Consultancy for Facilitating a Training on Supportive Communication and Safeguarding Responsibilities

## TERMS OF REFERENCE – CONSULTANCY FOR FACILITATING A TRAINING ON SUPPORTIVE COMMUNICATION AND SAFEGUARDING RESPONSIBILITIES - Deadline: October 6, 2026 - Kenya 1.Background The African Population and Health Research Center (APHRC) is a premier research-to-policy institution that generates evidence, strengthens research capacity across the African research and development ecosystem, and engages policy to inform action on health and development. APHRC is Africa-based and African-led, headquartered in Nairobi, Kenya, with a West Africa Regional Office (WARO) in Dakar, Senegal. APHRC places a high priority on the safety, wellbeing, and professional growth of its staff, and recognizes supervisors as the primary custodians of both a psychologically safe working environment and the organization’s safeguarding standards. A recent internal review identified the need to strengthen supervisors’ capacity in two closely linked areas: (i) creating a psychologically safe, supportive environment for supervisees, and (ii) understanding and discharging safeguarding responsibilities. APHRC intends to engage a qualified consultant to design and deliver a two-day training workshop for all supervisors that addresses both areas in an integrated, practical manner. 2.Rationale for the Consultancy Effective supervision sits at the intersection of people management and organizational protection. Supervisors who communicate supportively build trust and enable staff to raise concerns early; supervisors who understand their safeguarding obligations are better placed to recognize risk and respond appropriately. Supportive communication is itself a safeguarding tool –  a supervisor who listens well and creates space for open dialogue is more likely to identify and respond to concerns early and safely. This assignment will equip supervisors with the mindset, language, and practical tools to build a psychologically safe environment and to understand, apply, and role-model APHRC’s safeguarding standards. 3.Objectives, Expected Outcomes and Scope of Work ## 3.1Training Objectives This training is designed to: - Increase supervisor knowledge and confidence in psychological safety, supportive supervision, and safeguarding. - Improve supervisors’ ability to identify and respond appropriately to safeguarding concerns. - Build greater awareness of power dynamics and supervisory responsibilities. - Equip supervisors with practical tools and individual action plans they can apply in their day-to-day practice. ## 3.2Learning Outcomes By the end of the workshop, supervisors will be able to: - Apply core principles of psychological safety and supportive communication, including trust-building, active listening, balanced feedback, and inclusive practice. - Recognize signs of stress, burnout, and secondary trauma among staff, and respond appropriately. - Articulate the fundamentals of safeguarding, including definitions, scope, and organizational responsibility and expectations. - Identify power dynamics and abuse-of-power patterns relevant to their role as supervisors. - Recognize different types of harm and misconduct, including sexual exploitation and abuse (SEA), sexual harassment, and emotional, physical, and financial abuse. - Apply prevention-in-practice tools, including safe recruitment principles, codes of conduct, and “do no harm” thinking. - Confidently and safely manage disclosures, and apply APHRC’s safeguarding reporting and escalation procedures, confidentiality requirements, and non-retaliation principles. - Integrate supportive communication and safeguarding responsibilities into day-to-day supervisory practice, including a personal action plan. ## 3.3Scope of Work The consultant will be responsible for the end-to-end design and delivery of the workshop, structured around the four work areas below; ### 3.3.1Curriculum Development APHRC will conduct the Training Needs Assessment (TNA) and share the report with the consultant upon contract signing, together with its existing safeguarding policies, to guide curriculum development. The consultant will review this material and design a curriculum that maps directly to APHRC’s compliance guidelines. ### 3.3.2Training Design and Materials - Develop a detailed Training Methodology and Facilitation Plan, including a session-by-session agenda, expected learning outcomes, timing, co-facilitator roles, and at least four distinct adult-learning methods (e.g., case studies, role plays, scenario/decision-tree exercises, group discussion). - Use trauma-informed, survivor-centered approaches for sensitive content, and design exercises that let participants engage without being required to disclose personal experiences. - Produce a complete, branded participant Training Package: slide deck, facilitator’s guide, participant workbook (minimum 15 pages), handouts, and job aids – delivered in print-ready and editable formats. - Develop a standardized Pre- and Post-Training Assessment Tool (e.g., a knowledge quiz and a confidence self-assessment survey) to measure the gain in knowledge and confidence. ### 3.3.3Workshop Facilitation - Facilitate the two-day, in-person workshop in Nairobi for designated supervisors, in a highly participatory format with sufficient opportunity to practice the skills introduced. - Achieve a minimum 80% satisfaction rating on the post-event feedback form. - Collect and submit authenticated attendance sheets for both workshop days. ### 3.3.4Assessment, Evaluation, and Reporting - Administer the pre- and post-training assessment tools and compile the resulting data. - Compile and submit a Post-Training Evaluation Report comprising: a comparative analysis of pre-/post-assessment scores, a synthesis of participant feedback, and at least 5 actionable recommendations for follow-up or reinforcement activities. 4.Indicative Training Content The content areas below are indicative and should be refined by the consultant in consultation with APHRC. ## 4.1Supportive Communication in Supervision - Building trust and respect, and modeling respectful behavior. - Encouraging open communication: safe space, open-ended questions, normalizing vulnerability. - Constructive, balanced feedback focused on behaviors rather than personal attributes. - Promoting inclusion and equity in supervision, including cultural sensitivity. - Supporting staff wellbeing: monitoring workload, recognizing burnout and secondary trauma, encouraging self-care. - Reflective practice and structured follow-up after supervision sessions. ## 4.2Safeguarding Responsibilities for Supervisors - Foundations of safeguarding: definitions, scope, duty of care, and organizational responsibility. - Power dynamics and abuse of power: patterns, warning signs, and the supervisor’s role. - Types of harm and misconduct: SEA, sexual harassment, and emotional, physical, and financial abuse. - Prevention in practice: safe recruitment, codes of conduct, risk assessment, micro-behaviors that build safety. - Safe reporting and whistleblowing: barriers to reporting, speak-up systems, non-retaliation. - Survivor-centered response basics: managing disclosures, confidentiality, consent, referral pathways. - Consequences of failure to report, and personal accountability. - Personal action planning: each supervisor commits to a concrete change in their supervisory practice. 5.Deliverables and Timelines Deliverable | Description | Due Date 1.Draft Training Package | Draft Training Methodology and Facilitation Plan, draft Training Materials/Toolkit, and draft Pre- and Post-Training Assessment Tool, developed from APHRC’s TNA report and existing safeguarding policies. | 10 business days after contract signing 2.Finalized Training Package | Final versions of the above, incorporating APHRC’s feedback, delivered in print-ready and editable formats. | 10 business days before the workshop 3.Workshop Delivery | Facilitation of the two-day, in-person workshop in Nairobi f