1. UNEG 2016 Annual General Meeting Professionalization of Evaluation Wednesday, 27 April 2016 Judita Jankovic (ICAO) and Andrea Cook (UNFPA), Co-Conveners

2. Objectives of AGM session 1.Present results achieved in 2015-2016 to the UNEG Executive Group 2.Propose a pilot approach to implement the professionalization framework 3.Seek endorsement of work plan for 2016-2017

3. Professionalization sub-group Established at UNEG 2014 in Bangkok Builds on work of UNEG ECD/TF formed in 2005 Part of UNEG’s SO 1: Evaluation functions and products of UN entities meet the UNEG Norms and Standards for evaluation

4. Objectives of sub-group (2014-2015) To explore the state of professionalisation among UN agencies To assess how the Competency Framework (CF) is used in recruitment practices and other initiatives To provide input on how the CF should be revised To identify what professionalisation options UNEG could consider

5. Professionalization sub-group Members representatives : – WFP – UN Women – ICAO – UNFPA – UNICEF – UNDP – OIOS – ILO – FAO – UN-Habitat

6. Results achieved (2015-2016)

7. Results achieved 2015-2016 1.Drafted Concept Note: professionalization framework for UNEG 2.Revised Competency Framework for UNEG 3.Mapped evaluation training service providers

8. 1. The Concept Note Provides a professionalization framework and direction regarding the role of UNEG – Diversity of UN contexts and evaluation functions (JIU analysis) – Professionalization is a broad concept Builds on scoping work completed in 2014/15 Aligned with revised Norms & Standards Engaged with evaluation communities - AEA 2015

9. 1. The Concept Note Six pillars proposed:

10. 2. Proposed UNEG Competency Framework Professional Foundations Ethics & integrity Evaluation Standards Knowledge Base Reflective Practice Human Rights & Gender Equality Technical & Evaluation Skills Programme Theory Determining Purpose Evaluation Design Methodological Rigor Interpreting Reporting Management Skills Work Planning Coordination & Supervision Problem Solving Communication, Facilitation & Interpersonal Skills Communication Skills Facilitation Skills Interpersonal Skills Promoting a Culture of Evaluation Integration of evaluation with programme management Utilization-focused Gender Equality and Human Rights Sustainable Development Goals

11. After: 2016 competency set Communication, Facilitation & Interpersonal Skills Communication Skills Facilitation Skills Interpersonal Skills Professional Foundations Ethics & integrity Evaluation Standards Knowledge Base Reflective Practice Human Rights and Gender Equality Technical & Evaluation Skills Programme Theory Determining Purpose Evaluation Design Integration of Gender Methodological Rigor Interpreting Reporting Management Skills Work Planning Coordination & supervision Problem Solving Promoting a Culture of Evaluation Integration of evaluation with programme management Utilization-focused Knowledge of the UN Human rights Gender Environment RBM Levels of work (policy/institutional /strategic/activity/ project / program) Technical & Professional skills Planning Design Data collection Data analysis Reporting Follow up to recs Best practices Lessons learned Dissemination & outreach Interpersonal Skills Communication skills Cultural sensitivity Negotiation Facilitation Management Skills Managing evaluation process / project Team management Coaching & training Resource management Personal Attributes Ethics Judgment Education Work experience Before: 2008 competency set

12. 3. Evaluation Training Mapping of monitoring and evaluation training to identify opportunities and gaps to meet UNEG needs for continuing professional development Excel based database: – Organization – Type – Location – Cost/Fee – Learning objectives – Sample themes/courses – Frequency – Link

13. Professionalization of Evaluation WG Next Steps: indicative timeline 1- 15 May Final revision to Concept Note and Evaluation Competency Framework document (post AGM) 18 May Formal endorsement sought from UNEG Heads (via email) of concept note and Evaluation Competency Framework April UNEG endorsed 2016 Evaluation Competency Framework (ECF) April - June Design and deliver products and tools to market the ECF to UNEG members and publicize externally Sep Identification and implementation of pilot projects to commence

14. Piloting the professionalization framework

15. Pilot projects Professionalization pillars Professionalization framework is based on 6 pillars (Concept Note) Existing contributing elements: UNEG peer review, UNEG norms and standards etc. UN diversity JIU analysis: broader context of professionalization One size does not fit all Need to accommodate this diversity Pilot projects Call to UN agencies to implement pilot projects during 2016-2017 CF use in recruitment CF use in training material CF use in performance management/self- assessment of competencies

16. Proposal for a Work Plan 2016 - 2017

17. Publicize the Competency Framework Design and promote marketing products and tools Enhance the use of these in UN agencies Engagement with external “stakeholders” (IOCE, IDEAS, CES, EvalPartners etc.) Competency-based professional development Scale up the evaluation training service providers database Engagement / joint efforts with external “stakeholders” (IOCE, IDEAS, CES, EvalPartners etc.) Pilot professionalization projects Showcase in 2017 AGM how the revised CF is being used in the UN for professionalization purposes Collect lessons learned and success stories

18. Thank you! Time for feedback, comments and strategic direction

19. Background Information

20. Past professionalization initiatives of UNEG UNEG Evaluation Capacity Development Task Force: – UNEG Competency Framework in 2008: Evaluators and Heads of evaluation offices – Core competencies for both categories: Knowledge of the United Nations Technical and professional skills Inter-personal skills Personal attributes Management skills

21. Objectives (2014-2015) To explore the state of professionalisation among UN agencies To assess how the Competency Framework (CF) is used in recruitment practices and other initiatives To provide input on how the CF should be revised To identify what professionalisation options UNEG could consider

22. Work Plan and Approach Survey Targeted UNEG individual membership Covered the CF (use of and revision input) and professionalisation options for UNEG Obtained 28,1% response rate (96 out of 342) Study Mapped professionalisation of evaluation Benchmarked recruitment practices Assessed Competency Framework Provided policy options for professionalisation Based on a desk review and interviews covering 26 individuals/institutions UNEG 2015 Consultations during UNEG 2015 EPE Focus Group

23. Study Highlights

24. Mapping of professionalisation - UN ILO Objective to move towards creation of a distinct job family for evaluators in the ILO. Job classification is a heavy process and it remains to be seen whether this can be done shortly. Through its International Training Center the ILO proposes an Evaluation Manager Certification Program UN Women Training courses on gender-responsive evaluation through UNEG and professionalization initiative - UNW intern Need to update CF to include aspects of gender equality and human rights WFP WFP is establishing a decentralized evaluation function. UNEG competency frameworks are useful input to establishing standards. Already somewhat used in defining the evaluation competencies for decentralized Monitoring & Evaluation Officers, where the functions of monitoring and of evaluation are currently often combined in one job.

25. Mapping of professionalisation – non-UN CES Professional Designation Programme  CES Credentialed Evaluator (CE) designation Education & experience Ongoing Professional Development Credentialing Established since 2010, currently the programme is being evaluated DFID Accreditation system certifying staff members’ level of evaluation competencies Four levels: expert, skilled, competent, foundation Strategic approach to training Second iteration WB & IFC Results measurement and evidence stream (RMES) Professionalise staff Harmonise use of procedures, processes, techniques for measuring results and developing evidence Community of evaluators sharing and disseminating knowledge In pilot phase EES & UKES Voluntary Evaluator Peer Review (VEPR) System Accredited peer review Professional learning & accountability to profession Building evaluation capability & capacity In pilot phase

26. Benchmarking recruitment Job Descriptions Weak systematic use and application of UNEG job descriptions (JDs) Heads Focus is stronger on management skills Context Focus on organizations' mandate, field exposure and having experience in different settings Explanation? Benchmarking analysis contrasts interview findings

27. Assessment of the CF Necessity Strong support for competency-based professionalisation Organisation Critical importance of institutional context Soft Skills Importance of communication, negotiation and management skills Simplicity Support for a streamlined CF Specificity Focus on core evaluation competencies

28. What Next?

29. Professionalization options Developing a cadre of professional evaluators Institutional and organisational capacity building External professional evaluation relationships

30. Recommendations 1.Adopt a single set of core competencies for the professional evaluator in the UN system. 2.Decide on the type of formal recognition to adopt within the UN system. 3.Develop, maintain and deliver a professional development curriculum for the professional evaluator in the UN system. 4.UNEG should consider a code of ethics specific to the professional evaluator in UN.

31. Proposal for future work 1. Develop a single set of core competencies 2. Develop certification/credentialing system (what system and design and test it) 3. Develop a professional development curriculum

32. Issues of consideration i 1.How to use core competencies for existing staff? How to assess existing staff competencies? Need to establish common competency-based training 2.How to use core competencies as an entry to the UN? CF should drive the technical assessments to select new recruits 3.How can inter-agency mobility be fostered?

33. Issues of consideration ii 4.How to design and adopt a new CF? 5. How to use the new CF? Revise and enhance the use of the CF 6. Monitoring and evaluation staff at decentralized level No working group on decentralised evaluation (DE) Yet, UNEG 2015 has a session dedicated to DE and it seems to be gaining more prominence

34. Certification/credentialing model Competency- based training Certification/ credentialing Ongoing practice

35. Voluntary Evaluator Peer Review (VEPR) System (EES and UKES) Professional learning & accountability to profession Accredited peer review Evaluation capability & capacity

36. CES Credentialed Evaluator (CE) designation / Professional Designation Programme (CES) Education & Experience Credentialing Ongoing Professional Development

37. Results measurement and evidence stream (RMES) by WB & IFC Professionalise staff Harmonise use of procedures, processes, techniques for measuring results and developing evidence Community of evaluators sharing and dissemintaing knowledge

38. International Development Evaluation Association (IDEAS) Competencies for Development Evaluation Evaluators Competencies for Development Managers Competencies for Development Commissioners

39. UK Department for International Development (DFID) Accreditation system certifying staff members’ level of evaluation competencies Four levels: expert, skilled, competent, foundation Strategic approach to training

40. Consultation during UNEG 2015 EPE Focus Group: – What should a competencies- based self-assessment tool look like? What would it consist of and how should it be used and for what? – Is it important to align the UNEG Competency Frameworks with existing ones? Why? – What are the pros and cons of universal versus UN-specific set of competencies? Panel questions: (DFID/UN Women/WFP): – What has been the value of competency-based training in your respective organisations? – What is the level of organisational interest? What value does it seem to bring?

41. Challenges Differentiate an evaluator from a program manager Lack of job type that is accepted everywhere Lack of independence in terms of recruitment. Political appointments. Variation of the scope, disciplines and activities undertaken by evaluators. Lack of commitment to invest. Related with lack of resources and training.

42. Challenges ii Need of agreement on minimum required competencies given the various levels of standards used, and sustainability of this competency framework. Need of high-level professional expertise in evaluation in Director-level roles, political implication in evaluation matters. Need of understanding of independence and transparency. Lack of a recognized and agreed institution to provide the accreditation/certification, dealing with diverse field of practices and diverse range of actors. Internal resistance. Adversity to change. Time constraints.

43. Options other than credentialing, certification and application of CF? Mentoring Secondments / mobility between UN evaluation offices Incorporating the Evaluation as part of Project Management / Recognition of evaluation management work Core competencies systematically integrated in staff performance assessment Peer review mechanisms Recognise systems that already exist outside the UN