Leadership Overview
26
7.1.1.
Characteristics of Leaders
What are the characteristics of a leader? There surely are many
different answers to this question, and certainly not all leaders have the
same character, but here are some characteristics to consider:
Proactive. This term refers to a person who pushes to make the
progress they want to see happen. Instead 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.
Creative. The creative leader is one who looks at problem and does
not see a dead end. Instead this person thinks what are some
different ways I can work around this? and then experiments until that
way is found. A related concept is being innovative, or looking for new
and different ideas.
Inclusive. The inclusive leader is a person who makes sure that a new
project is undertaken as a team effort, and that the needs and opinions
of all stakeholders are considered and (if possible) incorporated. The
inclusive leader recognizes that there will be much greater support in a
community for a project if the ideas and needs of the community are
taken into account from the beginning. This also requires 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. For 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 project. The leader should also
be a good communicator, so that everyone stays connected and has
opportunities to contribute to the effort. Empowerment (in both the attitude
and the working environment) is also important, as discussed in section 2.2
of this module.
7.1.2.
What if You Arent a Born Leader?
Some readers of this text might feel a bit intimidated now. They may
feel that they dont have any of the characteristics described above, and
therefore cannot lead. While not all of us are born leaders that does not
mean we cannot learn the skills involved! This is certainly an area where
practice makes perfect and a good way to start is by leading a small
project and using it as a learning experience. People who are in leadership
roles for the first time should consider watching and learning from other
leaders around them, and even asking those they are working with on a
project to provide advice on how they wish to be lead. A new leader will
likely find that people are very encouraging and supportive of his or her
efforts.
27
7.1.3.
Watch the Attitude!
It is important to note that a project leader (or any computer lab
manager) should not be a dictator. A lab manager may start to feel that
since he or she was asked to lead a certain project, 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. It is important to remember that great
ideas and valuable skills can be contributed from a variety of individuals at
all the different levels of an organization. People should be encouraged to
participate and collaborate where possible.
There may be times when a manager is required to delegate
undesirable tasks. This can be done, however, with significant 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 enjoyable or enriching tasks.
7.2.
Time Management
Good time management is important for both the daily running of a
computer lab and for those taking on special projects. Both aspects of time
management are discussed here.
7.2.1.
Consistent Operating Hours and Activity Schedules
For a computer project or Internet cafe to be successful, lab users and
clients need to know when they can come and use the computers. If a
potential user comes during the advertised hours and finds no one present,
they may become discouraged and never come again. It is therefore
important that operating hours be posted and adhered to clearly. If 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. If the
posted schedule says that the lab opens at 8:00 in the morning, then the lab
should be opened at exactly 8:00! Potential users that appear on time will
not be impressed by the dedication of the staff if they are not there as
scheduled. In addition, if a manager in a school computer project is
scheduled to begin a lesson at 10:00, 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.
28
Setting daily
Tips for Developing a Schedule for an
schedules for an
Educational Computer Lab
educational computer
project is an important way
When setting a computer lab schedule,
to manage time and
make sure that you address the questions
distribute it fairly amongst
below:
all users. The tip box here
1. Consider the different user groups do
provides some tips for
they each have time slots for using the
developing a schedule for
lab that match their availability?
an educational computer
2.
Do all students get an equal share of
lab. Once a daily schedule
time in the lab?
has been set, it is important
3.
Are time limits set so that individual
that it be widely publicized.
users dont monopolize the resource?
Posting a schedule on the
4.
Are teachers/instructors given more
computer lab door, in
flexible access to the computer lab (in a
classrooms and in various
way that doesnt disturb organized
gathering spaces will both
lessons and activities)?
inform users of when they
5.
Does your daily schedule reflect the
can come and serve as a
reminder of the opportunities available to them in the computer lab.
7.2.2.
Daily Time Organization for the Computer Lab Manager
The Lab Manager for is likely to have some tasks during his or her day
that have to occur at fixed times (such as set-up, clean-up and scheduled
lessons) and other tasks that need to occur, but not at a particular time
(such as offering individual assistance, keeping up with correspondence and
organizational tasks, repairing equipment and eating lunch). If there are
specific 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. Keeping an up to date to do list of important tasks is also helpful.
There are times when a computer lab manager is completing a task
that involves long pauses. For example, this can occur when a lab manager
is downloading a file from the Internet or reimaging a computer. During
these times it is appropriate for the lab manager to multi-task (work on
another task alongside the first one). Perhaps they can catch up on email?
Or look for good educational resources on the Internet? Or update a
computer inventory? It is also good for a computer lab manager to think
ahead about tasks that can be done during the following situations:
The lab managers computer is busy with other tasks (such as
reinstalling a program)
The Internet is not available
There is a power outage
29
Having a list in advance of activities that can be performed during these

times will help the computer lab manager become more efficient and
productive.
7.2.3.
Time Management in a Project
When the computer lab manager is leading a team on a new project,
such as developing a new training course, its important to consider the
implementation time frame for the project very carefully. Initial enthusiasm
for a project can inspire people to give unrealistically short time frames (such
as we will write the curriculum in the next two weeks), without thinking
about how they will manage all of the other work they need to do as a part of
daily life. People also often dont realize how long effective communication
takes. For example, if you are requesting feedback via email and an
important stakeholder only checks email weekly, you will need to allow
sufficient time for this communication method to work (or consider other
methods of communication). Continuing with the training course example,
time also needs to be allowed to gather funds for a project, provide
orientation or training for the trainers, recruit and confirm participants, and
gather all needed supplies.
When setting the time frame for a new project, the leader should come
prepared with a list of steps that he or she knows will be involved in project
implementation. For each of these steps, the team should consider how long
the job will take and whether it needs to be done in a specific order. In
addition, some additional time should be included for unanticipated tasks or
issues that develop. With this approach, a realistic time frame for project
implementation can be developed.
7.3.
Organizing 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. It could also be
a meeting called to address a problem, or it could be a meeting called to
review or evaluate an event or project. Whatever 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. Effective communication with participants begins
with setting a meeting date and time, sending invitations and receiving
RSVPs (replies indicating whether or not someone will attend). In this
process, it helps (if it is logistically possible) 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. Communication with participants should continue to include
reminder phone calls or emails to ensure attendance.
30
In a well organized meeting, the organizer has also prepared an

agenda in advance. If 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. During the meeting one of the first items of business should
be an agenda review, to give participants another opportunity to suggest
additions or changes. Below is an example of a meeting agenda outline for
one meeting in an ongoing series of meetings.
Agenda Review
Review of either the minutes of the previous meeting or action items
(promised activities) from the last meeting.
Agenda item #1
Agenda item #2
Agenda item #3
Next Steps:
o Review of action items from this meeting
o Listing agenda items for next meeting
o Setting date, time and location for next meeting
Some 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.
During a meeting, it
is the meeting leaders
(facilitators) responsibility
to make sure that the
meeting runs well and is
productive. Some
important tips for leading
meetings are included in
the tip box here.
Another important
responsibility for a group
leader (meeting facilitator)
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 different voices
heard as possible. Based
on the numbers of people
and the needs of the
Tips for Leading Successful and

Productive Meetings
1. It is your responsibility to make sure that
the group starts the meeting on time. It
is not fair to those who have come on
time to have to wait a long time for tardy
participants.
2. Make sure that the group sticks to the
agreed upon agenda. If a participant is
leading the group into another topic,
gently remind the participant of the item
that is being discussed. If 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.
3. Keep an eye on the time. If it appears
that a particular agenda item is taking
up all the time, ask the group if it is
more important to finish that agenda
item or continue with the rest of the
agenda.
31
4. When 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. If hand raising is
used, the facilitator can be sure to call on a variety of people. If many hands
are raised, the facilitator might need to keep a list of the people waiting to
speak, so that no one is forgotten. In a small group where people are
speaking freely, the facilitator still might want to call on a quiet 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. When this happens, the facilitator might suggest that agreement
has been reached and check to make sure that is the case. Or if it is clear
that agreement has not been reached, the facilitator could suggest that the
item be raised again at the next meeting. If it is an issue that is both
important and requires 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.
7.4.
Documentation
Some readers might
now be thinking Ugh!
Documentation means
writing.Im not a writer!
Preparing meeting minutes
and reports can be very
intimidating for people
who dont have much
experience writing or are
poor typists. The tip box
here includes some tips for
those of you who find
yourself worrying about
documentation.
Tips for First Time Minute Takers
1. Give yourself plenty of time. You dont

want to feel too rushed or pressured to
get a report done.
2. Use the meeting agenda as an
organizational tool for your minutes.
The agenda items can be the headings
for the different sections of your notes.
3. Give yourself permission not to do a
perfect job. Readers will appreciate the
fact that you are trying, and you will
improve with practice.
4. Be willing to ask for and accept
suggestions for improvement. Consider
7.4.1.
When and
any negative feedback you get as a part
Why to Document
of a good learning experience, and not
If there are some lab
some judgment of your character.
managers who are still
5. Keep practicing your touch typing (using
reluctant to take minutes
or write reports after the above tips, perhaps a discussion of the purpose of
documentation would be helpful. Imagine this scenario: Two coworkers are
organizing a celebration for the graduates of a significant training program.
They meet informally to figure 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. It ends up
32
being a thirsty crowd! Taking notes, even informally, of the planning meeting
could have avoided this problem. In preparation for the event, each
coworker might have looked at the notes and asked: Is there anything in
here that I forgot about?
Here are some questions to ask when deciding whether or not
someone needs to write up minutes from a meeting or a report from an
event:
Did enough things happen at the event/meeting that the participants
are likely to forget some of them in the near future?
Were the discussions at the meeting complicated enough that
reviewing notes later might help some people to understand the
discussions more fully?
Was there anyone who was not present at the meeting or an event that
would want to be involved or know what occurred?
Did the meeting or event involve significant expenditures of funds or
decisions to spend funds?
Are there donors who would like to know how a particular project they
have funded is proceeding?
7.4.2.
Preparing Reports and Minutes
Once 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.
First, 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 (and the feedback he or she receives) what works
best. At a minimum, though, the minutes for a meeting should include a list
of all attendees (unless a very large group), all agenda items, all topics
discussed, and all decisions that are made. When reporting an event, the
attendees and agenda are both important. Any significant outcomes or
recommendations for future events should also be reported. For 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: The group discussed the pros and cons of switching
Internet providers. It was stated that the current provider, Smith
Communication, offers the best price in town for our bandwidth level, but it
was also noted that the customer service offered by Smith has been poor.
One 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 (such as headings) 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,
33
or they can be found online (for MS Word templates see

http://office.microsoft.com/en-us/templates/ct101172601033.aspx). In MS
Word a template can be saved as a template file (the file extension is .dot)
instead of as a regular document. Each time a user opens a template file a
new document based on that template is automatically created. The
template file itself is saved in its original state for the next use.
Once the minutes or a report has been prepared, the lab manager
should proof read it before distribution. Items to look out for are in the list
below:
Are the spelling and grammar correct?
Does the tone appropriately represent the event (not too negative, for
example)?
Is the document professional (avoiding colloquial expressions or inside
jokes)?
Will someone who was unable to attend the event find the minutes or
report understandable and useful?
After these items are attended to, the minutes or report can be distributed.
Often a group will have a policy of first 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 final minutes or report is distributed more widely.
7.5.
7.5.1. Review the leadership characteristics described in section 6.1, and
then assess yourself in these areas. In what ways are you a strong
leader and in what areas do you need to improve? Set yourself some
goals for improving your leadership skill and some activities that will
help you reach those goals.
7.5.2. Can you stick to a daily schedule? 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. Did you pay
enough attention to the clock to move on when needed? Had you set a
realistic and achievable schedule in the first place? Had you forgotten to
include some necessary work (or personal time)? Did unforeseen events
arise that challenged your ability to stick to the schedule? If so, how did
you react?
7.5.3. Imagine that you are a part of an ongoing team that meets to review
the activity of an Internet caf and suggest improvements for the
project. You are the designated minutes taker for these meetings.
Prepare a template that could be used for minute taking that includes all
headings and recurring agenda items.
7.5.4. Analyze a meeting you recently attended. Describe the meeting
purpose, and then answer these questions: Did the meeting facilitator
34
(leader) keep the group on track and on time? Did the meeting
facilitator make sure that all voices were heard? Did the participants act
as a team or were there significant conflicting interests or opinions?
What else about the meeting went well or went poorly?
7.5.5. Workshop Activity: Participate in a group discussion about time
management in your culture. What can be done to help people be
productive and timely while still taking cultural norms into account?
7.5.6. Workshop Activity: Participate in a role play on leading a meeting. Your
instructors will describe the meeting topic and assign specific 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 Contents
8. Planning
8.1.
Planning Overview
We all plan at least informally in our lives. It 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. Without any
planning, our existence would be truly just day-to-day and probably less
inspiring and enjoyable. The same is true for a computer project. If we dont
make plans for events or improvements, there is likely to be less excitement
in running the project. In addition, if we dont plan for certain maintenance
needs (such as new light bulbs or printer cartridges) we will find that working
in the computer lab is certainly less enjoyable and productive. An Internet
caf might even lose some customers if they havent planned to keep the
computers up to date and performing well.
There is quite a bit written about the initial planning stage for
telecenters or other community computer projects. Any organization just
beginning a computer project 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 project plan include community
involvement, needs assessment, establishing a mission and goals,
determining what services to offer, what equipment is needed and financial
planning, among other topics.
8.2.
Strategic Planning
Even if a computer project 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. Perhaps the project is considering a
change in direction. Or perhaps the donor funding has been exhausted and
a new plan for sustainability needs to be developed. Also some donor
agencies require planning before they will consider donating to a particular
project or organization. The justification for this is that these donors believe
35
that a planning process is necessary to ensure that a project is well thought

out and that the right amount of funds are being provided for right purpose.
Whatever 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
effective if it is a group process, involving at least some steering committee
members, and preferably also someone with financial expertise or authority.
Before beginning any sort of project 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:
Vision. The vision for a project should describe an ideal future for the
project. It should also give a direction, inspire action and explain why
the project exists.
Mission. A mission is an action-oriented statement of what the
project does or why it exists. The mission statement should address
these three questions: What is the main purpose or function of the
project? Who are the beneficiaries? and What needs is the project
trying to address?
Goals. The goals give the specifics of the direction for a project. For
example, one goal for a school computer project could be To use
computers as a source of educational information for pupils and
teachers. Goals should be realistic and achievable for the project,
but they can be relatively broad. A project will probably have more
than one goal.
Strategic 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 different approaches
used for strategic planning, and also organizations will plan for different
lengths of time. A very long range plan is useful for an organization that has
large goals that will only be achieved gradually. Long range planning is also
valuable for projects to use as they consider equipment replacement. For
example, the computers that serve an organization very well now will likely
be quite slow and out of date in 5 years time. A long range plan can ensure
that there will be funds available to replace those computers in 5 years.
One tool used for planning is called a Logical Framework (Log Frame).
This is a valuable tool for an organization because it ties all objectives into
the activities that will result from the objectives and the outcomes that are
expected from these activities. In other words, a log frame describes the
process that the organization will follow to meet their objectives. 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. Since many computer projects
will work with institutions that have annual funding cycles, a process for
36
developing a one year log frame is suggested here. The different elements
of a simple log frame are described below1:
Objectives. These are specific changes or outcomes that are desired

for your project. They do not describe the activities, but the concrete
goals in a specific area. They use words that indicate change such as
increase, decrease, strengthen and improve. They also are
SMART (Specific, Measurable, Appropriate, Realistic and Time-bound).
A project may have several objectives that combine to match the
overall project goals. These objectives could be about infrastructure
(facilities and equipment) or they could be about the programs
(computer training, academic use of computers, etc.) that the project
delivers. Example objectives for a computer education project could
be: Improve IT training for pupils by starting a vocational IT skills
training project within the next year. Or Increase number of
computers available for users from 15 to 20.
Activities. These are the specific actions that will result in meeting
the above objectives. Activities can be events that occur in the
computer lab or behind the scenes activities such as purchasing.
There can be several activities under each objective. Example
activities for a computer education project could be Offer computer
repair training to 20 school leavers or Increase seating capacity in
the computer lab to 40 learners.
Indicators. These are the evidence for whether or not the activities
have been carried out and the objectives achieved. This is the
information or data that an organization will collect to monitor its
projects. Examples from the above activities are number of school
leavers completing computer repair course, feedback from school
leavers completing computer repair course and numbers of new
desks and chairs purchased.
Means of Verification (MOVs). 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.
Some example MOVs are listed here:
o Collecting inventories and attendance lists
o Collecting, analyzing and reporting information from users (such
as number and purpose of visits)
o Collecting 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
reflect on how the project is meeting its goals
o Conducting and analyzing written surveys of stakeholders
Find Your Way in Successful Fundraising, Irma Knieriem & Ashley Wheaton
VSO Volunteers, Zambia (2006)
37
o Conducting and analyzing individual interviews with stakeholders

o For a school computer project - Comparing performance
indicators (such as exam scores in academic subjects, or rate of
employment after leaving school) for lab users and non users
o For a school computer project - Comparing performance
indicators (such as exam scores in academic subjects) for lab
users before and after improvement of a project element.
One layout for a simple log frame is shown here, with example text included.
Notice that it allows for multiple activities for a single objective.
Objectives
1 Improve
quality of IT
instruction for
pupils
2 Increase
number of
pupils who are
trained at one
time
3 Develop a
small Internet
caf as an
Log Frame for School Computer Project

Activities
Indicators
Means of
Verification
1.1 Send two IT
Number of
Collecting receipts
instructors for
teachers
and certificates from
further training
receiving further training courses
training
Number of pupils Comparing pupil
improving in IT
scores on exams and
performance
projects, before and
after instructor
training
1.2 Purchase an
Projector is
Projector is in use, and
LCD projector
purchased
receipt has been
and train
collected and included
instructors on its
in a report
proper use
Projector is used Pupils are surveyed
by instructors,
about projector use
and is improving and understanding
pupil
understanding
2.1 Organize and Pupil attendance Comparing pupil
implement a
improves
attendance records
system for
before and after
informing pupils
implementing system
of upcoming
lessons
2.2 Purchase 4
Four additional
Computers are in use
additional used
computers are
and receipts have
desk top
purchased and
been collected and
computers
installed
included in reports
3.1 Purchase 2
Two additional
Computers are in use
additional used
computers are
and receipts have
desk top
purchased and
been collected and
38
income
generating
venture
computers
3.2 Train intern
to advertise and
manage Internet
cafe
3.3 Operate
Internet cafe
installed in
designated area
for Internet cafe
Intern receives
training
Internet caf is
in operation and
raising funds
included in Internet
caf project report
Collecting receipt and
certificate from
training course (or if
informal training,
report from instructor)
Preparing financial
statements for caf
operation and
including them in
Internet caf project
report
8.3.
Planning and Managing a Special Event

It 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.
When planning such an event, it is best to start as soon as possible and get
others to help in the process. Beginning with a team planning meeting is a
good start (see organizing and leading meetings in section 7.3). For a
workshop, here are some of the items that would need to be planned:
Workshop purpose, agenda and trainers
Workshop budget (fees for trainers and assistants, printing learning
materials, facility rental, paper and printing for certificates,
refreshments, talk time and transport for organizers) and resulting cost
for participants
Invitation letters for participants, including costs and registration
deadline
Detailed 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
8.4.
8.4.1. Do some web research about organizations working on promoting ICT
use in developing countries, or ICT4D. For three different organizations,
summarize what you found about their mission, vision or goals. This
information is often found on an About Us page. Then look at some of
the activities reported on the web pages for these three organizations.
Do the activities relate to or seem to be guided by the mission, vision or
goals? Explain briefly.
39
8.4.2. Does your organization have Mission, Vision and Goals statements? If
not, take some time to draft the statements that you personally think
would work for your organization. If they do have these statements, take
some time to compare them to the work done by your organization. Are
the Mission, Vision and Goals statements reflected in the daily activity of
your project? Does it appear that these statements guided the project
development?
8.4.3. Imagine that your organization (or if you are not employed, a
community project in your town) is going to undergo a strategic planning
process. Who should be on the planning team? List their names (or
positions) and what expertise or important views they would bring to the
planning process.
8.4.4. Build a log frame for a small community computer project that has the
following objectives: 1. Increase the number of community computer
members who can use computers at the same time. 2. Establish a broad
band Internet connection. 3. Use the project computers to provide
relevant agriculture information. Complete all sections of the log frame,
making guesses about the project and costs as needed.
8.4.5. Workshop Activity: Working with a team, brainstorm about common
small parts that need to be repaired and replaced in a computer lab.
Consider 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. Be as specific as possible about the parts that need to be
repaired or replaced and the time frame for this. If time allows at the
workshop, also draft an annual budget for small part repair and
replacement.
8.4.6. Workshop Activity: Imagine that you are on a team that is organizing a
half day workshop on computer lab security. First 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 Contents
9. Financial Management
9.1.
Overall Purpose
Why do we need to manage money in a computer project? Compare a
computer project to a family with a small income. Both entities have
frequent and occasional expenditures that need to be accommodated. The
comparison is clarified in the table below.
Expenditure Type
High Frequency
Comparison of Family and Computer Project Expenditures

Family
Computer Project
Food, Electricity, Rent,
Internet, Electricity, Rent,
40
Medium Frequency
Low Frequency (but typically
expensive)
Transportation
School Fees, Household
Supplies, Clothes
Large Household Appliances,
Vehicles, Purchasing a Home,
Higher Education
Salaries
Small Equipment
Repair/Replacement, Ink
Cartridges, Learning Materials
Computer Replacement, Major
Facilities Repair/Upgrade or
Expansion, Implementation of
a New Major Program
When a family does not manage scarce financial resources, it is likely

that they will account for the high frequency items, which often demand
immediate attention, but not think about the medium and low frequency
items, even though these are also of high importance. The same problem
could occur with a computer project. It is true that there isnt always enough
money to save for the low frequency items, but with good financial planning
and money management skills, both a family and a computer project have a
better chance of getting to those items than if they did not plan at all.
9.2.
Planning for Sustainability

When a computer project plans for the medium and low frequency
events in the above table, they are planning for sustainability. A project will
last if it doesnt just ask How are we going to pay the salaries next month?
but instead thinks What is our long term strategy for making this project
last?. The project steering committee needs to forecast what is going to be
needed to maintain the project at its current level (the medium frequency
expenditures in the above table) and what is going to keep the project
competitive and exciting (the low frequency expenditures). The steering
committee can also be thinking of ways to break down large expenses into
more manageable amounts. For example, instead of planning to replace 20
computers in one year, the committee could plan to replace 4 computers a
year over a period of 5 years.
A computer project is financially sustainable either when it brings in
sufficient income to cover expenses, or it delivers on a social mission so
effectively that the project is worthy of continued donor funding2 . A
steering committee should spend significant time strategizing how it will
become financially sustainable while developing a financial plan for an
organization. The next three paragraphs discuss some different strategies
for becoming financially sustainable.
One logical strategy for financial sustainability for many computer
projects is to charge user fees. This is the most likely source of income for
an Internet caf. School and college computer labs can also generate funds
12 Habits of Highly Effective ICT-Enabled Development Initiatives, Bridges.Org,

www.bridges.org/12_habits, accessed October 28, 2009
41
from user fees, but this needs to be taken care of in a way that is not counter
to school goals or requirements (for example, a primary school in Zambia
could not charge user fees because of the commitment that the Zambian
government has made to free primary education for all), and with full
support of the schools PTA. Any educational institution charging user fees
would be wise to take care of these fees through the bursars office and
alongside tuition. Therefore learners who cannot pay can make
arrangements through the bursars office (as they would for their tuition) and
will not be prevented from entering the computer lab. Both Internet cafes
and educational computer projects need to make sure that they set fees that
are reasonable for their users. If the majority of the target audience cannot
afford the fees, the project will certainly not survive.
If user fees cannot cover all likely expenses, an organization might
consider offering additional services that can generate more income, either
because they are perceived to be of higher value or because they attract a
wealthier clientele. For example, an Internet caf or school computer project
could consider offering computer skills courses to members of the
surrounding community. When planning these courses, the organization
would need to make sure that these courses did not interfere with the core
activities of the project. A school project may decide, for example, that
community courses can only be offered in the evenings when there are no
pupils using the lab. When setting budgets for these courses, the
organization would need to take into account any additional staff training
that was necessary as well as extra pay for staff that are required to work
longer hours.
If additional funding is still needed, the steering committee can make
an appeal to donors in the government or non-profit arena. The justification
here will need to be as stated previously this project is so valuable to the
local community and is delivering so well on its social mission, that it
deserves ongoing support. Perhaps the project can become a demonstration
model for a community development organization or a new government
project, or it can be adopted by a local private business as a part of their
corporate social responsibility plan. In some cases, ongoing equipment
donations could also be considered a part of sustainable operation, as long
as donor organization can be counted on for ongoing donations.
9.3.
The Financial Planning Process

Financial planning should be a part of the overall project 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.
In fact, the more an organization is able to think about its long term plans
(and those low frequency but big expenditures discussed earlier), the more
successful their financial planning will be. Advice on long term financial
planning is readily available on the Internet. For this text, we will focus on
42
the financial planning for an organization using an annual strategic plan, as

described in section 8.2 of this text.
9.3.1.
Financial Planning for Activities
Recall that (using the Log Frame planning style) activities are the
actions that an organization takes in order to meet an objective. Some of
these activities will have clear costs associated with them. A steering
committee should discuss and prepare a financial plan for these costs. The
steering committee may discover that an objective needs to become a multiyear project in order to make the annual activities reasonably affordable.
The steering committee should also think about where funding might come
from for these costs. An example of a financial plan for the Log Frame shown
in section 6.3 is shown here. Please note that these costs are just examples
and should not be considered accurate. The plan also is incomplete because
it does not include staff wages, security costs and several other likely
ongoing expenses.
Item Description
Instructor Training
Course
Participation Fees
Transportation for
Instructor Training
Course Participants
Six good quality
used desktop
computers
Printer Cartridges,
black
New LCD Projector
Small repairs and
replacement fund
for lab equipment
Internet connection
fee
2009 Financial Plan

Number
Total Cost
Needed and
(USD)
Unit Cost (USD)
2 learners at
400
$200 each
Suggested
Funding
Sources
Donors and
School
2 at $20 each
40
School teacher
education fund
6 at $250 each
1500
Donors and
School
10 at $30 each
300
1 at $1000
1000
$400 per year
400
Internet caf
income
Donors and
School
Internet caf
income
12 months at
$250
3000
Grand Total Costs
Pupil user fees

and Internet
caf income
6640
When putting together a financial plan, the steering committee should

try to make accurate cost estimates for all expenses. This will require some
time investigating local shops and providers. After several years of
43
operation, the steering committee should have enough past experience with
ongoing costs to make relatively accurate estimates. It is also always wise to
allow some contingency in case prices rise. As a steering committee
becomes more experienced in financial planning, they also should replace
the last column of the above table with actual projections of the funds
available from each source. They can also develop a separate income plan,
such as the example shown below.
Item Description
Pupil Computer Fee
Internet Caf
(weekend) Fees
Printing Fee for Lab
and Caf Users
Short Course (evening)
Participant Fees
Government Funding
for Pilot Project
NGO Donation for Lab
Improvements
Grand Total Costs
2009 Income Plan

Estimated Number
Available and Unit Income
(USD)
500 learners at $5 per year
$100 per month
Total Income
(USD)
2,500
1200
100 pages per month at

$.25/page
Six short courses, 15
participants each, $10 per
participant
1 grant
300
1 grant
1000
900
1000
6,900
9.3.2.
Reviewing the Plan
One a planning committee has developed a financial plan, they should
take some time to make sure that it is correct and reasonable before moving
forward. It would be tragic to have made a significant error that ends up
having a negative effect on a key project. The first step in reviewing the plan
is checking the mathematics very carefully. Has a zero been dropped
somewhere? Are all the calculations correct? Then the plan should be
circulated to some other stakeholders in the project to make sure that they
also dont see any problems. Donors with experience with similar projects
may also be able to provide advice.
9.4.
9.4.1.
Financial Plan vs. Budget
What is the difference between a financial plan and a budget? A
financial plan is a planning committees effort to set financial direction for an
organization. It also is a tool used to explain to likely project funders how you
intend to use the money they contribute. However, these funders may not
contribute as much money as anticipated, or there may be other constraints
44
set on the amount of funds that the project has to work with. The budget is
what you end up actually working with for the year (or other specified time
frame). A budget must be balanced so that income matches or exceeds
expenditures. Budgets can also be created on different levels of a project.
For example, a computer lab might have an overall operating budget, but
then have smaller budgets for specific projects. Below is an example of a
budget for a small training workshop:
Item
Income
Participant Fees
Total Income
Budget for Computer Training Workshop

Description
Amount (USD)
Expenditures
Facilitators Fee
Assistants Fees
Printing of Training Materials
Printing of Certificates
Refreshments
Fuel and Phone Credit for
Organizer
Unanticipated Expenses
Total Expenditures
$20 each for 20 participants
400
400
$130
2 @ $30
$50
$2 each for 20 participants
$80
$10
130
60
50
40
80
10
$30
30
400
9.4.2.
Here is the most important thing to know about working with a budget:
once a budget has been established, a manager should make every effort
possible to stick to that budget. If small variations need to be made, they
should be kept within the limit of the unanticipated expenses or
contingency line of the budget. If it becomes clear that a budget is not
reasonable, the manager needs to communicate clearly and promptly with
the steering committee (or a project organizing team) to determine sources
of additional income.
9.4.3.
Basic Bookkeeping/Accounting Skills
While an organization may choose to contract with an accounting firm
to finalize or audit accounts after a specified amount of time (month, quarter
or year), the daily bookkeeping for a computer project is likely to be the
responsibility of the computer lab manager. This is not a cause for panic!
The basic goals involved in bookkeeping are very simple: 1) Know how much
money you are earning and spending 2) Know how much money is available
3) Keep clear records so that you can explain items 1 and 2 to other people.
45
A few more steps on how to perform the tasks needed to achieve these goals
are described below.
Keeping Receipts. It is important to keep track of all receipts (for
purchases made by the project) as well as clear records of project income.
All receipts should be kept and organized by date. If the project has few of
these small pieces of paper, they can easily be organized in a labeled file or
envelope for each month or for each specific small project. If 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. Several
small receipts can be taped to a larger page. If the receipts do not indicate
what item was purchased and the date of the expenditure, this information
should be hand-written onto the receipt. Records of project 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
(such as an Internet caf) frequently receives small user fees, it will be easier
to keep a log of the fees received in a log book for Internet caf income. At
the end of each day, the fees received should be totaled and the log book
page signed by the manager.
Keeping Daily Records. While 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. If the project only
has one pool of money (such as a petty cash box) this log book can also
keep a running record of how much money is in that pool (see more on petty
cash management, below). Otherwise the log book should also indicate
which source of funds (such as a bank account or petty cash fund) the
money was taken from or added to. Balances of these funds should also be
kept current, so that the manager knows how much money is available for
the project. A cheque book should have a balance sheet or receipt tabs
attached for this purpose.
Keeping a Budget/Income/Expenditures Spreadsheet . The
handwritten records described above should periodically (perhaps weekly) be
recorded in a spreadsheet that summarizes income and expenditures and
compares them to the project budget. Its 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. Below is an example of the
spreadsheet that resulted from adding income and expenditures to the
project budget example used previously.
Budget and Expenditures Worksheet
Budget
Actual
46
Item
Description
Amount
Description
Amount
(U
S
D)
Income
Participant Fees
$20 each for 20

participants
Total Income
Expenditures
Facilitators Fee
Assistants Fees
Printing of Training
Materials
Printing of Certificates
Refreshments
Fuel and Phone Credit for
Organizer
Unanticipated Expenses
Total Expenditures
Difference Between
Income and Expenditures
400
(U
S
D)
Only 18
participants
360
400
360
$130
2 @ $30
$50
130
60
50
130
60
45
$2 each for 20
participants
$80
40
Only 18 printed
36
80
(see separate
breakdown)
65
$10
10
$30
30
400
12
CD-ROM disks
10
358
2
Preparing Financial Reports. A computer lab manager should

discuss with his or her steering committee or supervisor to determine how
often financial reports are required. It is likely that a financial report should
be prepared at the end of any special project. In addition, if a project has
regular cash flow due to income generating activities, monthly financial
reports should be prepared for these activities. A financial report can be as
simple as a spreadsheet (such as the one shown above) and a brief
explanation of the expenditures and any overall comments. For the example
project shown here, the manager might explain why the numbers of
participants was decreased, what efforts were made to save costs as a
result, and where the excess funds will go.
9.5.
Avoiding Financial Corruption
9.5.1.
Managing Petty Cash
Many computer projects have good reasons to have some cash on
hand. It 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. Below are some techniques
for keeping these funds safe and accounted for:
47
Keep 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.
If possible, involve more than one person in the safe storage of the
funds. For example, the cash box can be kept in the office of one
coworker, while the key is kept by another coworker.
Keep 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
requirement of two signatures.
9.5.2.
Involving Others
It is important that financial management not be the sole responsibility
of one individual. Some 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 financial
matters. On 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
financial records with the lab manager.
A computer project should also periodically hire an outside accountant
to review all project records and books. This individual does not have a
vested interest in a particular project and thus is likely to give objective
feedback. In addition, some donor agencies require that the financial books
for a project that they fund be formally audited. A financial audit is a way for
an outside person to review and affirm that the financial statements and
records of the organization are complete and accurate.
9.5.3.
Keeping the Purpose and Goals in Mind
Raising awareness about the purpose and goals of a computer project
is a tool that a computer lab manager can use to help avoid corruption. If
the computer lab manager keeps the community informed about the purpose
and goals of a computer project, the project will be seen as beneficial in the
community and hopefully will be less of a target for theft or corruption. For
some people it is easy to steal or misdirect funds when these funds are seen
as just some rich persons money that they will never miss. If, on the other
hand, the funds are seen as belonging to the community project, and that
the funds have an identified beneficial purpose, it is clear now that these
funds are vital and certainly will be missed.
9.6.
Basic Marketing Skills

Most computer projects will need to have some sort of income
generating venture, and for some projects (such as Internet cafs) income
generation plays a key role. Therefore, it is important that a computer lab
manager knows how to attract customers to a project. Marketing is valuable
as a way to keep your organization visible in the community, stimulate
48
interest in your project and inform community members of new

opportunities. When beginning to market your project, it is important to
know your target audience. Where do these people gather? Those
gathering places could be good places to post a project flyers. What aspects
of your project are most attractive to this audience? Those aspects could be
featured clearly and in a large font on the flyer.
There are several sources of advice for marketing for telecentres. The
Community Telecentre Cookbook for Africa 3 lists the following as good
marketing methods for a computer project to consider:
Print Media. This includes newspapers, church newsletters,
corporate partner newsletters, and pamphlets from partner NGOs. The
telecentre can keep an eye out for special newspaper
sections/supplements that relate to IT or education, and can also
publish press releases.
Television and Radio. Advertisements on public and private TV and
Radio stations are an option if affordable. The manager could also
keep an eye out for talk show programs that are relevant to the
business of the computer project. These might offer free ways to
discuss related issues and raise awareness on the services offered by
the computer project.
Community Bulletin Boards. These bulletin boards may be found in
community health centres, schools, or markets. They are key places to
advertise the projects offerings and schedule, and also to advertise
special events, staff openings, or the need for volunteers.
A full course on Grassroots Marketing for telecentres is available as a
part of the Trainings Commons Modules4, and is recommended reading for
those managers who will need to do significant marketing for their projects.
9.7.
9.7.1. What is one of your personal goals? Describe your financial plan for
achieving that goal.
9.7.2. Design a budget for a small event, such as a party for graduates of a
training course.
9.7.3. Practice your spreadsheet skills with the budget you designed in the
previous exercise. Make sure to include some formatting of cells and
texts (number formatting, bold text, different font sizes, borders) and
some use of formulas (multiplication, auto sum)
9.7.4. Visit a small community project (it doesnt have to be a computer
project). How do they manage cash and keep track of their income and
3
The Community Telecentre Cookbook for Africa, Mike Jensen and Anriette Esterhuysen, UNESCO, 2001. Available from
http://unesdoc.unesco.org/images/0012/001230/123004e.pdf
4
Trainings Commons Modules, Telecentre.Org, 2008. Available from
http://www.telecentreacademy.org/browse/Detailed/2684.html
49
expenditures? Do you think their system is sufficient for the needs of

their project? Why or why not? Summarize your findings.
9.7.5. Writing a financial report for the project example used in section 9.4 of
this text. Include a summary of the information shown in the
spreadsheet, as well as any additional explanations that you think would
be helpful. Feel free to invent plausible a story for an explanation.
9.7.6. Imagine that you are working for a community computer project that
has decided to begin offering a web design course for youth that are
already IT literate. Develop and describe a good marketing strategy for
this course.
9.7.7. There are many gray areas of corruption. These are situations in
which funds are misused, but the misuse is small or well hidden or
socially acceptable. Below are three scenarios that possibly involve
gray areas of corruption. Consider each one and then state: 1)
Whether or not you think it represents corruption, and why. 2) What you
think should be done by a coworker who observes this corruption.
1) 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 doesnt report or return the
excess.
2) An IT instructor at your project is also doing some data entry
work for an outside (unrelated) project to earn money. After
he has finished 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 queue of community
members waiting to use the computer.
3) Some visiting donors from oversees bring to your project a
large supply of USB flash drives, with the request that they be
given as prizes to deserving learners who have reached
certain milestones in their IT training. Once the donors have
left, the head teacher at your school requests a flash drive
and you feel obligated to provide one.
9.7.8. Workshop Activity: In a small group, discuss the scenarios from the
previous assignment. Compare your opinions on whether or not each
scenario represents corruption. Also discuss what could have been done
initially to avoid these situations.
9.7.9. Workshop Activity: Share the budget spreadsheet you created in
assignment 9.7.3 above with other members of the class. How do the
spreadsheets produced by different people compare? Make sure that
this becomes an opportunity to learn some new skills when using a
spreadsheet application.
9.7.10.
Workshop Activity: In a small group, design and prepare a flyer
for the party mentioned in assignment 9.7.2 above. Be sure that all of
the basic information for the event (What? When? Where? Who should
50
attend?) is included in a creative and inspiring layout. Share your flyer

with the larger group, and note any improvements suggested by others.
Table of Contents
10. Communication and Interpersonal Skills

10.1.
Effective Communication
What does it mean to effectively communicate? In 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. Most of us have probably been involved in
situations where we felt that communication was not effective. 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.
When a lab manager is considering how to be an effective
communicator, the key factors to consider are below:
Opportunity/Inclusion. Does the communication method include all
key stakeholders in an issue? Is everyone given an opportunity to voice
their opinions?
Clarity/Understanding. Are unusual or colloquial (slang) words
avoided or explained? Is translation into other languages provided as
needed? Are illiterate, visually impaired or deaf stakeholders included
in the communication? If communicating in a meeting, is the speaking
loud enough for everyone to hear?
Tone and Non-verbal Communication. In face to face
communication do the facial expressions and body language portray
the desired emotions? Is the tone of communication (written and oral)
respectful, professional and encouraging?
Listening. Do listeners show (via eye contact, facial expressions or
questioning) that they are listening and engaged?
Response. Are all stakeholders given an opportunity to respond to a
statement or issue? Are responses received in a way that shows good
listening, interest and respect? When written responses are requested,
are they provided promptly and clearly?
There are many different methods of communication, including one to
one discussions, telephone calls, group meetings, radio broadcasts, Internet
blogs, email, etc. Most of the factors mentioned above are relevant for all of
these methods. A lab manager should take opportunities to self-reflect on
his or her communication where possible. Was the communication effective?
Why or why not? For most of us, learning good communication skills is a
gradual and life-long process.
51
10.2.
Communicating With Different Types of People

Our background, experiences, culture, goals and abilities/disabilities all
affect our ability to communicate with others. It 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 effectively with people
who are from different backgrounds or cultures. In all cases the computer
lab manager should choose to err on the side of respect and clarity in all
communication.
Tips for Communicating Effectively with Diverse Groups of
People
1. Try to put yourself in the shoes of the people you are
communicating with to determine how to communicate with them
effectively. For example, think about how important it is (or isnt) to
develop a personal connection with meeting participants before
attending to the business of the day.
2. If English language is a barrier, you might consider avoiding overly
technical language or finding a translator.
3. Be aware of culture and class issues and standards in the local
culture. For example, a community leader may want certain
protocols to be observed before getting to the matters at hand.
4. Be aware of religious differences. For example, a person who is not
religious may feel offended by an email that thanks God for a certain
opportunity or event.
5. Be aware of the fact that perceived shame can result in ineffective
communication. For example, an adult who is just 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 projects community. Someone 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.
10.3.
Effective Email Communication

Effective email communication will be discussed more fully in Module 4
of this course, but these basic email communication tips are important
enough to be emphasized in this module as well:
Include a relevant subject line in all emails.
52
Use a respectful tone and avoid words that will be difficult to

understand or are too colloquial.
Check the email for spelling and grammar before sending.
When receiving email, make sure that you reply if a reply is requested.
If you are very busy, this can be as simple as I am sorry that I am too
busy to give this much thought now but
When sending a reply, consider whether it is for just the sender (Reply)
or meant for everyone the original message was sent to (Reply All).
10.4.
Communicating with Project Partners and Donors

Effective communication is very important to establishing and keeping
good relationships with project partners and donors. No partner or donor
wishes to make a contribution to a project and then hear nothing about the
outcomes of their contribution. The partners need to know that they have
made a difference to the project, that their efforts are appreciated, and that
their continued involvement is welcome.
10.4.1.
When to Communicate with Partners and Donors
Communication with partners and donors should occur regularly, but
exact frequency and content of the communication will vary with different
organizations. The lab manager should have a discussion with
partners/donors at the beginning of their working relationship to find out
what communication is appreciated and expected. This may end up in a
system of monthly or quarterly reports on the progress of a project. Partners
and donors are also likely to appreciate impromptu communication when an
important event has occurred. For example, if the first group of learners
from a new training project are about to graduate, a donor to the project
would be interested to know of this exciting development, and might want to
be invited to the graduation ceremony.
10.4.2.
Reporting the Bad News
Sometimes lab managers are reluctant to report problems to partners
or donors. We all have a tendency to want to avoid embarrassment or
disapproval, but in most cases avoiding needed communication will only
make a situation worse. If a project experiences a significant setback such
as the theft of a key piece of equipment, or a major 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. If, 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.
53
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 arent exactly true. An example of
this might be when a client asks can I have that document ready by 12:00?
and the printer says sure! to be polite, even though he thinks realistically
that it might not be ready until 13:00. The client ends up frustrated, though,
when they return at 12:00 to find the work unfinished. This sort of
communication challenge can lead to a lab manager telling a donor that a
proposed project is a great idea, even while thinking about some serious
implementation problems for the project. Solving this sort of communication
challenge involves awareness and effort on both sides. In 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 project successful. If the lab
manager does not do this, there will likely be a stage later in implementation
of the project where the donor becomes very upset when they discover a big
problem that the lab manager did not warn them about! The donor also
needs to learn to probe a bit deeper and ask questions that elicit feedback
on specific steps in project implementation, and not just a yes or no answer.
10.5.
Networking and Seeking and Creating Partnerships

Communicating effectively will help a lab manager make good
connections with other lab managers as well as possible project donors and
partners. This is a gradual process that can result in a very fruitful sharing of
ideas and resources if handled professionally. If a lab manager sends out
desperate sounding emails such as Help! Can anyone fix my virus
problem? or Our project needs funding this week or we will have to close
our doors! they will likely scare away possible opportunities by
demonstrating his or her own poor planning or lack of skill. On the other
hand, sharing general information about your exciting project on an email
discussion group, or inviting others working in the same field to visit your
computer project and share ideas can result in great opportunities to learn
from a group of like-minded individuals. If a possible donor has been
identified, it is best to find out what kinds of projects the donor contributes
to, what the requirements are for donations, and how the application process
works before approaching the donor directly. Once it is clear that the project
is a potential candidate for a donation, the manager can initiate
communication in a professional and respectful way.
It is also important for the lab manager to be aware of the difference
between a donor and a partner. Donors see their role as giving something
(funds, time and materials) that a project needs, whereas partners instead
emphasize their involvement as a part of a joint effort. Partners will want to
know answers to questions such as these: What is the local organization
contributing to their new project?, How does the local organization plan to
make this project sustainable once our contribution is exhausted? or What
is the local organization going to contribute to benefit us?. A local
54
organization may not immediately think that they can benefit a large
international partner, but in fact there are many ways to do so. A local
organization has experience on the ground with project implementation
that is quite 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.
10.6.
Customer Relations Skills

Effective communication and engagement with customers and clients
is important for all projects. If the customers do not have a pleasant
experience at an Internet caf, they are less likely to return again. Most of
us have had experiences as customers that have been frustrating and
demoralizing. Perhaps it was a sales clerk who chatted on the phone instead
of finishing a sale. Perhaps it was a customer service representative who did
not accept the return of a faulty item. Or perhaps it was the waiter who said
that the meal would be ready in 15 minutes, when it actually took 45
minutes. In order to avoid having similar experiences in a computer lab, the
manager should do the following:
Greet and interact with all clients with enthusiasm
Communicate 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 quickly as possible. This may mean
redirecting coworkers from other tasks. If the clients needs cannot be
met (perhaps due to a scheduling conflict) 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
Give clients an opportunity to voice their concerns or criticisms
The catch phrase the customer is always right may not always be
true, but is still a good reminder of the attitude that should be used when
approaching customers and clients. If 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 projects. If the
lab users stay away because the lab is not meeting their needs, then there is
no justification for continuing the project!
It is important for a computer lab manager to try to turn challenging
client interactions into opportunities for the project. If they give a client an
opportunity to offer feedback, this could result in a good suggestion for
improving a project. The interaction with the difficult client might also raise
the lab managers 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 project
offerings.
55
All interactions with customers, clients or other lab users, whether

difficult or not, should be used as opportunities to build momentum and
enthusiasm for the computer project. The heart of any computer project is
its community of users. If 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 project.
10.7.
10.7.1.
Practice sending and receiving email with your online course
instructor and fellow learners. Make sure that you practice using reply
and reply all, and sending attachments. All emails should also be spell
checked.
10.7.2.
If you are already a part of a computer project, ask a donor or
project partner about communication. What sort of information do they
want to hear and what sort of reports do they want to receive? How often
do they wish to hear from you or your organization?
10.7.3.
Reflect on your experiences with a challenging communication
situation. When did you feel that your message was not heard? Or when
did cultural differences make it difficult for you to communicate a
message? Describe the situation and then what could have been done
to improve communication.
10.7.4.
Imagine that you are the computer lab manager that has just
experienced the theft of two laptop computers. You 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. You also are reluctant to communicate bad
news. How can you handle this situation? When do you think you
should contact the donor? What do you think you should say/write?
10.7.5.
Workshop Activity: Participate in a group discussion about the
previous question (10.7.4). See if the group can come to agreement on
the answers to the questions.
10.7.6.
Workshop Activity: Participate in a role play about a difficult
customer. Focus on ways to turn the difficult interaction into an
opportunity to learn or change.
10.7.7.
Workshop Activity: Participate in a role play between a
supervisor and a subordinate worker. The supervisor wants to
implement a project that the worker has some serious concerns about.
However, in their culture it is not appropriate for the subordinate worker
to say it wont work.
10.7.8.
Workshop Activity: Participate in a role play on seeking a
partnership with a NGO working in your area. Consider the needs of the
56
project and effective ways to communicate these needs while also

portraying enthusiasm for your project.
Table of Contents
11. Overall Assignment/Activities

11.1.
Job Description Awareness. The activities below are designed to get
computer lab managers who are already employed to consider how they
spend their time.
11.1.1.
What are the tasks that you currently do every day? Week?
Month? Term? Year? Brainstorm a list of items in each of these
categories.
11.1.2.
Look at the list you created in the previous assignment. Is 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 done? If you cannot get everything
done that you think is a part of your job, what solutions do you suggest?
11.1.3.
What does your supervisor (or steering committee) think that
you do? Have a conversation with your supervisor in which you ask him
or her to list the tasks as you did in the first question (but dont let the
supervisor see your answers beforehand). Then compare lists and note
any significant differences.
11.2.
Sustainability for an organization is not just about having enough
money. What else does your organization (or another community project in
your area) need to think about using up or burning out? What are some
good suggestions for how to keep this organization sustained in these areas?
11.3.
For any organization it is critically important that the organizations
mission and goals are reflected in the actions of the organization. Is this the
case for your organization (or another community project in your area)? If
not, what is something important that you learned from this module that
could help make that happen?
11.4.
Having too much work to do is a common problem for many computer
lab managers. Design an internship or student computer lab monitor project
in a way that will decrease your (or another computer lab managers)
workload in the long run. Write a brief description of this project idea. How
many interns/monitors would be involved? How many hours a week would
they work? What jobs would they do? How would they be trained? How
would they be supervised?
11.5.
Workshop Activity: Your instructors will present a scenario of a
computer project that is having significant challenges. It has lost
momentum and direction, and funding is very scarce. After hearing the
scenario, you will be divided into teams to address different aspects of this
challenge (listed below). Your group will come up with a plan to share with
the whole class.
11.5.1.
How can the project set up an affordable system for keeping the
computer lab clean and in good repair?
57
11.5.2.
The project cannot afford an alarm system or an extra security
guard. How can they avoid thefts?
11.5.3.
How can the project work with the local community to start an
exciting, helpful and affordable new activity?
11.5.4.
How can the project find and approach new donors?
11.6.
Workshop Activity: Participate in a workshop evaluation process.
Table of Contents
12. Planning Resources

12.1.
Initial Planning, Project Organization
Hughes, S., Eashwar, S and Jennings, V.E. (Eds). (2004). How to Get Started
and Keep Going: A Guide to Community Multimedia Centres. Paris: UNESCO.
Available from http://portal.unesco.org/ci/en/ev.phpURL_ID=22578&URL_DO=DO_TOPIC&URL_SECTION=201.html
Esterhuysen, A. and Jensen, M. (2001). The Community Telecentre Cookbook
for Africa. UNESCO. Available from
http://unesdoc.unesco.org/images/0012/001230/123004e.pdf.
12.2.
Strategic Planning
Strodel, M.E. (2003). Simple Steps to Effective Organizational Planning, The

Alliance for New York State Arts Organizations.
http://www.thealliancenys.org/capacity/articles/MarthaPlanningArticle.pdf,
accessed October 30, 2009.
Lyddon, J. (1999). Management Guide #7, Strategic Planning in Smaller
Nonprofit Organizations, Western Michigan State University,
http://www.wmich.edu/nonprofit/Guide/guide7.htm, accessed October 30,
2000
Knieriem, I. and Wheaton, A. (2006). Find Your Way in Successful
Fundraising, Lusaka, Zambia: VSO.
Ortengren, K. (2003). The Logical Framework Approach A Summary of the
Theory Behind the LFA Method. Swedish International Development
Cooperation Agency, Available from: www.sida.se/publications
Table of Contents
13. Bibliography
58
Bridges.Org. (n.d.). 12 Habits of Highly Effective ICT-Enabled Development

Initiatives. Retrieved October 28, 2009, from Bridges.org:
www.bridges.org/12_habits
Colle, R. and Roman, R. (2003). A Handbook for Telecenter Staffs. Cornell
University. Available from: http://ip.cals.cornell.edu/commdev/handbook.cfm
Computers for Zambian Schools. (2007). How to Make the Most of Your Computers.
Lusaka, Zambia.
Esterhuysen, A. and Jensen, M. (2001). The Community Telecentre Cookbook for
Africa. UNESCO. Available from
http://unesdoc.unesco.org/images/0012/001230/123004e.pdf.
Hughes, S., Eashwar, S and Jennings, V.E. (Eds). (2004). How to Get Started and
Keep Going: A Guide to Community Multimedia Centres. Paris: UNESCO. Available
from http://portal.unesco.org/ci/en/ev.phpURL_ID=22578&URL_DO=DO_TOPIC&URL_SECTION=201.html
Knieriem, I. and Wheaton, A. (2006). Find Your Way in Successful Fundraising,
Lusaka, Zambia: VSO.
Management. (2009). In Wikipedia, The Free Encyclopedia. Retrieved October 23,
2009, from: www.wikipedia.org
UNESCO Bangkok (2004). Schoolnet Toolkit. Vancouver: Commonwealth of
Learning. Available from http://www.unescobkk.org/en/education/ict/onlineresources/e-library/elibrary
Telecentre.org. (2008). Trainings Commons Modules. Telecentre Academy. Available
from http://www.telecentreacademy.org/browse/Detailed/2684.html
59

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Computer Lab Manager Training Course

Module 2: Management and Leadership

Module 2: Management and Leadership

Module 2 Table of Contents

Introduction to the Computer Lab Manager Training Course

workshop. This resource book is written to accompany the second of the

Computer Maintenance, Troubleshooting and Repair

2. The Big Picture for Management and Leadership

The Typical Day

Getting into the Leadership Zone

lead others at least require the manager to be organized and responsible.

The computer lab manager would be initiating discussions with his

happen occasionally, the frequency can be reduced significantly by

3. Lab Cleanliness and Condition

Why Computer Labs Should be Clean and in Good Repair

Equipment. A clean computer lab helps equipment last longer. Dust

Keeping a Computer Lab Clean

Keeping a Computer Lab in Good Repair

Tips for Keeping Your Computer Lab in

1. Periodically inspect all equipment and

Strategies for Physical Organization

cupboard space, and then some suggestions for organizational strategies

using an electronic spreadsheet program so that the inventory can easily be

Strategies for Electronic Organization

Communication and IT Instruction. Fortunately folders can be gradually

Collecting and Organizing User Data

A strategy (such as password protection on specific files or

and then participate in a group discussion about how security could be

Overall Definition and Purpose

or participating in illegal activities such as downloading pirated music or

HandyCafe (www.handycafe.com) for Windows servers and OutKafe

that best suits their skills. Having a visiting volunteer offer a

if the instructor is not available? There are no set answers to these

communicate policies and procedures as needed? Did the users/clients

7. Leadership, Time Management and Project Organization

Having a list in advance of activities that can be performed during these

Organizing and Leading Meetings

In a well organized meeting, the organizer has also prepared an

Tips for Leading Successful and

Tips for First Time Minute Takers

1. Give yourself plenty of time. You dont

or they can be found online (for MS Word templates see

that a planning process is necessary to ensure that a project is well thought

Objectives. These are specific changes or outcomes that are desired

o Conducting and analyzing individual interviews with stakeholders

Log Frame for School Computer Project

Planning and Managing a Special Event

Comparison of Family and Computer Project Expenditures

When a family does not manage scarce financial resources, it is likely

Planning for Sustainability

12 Habits of Highly Effective ICT-Enabled Development Initiatives, Bridges.Org,

The Financial Planning Process

the financial planning for an organization using an annual strategic plan, as

2009 Financial Plan

$400 per year

Grand Total Costs

Pupil user fees

When putting together a financial plan, the steering committee should

2009 Income Plan

100 pages per month at

Budget for Computer Training Workshop

$20 each for 20 participants

$20 each for 20

Preparing Financial Reports. A computer lab manager should